Running Heard: Compare/Contrast Moral Development Assignment Instructions
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Compare/Contrast Moral Development Assignment Instructions
Francione Sousa Neff
EDUC 500
Professor Dr. Joan Cox
Liberty University
3/30/2018
Compare/ Contrast Moral Development Assignment Instructions 2
COMPARE/CONTRAST MORAL DEVELOPMENT ASSIGNMENT INSTRUCTIONS
Instructions: During this module/week you will watch the video, A Child’s Mind: How Kids Learn Right from Wrong, as well as
reading from your Slavin and Schunk (2017). You may use both sources as you complete this assignment. You must answer each
question using complete sentences and following current APA format. However, you must also properly cite your sources. For your
description of each of the moral development theories, write at least 4–5 sentences. For the final question, construct one solid
paragraph of at least 400 words each. You must cite at least 1 professional source. You can cite the video as follows: (Ryan, 2011). You
can see how to complete the reference for the video at the end of these instructions.
Note: The information that you gain will help you as you develop your Final Paper. Be sure to write in complete sentences and follow
current APA guidelines.
Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
FOUR MORAL DEVELOPMENT THEORIES
Describe Jean Piaget’s
Theory of Moral
Development
Jean William Fritz Piaget was born in 1896 in Switzerland. He was a psychologist, biologist,
and epistemologist. He was a pioneer in the study of child development. His work is very meaningful and
helpful for educators and psychologists.
Studying moral development, Piaget focused on the specific aspect of moral judgment and the underlying
cognitive processes. He studied moral development and defined stages through interviews and
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observation of children in games with rules. Piaget's research allowed him to conclude that “moral
development is categorized by transition from heteronomous to autonomous moral thinking” (Ryan,2011)
The heteronomous
In the phase of moral heteronomous, children between 0 until 8 years old perceive rules as
absolute, immutable, intangible, the rules are not changeable. In this phase the child judges the action as
good or not based on the consequences of the acts, without a broader analysis and without considering the
intentions of the author of the action. The child in this stage considers that if an individual was punished
because the action is wrong. Assuming absolute connection between punishment and error, for
example, for a six-year-old child, if a girl drops an ice cream on the floor she is guilty of being silly and
should not win another ice cream. A six-year-old child will probably say that a boy who broke five dishes
while helping the mother washing dishes is more culpable than the girl who broke a plate while stealing a
piece of cake. Piaget realized that the young child has difficulties to understand the mitigating
circumstances while a teenager makes judgments based on equity, being able to think in terms of
possibilities and a greater number of alternatives. Piaget believed that “until age 9 or 10 children’s
morality is external. Their sense of right and wrong is controlled by parents, teachers or other authority
figures” (Ryan, 2011).
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The autonomous
In the phase of moral autonomy between 10 and 12 years old the purpose and consequences of
rules are considered by the child as the obligation based on reciprocity. The child is characterized by the
moral of equality or reciprocity and perceives the rules as established and maintained by social consensus.
Piaget found that when the child is about 10 years old the child comes to perceive the rule as the result of
free decision, and that these rules can be modified, and accepted being worthy of respect, if mutually
consented. In these stages Piaget felt that “children over the age of 9 or 10 no longer need others to tell
them what is morally correct. They now have an internal sense of right and wrong” (Ryan,2011). The
transition between the heteronomous to autonomous “took place through three moral stages, premoral,
moral realism, and moral relativism” (Ryan, 2011). Premoral is the stage from birth until 5 years old,
Piaget consider that in this stage children do not think about what is right or wrong. Moral Realism is the
stage from 5 years old until 10 years old. For Jean Piaget this stage is measured by understanding the
sense of right and wrong. Moral Relativism is the stage after age 10, according to Jean Piaget in this stage
the children start to think about moral issues for themselves. In the moral Relativism the connection with
others is very important.” In this stage children become less egocentric and therefore are able to see the
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value and rules based on cooperation and respect” (Ryan, 2011). Piaget proposes that in this stage teachers
should work with cooperation, decision making and problem solving in the classroom.
Describe Lawrence
Kohlberg’s Theory of Moral
Development
Lawrence Kohlberg was born in New York on October25, 1927; he was psychologist. He was inspired by
the theory of Jean Piaget; nevertheless, he was not satisfied with the two levels of the moral development
by Piaget, instead he deeply studied about and proposed a theory with three levels of moral development
each level with two stages. “A key concept in the theory is internalization. This is the developmental
change from externally controlled behavior” (Ryan,2011).
Level 1 – Preconventional (Before age 9)
In level 1 children tend to be egocentric not thinking of the needs of others. Stage 1 - deals with
obedience and punishment. Children are obedient without question, to the superior power to avoid
hassles. Stage 2 – deals with naive selfishness. The correct action is to intentionally satisfy their own
needs and, possibly, those of others.
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Level II - Conventional (Early adolescence)
The moral value is centered on the correct performance of rules, the maintenance of the communal
order and meeting the expectations of others. Stage 3 is the - Good boy and good girl morality. They seek
approval and to please others. Confusion with stereotyped images or natural roles and judgment based on
intentions. Stage 4 – Is characterized by maintenance of authority and social order. Also, this stage tends
to fulfill duty and demonstrate respect for authority and for maintaining social order, considering the
expectations of others.
Level III – Postconventional
The moral stage is in the conformity to itself, with standards, rights and duties that are and can be
shared. Stage 5 - legalistic contractual orientation, recognition of element or starting point in the rules, in
the interests of the agreement. Duty is defined in terms of contract or generally avoiding the violation of
the rights of others, their will, and the well-being of the majority. Stage 6 - consciousness of principles.
The individual does not only follow the rules of society, but the principles of choice involving appeal to
logical universality and consistency. They choose by conscience, respect and mutual trust. As an example,
for this final stage Kohlberg used the example of Martin Luther King Jr. and how Luther King Jr
“transcended the laws of his time and brought awareness to ideals that transcended them.” (Ryan, 2011)
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Describe Elliot Turiel’s
Moral Domain Theory In contrast to Kohlberg’s theory we have the theory of the American psychologist Elliot Turiel.
“who conducts research on development of moral reasoning and children’s understanding of authority”
(Ryan, 2011). Elliot disagrees with Kohlberg on the following point. Whereas for Kohlberg the individual
first passes through the preconventional level that is heteronomous morality, and then reaches the
conventional level that is internalization of societal norms only later the child reaches
the postconventional level which includes justice, and autonomous principles of consciousness.
Elliot Turiel believes, when the child is very small by age 3 they are already able to distinguish mere
social conventions from obligatory moral principles. Which is different than the theories of Piaget
and Kohlberg. Turiel then created the theory of the three domains, the personal, the conventional and the
moral, these three domains are parallel and have been developed since childhood.
The conventional domain refers to arbitrary social rules, such as ways to eat with cutlery or without
cutlery.
Moral dominion is where the children understand that their actions affect other people in positive and
Compare/ Contrast Moral Development Assignment Instructions 8
negative ways.
The personal domain, however, is one in which the choice has no social or moral implications, such as
the haircut that a person adopts.
Albert Bandura’s Theory of
Moral Development through
Social Learning
Albert Bandura was born on December 4, 1925. He was a Canadian psychologist who developed
the theory of moral development through social learning. The environment in which we live determines in
a significant way the development of the human being. Participation in traditional groups such as family,
school, community, directly influence the development of the individual's learning. According to Bandura,
cognitive social theory children adopt the behavior of other people and develop perspective for self-
development, adaptation, and change. The theory of social learning explains how people can learn new
things and develop new behaviors by observing the actions of other people. “Albert Bandura suggest that
children learn through social contacts and therefore we as adults are modeling behavior for children all of
the time” (Ryan,2011). An example is in a classroom if the child follows the rules of the class and others
follow their example they are modeling someone’s behavior.
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BIBLICAL INTEGRATION
Share at least 2
verses/passages regarding
social, moral, and emotional
development. Share the
verse in quotes followed by
the citation.
If we look through the holy bible we will not find the word morality, but we can find some ideas
of morals and values that guide humanity to develop knowledge of moral development. It has some good
examples about morality in the scriptures. “Train up a child in the way he should go; even when he is old
he will not depart from it” (Proverbs 22:5 New International Version).
The scripture in proverbs suggest that if the parent teaches the child good standards, the child will never
forget what he has learned. This Bible principle matches Bandura’s theory where he talks about modeling
behavior assuming the parents model good behavior to teach their children. “Finally, brethren,
whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things
are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if
there be any praise, think on these things” (Philippians 4:8, King James Version). The principles of the
scriptures are teaching us to follow what is good for society. This matches the higher levels of
development that Kohlberg theorized when he talked about the good boy and good girl level and the
morally correct principles supersede some unjust laws.
Why is it essential to instill
a sense of right and wrong
It is essential that us as educators apply the same principles in our classroom with our students, being
honest with them, to love them. They need to learn the sense of right and wrong because as we grow we
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in children from a biblical
perspective? Support your
answer.
learn that our actions affect others, based in that we must make choices to be good acquaintances in
society. The holy bible is an important guide for those who want to apply principles of
righteousness. According to Van Brummelen, (2009) as a teacher " We have to help students understand
the need to create a more righteous, more just, more compassionate, and more inclusive society"(p. 61).
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Write 1 solid paragraph comparing and contrasting the view of any 2 of the theorists from the video of how children develop a sense of
right and wrong. How do their views compare with a biblical worldview? In your professional role, how can you help children/students
to develop a sense of right and wrong?
Piaget’s theory is important historically even though Piaget’s theory received criticisms that disagree with some element of his theory
based on recent research. They believe that “some young children are not egocentric as he believed them to be. And in fact, showing
understanding of their own behavior as well as feelings of others” (Ryan,2011).
Piaget’s theory is still having impacts and inspiring others to seek to understand about moral development in children.
Lawrence Kohlberg studied Piaget’s theories and was one of his critics, which lead him to also study moral development. He was
inspired by the theory of Jean Piaget; nevertheless, he was not satisfied with the two levels of the moral development by Piaget, instead
he deeply studied about and proposed a theory with three levels of moral development each level with two stages. “A key concept in the
theory is internalization. This is the developmental change from externally controlled behavior” (Ryan,2011) For Kohlberg the person
will pass each one of the stages at a time and they couldn’t pass though one stage than skip to another stage. For example, the person
couldn’t move from the stage 2 to stage 5. Passing to each stage the person develops the higher stage of morality. As Piaget, Kohlberg
believed, that the most moral development occurs by social interaction, he understood that by the formal education the moral
development could be promoted.
As an educator one of the concerns I have is how I should teach about what is right and wrong for my students promoting them develop
their moral development. I have used some techniques, to be sure I am being a good model. One of the techniques I used are stories that
illustrate some real-life situations, so by means of feedback, I urge the student to think about the consequences of each action of the
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References
Ryan, K. O. (Producer). (2011). A Child's Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15,
2017, from Education in Video: Volume I
Van Brummelen, H. (2009). Walking with god in the classroom Christian approaches to teaching and learning. (3rd.ed). Colorado
Springs, CO: Purposeful Design Publications
Ryan, K. O. (Producer). (2011). A Child's Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15,
2017, from Education in Video: Volume I.
