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Friday, September 15, 2023

Piaget's Theory Relating to Model Development | Human Development & Learning |

Explain Piaget's theory relating to model development.

Course: Human Development & Learning

Course code 8610

Level: B.Ed Solved Assignment 

ANSWER  

THEORIES RELATED TO MORAL DEVELOPMENT

Psychologists have studied morality in various ways. In the following section, we will present an introduction to the two major theories related to moral development.

Jean Piaget’s Theory

 Jean Piaget (1896–1980) focused especially on the moral lives of children. He studied the way children play games to learn about children’s beliefs about right and wrong. He watched children play marbles to learn how they used and thought about the game’s rules. He also asked children questions about moral issues like theft; lies; punishment; and justice.

Through his studies, Piaget concluded those children, depending on their developmental maturity, think in two unique ways about morality. He termed the ways as Heteronymous and Autonomous morality. 

Heteronymous Morality

This is the first stage of moral development in Piaget’s theory. It arises from 2 to 7 years of age. Here, justice and rules are considered as unchangeable things of the world that are beyond the control of people. 

 Autonomous Morality

This is exhibited by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences. Dear students, you will recall Piaget’s theory of cognitive development. His explanations support our understanding of the process through which the child continues to understand the world and how he adds rules and values and makes moral decisions.

 

Lawrence Kohlberg’s Theory (1927-1987)

 Lawrence Kohlberg started as a developmental psychologist and then moved on to the field of moral education. Through his studies, Kohlberg displayed that people developed their moral reasoning through a series of stages. He believed that there were six identifiable stages of moral reasoning. These stages can be clustered into three levels of complexity. They are:

Level I - Pre-Conventional Reasoning At this level, the child cannot understand the concept of moral values. Moral reasoning is controlled by external rewards and punishments.

Stage 1:

 Punishment and Obedience Moral thinking is based on punishment. Children obey because adults tell them to obey. Whatever is rewarded is good; whatever is punished is bad.

Stage 2:

 Individualism and Purpose Moral thinking is based on rewards and self-interest. Children obey when they want to obey and when it is in their best interests to obey. What is right is what feels good and what is rewarding.

I’ll do something good for you if you do something good for me

Level 2 - Conventional Reasoning At this level, internalization is transitional. The child abides by certain standards (internal). However, these are the standards of others (external) such as parents or the laws of society.

Stage 3:

 Interpersonal Norms Children give importance to trust, caring, and faithfulness to others as the basis of moral judgment. At this stage, children often adopt their parents’ moral standards. They make efforts to be considered by parents as a” good boy” or a “good girl. This impression is rewarding for children.

 Stage 4:

Social System Morality Moral judgments are based on understanding the social order, law, justice, and duty. For example, a child might say that it is always wrong to steal because laws that have been developed are for the benefit of society. Good is defined by the laws of society, by doing one’s duty. A law should be obeyed even if it is not fair. Level 3 - Post-Conventional Reasoning At this level morality is completely internalized (adopted) by the individual and is not based on others’ standards. The adolescent identifies alternative moral ways, searches for choices, and then decides on personal moral codes.

Stage 5:

Community Rights versus Individual Rights The adolescent understands that values and laws are not absolute but relative. He also knows that standards may differ from one person to another. The person recognizes that laws are important for society but knows that laws can be changed. He believes that some values, such as liberty, are more important than the law. Values and laws are relative and standards may vary from one person to another. Good is understood in terms of abstract (mental) principles that the society has settled down. An unfair law ought to be changed.

Stage 6:

Universal Ethical Principles At this stage individual has developed a moral standard based on universal human rights. When faced with a conflict between law and conscience, the person will follow the conscience, even though the decision might involve personal risks. Good is understood in terms of abstract principles. The emphasis is on human rights without caring for the approval of society.

Kohlberg’s theory shows us that moral reasoning is a complex process and the child needs guidance throughout his developmental stages. In the preschool age, you will be dealing with children of the first two stages and in the long run the third stage, but you need to understand the whole process of moral development according to the perspective of Lawrence Kohlberg.


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