Social and Emotional Development in Childhood Moral Development Hilâl ŞEN 23.12.2011

OUTLINE Piaget’s Theory of Moral Development Kohlberg’s Theory of Moral Development Prosocial Moral Reasoning

Moral Development a matter of internalization: adopting societal standards for right action as one’s own cognitive maturity and social experience lead to advances in moral understanding

Piaget’s Theory of Moral Development Heteronomous morality Right and wrong are defined according to objective consequences Children regard rules as external features of reality. Children up to 9 or 10 years old E.g., number of broken cups Autonomous morality Right and wrong are defined according to internal motives and intentions Rules are viewed as flexible, socially agreed-on principles that can be revised to suit the will of the majority. By age 10 E.g., good or bad intention

Piaget’s Theory of Moral Development Peer context & Playing games Fantasy role play vs. Rule-based games 6- and -8 year- olds: Rules are fixed and unbreakable. heteronomous morality 10-and -12 year-olds: Rules have been decided by themselves and can be changed by agreement. autonomous morality Game-playing & Understanding social rules

Piaget’s Theory of Moral Development Ali breaks ten cups while helping his mother to dry the dishes. Can breaks one cup while stealing chocolates in the absence of his mother. Who is naughtier? Ali or Can? Ali – 10 cups & good or neutral intent Can – 1 cup & bad intent

Kohlberg’s Theory of Moral Development “Morality” is an individual’s sense of right, wrong, and justice Every individual passes through different levels of moral thinking

Kolhberg’s Six Moral Stages Stage 6- Universal ethical principles Stage 5- Social-contract reasoning Stage 4- Law-and-order Morality Stage 3 – Good-child morality Stage 2 - Instrumental morality Stage 1 - Heteronomous morality

Kohlberg’s Six Moral Stages Level I - Preconventional Stage 1 - Heteronomous morality Stage 2 - Instrumental morality Level II - Conventional Stage 3 - Good-child morality Stage 4 - Law-and-order morality Level III - Postconventional (Principled) Stage 5 - Social-contract reasoning Stage 6 – Universal ethical principles

Heinz Dilemma Kohlberg made interviews involving a series of dilemmas such as the following with children: Scenario 1 A woman was near death from a unique kind of cancer. There is a drug that might save her. The drug costs $2,000 per dosage. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $1,000. He asked the doctor scientist who discovered the drug for a discount or let him pay later. But the doctor scientist refused. Should Heinz break into the laboratory to steal the drug for his wife? Why or why not?

Scenario 2 Heinz broke into the laboratory and stole the drug. The next day, the newspapers reported the break-in and theft. Brown, a police officer and a friend of Heinz remembered seeing Heinz last evening, behaving suspiciously near the laboratory. Later that night, he saw Heinz running away from the laboratory. Should Brown report what he saw? Why or why not?

Scenario 3 Officer Brown reported what he saw Scenario 3 Officer Brown reported what he saw. Heinz was arrested and brought to court. If convicted, he faces up to two years' jail. Heinz was found guilty. Should the judge sentence Heinz to prison? Why or why not?

Level I – Preconventional Morality Stage 1 - Heteronomous morality Before age 7 Children obey rules to avoid punishment Egocentric perspective

Stage 1- Response to Heinz Dilemma “Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person.” OR “Heinz should steal the medicine because it is only worth $200 and not $2000; Heinz had even offered to pay for it and was not stealing anything else.”

Level I – Preconventional Morality Stage 2 - Instrumental morality At the age of 7 or 8 Children obey rules to gain rewards or satisfy personal objectives Concrete individualistic perspective “I’ll help you with your homework, if you help me with mine.”

Stage 2- Response to Heinz Dilemma “Heinz should not steal the medicine because prison is an awful place, and he would more likely languish in a jail cell than over his wife's death.” OR “Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence.”

Level II – Conventional Morality Stage 3 - Good-child morality At age of 10 or 11 Making decisions on the basis of what will please others Maintaining interpersonal relations “Golden rule”: treat others as you wish to be treated

Stage 3- Response to Heinz Dilemma “Heinz should not steal the drug because stealing is bad and he is not a criminal; he has tried to do everything he can without breaking the law, you cannot blame him.” OR “Heinz should steal the medicine because his wife expects it; he wants to be a good husband.”

Level II – Conventional Morality Stage 4 - Law-and-order morality By early adolescence Maintaining the social order Conforming to the rules of legal authority

Stage 4- Response to Heinz Dilemma “Heinz should not steal the medicine because the law prohibits stealing, making it illegal.” OR “Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.”

Level III - Postconventional (Principled) Morality Stage 5 - Social-contract reasoning Social contracts and democratic law Prosocial perspective: Being aware of others’ values and rights

Stage 5- Response to Heinz Dilemma “Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.” OR “Heinz should steal the medicine because everyone has a right to choose life, regardless of the law.”

Level III - Postconventional (Principled) Morality Stage 6 – Universal ethical principles Self-chosen universal principles of ethics and justice (e.g., equality) as abstract moral guidelines

Stage 6- Response to Heinz Dilemma “Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.” OR “Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person.”

Prosocial Moral Reasoning Thinking that is involved in deciding whether to share with, help, or take care of other people Eisenberg: Story dilemmas E.g., birthday party vs. helping a child who has injured his leg Immediate self-interest vs. interest of others With age, children express more empathy Prosocial reasoning & Prosocial behavior