Child Psychology: The Modern Science, 3e by Vasta, Haith, and Miller Paul J. Wellman Texas A&M University John Wiley and Sons, Inc. © 1999 PowerPoint  Presentation: Chapter 14 Moral Development

© 1999 John Wiley and Sons, Inc. Morality Issues n Morality involves issues of right and wrong –Moral rules refer to broad issues of fairness and justice –Social conventions are rules used by society to maintain order –Morality has different components Thought processes that underlie morality are assessed in moral reasoning studies Behaviors governed by morality are assessed in studies of moral conduct

© 1999 John Wiley and Sons, Inc. Piaget’s Stage Theory of Moral Development n Piaget used moral dilemmas to assess children’s thoughts on morality –Stage 1 (2-4 yrs) Children have no true conception of morality –Stage 2 (5-7 yrs) Children understand and use rules, but are not flexible in rule use (Stage of moral realism) Objective responsibility: Children evaluate moral situations on the basis of amount of damage Immanent justice refers to inherent justice

© 1999 John Wiley and Sons, Inc. Piaget’s Stage Theory of Moral Development –Stage 3 (8-11 yrs) Children realize that rules are conventions and can be altered. Children in this stage now consider intention in their evaluations of morality. (Stage of moral relativism) –In Stage 4, children develop rules as needed and extend moral reasoning beyond their personal level n Moral reasoning develops as the cognitive structures of the child develop

© 1999 John Wiley and Sons, Inc.Vasta, 3e Fig.14.1 Increasing the Salience of Intentions Can Alter Moral Reasoning (Figure reprinted with permission from “Factors Influencing Young Children’s Use of Motives and Outcomes as Moral Criteria” by S.A. Nelson, 1980, Child Development, 51, pp Copyright © 1980 by the Society for Research in Child Development)

© 1999 John Wiley and Sons, Inc. Kohlberg’s Theory of Moral Development n Kohlberg presented children with moral dilemmas and asked them to explain their reasoning n Kohlberg’s three levels of reasoning: –Preconventional: A person must meet their own needs – Conventional: Social systems must be based on laws and regulations – Postconventional: The value, dignity, and rights of each person must be maintained

© 1999 John Wiley and Sons, Inc. Turiel’s Model of Moral Reasoning n Children’s moral reasoning involves several different domains –Moral domain is concerned with people’s rights and welfare Prohibitions against lying, cheating, stealing –Societal domain involves rules that guide social relations Being polite, wearing appropriate clothing n Children’s understanding of moral and societal issues is influenced by context

© 1999 John Wiley and Sons, Inc. Ethological View of Moral Conduct n The ethological view focuses on processes that promote survival and reproduction –Altruism refers to behaviors that benefit another but that may cost the person Kin selection: The notion that a person will act to aid persons who share their genes (Mother is more likely to act to save her child than her husband; child has more of her genes) Reciprocal altruism: The notion that members of a group reciprocate in their altruism so that all members are more likely to survive and pass on their genes

© 1999 John Wiley and Sons, Inc. Ethological View of Moral Conduct n Aggression is another focus of the ethology. –Aggression is involved in predation, defending the nest (home) against intruders, and defending valuable territory –The ethological view is that aggression is an inevitable part of human nature –Aggression may lead to dominance hierarchies

© 1999 John Wiley and Sons, Inc. Social Influences on Moral Reasoning n Peer Interactions force children to wrestle with moral issues –Interaction with a peer whose level of moral reasoning is higher (usually by one level) can improve moral reasoning in a child n Social learning theory suggests that moral reasoning can be influenced by modeling and imitation

© 1999 John Wiley and Sons, Inc. Family Influences on Moral Reasoning n Parents’ Disciplinary Practices –Power assertion involves the use of commands, threats, and physical force –Love withdrawal involves the use of disapproval and withholding of affection – Induction refers to reasoning with the child to explain why certain behaviors are prohibited –The induction approach leads to higher moral reasoning, power assertion leads to lower levels of moral reasoning

© 1999 John Wiley and Sons, Inc. Prosocial Behavior n Prosocial behaviors are socially desirable and include sharing, cooperating, and helping –Altruism can be observed in infants (cry when hearing another infant cry) –Toddlers comfort those in distress –Older children will offer help to another person or will offer to share their resources n Prosocial behavior is influenced by reinforcement and by modeling

© 1999 John Wiley and Sons, Inc. Aggression n Aggression is defined as behavior that is intended to harm persons or property and that is not socially justified n Forms of aggression include –Verbal: Name calling, teasing, threats –Hostile: Inflicting pain or harm –Instrumental: Has an aim (obtain a toy) –Relational: Purpose is to damage or manipulate social relationships

© 1999 John Wiley and Sons, Inc. Determinants of Aggression n Biological: –Aggression is more likely in boys than in girls –Aggression is influenced by level of testosterone –Aggression is related to early difficult temperament n Social influences: –Modeling (as in televised violence) –Violent environments alter the way that children view the world

© 1999 John Wiley and Sons, Inc.Vasta, 3e Fig Daily Violence and Children’s Art (Figure reprinted with permission from “Coping with the Consequences of Living in Danger: The Case of Palestinian Children and Youth” by K. Kostelny and J. Garbarino, 1994, International Journal of Behavioral Development, 17, )

© 1999 John Wiley and Sons, Inc.Vasta, 3e Fig The Role of Attributions in Aggression (Figure adapted with permission from “Attributional and Emotional Determinants of Aggression Among African- American and Latino Young Adolescents” by S. Graham et al., 1992, Developmental Psychology, 28, Copyright © 1992 by the American Psychological Association. )

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