Courtney Painton Carrie Dayley Melissa Holmes

 Born August 9 th, 1896  PhD in Zoology  Swiss Development Psychologist and Philosopher  1923 Married, and his 3 children  1972 Erasmus Prize  1979 Balzan for political and social sciences  Died September 16 th, 1980

 Unchangeable Rules  Obedience to rules, authority, duty  Letter of Law valued  Egocentric, projects own perspective  Behavior: right or wrong  Consequences over Intentions  Punishment: immediate, automatic  Adult authority/Child helpless Young Children 5/6-10/12 years

 Older Children-10/12 years+ Changeable Rules with mutual consent, cooperation Considers intent, motivation, context, abilities Understands reasons for rules Punishment should fit crime, restitution, reform Considers perspectives Purpose of Law valued Golden Rule/Ideal Reciprocity

 Scenario 1  A mother placed a cookie jar on a high shelf to stop Sam from getting any cookies. After she left, Sam broke a cup while trying to steal the cookies  Scenario 2  Tevis went into the kitchen to help his mother clean, but accidentally broke 10 cups. If a younger child was asked, “ Who should be punished?” Predict what he/she might say. What might an older child say?

 The younger child might say, "Tevis, because he broke the most cups.”  The older child might say, "Sam. Because he broke the cup while trying to steal cookies.”

 Opened the door to children psychological research  Kohlberg  How it has helped teachers today

Cognitive development is tied to Stages of Moral Development When developmentally appropriate, over time Expectations: lies, theft, cheating, fairness, sharing Appropriate punishment/consequences Older children consider rules as changeable Scheduling of school curriculum around cognitive/moral development One classroom: students with different moral realities, P.O.V. Test to know where students are developmentally Adult/teacher and child relationship awareness Learn morality from experiences, group interaction, process of discovery, reflection, assimilation, accommodation

 Problems with research methods  Unrepresentative samples  Underestimation of children’s abilities  Individual differences  Overlooking cultural/social effects

 piaget  ory/a/keyconcepts.htm  /moral-devlopment/  psychology.php  c.php?type=doc&id=41173&cn=1310