1. Social and Emotional Development in Childhood
Moral Development
Hilâl ŞEN

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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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?

11. 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?

12. 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?

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

14. 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.”

15. 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.”

16. 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.”

17. 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

18. 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.”

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

20. 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.”

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

22. 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.”

23. 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

24. 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.”

25. 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