1. Moral Development How do children think about the standards of right and wrong? Domains of Moral Development 1. Cognitive — how an individual reason or think about rules for ethical conduct. This is called as moral thinking. Piaget’s Theory: He concluded that children think in two distinct ways about morality, depending on the developmental maturity. Heteronomous morality (4 – 7 yrs.) Autonomous morality (10 yrs & older) (Rules and law, consequences and intention, and immanent justice)

2. 2. Behavioural How individuals actually behave rather than on the morality of their thinking. This is commonly called as moral behaviour. (Reinforcement/punishment, Imitation, Situational variations) 3. Emotional—how individuals morally feel. This is referred to as moral feeling. Empathy Altruism Parenting – parents’ discipline techniques -Love withdrawal -Power assertion -Induction

3. This whole process of learning how to think morally, behave morally and feel morally is called as moral education. Kohlberg’s Theory of Moral Development Stressed that moral development primarily involves moral reasoning and develops and progresses in steps. Discussion on the moral dilemma (Group activity) hyperlink\The moral dilemma that Kohlberg used.doc C:\Users\Madam\Desktop\CHILD DEVELOPMENT MOVIE\CD 3 Module 3\module_3_Start.exe C:\Users\Madam\Desktop\CHILD DEVELOPMENT MOVIE\CD 4 Module 4\module_4_Start.exe

4. Kohlberg’s Theory He identified three levels of Moral Reasoning Kohlberg’s 3 moral reasoning (Interpersonal norms) (Social system morality) (Punishment & (Community rights/ Reinforcement) Individual rights) (Individualism & purpose) (Universal ethical principles) Level 1 Preconventional reasoning Level 2 Conventional reasoning Level 3 Postconventional reasoning

5. Factors influencing Moral Development Peer Interaction. Child Rearing Practices. Schooling. Culture. Implications Teachers need to expect a level of moral thought and behaviour that is appropriate to the child’s age. Having classroom discussion of moral dilemmas helps challenge students’ moral reasoning.

6. Implications Cont. Self-assessment will help teachers assess their own level of moral development to better understand how they perceive the thinking and behaviour of their students. Teachers need to realize that no one theory of moral development is universally accepted. Teachers need to encourage and develop thinking that is not just moral, but also, wise. Be clear about your policies in regard to cheating, and enforce them consistently. Make sure they are well prepared for tests, exams, assignments etc. so they can do reasonably well without cheating.