Moral Development In Children According To Kohlberg And Piaget

Moral development in children according to Kohlberg and Piaget

Kohlberg cooperates with piaget in which the moral develops in each subject through a chain of cycles or lapses. These periods are the same for all individuals and are supplied in the equivalent order, organizing structures that will approve the path to later phases. However, biological and intellectual advance is a necessary class for moral progress. Also, according to Kohlberg, not all people get the main stages of this development.

The step by step of a stage occurs with a definitive learning course by achieving present structures of knowledge, valuation and action. These classifications are in each phase, work group and obey some of the action of others. Kohlberg says that they never stop acting even if imbalances occur in some subjects that have obtained structures of each stage.

Kohlberg highlighted concrete stages of moral development with an investigation he did with children and adolescents in Chicago, carrying out problems solving behavior choice. (Triglia, 1988)

The creator of this theory of moral development, Lawrence Kohlberg, was an American psychologist born in 1927 who in the second half of the twentieth century, from Harvard University, dedicated himself largely to investigating the way in which people reasonin moral problems.

All fields try to represent how moral development in children is based, what aspects are obtaining in each of them. In the six stadiums, the importance of people from the closer environments or contexts are reflected to the child so that it can begin to develop their moral part, and that “when a teenager develops in formal instructions, he does not forget howhandle concrete procedures ”, but is acquiring greater knowledge that specifies the actions it performs.

We have to know that these 6 transition phases refer to the same theory, but they are incomparable between each one, since according to the phase in which the person is the degree of difficulty of moral development increases more and more. For example: in the pre-conventional phase the child is good to avoid being punished. And the person already knows that if he is punished, he must have done something wrong. In the conventional morality phase the child is good to be seen by others as a good person. Therefore, the answers are related to the approval of others. In the post-conventional morality phase people have developed their own set of moral guidelines that may or may not adjust to the law.

Although Kohlberg at each stage speaks of certain ages, these cannot be so generalized for all, because we are all, we learn and interact with different ways, and in the moral development of each person they affect each of the contexts orThe people with whom he is alive, for example, education factors, his family, age and different customs.

(Perez) Parents are fundamental in the moral development of the child. But, as this grows, the role of school and its peers acquires more relevance. Children spend many hours at school and, in adolescence, find their main references among their peers. Pérez states that in ‘Primary periodic assemblies are raised to stimulate reflection and dialogue on values. The same goes for high school with group tutorials ’. In a transverse way, the values are present in all school subjects and subjects. On the other hand, many parents cannot or do not know how to fulfill their function of educators. Lack of time, their own personal crises or erroneous values can hinder the moral development of children. You look at school to correct the possible moral shortcomings that children have at home. Can these moral deficiencies be compensated in class? It depends on the child’s age, the ability to influence the educational figures in him and his group of colleagues. ‘In an optimal situation, in a child under twelve, when educators have a lot. In adolescence it is quite complicated.

Finally the moral development of people are values that manage behavior. Through them, people decide what is right and what’s wrong. In childhood and adolescence, rules and values that will provide a significant role in identity and personality are experienced and internalized.

References

• Perez. (s.F.). Baby world. Retrieved on the 28th of 2019, from World Baby: http: // www.baby world.com/content/the-development-of-to-moral-en-in-ninos-2464
• Triglia, a. (1988). Psychology and mind. Retrieved on 10 of 2019, from psychology and mind: https: // psychologiaymente.com/Development/Theory-Development-Moral-Lawrence-Kohlberg