Jean Piaget Theory Of Moral Development Analysis

FOUR MORAL DEVELOPMENT THEORIES
Describe Jean Piaget’s Theory of Moral Development Jean Piaget’s Theory of Moral Development was based around the concept of two stages of moral development. The first stage was that children between the ages of 5-10 years old see the world as heteronomous mortality (Ryan, 2011). Heteronomous mortality is where children base their opinion on results of action (Slavin & Shunk, 2017). Within heteronomous morality children see rules as something set by individuals they consider “authority” and those rules are unbreakable. Children with this type of morality refuse to break the rules set in place because they associate rule breaking with negative consequences (Slavin & Shunk, 2017). Thus, children do everything

The pre-conventional level occurs before age nine. The pre-conventional level is categorized by egocentrism. Egocentrism is defined as children believing that others view things the exact way that they do. The pre-conventional level of moral development is based on the fear of punishment and they value the benefits for themselves. The conventional level of moral development occurs in early adolescents; this level of moral development is where children begin to believe that rules are crucial for society and decisions are now made based on the feeling of others. Within the conventional stage children begin to understand that their wants are placed second to others and their feelings (Ryan, 2011). The post-conventional stage is where individuals begin to have a sincere interest to the wellbeing of others. In this level of moral development, individuals begin to have understandings that go beyond what society can offer (Ryan, 2011). Overall, Kohlberg believed that individuals must progress through the stages one at a time. The must pass through each stage accordingly and cannot skip stages in

One similarity between Turiel and Bandura is that each of them agrees that moral development starts at a very young age amongst children. Turiel and Bandura both believe that the moral decisions that are made by children are being made based on the effects of others and how others will feel (Slavin & Shunk, 2017). Turiel and Bandura theories differ in the sense that Turiels research is a bit shorter and to the point whereas Banduras research is more lengthy and in depth to the concept. Bandura believes that when children observe the adults behaviors, the children internalize it, experiment with the behavior themselves, and create a sense of moral self based on the behavior (Slavin & Shunk, 2017). Bandura also believes that depending on the consequences that are established will help determine children’s future decisions (Slavin & Shunk, 2017). Both Turiel and Bandura's theories coincide with what is considered biblical worldviews. Being God is our source of all that is and will be we are expected to follow Him and everything that he has established in whole. Since our moral development is thought learned beginning at such a young age, the earlier that we start to follow after Jesus the better we can regulate our lives to know what is right and what is wrong (or good versus evil). In my role as a teacher I can help students develop what is right and what is wrong