Developmental Psychology – Chapter 14 – Moral Development (pp.590-618)
Moral Judgement
Morality of behavior is based partly on thinking – incl. conscious intentons and goals –
underlying the behavior
Piaget´s Theory of Moral Judgement
children´s moral reasoning changes from a rigid acceptance of the dictates and rules
of authorites to an appreciaton that moral rules are product of social interacton
and modifable
interacton with peers accounts for advances in children´s moral reasoning
view atained through observing children playing games and asking open-ended
questons
Stages of moral Development:
1. The stage of Heteronomous Morality
o Consistng of children younger than 7 in the preoperatonal stage
(egocentrism)
o Rules/dutes/Justce: unchangeably given by authorites
o Punishment for noncompliance are always justfed
o Determinants of acton are consequences of actonn not motves/intentons
Piaget: children´s belief that rules are unchangeable is due to 2 factors:
Coercive and unilateral parentng unquestoning respect for rules
set by adults
Cognitve immaturity “rules” perceived as real thingsn not the
product of human mind
2. The Transitonal Period
o Age 7-10: represents transiton from heteronomous morality of constraint to
next stage
o concrete operatonal stage of cognitve development is reached
o more interactons with peers than in previous stage (more egalitariann more
give-and-take than with adults) learn: rules can be constructed and
changed by group & to take on others´ perspectves & to cooperate
o start of valuing fairness/ equality
o autonomy in thinking about moral issues
3. The Stage of Autonomous Morality
o By age 11/12: 2nd stage of moral reasoning emerges
o Full understanding that rules are products of social agreement and are
changeable if majority agrees
o Fairness/equality are considered as important when rules are constructed
o Punishment should ft the crimen adults aren´t always fair
o Individual´s motves & intentons are considered
, differences in moral development due to differences in cognitve maturityn
opportunites for interactons with peers and reciprocal role takingn how
authoritarian/punitve parents are
Critque of Piaget´s Theory
Some support from empirical research
o As girls and boys agen motves/intentons are taken into account
o Parental punitveness less mature moral reasoning/moral behaviors
o Moral judgement of children consistent with performances of perspectve-
taking skillsn IQ testsn and Piagetan logical tasks
Shortcomings
o Litle evidence that peer interactons automatcally stmulates moral
development (rather quality than quantty seems more important)
o Ability to appreciate role of intentonality in morality underestmated
o Not everything adults say is considered to be right
overall the theory provided clear arguments for subsequent research on the development
of moral judgement to support/refute
Kohlberg´s Theory of Moral Reasoning
Influenced by Piaget
Interested in sequences through which children´s moral reasoning develops over
tme specifc series of stages that are discontnuous and hierarchical (each new
stage qualitatvely more advanced)
Kohlberg´s Measure of Moral Reasoning
Presentng children hypothetcal moral dilemmas questoning them about issues
involved interested in moral reasoning behind answer
Kohlberg´s Levels of Moral Reasoning
1. Preconventonal Level (self-centered)
o Stage 1: Punishment & Obedience Orientatin
Obedience to authorites seen as right
“conscience” = fear of punishment moral acton is motvated by
avoiding punishment
interests of others aren´t considered
o Stage 2: Instrumental & Exchange Orientatin
One´s own best interest or equal exchange between people is seen as
right (tt-for-that)
2. Conventonal Level (centered on social relatonships)
o Stage 3: Mutual Interpersinal Expectatinss elatinshipss and Interpersinal
Cinfirmity Orientatin
good behavior = expectatons of people close to the person/ or of
someone in a given role
“good” having good motvesn showing concern about othersn
maintaining good relatonships
o Stage 4: Sicial System and Cinscience Orientatin
Moral Judgement
Morality of behavior is based partly on thinking – incl. conscious intentons and goals –
underlying the behavior
Piaget´s Theory of Moral Judgement
children´s moral reasoning changes from a rigid acceptance of the dictates and rules
of authorites to an appreciaton that moral rules are product of social interacton
and modifable
interacton with peers accounts for advances in children´s moral reasoning
view atained through observing children playing games and asking open-ended
questons
Stages of moral Development:
1. The stage of Heteronomous Morality
o Consistng of children younger than 7 in the preoperatonal stage
(egocentrism)
o Rules/dutes/Justce: unchangeably given by authorites
o Punishment for noncompliance are always justfed
o Determinants of acton are consequences of actonn not motves/intentons
Piaget: children´s belief that rules are unchangeable is due to 2 factors:
Coercive and unilateral parentng unquestoning respect for rules
set by adults
Cognitve immaturity “rules” perceived as real thingsn not the
product of human mind
2. The Transitonal Period
o Age 7-10: represents transiton from heteronomous morality of constraint to
next stage
o concrete operatonal stage of cognitve development is reached
o more interactons with peers than in previous stage (more egalitariann more
give-and-take than with adults) learn: rules can be constructed and
changed by group & to take on others´ perspectves & to cooperate
o start of valuing fairness/ equality
o autonomy in thinking about moral issues
3. The Stage of Autonomous Morality
o By age 11/12: 2nd stage of moral reasoning emerges
o Full understanding that rules are products of social agreement and are
changeable if majority agrees
o Fairness/equality are considered as important when rules are constructed
o Punishment should ft the crimen adults aren´t always fair
o Individual´s motves & intentons are considered
, differences in moral development due to differences in cognitve maturityn
opportunites for interactons with peers and reciprocal role takingn how
authoritarian/punitve parents are
Critque of Piaget´s Theory
Some support from empirical research
o As girls and boys agen motves/intentons are taken into account
o Parental punitveness less mature moral reasoning/moral behaviors
o Moral judgement of children consistent with performances of perspectve-
taking skillsn IQ testsn and Piagetan logical tasks
Shortcomings
o Litle evidence that peer interactons automatcally stmulates moral
development (rather quality than quantty seems more important)
o Ability to appreciate role of intentonality in morality underestmated
o Not everything adults say is considered to be right
overall the theory provided clear arguments for subsequent research on the development
of moral judgement to support/refute
Kohlberg´s Theory of Moral Reasoning
Influenced by Piaget
Interested in sequences through which children´s moral reasoning develops over
tme specifc series of stages that are discontnuous and hierarchical (each new
stage qualitatvely more advanced)
Kohlberg´s Measure of Moral Reasoning
Presentng children hypothetcal moral dilemmas questoning them about issues
involved interested in moral reasoning behind answer
Kohlberg´s Levels of Moral Reasoning
1. Preconventonal Level (self-centered)
o Stage 1: Punishment & Obedience Orientatin
Obedience to authorites seen as right
“conscience” = fear of punishment moral acton is motvated by
avoiding punishment
interests of others aren´t considered
o Stage 2: Instrumental & Exchange Orientatin
One´s own best interest or equal exchange between people is seen as
right (tt-for-that)
2. Conventonal Level (centered on social relatonships)
o Stage 3: Mutual Interpersinal Expectatinss elatinshipss and Interpersinal
Cinfirmity Orientatin
good behavior = expectatons of people close to the person/ or of
someone in a given role
“good” having good motvesn showing concern about othersn
maintaining good relatonships
o Stage 4: Sicial System and Cinscience Orientatin
