INTRO TO CHILD DEVELOPMENT Final Exam Chapter 12 Moral Development Morality as Rooted in Human Nature Genetic root Share moral behaviors with other species Ventromedial and orbitofrontal aerea Functioning improves over rst two years Areas in prefrontal cortex are vial for emotional responsiveness to suffering of others Mature expression of moral emotions requires caregiving support and cognitive attainments Morality as the Adoption of Societal Norms Internalization adopting societal standards for right action as one s one psychoanalytic and social learning theory focus on how morality moves from society to the individual Psychoanalytic Freud believes morality emerges between 3 6 y o when Oedipus and Electra con icts are resolved with the formation of the superego child adopts the moral standards of the same sex parent and redirects impulses towards the self in the form of guilt Contrary to Freud s view discipline that promotes fear of punishment and loss of parent love does not foster conscience development Contrary to Freud s view moral development proceeds gradually and is not complete by the end of early childhood Inductions adult helps child notice other s feelings by pointing out the effects of child s misbehaviors on others especially for nothing their distress and making clear that the child caused it More induction usage stronger moral identity endorsement of moral values fairness kindness generosity as central to self concept Social Learning Perspective focuses on how moral behavior is learned through reinforcement and modeling Effective Models warm responsive competent powerful consistent with words deeds Frequent harsh punishments weak moral internalization adjustment problems aggressive behavior does not promote Internalized prosocial rules by middle childhood lasting behavior changes Alternatives to harsh punishments allows parents to avoid using harsh techniques that can turn into violence Effective as long as used consistently while a warm relationship is maintained and parents offer explanations for punishments Withdrawal of privileges Time out removing children from immediate setting until they are ready to act appropriately Positive Parenting encourages good conduct by building a mutually respectful bond with child provide reasons for rules encourage mature behavior be sensitive to children reduce opportunities for misbehaviors etc Cognitive developmental approach neither identi cation with parents nor teaching modeling and reinforcement are the major means through which children become moral believe that individuals develop morally through construction actively thinking about situations in which social con icts arise and attaining new moral understandings Morality as Social Understanding Piaget s Theory of Moral Development 1 Heteronomous Morality children view rules handed down by authorities as having a permanent existence and resultantly requiring strict obedience 5 8 y o Moral understanding can be limited by adult power and cognitive immaturity speci cally realism the tendency to view mental phenomena as xed external features of reality Morality of Cooperation no longer view rules as xed but see them as exible socially agreed on principles that can be revised to suit the will of the majority 9 10 y o Accurately describes general direction of moral development but underestimates young children s moral capacities they actually consider intentions when making moral judgements and have differentiated notions about the legitimacy of authority gures Kohlberg s Extension of Piaget s Theory Viewed moral development as a gradual process extending into adolescence and adulthood used clinical interviewing to construct a sequence of moral reasoning based on responses Concluded that moral reasoning gradually advances through three levels Pre conventional Level morality is externally controlled children accept rules of authority gures and judge actions by consequences Stage 1 punishment and obedience orientation nd it hard to see two POV in moral dilemma focus of fear of authority and avoidance of punishments of favors Stage 2 instrumental purpose orientation view right action as owing from self interest and understanding equal exchange Conventional Level individuals continue to regard conforming to social rules as important but not for self interest believe that actively maintaining current social system ensures positive human relations and societal order Stage 3 good boy good girl orientation morality of interpersonal cooperation desire to obey rules that promote social harmony capacity to view two person relationship from outside POV Stage 4 social order maintaining orientation laws should be obeyed because vital for cooperation and societal order Post conventional Levels de ne morality in terms of abstract principles and values that apply to all situations and societies Stage 5 social contract orientation imagine alternatives to own social order rules laws exible Stage 6 universal ethical principle orientation right action de ne by self chosen ethics Challenges to Kohlberg s theory Doesn t address whole range of strategies used to resolve real life moral problems Revised conception moral maturity achieved at stages 3 4 when young people grasp ideal reciprocity attainments that require profound moral constructions Factors contribution to moral maturity include a exible openminded personality warm rational parenting education level peer discussions of moral issues In village societies where moral cooperation is based on direct relations between people development rarely moves past Kohlberg s 3rd stage Maturity of moral reasoning modestly related to moral behavior Moral action in uenced by individual s emotions temperament history of experiences and moral identity Despite declines in formal religious involvement most religiously af liated teens are advantaged in moral values and behaviors Domain approach to moral understanding children construct systems of social knowledge out of experiences with Moral imperatives which protect people s rights and welfare Social conventions customs determined solely by consensus table manners saying hello Matters of personal choice friends hairstyle leisure activities that do not violate rights and are up to the individual 2 Children conclude that moral but not social conventional transgressions are wrong in any contexts School age children gradually clarify and link moral imperatives and social conventions taking into account the