Download Chapter 14

Child Psychology:
The Modern Science, 3e
by
Vasta, Haith, and Miller
Paul J. Wellman
Texas A&M University
John Wiley and Sons, Inc. © 1999
PowerPoint  Presentation: Chapter 14
Moral Development
Morality Issues

Morality involves issues of right and
wrong
– Moral rules refer to broad issues of fairness
and justice
– Social conventions are rules used by
society to maintain order
– Morality has different components
• Thought processes that underlie morality are
assessed in moral reasoning studies
• Behaviors governed by morality are assessed in
studies of moral conduct
© 1999 John Wiley and Sons, Inc.
Piaget’s Stage Theory of Moral
Development

Piaget used moral dilemmas to assess
children’s thoughts on morality
– Stage 1 (2-4 yrs) Children have no true
conception of morality
– Stage 2 (5-7 yrs) Children understand and
use rules, but are not flexible in rule use
(Stage of moral realism)
• Objective responsibility: Children evaluate moral
situations on the basis of amount of damage
• Immanent justice refers to inherent justice
© 1999 John Wiley and Sons, Inc.
Piaget’s Stage Theory of Moral
Development
– Stage 3 (8-11 yrs) Children realize that
rules are conventions and can be altered.
Children in this stage now consider intention
in their evaluations of morality. (Stage of
moral relativism)
– In Stage 4, children develop rules as
needed and extend moral reasoning beyond
their personal level

Moral reasoning develops as the
cognitive structures of the child develop
© 1999 John Wiley and Sons, Inc.
Increasing the Salience of Intentions
Can Alter Moral Reasoning
(Figure reprinted with permission from “Factors Influencing Young Children’s Use of Motives and Outcomes
as Moral Criteria” by S.A. Nelson, 1980, Child Development, 51, pp. 823-829. Copyright © 1980
by the Society for Research in Child Development)
© 1999 John Wiley and Sons, Inc.
Vasta, 3e Fig.14.1
Kohlberg’s Theory of Moral
Development


Kohlberg presented children with moral
dilemmas and asked them to explain
their reasoning
Kohlberg’s three levels of reasoning:
– Preconventional: A person must meet their
own needs
– Conventional: Social systems must be
based on laws and regulations
– Postconventional: The value, dignity, and
rights of each person must be maintained
© 1999 John Wiley and Sons, Inc.
Turiel’s Model of Moral Reasoning

Children’s moral reasoning involves
several different domains
– Moral domain is concerned with people’s
rights and welfare
• Prohibitions against lying, cheating, stealing
– Societal domain involves rules that guide
social relations
• Being polite, wearing appropriate clothing

Children’s understanding of moral and
societal issues is influenced by context
© 1999 John Wiley and Sons, Inc.
Ethological View of Moral Conduct

The ethological view focuses on processes
that promote survival and reproduction
– Altruism refers to behaviors that benefit
another but that may cost the person
• Kin selection: The notion that a person will act to aid
persons who share their genes (Mother is more
likely to act to save her child than her husband;
child has more of her genes)
• Reciprocal altruism: The notion that members of a
group reciprocate in their altruism so that all
members are more likely to survive and pass on
their genes
© 1999 John Wiley and Sons, Inc.
Ethological View of Moral
Conduct

Aggression is another focus of the
ethology.
– Aggression is involved in predation,
defending the nest (home) against intruders,
and defending valuable territory
– The ethological view is that aggression is an
inevitable part of human nature
– Aggression may lead to dominance
hierarchies
© 1999 John Wiley and Sons, Inc.
Social Influences on Moral
Reasoning

Peer Interactions force children to
wrestle with moral issues
– Interaction with a peer whose level of moral
reasoning is higher (usually by one level)
can improve moral reasoning in a child

Social learning theory suggests that
moral reasoning can be influenced by
modeling and imitation
© 1999 John Wiley and Sons, Inc.
Family Influences on Moral
Reasoning

Parents’ Disciplinary Practices
– Power assertion involves the use of
commands, threats, and physical force
– Love withdrawal involves the use of
disapproval and withholding of affection
– Induction refers to reasoning with the child
to explain why certain behaviors are
prohibited
– The induction approach leads to higher
moral reasoning, power assertion leads to
lower levels of moral reasoning
© 1999 John Wiley and Sons, Inc.
Prosocial Behavior

Prosocial behaviors are socially desirable
and include sharing, cooperating, and
helping
– Altruism can be observed in infants (cry when
hearing another infant cry)
– Toddlers comfort those in distress
– Older children will offer help to another person
or will offer to share their resources

Prosocial behavior is influenced by
reinforcement and by modeling
© 1999 John Wiley and Sons, Inc.
Aggression


Aggression is defined as behavior that
is intended to harm persons or property
and that is not socially justified
Forms of aggression include
– Verbal: Name calling, teasing, threats
– Hostile: Inflicting pain or harm
– Instrumental: Has an aim (obtain a toy)
– Relational: Purpose is to damage or
manipulate social relationships
© 1999 John Wiley and Sons, Inc.
Determinants of Aggression

Biological:
– Aggression is more likely in boys than in girls
– Aggression is influenced by level of
testosterone
– Aggression is related to early difficult
temperament

Social influences:
– Modeling (as in televised violence)
– Violent environments alter the way that
children view the world
© 1999 John Wiley and Sons, Inc.
Daily Violence and Children’s
Art
(Figure reprinted with permission from “Coping with the Consequences of Living in Danger: The Case of Palestinian
Children and Youth” by K. Kostelny and J. Garbarino, 1994, International Journal of Behavioral Development, 17, 595-611)
© 1999 John Wiley and Sons, Inc.
Vasta, 3e Fig. 14.2
The Role of Attributions in
Aggression
(Figure adapted with permission from “Attributional and Emotional Determinants of Aggression Among AfricanAmerican and Latino Young Adolescents” by S. Graham et al., 1992, Developmental Psychology, 28, 731-740.
Copyright © 1992 by the American Psychological Association. )
© 1999 John Wiley and Sons, Inc.
Vasta, 3e Fig. 14.3
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