Download or read book Normative Changes and Variations in Young Children s Moral Judgment Development written by Ha Na Yoo and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Developing an understanding of moral issues is a critical developmental task of childhood. Drawing on social domain theory (Nucci, 2001; Smetana, 2006, 2013; Smetana et al., 2014; Turiel, 1983, 2010), the current dissertation includes three separate studies that examined normative development in young children's understanding of distinctively moral concepts, as assessed by their judgments, variations in their developing moral knowledge, and some factors that are associated with these variations. This dissertation examined the role of different variables that are thought to help children attend to and interpret the distinctive nature of moral events. Study 1 consists of a meta-analysis that integrates previous social domain research on children's judgments about straightforward, prototypical moral issues as distinct from social conventional issues across early to middle childhood. The results confirmed that there are normative age-related increases in children's ability to distinguish moral from conventional issues in their judgments and also highlighted variations in children's developing moral versus conventional understanding according to the types of judgments made and the types of moral events being assessed. Studies 2 and 3 mainly focused on individual differences in children's moral knowledge. Study 2 examined how interactions between parenting and child temperament are associated with individual differences in distinctions between straightforward moral and conventional issues among 2- to 6-year-olds, as examined by latent difference score modeling. Results showed that children higher in self-regulation showed greater domain distinctions when their parents used positive affect or when they were temperamentally high in negative affectivity. However, those lower in self-regulation were poorer at making domain distinctions, particularly when their parents were hostile and harsh. These results suggest that self-regulation may help children attend to and understand everyday moral events. Study 3 examined how 5- and 6-year-olds integrated information regarding the salience of harm and victims' vulnerability in their judgments about psychological harm and associations between these judgments and child sympathy. Higher child sympathy was found to be associated with judgments that ambiguous and nuanced depictions of psychological harm were more morally relevant, as assessed in acceptability and authority independence judgments. However, sympathy was not associated with evaluations about prototypical and unambiguous situations. These findings suggest that child sympathy helps children recognize the moral aspects of events, particularly when they are less obvious or clear. The three studies in this dissertation highlight the importance of considering both normative changes and variations in early childhood moral judgment development, as assessed in terms of children's understanding of distinctions between moral and conventional judgments. Furthermore, by examining possible sources of variations in children's developing moral concepts, this dissertation identifies various factors that may contribute to children's recognition and consideration of the intrinsic consequences of moral transgressions. More attention needs to be paid to variations in children's early moral judgment development, and future research needs to examine the specific processes that facilitate children's focus on moral aspects of events."--Pages vii-viii.

Download or read book The Ability of Young Children to Distinguish Between Morality and Convention written by Jörg Böttcher and published by diplom.de. This book was released on 2002-12-13 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inhaltsangabe:Zusammenfassung: Diese theoretische Arbeit beschäftigt sich mit Thema, inwieweit entwicklungspsychologische Forschungsbemühungen im Bereich der sogenannten „frühen Moral“ Aufklärung zu der Frage beitragen, ob Kinder in der Lage sind, moralische von konventionellen Normen zu unterscheiden bzw. sich diesen Unterscheidungen entsprechend zu verhalten. Ausgegangen wird dabei von den Arbeiten Lawrence Kohlbergs, der die These vertrat, jüngere Kinder (unter 10 Jahre alt) seien in ihrem sozialen Verhalten nahezu ausschließlich daran orientiert, Strafe zu vermeiden bzw. in egozentrischer Weise ihre Ziele zu verfolgen. Fähigkeiten zur Perspektivenübernahme seien nicht vorhanden; echtes moralisches Verhalten (nach Kohlberg die Orientierung des Handelns an Maßstäben der Gerechtigkeit) sei somit bei ihnen nicht möglich. Innerhalb verschiedener Forschungsansätze wurde diese Sicht der moralischen Kompetenz jüngerer Kinder in Frage gestellt. Es stellte sich heraus, dass Kinder unter bestimmten Bedingungen sehr wohl Entscheidungen treffen können, die sie mit Rückgriff auf moralische Normen begründen. Sie sind auch fähig, konventionelle von moralischen Normen zu unterscheiden, indem sie moralische Verhaltensregeln beispielsweise als weniger veränderbar betrachten als Konventionen. In meinem Überblick stelle ich die verschiedenen theoretischen und methodologischen Vorgehensweisen der Ansätze dar und arbeite heraus, welche Unterschiede in den Forschungsmethoden zu welchen Unterschieden in der Beurteilung der moralischen Entwicklung von Kindern führen. Dabei stellt sich unter anderem heraus, dass bestimmte Untersuchungsdesigns geradezu verhindern, dass Kinder innerhalb dieser Untersuchungen moralisches Verhalten zeigen können. Es ergibt sich ein durch die neueren Ansätze erweitertes und differenzierteres Bild in bezug auf die moralischen Fähigkeiten von Kindern, als das von Kohlberg propagierte. Wie ich aufzeige, bedeutet dies jedoch in keiner Weise, dass Kohlberg durch die neueren Ansätze „widerlegt“ wurde. Es wird vielmehr deutlich, dass Einseitigkeiten bzw. blinde Flecken in den Forschungsansätzen sowohl bei Kohlberg als auch bei seinen Kritikern zu den dargestellten unterschiedlichen Ergebnissen geführt haben, und dass es darum notwendig ist, die unterschiedlichen Ansätze zu integrieren. Abstract: In this diploma thesis I want to consider several approaches in the area of moral development research. Given the theory of Lawrence Kohlberg, young [...]

Download or read book The Ability of Young Children to Distinguish Between Morality and Convention written by Joerg Boettcher and published by GRIN Verlag. This book was released on 2008-09-29 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diploma Thesis from the year 2001 in the subject Psychology - Developmental Psychology, grade: 1,0, Free University of Berlin, 95 entries in the bibliography, language: English, abstract: In this diploma thesis I want to consider several approaches in the area of moral development research.Given the theory of Lawrence Kohlberg, young children (younger than 10 years of age) seem to stay completely under the constraints of authorities and rules. According to Kohlberg, children's social judgments and behaviors are determined by instrumental aims to satisfy their own needs and wishes, or to avoid punishment. In this regard, the helping of others or meeting the needs of others is only motivated by instrumental considerations. Thus, in Kohlberg's view young children are not able to think or to act in a genuinely moral way. In reaction to Kohlberg, other researchers have suggested that young children are capable to make genuinely moral judgments and to act in a moral way. Eisenberg (e.g. 1986) has suggested that young children can have empathic or altruistic feelings which lead them to conduct prosocial acts. Other researchers (e.g. Keller, 1996; Nunner-Winkler, 1993) assert that children under the age of ten years are able to understand and feel moral emotions, which they consider as constitutive or as indicators for morality. Turiel and his associates (e.g. Turiel, 1983) suggest that even children at about 2 years of age are able to differentiate between a moral, conventional, and personal domain of social knowledge, and that children subordinate the importance of personal and conventional rules under the importance of moral rules. These approaches to the morality of young children revealed differing results to differing aspects of morality. The aim of my work is to examine the above mentioned approaches in order to evaluate the obvious differences between their obtained results and the results of Kohlberg. My questions are: Is Kohlberg's approach of using authority dile

Download or read book The Emergence of Morality in Young Children written by John D. and Catherine T. MacArthur Foundation. Health Sciences Program and published by University of Chicago Press. This book was released on 1987 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: How- and when- do children distinguish right from wrong? Several prominent psychologists and a moral philosopher join in these essays to confront this issue and related questions and to clarify the controversies surrounding them. Introducing cross-cultural and cross-disciplinary viewpoints, the resulting volume is a landmark in the study of moral development.

Download or read book Handbook of Moral Development written by Melanie Killen and published by Psychology Press. This book was released on 2013-10-08 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Moral Development is the definitive source of theory and research on the development of morality. Since the publication of the first edition, ground-breaking approaches to studying the development of morality have re-invigorated debates about what it means to conceptualize and measure morality in early childhood, how children understand fairness and equality, what the evolutionary basis is for morality, and the role of culture. The contributors of this new edition grapple with these questions and provide answers for how morality originates, changes, evolves, and develops during childhood, adolescence, and into adulthood. Thoroughly updated and expanded, the second edition features new chapters that focus on: infancy neuroscience theory of mind moral personality and identity cooperation and culture gender, sexuality, prejudice and discrimination Reflecting the interdisciplinary nature of the study of moral development, this edition contains contributions from over 50 scholars in developmental science, cognitive psychology, social neuroscience, comparative psychology and evolution, and education.

Download or read book Moral Development written by William Kay and published by Routledge. This book was released on 2017-09-13 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the work of Piaget dealt with the intellectual development of children, and that of Goldman with a child’s religious thought, there had hitherto been no comparable book on child morality to complete the developmental picture of the time. Originally published in 1968 William Kay’s book was designed to fill this gap, for he offers a complete description of the moral growth of children from infancy to adolescence. Dr Kay was writing specifically for students and practising teachers and carefully avoids specialist jargon where ordinary terms suffice. He concludes that the findings of research into attitude formation and change could provide teachers with those techniques to help their pupils become morally mature members of society. His book contains a valuable analysis of the development of ideas concerning moral growth, and is a bold contribution to the problems of moral education.

Download or read book Moral Judgments and Aggression in Young Children written by Marc Jambon and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Social-cognitive developmental research is predicated on the assumption that children's understanding of the world is inextricably tied to their experiences, actions, and developmental outcomes (Olson & Dweck, 2008). To successfully navigate social life, children must come to appreciate the rules, norms, and expectations that structure their daily interactions. As such, the ability to know right from wrong is critically important for maintaining a just and functioning society and has been studied extensively by social domain theorists (Nucci, 2001; Smetana, 2006, 2013; Smetana, Jambon, & Ball, 2014; Turiel, 1983). Social domain research has shown that children develop a qualitatively different way of thinking about morality compared to other types of social rules and norms. However, this approach has thus far devoted relatively little attention to the question of individual differences in children's early developing moral understanding, or how these differences may relate to behavior. In contrast, research on the development of aggression has extensively documented the social-cognitive processes and factors that contribute to individual differences in behavior that harms others (Dodge, Coie, & Lynam, 2006). Nevertheless, relatively little research has examined links between moral judgments and aggression prior to adolescence, and existing studies have often used methods incompatible with contemporary theories of moral development and aggression. The goal of the present study was to examine associations between young children's moral understanding and their aggressive behavior within the framework of social domain theory. The first aim of the proposed study was to examine whether individual differences in 4- to 6-year olds' ability to differentiate morality from social convention was associated with teacher reports of children's proactive and reactive aggression. The second goal of the study was to examine the utility of the current approach to conceptualizing moral judgments and domain differentiation for understanding behavior by comparing it to the two assessments most commonly used in past research with young children: initial moral "wrongness" ratings and criterion judgments of moral (but not conventional) transgressions. The sample consisted of 101 four- to 6-year olds (53% female; Mage = 5.12 years, SD= .67) and their daycare/school teachers (n = 18). Children were administered a revised version of the Social Rules Interview (Smetana, 1981; Smetana & Braeges, 1990; Smetana, Rote et al., 2012) in their classrooms, with aspects altered to lessen the cognitive and linguistic burdens of the original interview. In order to examine the importance of carefully attending to the constructs under investigation, teachers rated children along behavioral constructs that were more (proactive aggression) and less consistent (reactive aggression, prosocial behavior) with the theoretical definitions of morality. Latent difference score models (McArdle, 2009) were used to capture children's ability to differentiate morality and social convention and test associations between this ability and behavior. Replicating past social domain research, children made a significant overall distinction between moral and conventional concepts. In line with our hypotheses, however, significant variation in the ability to distinguish the domains was also observed; this variability in scores was not associated with age, gender, or race. Further consistent with hypotheses, we found that children who were less able to differentiate morality from convention were rated as higher in proactive aggression (after controlling for reactive aggression). Unexpectedly, greater domain distinction ability was associated with higher levels of reactive aggression (after controlling for proactive aggression). As expected, no links between domain distinctions and prosocial behavior were observed. Finally, the conceptualization of moral understanding as the ability to differentiate moral and conventional concepts proved to be a better and more theoretically consistent predictor of proactive aggression compared to the two most commonly used judgment assessments used in prior research. These findings help to explain why previous research has typically failed to find meaningful associations between moral judgments and aggression. In contrast to the prevailing assumption that aggressive and non-aggressive children do not differ in their understanding of morality, children who engaged in more coercive, manipulative forms of aggression showed clear deficits in their ability to differentiate morality from other types of social rules. Future studies need to carefully consider the theoretical definitions underlying assessments of moral cognitions and behavior."--Abstract.

Download or read book The Oxford Handbook of Parenting and Moral Development written by Deborah J. Laible and published by Oxford University Press. This book was released on 2019-09-30 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of Parenting and Moral Development provides a collection of state-of-the-art theories and research on the role that parents play in moral development. Contributors who are leaders in their fields take a comprehensive, yet nuanced approach to considering the complex links between parenting and moral development. The volume begins by providing an overview of traditional and contemporary perspectives on parenting and moral development, including perspectives related to parenting styles, domain theory, attachment theory, and evolutionary theory. In addition, there are several chapters that explore the genetic and biological influences related to parenting and moral development. The second section of the volume explores cultural and religious approaches to parenting and moral development and contributes examples of contemporary research with diverse populations such as Muslim cultures and US Latino/as. The last major section of the volume examines recent developments and approaches to parenting, including chapters on topics such as helicopter parenting, proactive parenting, parent-child conversations and disclosure, parental discipline, and other parenting practices designed to inhibit children's antisocial and aggressive behaviors. The volume draws together the most important work in the field; it is essential reading for anyone interested in parenting and moral development.

Download or read book Group Norms and Moral Development Reasoning Cognition Across The Lifespan written by Clare Conry-Murray and published by Frontiers Media SA. This book was released on 2022-11-16 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Moral Minds written by Marc D. Hauser and published by Harper Collins. This book was released on 2009-10-13 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Harvard scientist illuminates the biological basis for human morality in this groundbreaking book. With the diversity of moral attitudes found across cultures around the globe, it is easy to assume that moral perspectives are socially developed—a matter of nurture rather than nature. But in Moral Minds, Marc Hauser presents compelling evidence to the contrary, and offers a revolutionary new theory: that humans have evolved a universal moral instinct. Hauser argues that certain biologically innate moral principles propel us toward judgments of right and wrong independent of gender, education, and religion. Combining his cutting-edge research with the latest findings in cognitive psychology, linguistics, neuroscience, evolutionary biology, economics, and anthropology, Hauser explores the startling implications of his provocative theory vis-à-vis contemporary bioethics, religion, the law, and our everyday lives.

Download or read book Handbook of Child Psychology and Developmental Science Socioemotional Processes written by and published by John Wiley & Sons. This book was released on 2015-03-31 with total page 1120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essential reference for human development theory, updatedand reconceptualized The Handbook of Child Psychology and DevelopmentalScience, a four-volume reference, is the field-defining work towhich all others are compared. First published in 1946, and now inits Seventh Edition, the Handbook has long been consideredthe definitive guide to the field of developmental science. Volume 3: Social, Emotional, and Personality Developmentpresentsup-to-date knowledge and theoretical understanding of theseveral facets of social, emotional and personality processes. Thevolume emphasizes that any specific processes, function, orbehavior discussed in the volume co-occurs alongside and isinextricably affected by the dozens of other processes, functions,or behaviors that are the focus of other researchers' work. As aresult, the volume underscores the importance of a focus on thewhole developing child and his or her sociocultural and historicalenvironment. Understand the multiple processes that are interrelated inpersonality development Discover the individual, cultural, social, and economicprocesses that contribute to the social, emotional, and personalitydevelopment of individuals Learn about the several individual and contextual contributionsto the development of such facets of the individual as morality,spirituality, or aggressive/violent behavior Study the processes that contribute to the development ofgender, sexuality, motivation, and social engagement The scholarship within this volume and, as well, across the fourvolumes of this edition, illustrate that developmental science isin the midst of a very exciting period. There is a paradigm shiftthat involves increasingly greater understanding of how todescribe, explain, and optimize the course of human life fordiverse individuals living within diverse contexts. ThisHandbook is the definitive reference for educators,policy-makers, researchers, students, and practitioners in humandevelopment, psychology, sociology, anthropology, andneuroscience.

Download or read book Belief and Morality on Children written by Renny Adejuwon and published by Planet-EMC.com. This book was released on 2020-03-01 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book explores children’s morality as a combination of permanent habits and mental display of values and rules. The internalised development that is controlled, regulated and transformed by impulse that conflict with societal functions. As children age increase their impulsive behaviour become curbed and modified in becoming more consistent with group interests and standards. It explores morality entailing human conscience, internalised parental authority, internalised societal values, norms, cultural ways and religiosity. Explores how differences in parental, societal and cultural ways make moral reasoning differ in groups and having it done in several ways. Morality is largely affected by culture but not all individuals in a particular culture subscribe to the same beliefs and it is related to religious and cultural beliefs. These differences contribute in making distinctions between moral issues and the customary of the environment on children.

Download or read book Kids of Character written by Robert V. Heckel and published by Bloomsbury Publishing USA. This book was released on 2007-03-30 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: When psychologists Shumaker and Heckel wrote their earlier book on Children Who Murder, it became clear to them that society—specifically a significant portion of its young members—is in crisis. Focused on this crisis, these authors found an everyday issue that makes life more challenging for parents who are trying to raise kids of good character. The issue is this: There are extensive differences now in the family, the school environment, the community and even religious institutions, compared to previous generations. For example, familes of today rarely have a coherent extended family. And by far in most regions, dual working parents are common, as are single parents and stepfamilies. Church activities, events and agents are not as evident in the community as they were in the past. Schools under increasing demand for testing and measurement take less time to devote to issues of character. Altogether, the changes are significant, and can leave parents searching for ways to instill character in their kids. Shumaker and Heckel spotlight these historical changes, and also ways parents today are succeeding in creating kids of character nonetheless. When authors Shumaker and Heckel wrote their earlier book on Children Who Murder, it became clear to them that society—specifically a significant portion of its young members—is in crisis. Focused on this crisis, these authors found an everyday issue that makes life more challenging for parents trying to raise kids of character. The challenge is this: there are extensive differences now in the family, the school environment, the community and even religious institutions, compared to previous generations. For example, families of today rarely have a coherent extended family. Dual working parents are common. Church activities, events and agents are not nearly as evident in the community as they were in the past. And schools, under increasing demand for testing and measurement, devote far less time to issues of character than they did in the past. Altogether, the changes are significant and can leave parents at a loss for how to best develop character intheir kids. Shumaker and Heckel show us how some parents are creatively handling this challenge. The authors do not argue that most American kids are out of hand, cruel, or immoral. They are neither cynics nor prophets of doom. What they do see is a disappearance of supports for parents, making the adults'job more demanding. Yet they pinpoint ways some parents are succeeding in this new millennium. This book begins by explaining the basics of moral development in children reviewing recent research findings. If offers parents, teachers, professors, administrators, clergy, and legislators helpful tools to promote character.

Download or read book Moral Judgment and Cognitive Reasoning Among Young Children written by Thomas Moran and published by . This book was released on 1977 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relationships between moral judgment and cognitive reasoning among 102 six-, nine-, and twelve- year -old boys and girls from predominantly middle class backgrounds were studied. Findings obtained supported Gutkin's (1972) formulation of a four stage approach toward describing the transitional shift in children's moral judgments from heteronomous to autonomous thought. However, results also indicated that this transitional shift may be influenced by the various types of damage/consequences story themes used to assess the levels of moral judgment. Children displayed higher levels of moral judgment on story themes pertaining to physical damage/consequences, followed by property and psychological damage/consequences, respectively. Findings associated with the relationships between moral judgment and cognitive reasoning were significant, but varied. When considering the overall correlations associated with this relationship for the total sample, and for the different sexes, Piaget's theoretical proposition that a child's moral judgments are a reflection of his/her cognitive reasoning was supported. Noticeable sex, age, and story theme differences in these correlations did occur, and were discussed on the basis of previous research.

Download or read book Developmental Changes in Judgments of Responsibility and Morality for Others Actions written by Tedra Walden and published by . This book was released on 2019-05-31 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study investigates young children's judgments of intentionality and their role in children's moral judgments when a harmful but accidental action occurs. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Developmental Changes in Judgments of Responsibility and Morality for Others' Actions" by Tedra Ann Walden, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.

Download or read book Moral Judgement from Childhood to Adolescence International Library of the Philosophy of Education Volume 5 written by Norman J. Bull and published by Routledge. This book was released on 2010-02-25 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1969 this book analyzes the development of moral judgement in children and adolescents. Interviews were held with 360 children aged 7 to 17, with equal numbers of either sex. Original visual devices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. In addition, analyses of concepts of reciprocity, of the development of conscience and of specificity in moral judgement were derived from the tests. The book inlcudes a critical survey of previous work in this field and places the research in its wider philosophical, psychological and sociological context.

Download or read book New Perspectives on Moral Development written by Charles C. Helwig and published by Routledge. This book was released on 2017-10-10 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents a selection of some of the most exciting new perspectives on moral development that have emerged over the last decade and have transformed our understanding of the field. The contributors to this book cut across traditional boundaries to provide an innovative and integrative approach to fundamental questions dealing with the nature and acquisition of morality. In addressing these questions, the chapters draw on new work on the origins of morality in infancy and the early years, comparative approaches examining morality in primates, new perspectives on moral emotions such as guilt and empathy, and new perspectives on the emerging moral self in childhood and moral identity in adolescence. The book also examines the roles of parenting and culture in children’s and adolescents’ moral development. Each chapter is framed in theory and methodology and provides illustrative examples of new research to address important questions in the field. This book is essential reading for researchers and advanced undergraduate and postgraduate students studying moral development and developmental psychology. It will also be of interest to academics and professionals in related fields such as education and public policy.