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Morality in Children - What Professionals Need to Know

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Morality in children has been studied as an extension of older studies that identify character-building traits, which influence the moral lives of children.  Decades ago, research pointed to deprivation and maternal influence as causes related to the inadequate moral development in maltreated and poor children.

These theories have been set aside, in favor of anthropological and ecological research that examines effects, such as a new culture of poverty, neighborhood violence and family life styles.  Multi-level effect trends show that it is possible to create successful interventions, enabling a wide range of professionals and parents to teach family values and moral beliefs.

Theories of Moral Development in Children as described by Kohlberg and Piaget are currently under reconsideration. The paradigm of dependency upon stages and levels of progression is being challenged by researchers, who consider the stages of development and levels of reasoning to be more predictable and consistent than what is observed in newer studies (Carpendale, 2000). Perspective-taking tasks and activities measuring judgment and consistency in reasoning studied twenty years ago emphasized coordinating all perspectives simultaneously of the basis of solving moral dilemmas.

The value of this early research, however, has not been compromised, as it provided psychologists and developmentalists with a competency-based understanding of children's' capacity to be aware of others from their own perspective in infancy. Research on character development and morality in children has evolved into stages, in its own way, thanks to this earlier work by Piaget and Kohlberg.

Children's mental shift from a concrete and literal state of mind to a more reasonable, and more abstract, mental perspective is, at this point in time, of enormous interest to teachers, parents and even children themselves. Violent behavior by children and youth at earlier and earlier ages in neighborhoods has produced a sense of fear that pervades communities.

At the earliest ages of life, infants and toddlers appear more than eager to produce optimal self-esteem and self-discipline encouraged and nurtured by caring adults. At the early childhood stage when children become part of a more expanded world, norms and values develop, as children incorporate the values and beliefs of their parents, even if it is a product of a literal, absolute level of thinking.

Description of Multisensory multilevel curriculum, schools and education: What is missing in regular education that is forever present in the special education classroom? What exclusivity and exclusivity will never have in common, and what parents and pros can do about it

What do Howard Gardner, Arthur Levine, Maxine Green, Robert Coles and Leo Botstein have in common? Is there something you would like to say to them after you become friends? Let Me Introduce Them to you, as a way to get conversational instruction and Emilio Reggio-style learning going on.

Multisensory education means that you are going to learn how to make rational and civil youth out of young children in ways that motivate and drive them to the learning place, wherever that is in their head.

Faculty is Dr. Susan H. Turben.

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