Which dimension of moral development regulates social interactions and arbitrates conflict?

Moral Development

Moral development involves changes in thoughts, feelings, and behaviors

regarding standards of right and wrong. This is an intrapersonal dimension

Intrapersonal dimension

oRegulates a person’s activities when she or he is not engaged in social

interaction

Interpersonal dimension

oRegulates social interactions and arbitrates conflict

Understanding moral development, you need to consider:

oHow do children and adolescents’ reason or think about rules for

ethical conduct?

oHow do children and adolescents behave in moral circumstances?

oHow do children and adolescents feel about moral matters?

oWhat comprises children and adolescent’s moral personality?

oHow is children and adolescents moral domain different from their

social conventional and personal domains?

Moral Thought

Piaget Theory

Watched children play with marbles to learn how they used and though

about the game’s rules

Asked kids about ethical issues

Piaget concluded that children go through 2 distinct ages:

oHeteronomous morality

4 to 7 years of age

First stage of moral development

Children think of justice and rules as unchangeable

properties of the world

Removed from the control of people

7 to 10 years

A transition showing features of the first stage of moral

reasoning and some aspects of the second stage

Autonomous morality

Believes rules are unchangeable and are handed down by all-

powerful authorities

Believe in immanent justice

1. Changes in thoughts, feelings and behaviors regarding standards of right and wrong.

   Nội dung chính

   • What is moral reasoning in child development?
   • Which dimension of moral development regulates social interactions and arbitrates conflict?
   • What theory of morality emphasizes a distinction between an individuals moral competence and his or her moral performance?
   • What is an example of moral development?

   Moral development

2. The first stage of moral development in Piaget's theory, occurring from 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people.

   Heteronomous morality

3. The second stage or moral development in Piaget's theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that, in judging an action, one should consider the actor's intentions as well as the consequences.

   Autonomous morality

4. Piaget's concept of the childhood expectation that if a rule is broken, punishment will be meted out immediately.

   Immanent justice

5. The lowest level in Kohlberg's theory. At this level, morality is often focused on reward and punishment. The two stages in preconventional reasoning are punishment and obedience orientation and individualism, instrumental purpose, and exchange.

   Preconventional reasoning

6. The second level in Kohlberg's theory of moral development. At this level, individuals abide by certain standards (internal) but they are the standards of others such as parents or the laws of society (external).

   Conventional reasoning

7. At this stage in Kohlberg's moral development, moral thinking is often tied to punishment.

   Punishment and obedience orientation

8. In this stage of Kohlberg's theory, individuals pursue their own interests but also let others do the same. Thus what is right involves an equal exchange. People are nice to others so that others will be nice to them in return.

   Individualism, instrumental purpose, and exchange

9. In this stage of Kohlberg's theory, individuals value trust, caring, and loyalit to others as a basis of moral judgement. 

   Mutual interpersonal expectations, relationships, and interpersonal conformity

10. The fourth stage in Kohlberg's theory, where moral judgments are based on understanding the social order, law, justice and duty.

    Social systems morality

11. The third and highest level in Kohlberg's theory of moral development. At this level, morality is more internal. 

    Postconventional reasoning

12. In this stage of Kohlberg's theory, individuals reason that values, rights, and principles undergird or transcend the law. A person evaluates the validity of actual laws and examines oscial systems in terms of the degree to which they preserve and protect human rights and values.

    Social contract or utility and individual rights

13. In thie stage of Kohlberg's theory, individuals have developed a moral standard based on universal human rights. When faced with a conflict between law and conscious, the person will follow conscience, even though the decision may involve person risk.

    Universal ethical principles

14. Why has Kohlberg's theory been criticized?

    Too much emphasis on moral thought, too little on moral behavior.

15. A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.

    Justice perspective

16. The moral perspectives of Carol Gilligan, in which people are assessed in terms of their connectedness with others and the quality of their interpersonal communication, relationships with others, and concern for others.

    Care perspective

17. Focuses on conventional rules established by social consensus, as opposed to moral reasoning that stresses ethical issues.

    Social conventional reasoning

18. The theory that distinguishes between moral competence and moral performance.

    Social cognitive theory of morality

19. Include what individuals are capable of doing, what they know, their skills, their awareness of moral rules and regulations, and their cognitive ability to construct behaviors.

    Moral competencies

20. Determined by motivation and the rewards and incentives to act in a specific and moral way.

    Moral performance

21. Reacting to another's feelings with an emotional response that is similar to the other's feelings.

    Empathy

22. The ability to discern another's inner psychological states.

    Perspective taking

23. The young infant's empathic response in which clear boundaries between the feelings and needs of the self and those of another have not yet been established.

    Global empathy

24. The aspect of personality that is present when individuals have moral notions and commitments that are central to their lives.

    Moral identity

25. Involves having the strength of hyour convictions, persisting, and overcoming distractions and obstacles.

    Moral character

26. People who have lived extraordinary lives. Emphasizes the development of personality, identity, character, and virtue to a level that reflects moral excellence and commitment.

    Moral exemplars

27. A discipline technique in which a prent witholds attention or love from the child in an effort to control the child's behavior.

    Love withrawal

28. A discipline technique in which the parent attempts to gain control over the child or the child's resources.

    Power assertion

29. A discipline technique in which a parent uses reasoning and explains how the child's actions are likely to affect others.

    Induction

30. The pervasive moral atmosphere that characterizes each school

    Hidden curriculum

31. A direc moral education approach that involves teaching students a basic "moral literacy" to prevent them from engaging in immoral behavior or doing harm to themselves or others.

    Character education

32. Helping people clarify their sense of purpose in life and what is worth working for.

    Values clarification

33. Education based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops.

    Cognitive moral education

34. A form of education that promotes social responsibility and service to the community.

    Service learning

35. An unselfish interest in helping another person.

    Altruism

36. Everyone is treated the same.

    Equality

37. Giving extra rewards for hard work

    Merit

38. Giving special consideration to individuals in a disadvantaged condition

    Benevolence

39. An aspect of prosocial behavior that occurs when an injured person releases the injurer from possible behavioral retaliation

    Forgiveness

40. A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful

    Gratitude

41. Age-inappropriate actions and attitude that violate family expectations, society's norms, and the personal or property rights of others.

    Conduct disorder

42. Refers to a great variety of behaviors by an adolescent, ranging from unacceptable behavior to breaking the law.

    Juvenile delinquency

43. Criminal acts, such as robbery, rape, and homicide, whether they are committed by juveniles or adults.

    Index offenses

44. Juvenile offenses, performed by youth under a specified age, that are not as serious as index offenses. May include things such as underage drinking, truancy, and sexual promiscuity.

    Status offenses

45. Youth on this pathway showed stubborness prior to age 12, the nmoved on to defiance and avoidance of authority

    Authority conflict

46. This pathway included minor covert acts, such as lying, followed by property damage and moderately serious delinquency, then serious delinquency.

    Covert

47. This pathway included minor aggression followed by fighting and violence.

    Overt

What is moral reasoning in child development?

Moral development refers to the process through which children develop the standards of right and wrong within their society, based on social and cultural norms, and laws.

Which dimension of moral development regulates social interactions and arbitrates conflict?

changes in thoughts, feelings, and behaviors regarding standards of right and wrong. Intrapersonal dimension regulates a person's activities when she or he is not engaged in social interaction, interpersonal dimension regulates social interactions and arbitrates conflict.

What theory of morality emphasizes a distinction between an individuals moral competence and his or her moral performance?

The social cognitive theory of morality emphasizes a distinction between a child's moral competence and moral performance.

What is an example of moral development?

During this stage, moral development is influenced by social expectations or norms. A person makes moral decisions based on how it will affect their interpersonal relationships. For example, a child who acts nice or behaves properly to win the approval of others.

What dimension of moral development regulates social interactions arbitrates conflict?

What theory of morality emphasizes a distinction between an individuals moral competence and his or her moral performance?

How does moral development relate to social development?

Which theory of morality emphasizes?