A Child Is Asked To Describe What A Flower Looks Like

1 A Child Is Asked To Describe What A Flower Looks Like Even Without

1. A child is asked to describe what a flower looks like. Even without a flower present, the child is able to describe it adequately. But, when the child is asked to describe what love feels like, the child is unable to describe it. In which of Piaget's stages might this child be? Why?

According to Piaget's cognitive development theory, the child's ability to describe a flower without having it present suggests the presence of concrete operational thinking. This stage typically occurs between ages 7 and 11, where children develop logical thinking about concrete objects and can mentally represent familiar things. They can understand and manipulate physical objects and concepts but struggle with abstract ideas. Their capacity to describe a flower from memory shows concrete operational development. Conversely, their inability to describe love, an abstract emotion without physical form or concrete representation, indicates they have not yet developed the capacity for abstract or hypothetical thinking, which is characteristic of the formal operational stage that begins around age 12. Therefore, the child most likely is in the concrete operational stage of Piaget's theory because they can handle concrete, visualizable concepts but have difficulty with abstract, intangible ideas like love.

2. Bill is contemplating his position in the world. He has recently retired after working for 40 years and is unsure what to do in his retirement. He dreads facing days with nothing to do, and he fears he may have nothing more to contribute in the world.

Bill's situation aligns with Erik Erikson's psychosocial stages, specifically the stage of integrity versus despair, which typically occurs in late adulthood, from around age 65 onward. During this stage, individuals reflect on their life and accomplishments, seeking to feel a sense of fulfillment and integrity. Bill's feelings of dread about retirement and fears of having nothing left to contribute indicate a struggle with this stage, possibly experiencing despair rather than a sense of integrity and wisdom. If he perceives his life as having been meaningful and feels at peace, he would be moving toward integrity. However, his apprehensions suggest he might be experiencing despair, feeling that life has been unfulfilled or that it is too late to make a meaningful contribution. This stage emphasizes the importance of reflecting on life with a sense of completeness and acceptance, which for Bill appears to be a challenge right now.

3. A young child awakes one morning and decides to pick out her own clothing. She is excited at the prospect of doing this independently without her mother's help. She chooses her favorite plaid pants, one red sock, one purple sock and a turtleneck sweater (even though it is August). When she proudly comes downstairs to show her mother, her mother scowls at her. Her mother insists that they go back upstairs immediately so that the mother can pick out a more suitable outfit. In which of Erikson's stages might the young child be? Why?

This scenario aligns with Erik Erikson's stage of initiative versus guilt, which occurs during early childhood, roughly ages 3 to 6. During this period, children seek independence and want to take initiative in their activities, including choosing their clothing. The child's excitement reflects her developing sense of autonomy and initiative. Her mother's disapproval and insistence that she change her outfit evoke feelings of guilt or shame, which can hinder her developing independence. If the child is supported in her efforts to make independent choices, she will develop a sense of initiative and confidence. Conversely, overrun with guilt or criticism may hinder her autonomy, leading to feelings of shame or doubt. Therefore, the child's behavior indicates she is in the initiative vs. guilt stage, as she begins to act independently and seek affirmation for her choices.

4. A woman is living in poverty and needs to find food for her two young children. While out one night, she finds the back door to a bakery has been left open and she enters the bakery. There are many loaves of bread on a shelf in the bakery. The woman knows that stealing is against the law, and so she leaves the bakery without taking any bread. In which of Kohlberg's stages might this woman be? Why? What would Gilligan say?

From Kohlberg's moral development perspective, the woman's decision aligns with the conventional level of moral reasoning, specifically the post-conventional stage, at least on the first level. She recognizes that stealing is illegal and against societal laws, but she also considers her moral duty to provide for her children and the context of her circumstances. Her choice to refrain from stealing because she respects the law reflects moral reasoning based on societal rules and laws—the third or fourth stage within Kohlberg's stages. She understands societal expectations and adheres to them, especially considering her role as a mother responsible for her children's well-being.

Carol Gilligan, a moral philosopher who challenged Kohlberg’s model, would argue that her decision might be better understood through the lens of an ethic of care rather than justice. Gilligan emphasizes the importance of relationships, responsibility, and caring in moral decision-making. From her perspective, the woman is acting out of a caring ethic, prioritizing her moral responsibility to her children over strict legal adherence. Her decision underscores the moral value of nurturing and caring for others, highlighting the importance of empathy and responsibility in moral reasoning, rather than solely adhering to societal rules.

References

• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Erikson, E. H. (1982). The life cycle completed. W. W. Norton & Company.
• Kohlberg, L. (1981). Essays on moral development, volume one: The philosophy of moral development. Harper & Row.
• Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Harvard University Press.
• Crain, W. C. (2011). Theories of development: Concepts and applications (6th ed.). Pearson Education.
• Shore, B. M. (2014). Morality, ethics, and moral development. In M. K. Underwood & K. S. B. Darwin (Eds.), Moral development in the professions (pp. 15-38). Oxford University Press.
• Siegler, R. S., DeLoache, J., & Eisenberg, N. (2018). How children develop (5th ed.). Worth Publishers.
• Bruner, J. (1966). Toward a theory of instruction. Harvard University Press.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
• Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.