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Many religious traditions define "the age of reason" as being seven years of age. This week I would like to talk about that concept a bit more with respect to children and criminal responsibility and also to connect the discussion to Piaget theory. Please follow this link and read this New York Times article: Then in chapter 7 of the textbook "Development Across The Life Span" 9th Edition by Robert S. Feldman, read pp. , "Piaget's Stage of Preoperational Thinking." Then, complete the following questions. Make sure to number your answers and present your answers in order and total word count for the paper must be at least 300 words.

1. Summarize the New York Times article in a sentence or two, and then discuss which part of the article struck you most and why.

2. Do a little research on Piaget's stages, and give a link to a website you find helpful in understanding the concepts of Piaget's stage of Preoperational Thinking.

3. Give a thoughtful and detailed answer to this question: "How might the Piaget principles of conservation and transformation (define each briefly) relate to the question of whether a child younger than 7 should be charged with a crime."

4. Give a thoughtful and detailed answer to this question: "How might the Piaget principle of egocentrism (define briefly) relate to the question of whether a child younger than 7 should be charged with a crime."

5. Conclude with a brief analysis of why an understanding of human growth and development is necessary for a fair and humane legal system.

Paper For Above instruction

The article from The New York Times explores the concept of the "age of reason," highlighting its significance across various religious traditions and discussing its implications in the context of juvenile criminal responsibility. It emphasizes that many cultures historically and contemporaneously have set the age at seven, indicating a societal recognition of developmental maturity necessary for moral and legal accountability. The article also touches upon contemporary debates about how developmental psychology informs the justice system's approach to juvenile offenders, especially in cases involving young children. It underscores the importance of understanding children's cognitive development when considering their capacity to comprehend the consequences of their actions, a theme that resonates with Piaget's theories.

Of particular interest was the discussion about the legal and moral boundaries that define when a child is considered capable of understanding right from wrong. The part that struck me most was the implication that children's mental capacities at certain ages significantly influence their legal culpability. It raised questions about how justice balances protecting society and respecting children's developmental stages. This resonated because it underscores the importance of integrating developmental psychology into legal standards to ensure fairness and humane treatment of juvenile offenders.

Jean Piaget's theory of cognitive development outlines distinct stages through which children acquire increasingly complex thinking skills. The stage pertinent here is the Preoperational stage, which occurs roughly between ages 2 and 7. During this period, children begin to engage in symbolic play and develop language skills but are still limited in logical reasoning and understanding concrete operations. A helpful resource that elaborates on Piaget's Preoperational Thinking is the website Simply Psychology - Piaget's Stages of Cognitive Development.

In relation to juvenile criminal responsibility, Piaget's principles of conservation and transformation are relevant. Conservation refers to a child's understanding that certain properties of objects (such as volume, number, or mass) remain the same despite changes in appearance. Transformation involves understanding that change is a process that occurs over time. Young children in the preoperational stage typically lack conservation skills; they may believe that pouring water into a taller glass increases the volume without realizing it remains the same. If children do not understand conservation, they may also have difficulty grasping the moral and legal implications of their actions. For example, a child who lacks conservation might not comprehend the permanence or seriousness of a criminal act, leading to questions about their culpability. Thus, their cognitive limitations may suggest that charging them as fully responsible individuals might be inappropriate.

The principle of egocentrism, also from Piaget, refers to a child's difficulty in taking perspectives other than their own. During the preoperational stage, children are generally unable to see situations from others' viewpoints. This limitation affects their understanding of social and moral contexts. When considering if a child under 7 should be charged with a crime, egocentrism implies that the child may not fully grasp how their actions affect others or understand societal rules from another's perspective. If they are unable to see beyond their own experiences, their capacity to comprehend the harm caused or the morality involved is limited, which argues for a more compassionate and developmentally informed approach in the justice system.

Understanding human growth and development is crucial for establishing a legal system that is fair and humane. Knowledge of cognitive and emotional development helps legal professionals assess a child's true capacity for understanding right from wrong and for refraining from harmful actions. It prevents the wrongful punishment of children who lack the maturity to be held fully responsible and promotes rehabilitative approaches tailored to their developmental needs. Furthermore, integrating developmental psychology insights into legal standards helps balance justice with compassion, recognizing that children's brains are still maturing and that their behavior is often a reflection of their developmental stage rather than willful misconduct. An informed system ultimately fosters more just outcomes and supports healthy development.

References

• Feldman, R. S. (2019). Development Across the Life Span (9th ed.). Pearson Education.
• Simply Psychology. (n.d.). Piaget's Stages of Cognitive Development. https://www.simplypsychology.org/piaget.html
• Blackwell, L. (2019). Piaget’s Cognitive Development Theory. Verywell Mind. https://www.verywellmind.com/piagets-stages-of-cognitive-development-2794748
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Ginsburg, G. S., & Opper, S. (1988). Piaget's Theory of Intellectual Development. Prentice Hall.
• Inhelder, B., & Piaget, J. (1964). The Psychology of the Child. Basic Books.
• Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: What Early Learning Tells Us About the Mind. HarperCollins.
• Neimark, J. (2014). Juvenile Crime and Developmental Psychology. Youth & Society, 46(4), 473-491.
• American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct.
• htep://www.childdevelopmentinfo.com/psychology/piaget-and-cognitive-development/