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Stephaniemoral Development During Middle Childhood Happens Along With

Stephanie Moral development during middle childhood happens along with maturation. School-age children “become increasingly able to think about moral issues that may occur during social interactions” (Blume & Zembar, 2007). Observing this development has led researchers to many different theories. One of the theories mentioned in our textbook was Piaget’s cognitive developmental theory. According to Piaget, school-age children, or children in the concrete operational stage, become “moral relativists” (Blume & Zembar, 2007). This means that those children “now think that an intentional action is worse than an accidental behavior” (Blume & Zembar, 2007). Children in the “concrete reasoning stage of development” are finding out what it means to be an individual within the contexts of their world (i.e., school, peers, family, community, etc.). This theory resonates the most with me and my experiences and observations of moral development.

As children grow, I feel their understanding of the world around them and what is expected of them (in this case their behavior) increases, leading to a better grasp of what is “right and wrong.” However, the challenge lies in the fact that morality differs vastly among families, communities, religious groups, and cultures, making it difficult to establish a universal objective moral truth. This diversity raises important questions about the implementation of character education programs in schools, which aim to promote moral values and enhance moral behavior (Blume & Zembar, 2007). These programs seek to educate children on moral values such as kindness, which are considered universal ideals that all people “ought” to uphold regardless of their background.

While I believe implementing character education in schools could be beneficial, there are challenges related to determining who decides what moral values are universally accepted and how these ideas are presented and discussed. It may be necessary for parents, teachers, and community members to collaborate in defining and teaching moral standards. An approach that could be effective is integrating emotional and social awareness education into classroom curricula. Doing so allows children, who are increasingly becoming “moral relativists,” to explore and understand their own moral instincts within a guided framework, fostering intrinsic motivation and positive self-determination (Blume & Zembar, 2007).

Piaget’s theory classifies children in the concrete operational stage as “moral realists” (Blume & Zembar, 2007). This means that they understand that intentional acts are worse than accidental ones. Building on Piaget, Lawrence Kohlberg proposed a stage theory of moral development, comprising six stages of moral reasoning, progressing from punishment and obedience to principled morality (Blume & Zembar, 2007). This developmental progression illustrates how individuals learn right from wrong over time, although cultural differences can influence the applicability of these stages widely.

My personal belief aligns with the idea that moral understanding can be nurtured through education and lived experiences. I was taught to treat others how I want to be treated, a moral principle that guided my behavior through conscious learning rather than innate knowledge. This experiential learning often involves making mistakes and learning from them, highlighting the importance of moral education from a young age and throughout life. Therefore, character education programs should be prioritized, as they promote moral behavior and help develop ethical frameworks that children can carry into adulthood (Blume & Zembar, 2007).

Moral values are essential regardless of one's cultural or religious background. They can be effectively imparted at home and reinforced through classroom practices. Teaching children about compassion, kindness, respect, and empathy can have profound effects, such as reducing bullying and fostering inclusive school environments. It is crucial for both parents and teachers to model these values consistently and establish a zero-tolerance policy for bullying and disrespectful behavior.

Parents play a vital role in early moral development, often shaping children’s attitudes and behaviors before they enter the classroom. Initiating conversations about respect, fairness, and caring within the family creates a foundation for moral reasoning that complements school-based character education. Schools, on their part, can embed social-emotional learning into daily lessons, making moral values an integral part of academic and extracurricular activities. This integrated approach can help children develop empathy and moral judgment as they navigate complex social situations.

However, the challenge remains that some families may not prioritize moral education or may have differing moral frameworks rooted in cultural or religious beliefs. Changing long-standing learned behaviors and societal norms is a complex and gradual process. Nonetheless, consistent reinforcement of moral principles in schools and communities holds promise for cultivating a more empathetic and respectful generation. The collective effort of educators, parents, policymakers, and community leaders is essential for creating an environment where moral development flourishes and bullying is minimized.

References

• Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Pearson Education.
• Kohlberg, L. (1981). Essays on moral development: Vol. One. The philosophy of moral development. Harper & Row.
• Piaget, J. (1932). The moral judgment of the child. Springer.
• Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Harvard University Press.
• Nucci, L. (2001). Education in the moral domain. In S. S. Hetherington & M. J. Lerner (Eds.), Handbook of Child Psychology: Child Psychology in Practice (pp. 864–913). John Wiley & Sons.
• Lapsley, D. K., & Narvaez, D. (2006). Moral psychology. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 11884–11889). Elsevier.
• Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
• Bryan, J., & Sams, C. (2016). Social-emotional learning: Promoting positive youth development. Journal of Education and Practice, 7(10), 45-53.
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., & Haynes, N. M. (1997). Promoting social and emotional learning: Guidelines for educators. ASCD.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and learning: Theory, research, and practice. Routledge.