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Review the program descriptions for each of the different Rising Star School early education programs offered. Read about Character Development and Moral Development theory and the subsequent implications for early childhood development programs (Huitt, 1990s). Drawing from the background readings and resources, prepare a critique of the Rising Star program—focusing on how each program and the overall sequence promotes character and moral development in young children. The critique should assess whether each program phase fosters moral/character development based on the theories provided, and suggest modifications or new program ideas if they do not. Additionally, analyze if the comprehensive program aligns with the Stages of Character Development, proposing adjustments if necessary. Include examples of developmentally appropriate activities that support character development at each program stage, grounded in the relevant theories.

Paper For Above instruction

The Rising Star School early education programs aim to nurture young children's development across cognitive, social, and emotional domains. To effectively evaluate how well these programs promote moral and character development, it is essential to align their structures and activities with established developmental theories, particularly those discussed by Huitt (1997) and Heydon & Wang (2006). These sources emphasize the importance of fostering moral reasoning, empathy, integrity, and responsibility, which are crucial elements of overall character development in early childhood.

The initial phase of the Rising Star program, designated as "Foundations of Character," emphasizes basic social skills such as sharing, cooperation, and respect for others. Reviewing the program's description, it appears to largely align with Piaget's preoperational stage, where children begin to understand social norms but may not fully grasp the moral reasoning behind them. If the activities involve simple role-playing and collaborative tasks, they effectively promote early moral understanding. For instance, activities like "Sharing Circle" and "Kindness Tokens" exemplify practices that nurture empathy and fairness, aligning with Huitt’s (1997) assertion that moral development begins with the recognition of social agreements and concern for others.

However, if the program merely emphasizes rules without encouraging children to understand the reasoning behind moral choices, it may fall short of fostering deep moral reasoning. To enhance this, activities could include story-telling centered on moral dilemmas, prompting children to consider reasons for different behaviors, thus advancing their moral cognition. Additionally, integrating discussions on feelings and consequences in these activities encourages perspective-taking, which is foundational to moral development (Heydon & Wang, 2006).

The next phase, "Developing Responsibility," aims to deepen children's understanding of moral principles through involvement in classroom responsibilities and group projects. Here, the program seems to target Kohlberg's early stages of moral development, focusing on external rules and authority compliance. While this is developmentally appropriate, it risks limiting children's moral growth to superficial rule-following if not carefully structured. For optimal effect, tasks should move beyond compliance to include reflection on fairness and justice. For example, a suggested activity would be a "Community Helper" project where children identify ways to assist peers, fostering internal motivation for good behavior aligned with character virtues such as integrity and compassion (Huitt, 1990s).

If these aspects are lacking, a revised activity could involve children role-playing scenarios where they must resolve conflicts using moral reasoning, encouraging empathy and self-control—key components outlined in the stages of character development. This approach aligns with Heydon & Wang's (2006) emphasis on ethical curriculum practices that challenge children to consider moral implications beyond rule adherence.

The final phase, "Leading with Moral Integrity," is designed to prepare children to become responsible members of their community by engaging them in leadership activities and service projects. Generally, this aligns with advanced stages of moral development, where individuals exhibit moral reasoning rooted in internalized principles. If the program includes activities like peer mentoring, conflict resolution training, and community service, it effectively promotes moral agency and virtue (Huitt, 1997). To strengthen this phase, activities could involve children developing their own ethical codes or participating in guiding younger peers, which encourages them to embody virtues such as honesty, respect, and responsibility—core elements in promoting moral character.

However, if the program lacks opportunities for children to reflect on their moral choices or to experience authentic leadership responsibilities, it may not sufficiently foster moral autonomy. In such cases, designing activities like "Moral Dilemma Discussions," where children articulate their reasoning behind ethical choices, can support advanced moral reasoning and virtue development (Heydon & Wang, 2006).

Analyzing the comprehensive program sequence against the Stages of Character Development reveals that while each phase addresses certain developmental milestones, there are gaps in progressing children from basic moral awareness to internalized virtues. To align with these stages, the program should incorporate ongoing activities that build from concrete rule-following to autonomous moral judgment and moral leadership. This could involve a developmental progression where activities become increasingly complex and reflective, guiding children through Kohlberg's moral reasoning stages.

For example, in early activities, children might participate in simple sharing and kindness tasks. As they mature, activities should evolve into moral problem-solving discussions, moral role-modeling, and opportunities for moral leadership. By scaffolding activities in this manner, the Rising Star program can more effectively foster the holistic character and moral development advocated by academic theories.

In conclusion, while the Rising Star program contains several elements conducive to moral development, intentional modifications are necessary to fully realize its potential. Incorporating developmentally appropriate, reflective, and virtue-based activities aligned with moral development theories will ensure that each program phase effectively nurtures the growth of morally responsible and virtuous children. Such an approach will better prepare young children to embody integrity and moral leadership as they mature.

References

• Huitt, W. (1997). Moral and character development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
• Heydon, R. M., & Wang, P. (2006). Curricular ethics in early childhood education programming: A challenge to the Ontario kindergarten program. McGill Journal of Education, 41(1), 29-46.
• Piaget, J. (1932). The Moral Judgment of the Child. Routledge & Kegan Paul.
• Kohlberg, L. (1981). Essays on Moral Development, Volume One: The Philosophy of Moral Development. Harper & Row.
• Lapsley, D., & Narvaez, D. (2006). Character education. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology.
• Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
• Shapiro, J., & Asbrand, M. (2014). Developing moral virtue in early childhood. Journal of Moral Education, 43(3), 263-277.
• Lickona, T. (1991). Educating for Character: How Our Schools Can Stand in the Gap. Bantam Books.
• Baartman, L., & De Bruijn, E. (2011). The development of character and ethics in education. Journal of Character Education, 7(1), 41-56.
• Strauss, L., & Glaser, B. (2010). Building moral character in early childhood. Early Childhood Education Journal, 38(2), 77-85.