child development and education, fourth edition © 2010 pearson education, inc. all rights reserved....

Child Development and Education, Fourth Edition

© 2010 Pearson Education, Inc.All rights reserved.

Development of Moralityand Interpersonal

Behaviors

Chapter 14

Child Development and Education, Fourth EditionTeresa M. McDevitt and Jeanne Ellis Ormrod

© 2010 Pearson Education, Inc.All Rights Reserved.

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Chapter Outline Moral reasoning and behavior Interpersonal behaviors



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Moral Reasoning and Behavior

Acquiring standards about right & wrong

Analyzing moral issues thoughtfully Engaging in behaviors that reflect

concern for other people’s rights, needs



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Kohlberg’s Theory Children construct standards for right &

wrong Moral dilemma: In Europe, a woman was near death

from a rare form of cancer. There was one drug that the doctors thought might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about half of what the drug cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said no. So Heinz got desperate and broke into the man's store to steal the drug for his wife. (Kohlberg, 1984, p. 186)



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Kohlberg’s Theory Preconventional reasoning

Stage 1: Punishment-avoidance and obedience

Stage 2: Exchange of favors Conventional reasoning

Stage 3: Good boy/good girl Stage 4: Law and order

Postconventional reasoning Stage 5: Social contract Stage 6: Universal ethical principle



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Weaknesses in Kohlberg’s Theory

Moral issues (e.g., causing harm) conflated with social conventions (e.g., having rules to help society run smoothly)

Helping and showing compassion for others overlooked

Cognitive factors emphasized, but emotions overlooked

Importance of environmental & situational factors overlooked



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Developmental Trends Internal standards develop early

right vs. wrong before age 2 psychological harm is bad by age 3 physical harm is bad by age 4

Children increasingly distinguish between moral transgressions & violations of cultural expectations

Capacity to respond emotionally to others increases during childhood

guilt, shame, empathy, sympathy Understanding of fairness evolves throughout

childhood distributive justice self → equality → special needs

Children increasingly apply self-chosen moral standards



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Factors Affecting Moral Development

General cognitive development ability to reason

Sense of self high self-efficacy for helping behaviors development of identity

Interaction with peers sharing, cooperative behavior, conflict

resolution Adults’ reasons and rationales

induction, mild punishment Exposure to moral issues and dilemmas Religion



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Diversity in Moral Development

Gender girls more likely to experience guilt, shame,

empathy care vs. justice orientation (C. Gilligan)

Culture & ethnicity most value individual rights and concern for

others different standards for right/wrong religion plays a role



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Promoting Moral Development

Make clear which behaviors are acceptable, which are not, and why

Discuss moral issues Challenge children to develop more

advanced reasoning Encourage community service Foster religious tolerance



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Interpersonal Behaviors Development of social skills

experience/practice direct teaching observation



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Developmental Trends, Peer Interaction

Infancy attachment, joint attention, play, &

language Early childhood

play groups of 2 or 3 children unoccupied behavior, solitary play,

onlooker behavior, parallel play, associative play, cooperative play (including sociodramatic/fantasy)



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Developmental Trends, Peer Interaction

Middle childhood group activities, esp. rule-based games eagerness to conform to social norms managing conflicts and cooperation

Early adolescence increased reliance on peers for support and

recreation more peer pressure

increased group division by race or ethnicity Late adolescence

greater ability to view others as individuals fewer groups, more flexibility in selecting friends



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Prosocial Behavior & Aggression

Prosocial: promotes well-being of others common if distress was caused by something

uncontrollable common if benefits outweigh risks

Aggression: to hurt another intentionally physical relational proactive reactive



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Characteristics of Aggressive Children

Poor social perspective-taking ability Misinterpretation of social cues

hostile attributional bias Self-serving goals Ineffective social problem-solving

strategies Beliefs about the appropriateness and

effectiveness of aggression



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Diversity in Interpersonal Behavior

Gender boys: higher priority on physical action, more

physically aggressive, more assertive girls: slightly more kind & considerate, more

relationally aggressive Culture and ethnicity

model & teach different interpersonal behaviors some encourage competition, others cooperation

Special needs/exceptionalities children with high intelligence: good social skills children with disabilities: many have strong

interpersonal skills; some need assistance



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Fostering Effective Interpersonal Skills

Teach specific social skills and problem-solving strategies

Label appropriate behaviors as they occur Plan cooperative activities Expose children to models of prosocial

behavior Provide opportunities for positive impact in

the community Give concrete guidelines for behavior Develop peer mediation program



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Creating a Safe School Environment

Level I: Creating a nonviolent school environment

Level II: Intervening early for students at risk

Level III: Providing intensive intervention for students in trouble



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Take-Home Messages Moral reasoning & interpersonal skills develop over time

and in culture-specific ways Infants

uncomfortable when others are hurt show interest in others and make simple social gestures

Preschoolers aware that harmful actions are wrong cooperation, negotiation, conflict resolution begin to develop

Older children understand fairness increasing capacity to feel guilt, shame, empathy more influenced by peers, become increasingly prosocial

Adolescents more advanced reasoning, but personal needs & self-interests

often affect moral decisions Some children and adolescents display troublesome levels

of physical or psychological aggression and may need help.

child development and education, fourth edition © 2010 pearson education, inc. all rights reserved....

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