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Ch. 14 Moral Development, Key Concepts - Coggle Diagram
Ch. 14 Moral Development
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Piaget's Theory
Young children believe that behaviors that are "bad" or "naughty" are those that cause serious damage or harm.
For preschoolers, "good" behavior consists of obeying adults and other authority figures.
Around age 5, children begin to judge what is good and appropriate based on established rules for behavior (moral realism)
By the upper elementary grades, children consider people's motives when evaluating
Children recognize that rules are created primarily to help people get along and can be changed if everyone agrees to the change
Kohlberg's Theory
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Moral dilemma:
woman sick with cancer, local druggist has new radium drug and charging $2,000, husband collects about 1/2, asks druggist for reduced price or pay later, druggist declines, husband brakes in and steals radium.
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Levels of Morality, Kohlberg's Theory
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Developmental Trends
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children increasingly distinguish between moral transgressions and violations of cultural expectations
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Take-Home Message
An ability to distinguish between right and wrong emerges early in life and continues to develop over time
Even abolescents do not always take the moral high road, because personal needs and self-interest enter into moral decisions
Most children become increasingly prosocial and less aggressive over the years, with such changes being partly the result of their growing capacity for perspective taking empathy, and sympathy,
To some degree, different cultures foster distinct moral values, but virtually all societies recognize the importance of fairness, justice, and concern for others.
Some children display troublesome levels of physical or relational aggression, perhaps partly as a result of temperamental characteristics, aggressive role models at home or in the community, or counterproductive social cognitive processes
Key Concepts
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bully (p. 543)
child or adolescents who frequently threatens, harasses, or causes physical or psychological injury to particular peers
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peer mediation (p. 551)
Approach to conflict resolution in which one child or adolescent (the mediator) asks peers in conflict to express their differing viewpoints and then work together to identify an appropriate compromise
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personal matter (p. 529)
In social domain theory, action that is considered a choice that an individual can make without consulting others
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induction (p. 534)
Act of explaining why a certain behavior is unacceptable, usually with a focus on the pain or distress that someone has caused another
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