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| 3 basis components of morality |
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Definition
| cognitive, behavioural, and emotional |
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| the capacity to experience the same emotion that someone else is experiencing |
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| Piaget's cognitive theory of moral development |
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| 3 stages are pre-moral, moral realism, and morality of reciprocity |
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| Piaget’s first stage, in which the child shows little concern for rules (until the age of 5) |
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| includes an understanding and acceptance of social rules and a concern for equality and reciprocity in human relationships (form the basis of justice) |
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| Piaget’s second stage, child shows great respect for rules but applies them quite inflexibly |
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| third stage, in which the child recognizes that rules may be questioned and altered, considers the feelings and views of others, and believes in equal justice for all |
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| Kohlberg's theory of moral development |
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Definition
| 3 stages are pre-conventional, conventional and post-conventional |
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| first level, in which he views the child’s behaviour as based on the desire to avoid punishment and gain rewards |
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| second, in which the child’s behaviour is designed to solicit others’ approval and maintain good relations with them. The child accepts societal regulations unquestioningly and judges behaviour as good if it conforms to these rules |
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| - Post-conventional Level: third level, in which the child’s judgements are rational and his conduct is controlled by an internalized ethical code that is relatively independent of the approval or disapproval of others |
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Social-Convention Rules: socially based rules about everyday conduct
o Example: table manners, kinds of dress, modes of greeting, and other rules of social etiquette |
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| fixed, absolute, and invariant across cultures |
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Definition
| children’s ability to control behaviour on their own without reminders from others |
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Term
| how does capacity to monitor and regulate ones behaviour develop? |
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Definition
| 3 phases are control phase, self-control phase, and self-regulation phase |
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Term
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Definition
| the first phase in learning self-regulation, when children are highly dependent on caregivers to remind them about acceptable behaviours |
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| children becomes able to comply with caregiver expectations in the absence of the caregiver |
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| when children become able to use strategies and plans in directing their own behaviour and capable of delaying gratification |
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| putting off until another time possessing or doing something that gives one pleasure |
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| the child’s internalized values and standards of behaviour |
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| voluntary behaviour that is intended to benefit another; may be motivated by egoistic, other-oriented, and practical concerns |
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| intrinsically motivated behaviour that is intended to help others without expectation of acknowledgement or concrete reward |
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| an unselfish concern for the welfare of others |
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Definition
| able to experience the same emotion that someone else is experiencing |
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| thinking and making judgements about prosocial issues |
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| making a decision to perform a prosocial act on the basis of expected material reward |
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| reasoning in which children express concern for others needs even though their own needs may conflict with the needs of others |
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| behaviour that intentionally harms other people by inflicting pain or injury on them |
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| quarreling and fighting over toys and possessions |
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| aggressive behaviour directed at another person, including criticizing, ridiculing and name calling |
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| aggression in response to attack, threat, or frustration |
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| use of force to dominate another person or to bully or threaten others |
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| damaging or destroying interpersonal relationships by such means as excluding another or gossiping about or spoiling another’s reputation (more executed by girls) |
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| presumably, discharging aggressive impulses by engaging in actual or symbolic aggressive acts that do not impinge on another person |
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| being unskilled at solving interpersonal problems |
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