What stage of Kohlbergs moral development theory do children in middle childhood usually Occup?

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Moral development involves how people grow in understanding moral issues and in making moral decisions. In early childhood, children are more often concerned about their own personal well-being when they make moral decisions. But by middle childhood (roughly 6 to 9 years of age), children begin to develop more empathetic and abstract methods of moral reasoning. The moral development of children during middle childhood helps to prepare children for the increasingly complex moral decision making of adolescence and adulthood.

Jean Piaget, one of the earliest theorists regarding the moral development of children, extensively studied the growth and interaction of children between ages 4 and 12. Out of his observations, Piaget developed a theory about how children think and feel about the rules and conventions that govern people’s interactions with other people. His theory of moral development, which he described as moral reasoning, has served as the basis for many of the theories that since have followed, including those developed by Lawrence Kohlberg, Nancy Eisenberg, Elliot Turiel, Bryan Sokol and Michael Chandler.

Theories

Lawrence Kohlberg, perhaps the most influential developmental psychologist to follow Piaget, theorized that children develop moral reasoning by learning standards and principles of behavior from parents, peers and other role models. Other theorists, such as Elliot Turiel, have reasoned that children develop ideas of right and wrong behavior separately from learning about social regulations and conventions. That is, children learn about how to follow social rules separately from learning about how to make moral decisions.

During middle childhood, most theorists agree, children begin to move from reasoning that is more concrete to reasoning that is more abstract. Children will begin to consider not only concrete concerns, such as whether a behavior harms another person, but also abstract concerns, such as whether a behavior is just or right. Sokol and Chandler have additionally theorized that children during middle childhood begin to consider the motives and reasons for the behaviors of other people, as well.

Behavior

Children become increasingly empathetic and sympathetic during middle childhood. For example, they will decide that a certain behavior is wrong if it causes another person pain, even if authority figures tell them that the behavior is acceptable. In “The Development of Children,” Cynthia Lightfoot and her colleagues explain, however, that even as children develop more advanced moral reasoning, they may still “succumb to temptation if it seems they can get away with it.” That is, children’s actions may not always match their understanding of moral behavior 12.

Parents and caregivers can help children navigate their developing sense of morality by talking with them about moral decision making. For example, when a child makes a moral decision, primary caregivers can discuss her or his choice and respond with affirmation and encouragement. Adults and older children can also model moral behavior in their own lives, as well as explain the reasons behind specific moral decisions that they make. Effective role modeling, open discussion and affirmative feedback all help children as they grow in the area of moral decision making.

Parents and caregivers can help children navigate their developing sense of morality by talking with them about moral decision making.
Adults and older children can also model moral behavior in their own lives, as well as explain the reasons behind specific moral decisions that they make.

Kohlberg's theory of moral development is a theory that focuses on how children develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a series of six stages. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

How do people develop morality? This question has fascinated parents, religious leaders, and philosophers for ages, but moral development has also become a hot-button issue in psychology and education. Do parental or societal influences play a greater role in moral development? Do all kids develop morality in similar ways?

American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of these basic questions. His work modified and expanded upon Jean Piaget's previous work but was more centered on explaining how children develop moral reasoning.

How did the two theories differ? Piaget described a two-stage process of moral development. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan. His theory outlines six stages of moral development within three different levels.

In recent years, Kohlberg's theory has been criticized as being Western-centric with a bias toward men (he primarily used male research subjects) and with having a narrow worldview based on upper-middle-class value systems and perspectives.

Kohlberg based his theory on a series of moral dilemmas presented to his study subjects. Participants were also interviewed to determine the reasoning behind their judgments in each scenario.

One example was "Heinz Steals the Drug." In this scenario, a woman has cancer and her doctors believe only one drug might save her. This drug had been discovered by a local pharmacist and he was able to make it for $200 per dose and sell it for $2,000 per dose. The woman's husband, Heinz, could only raise $1,000 to buy the drug.

He tried to negotiate with the pharmacist for a lower price or to be extended credit to pay for it over time. But the pharmacist refused to sell it for any less or to accept partial payments. Rebuffed, Heinz instead broke into the pharmacy and stole the drug to save his wife. Kohlberg asked, "Should the husband have done that?"

Kohlberg was not interested so much in the answer to whether Heinz was wrong or right but in the reasoning for each participant's decision. He then classified their reasoning into the stages of his theory of moral development.

Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are two stages. Similar to how Piaget believed that not all people reach the highest levels of cognitive development, Kohlberg believed not everyone progresses to the highest stages of moral development.

Preconventional morality is the earliest period of moral development. It lasts until around the age of 9. At this age, children's decisions are primarily shaped by the expectations of adults and the consequences for breaking the rules. There are two stages within this level:

Stage 1 (Obedience and Punishment): The earliest stages of moral development, obedience and punishment are especially common in young children, but adults are also capable of expressing this type of reasoning. According to Kohlberg, people at this stage see rules as fixed and absolute. Obeying the rules is important because it is a way to avoid punishment.
Stage 2 (Individualism and Exchange): At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. In the Heinz dilemma, children argued that the best course of action was the choice that best served Heinz’s needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.

The next period of moral development is marked by the acceptance of social rules regarding what is good and moral. During this time, adolescents and adults internalize the moral standards they have learned from their role models and from society.

This period also focuses on the acceptance of authority and conforming to the norms of the group. There are two stages at this level of morality:

Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boy-good girl" orientation, this stage of the interpersonal relationship of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is maintained. At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.

At this level of moral development, people develop an understanding of abstract principles of morality. The two stages at this level are:

Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and individual rights cause people in the next stage to begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Kohlberg believed that only a relatively small percentage of people ever reach the post-conventional stages (around 10 to 15%). One analysis found that while stages one to four could be seen as universal in populations throughout the world, the fifth and sixth stages were extremely rare in all populations.

Kohlberg's theory played an important role in the development of moral psychology. While the theory has been highly influential, aspects of the theory have been critiqued for a number of reasons:

Moral reasoning does not equal moral behavior: Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions. Moral reasoning, therefore, may not lead to moral behavior.
Overemphasizes justice: Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept of justice when making moral choices. Factors such as compassion, caring, and other interpersonal feelings may play an important part in moral reasoning.
Cultural bias: Individualist cultures emphasize personal rights, while collectivist cultures stress the importance of society and community. Eastern, collectivist cultures may have different moral outlooks that Kohlberg's theory does not take into account.
Age bias: Most of his subjects were children under the age of 16 who obviously had no experience with marriage. The Heinz dilemma may have been too abstract for these children to understand, and a scenario more applicable to their everyday concerns might have led to different results.

Gender bias: Kohlberg's critics, including Carol Gilligan, have suggested that Kohlberg's theory was gender-biased since all of the subjects in his sample were male. Kohlberg believed that women tended to remain at the third level of moral development because they place a stronger emphasis on things such as social relationships and the welfare of others.

Gilligan instead suggested that Kohlberg's theory overemphasizes concepts such as justice and does not adequately address moral reasoning founded on the principles and ethics of caring and concern for others.

While Kohlberg's theory of moral development has been criticized, the theory played an important role in the emergence of the field of moral psychology. Researchers continue to explore how moral reasoning develops and changes through life as well as the universality of these stages. Understanding these stages offers helpful insights into the ways that both children and adults make moral choices and how moral thinking may influence decisions and behaviors.