An important part of moral development is instilling a sense of morality into the children in our care.
Morality is defined as: Beliefs about what is right behavior and what is wrong behavior.
School - not just the home and parental guidance - lead students to develop morals and a sense of reasoning. It is at school when children are faced with their very first moral dilemmas.
Some questions your children may be asking themselves:
Moral development was defined by Jean Piaget and later refined by Lawrence Kohlberg, who developed six stages of moral development (Kohlberg and Hersh 55).
Find your child's age range on the chart below and read a little bit about normal moral behaviour and thoughts. This chart is helpful because it provides a visual guide for where your children may be in terms of emotional intelligence and what behaviour is normal or abnormal.
School - not just the home and parental guidance - lead students to develop morals and a sense of reasoning. It is at school when children are faced with their very first moral dilemmas.
Some questions your children may be asking themselves:
- Do I follow the pack or create my own group?
- Do I listen to my teacher or do what I think is right?
- Do I help another person or look out for myself?
Moral development was defined by Jean Piaget and later refined by Lawrence Kohlberg, who developed six stages of moral development (Kohlberg and Hersh 55).
Find your child's age range on the chart below and read a little bit about normal moral behaviour and thoughts. This chart is helpful because it provides a visual guide for where your children may be in terms of emotional intelligence and what behaviour is normal or abnormal.
Keep clicking on the drop down pages to find more information on emotion and emotional intelligence!
By nourishing children's moral compass, we will help them flourish!
Work Cited:
Kohlberg, L. and Hersh, R. Moral development: A review of theory. Theory into Practice. 16(2). 1977. 53 – 59.
Kohlberg, L. and Hersh, R. Moral development: A review of theory. Theory into Practice. 16(2). 1977. 53 – 59.