1. The theorists Piaget and Kohlberg both focus their theories of cognitive development on children. Both explain the development of young children. Piaget believed that “immediate and concrete rewards and punishments characterize moral reasoning.” Similarly, Kohlberg believed that “moral reasoning develops as a function of cognitive growth and change as well as experiences and interactions with the environment.” (Slavin, 2018). Both of these theories say that social interaction helps children develop their ability to understand and identify other people’s feelings. Finally, both theorists take a constructivist viewpoint.
Piaget and Kohlberg used different approaches to their theories. While Piaget was “more concerned with the process of thinking,” Kohlberg was “more concerned with showing how moral understanding is linked to cognition and cognitive development.” (Slavin, 2018). Piaget also used a two-stage process where actions and thoughts build moral concepts, unlike Kohlbergh, who used a three-level, six-stage process where logic is concerned with finding and maintaining justice.
The most salient criticism that Piaget went through is that his theory “underestimated the infant’s cognitive abilities”(Slavin, 2018) and, more particularly, their ability to achieve operational thought. He believed infants needed to go through five stages of development before achieving operational thought. With these stages, he thought infants could reach operational thought, which is where many people disagreed with his theory. Many believed that infants did not need to go through each stage to reach operational thought. Kohlberg’s most salient criticism is that his theory is “biased towards males and underminds the feminine perspective.” (Slavin, 2018). His theory was based on research showing that all his subjects were male. He believed that women stayed at a certain level because they placed a stronger emphasis on things such as social relationships and the welfare of other people.
Kohlberg’s theory of moral development is a more useful framework for an intentional teacher because it emphasizes the influence of environment and social interaction on moral development. He “wanted to find out how people decide what is right and what is wrong.” (Slavin, 2018). Also, he believed that “we learn our moral values through active thinking and reasoning and that moral development follows a series of stages.” (Slavin,2018). Intentional teaching ensures that students at any age are engaged in learning and trying to retain anything they discover. Through exploration and discovery, children learn best. Intentional teachers will engage students in activities promoting math, science, social studies, language, art, technology, and literacy learning. The more curious that a teacher can make a student, and the more they allow them to discover things on their own, with minimal guidance, the better a child will develop their full potential of reasoning. An intentional teacher will help their students think about their moral reasoning and how they might respond in difficult situations they will face.
According to Kohlberg’s first stage of moral development, “a child will respond in terms of the consequences involved.” (Crain, 1985). With this in mind, an intentional teacher may set up a class scenario where there is an opportunity for the children to decide if the situation is good or something bad. For example, the teacher could get a few children to act out a situation where a hungry child living on the street steals a loaf of bread, then have the rest of the class elaborate on whether they believe this situation is morally right or wrong. The class would have to conclude together if they think there should be a punishment for the action that took place.
2. The Kohlberg’s and Piaget’s theories are alike in how they study the concept of children and their cognitive development, but they differ in how they analyze morality and the thought processes of children. Kohlberg categorizes children’s moral development into six stages: 1) Punishment and Obedience, 2) Instrumental Relativist, 3) “Good Boy-Good Girl”, 4) “Law and Order”, 5) Social Contract, and 6) Universal Ethical Principle Orientation, and these stages are further divided into preconventional, conventional, and post-conventional levels. On the other hand, Piaget’s theory focuses on autonomous morality and heteronomous morality, describing how children develop their thought patterns.
One notable critique of Piaget’s theory is its failure to fully address how peers interact and collaborate, which enhances their autonomous morality, as noted by ( Van Ryzin & Roseth (2018). In contrast, Kohlberg’s theory emphasizes that most children reach the conventional level of moral development by the age of 9, as mentioned in( Kohlberg (1969). Kohlberg’s stages of moral development shed light on how morality changes and influences the development of a child’s thoughts and perspectives.
Despite the differing perspectives, understanding the moral development frameworks of both scholars is crucial for educators. In my experience working with children of all ages, I have noticed the impact of external factors on their moral development. For instance, during the pandemic, I encountered a child, whom I will refer to as “Bay,” regularly seeking assistance from me. As I provided the requested items, I later discovered that the child had been taking additional things without my knowledge. Towards the end of the pandemic, the child, accompanied by their parents, confessed to stealing from me. The child’s guilt and internal struggle were evident, leading to a confession.
This experience showcased how a child’s unconscious moral compass can profoundly influence their actions, even at a young age. Recognizing and addressing moral development in children is integral to fostering a supportive learning environment.
