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Cultural difference in child development
Cultural difference in child development
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In this paper we will focus on childhood moral reasoning and how it is developed. In particular how an individualistic culture and a more collectivistic culture may have different conceptions of morality. Is a person born with morals? If not where does a person’s morality come from? These are some of the questions to which researchers have sought to answer. The development of morals stem from rules and norms of conduct by the culture in which you are raised in and you then determine how you should live your life. Moral development has been a major topic and we will further explore this topic more.
Have you ever thought about what your moral principles are and how you developed these principles? What exactly are morals? Morals are attitudes and beliefs that people hold that help them decide what is right and wrong (Hock, 2002). You are not born with morals it is something that is developed through childhood and through adolescence and into adulthood. (Kolberg, 1963). As you are aware different cultures have different goals and different images of ideal behaviors for their members. With that in mind different cultures provide different early childhood experiences. These interactions are very important in shaping a child’s development of morals. The experiences are influenced by whatever is seen by the culture as being acceptable. Depending on where you were raised and what is culturally desirable this will have some influence on what you decide your own ideas of what is right and wrong should be. So the rules of your culture become a part of you and the choices you make in life. The interactions the child has with the parents guide cultural development and is seen as an important cultural practice (Heine, 2012). Childhood is...
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...rds but they definitely had a deciding factor in my actions as a child. As I grew older I realized that these rules were more flexible than I once thought. The needs and interest of others also play a role in how a child behaves morally they learn that have to behave morally to get moral behavior back. Children have to figure out their own standards of what is the right thing to do, and feel guilty and ashamed when they do wrong even if no one else knows (Harter, 1996).
During level 2 according to Kohlberg’s stages, conventional morality, children behave morally in order to live up to the expectations of others and maintain relationships that contain trust and loyalty. Children also recognize law and order during this level. As I noted before children are mostly in the first two levels of Kohlberg’s three levels so that is what we have focused on in this paper
Kohlberg’s Theory of Moral Development is three levels consisting of two stages in each. Kohlberg’s Theory explains how a human’s mind morally develops. Level one is typically common in younger children. The two stages in level one are pre-conventional stages. Stage one is obedience and punishment driven; one will judge an action by the consequences given. Stage two is out of self interest. Level two is mostly common in teenagers. The stages in this level
They are able of solving problems using reasoning and logic. They can organize facts and events in mature fashion and figure out possible moves and their outcomes. They can also deal with proportions and analogies and reflect on their own thinking. One of the major themes of development is moral development. The most influential research on development was done by Lawrence Kohlberg. It was influenced by Piaget’s cognitive developmental approach. Kohlberg divided Moral development into 6 stages. The first stage is called Preconventional level. During this stage individuals recognize labels of “good” and “bad”, right and wrong, but do not interpret these labels in terms of social standards. The next stage is called Conventional level. During this level individuals make moral judgments based on expectations, whether the expectations are coming from family or society. This level of morality is shown mainly by adolescents and adults. The next level is the post conventional level. During this stage individuals accept and stand by society’s rules and laws but tend to view them in terms of the underlying principles. Individuals may also follow personal ethical principles. This is where they take into account human rights or life and
Morality starts from the beginning when our species was still living in caves and survival of the fittest was law. Natural selection played a vital role in the development of our species. (Hinde and Rotblat, 30) Evolution has taught us the importance of societal, or familial, groups whether it is to offer protection or emotional comfort. Morality plays a big role in these groups by maintaining a level of homeostasis between its members. This begins from the moment we take our first breath into the world. As infants we rely on our parents to do everything for us. Our mother’s nurture us and our father’s protect us. As we
One of the most persistently asked and perpetually unanswered questions in psychology is the question of morality. What is it, how does it develop, and where does it come from? A basic definition of morality is “beliefs about what is right behavior and what is wrong behavior” (Merriam-Webster). Based on the definition, the question then becomes even more complicated; How do people decide what is right and what is wrong? Research has examined this from many different angles, and two distinct schools of thought have emerged. One centers on the Lockian idea of children as blank slates who must be taught the difference between right and wrong and what it means to be moral, while the other espouses a more Chomskian perspective of a preset system of basic rules and guidelines that needs only to be activated. So what does this mean for humans and humanity? Are we born tabula rasa or are we born with an innate sense of good and evil? For those researching this topic, the question then becomes how to most effectively theorize, experiment and interpret human morality.
Morals are a big part of childhood, because there are so many of them. What is the difference between right and wrong? If stealing is alright. We are not born with these in our heads. We get them from watching people.
There are certain characteristics of parents who influence their children’s moral behavior. The first characteristic are warm and supportive parents, parents who also involve their children in family decisions, parents who models morally thinking and behavior, and finally parents who inform their children of what behaviors are acceptable, expected and reasoning behind. An example of these parents’ characteristics’ can be when a child is upset because their sibling has taken their toy from them. A parent with the above characteristics will talk to the children on their level, ask open-ended questions, and talk about solutions for their issue. The parent will also voice own opinion on what is the acceptable thing to do, and explain why that is. These four characteristics are sort of strategies’ that are excellent for parents to utilize in order to foster their children’s moral development. Parents who are warm and supportive tend to have a secure attachment to their children which is the base for creating a positive parent-child relationship, without that, parents cannot model behavior to the child, as the child will not trust in the parent. By being an informative parent with reasoning, parents teach their children positive socializing and thus an appropriate positive moral behavior. They also provide
Over many years people have seemed to develop their thinking concerning morality based on resulting in interactions with individuals and social institutions. Different societies have their own cultures that have different ideas about how humans are to behave. Societies
At the pre-conventional level, behavior is motivated by anticipation of pleasure or pain. The child is aware of cultural rules and labels of good or bad and right or wrong. (1) The subject interprets the labels in terms of the physical consequence, such as punishment or reward. (3) The child has an extreme self-interest. The first level of moral thinking is generally found at the elementary school level, before the age of 9. This level is divided into the following two stages. (2)
Every individual is taught what is right and what is wrong from a young age. It becomes innate of people to know how to react in situations of killings, injuries, sicknesses, and more. Humans have naturally developed a sense of morality, the “beliefs about right and wrong actions and good and bad persons or character,” (Vaughn 123). There are general issues such as genocide, which is deemed immoral by all; however, there are other issues as simple as etiquette, which are seen as right by one culture, but wrong and offense by another. Thus, morals and ethics can vary among regions and cultures known as cultural relativism.
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
Cultural relativism is the idea that moral and ethical systems varying from culture to culture, are all equally credible and no one system is morally greater than any other. Cultural relativism is based on the concept that there is no “ultimate” standard of good and evil, so the judgement of what is seen as moral, or immoral, is simply a product of one’s society and/or culture. The general consensus of this view is that there is no ethical position that may be considered “right” or “wrong” in terms of society and culture (Cultural Relativism). In this paper I will argue that cultural relativism is not an adequate view of morality by providing evidence of its most common logical problems and faulty reasoning.
I believe that my childhood is a primary influence and for me, this was a negative force that continues to drive my ethics today. I grew up with instability, insecurity, physical, emotional, and sexual abuse. When I achieved difficult tasks such as winning an ice-cream cone for getting high scores in my reading assignments, I was ridiculed. When I tried to take positive steps by going to youth group to learn about Christ, I was told “now, you think you 're better than everyone”. These acts along with the abuse lead me to believe that I was worthless, undeserving of love and affection. Prior to leaving home, there were times in my early teens I lived with my mother who decided it was okay to supply me with drugs and alcohol. The use of these drugs stopped my developmental growth. When I came of age, I left home to live on the streets, it was better than the abuse. Life on the streets led me to even harder drugs that nearly cost my
Kohlberg identified that moral reasoning comes in more stages and does not develop fully till after ages ten to eleven. He conceptualizes the sequential cognitive and developmental process of moral reasoning in children (Goldstein et. al, 2011, p. 860). The ways that children interpret their rights relates to reasoning linked to their developmental and moral development during certain ages (Peens & Louw, 2000, p. 351). Kohlberg explains that his stages emerge from a child’s growth in thinking about moral problems (Peens et al., 2000, p. 353). He believed that children usually goes through three levels of moral develop from pre-conventional to conventional to post-conventional. Within those stages, children usually go through six stages. The pre-conventional level lasts from birth to nine-years-old and during this stage, the child has not fully developed the understanding of right and wrong (Robbins et al., 2011). Most of the rules are set up by the authoritative figure and children follow the rules to avoid punishment. During the stage of obedience and punishment orientation children follow the rules to avoid punishment. The next stage is when children follow rules to earn rewards (Robbins et al., 2011, p. 277). Next, the conventional level ranges from age six through fifteen-year-old where the children start to win approval from others or conforming to the existing social order. The stage of good boy/nice girl orientation comes from children seeking social approval or positive evaluations from others. Consequently, the authority maintaining morality stage happens when children avoid harsh remarks from authoritative figures so they conform to the right actions instead of their own rules (Robbins et al., 2011, p. 277-278). The final post-conventional stage happens from age sixteen and onward. During this stage, children and adults show moral maturity, but Kohlberg believes that
The paper aims to critically evaluate and understand key concepts and theories in regard to moral development throughout life. Morality is described as the distinction between what is right and what is wrong (DeScioli & Kurzban, 2009). Many major theorists such as B.F Skinner, Albert Bandura and Sigmund Freud have all contributed to understanding the development of morality (Miller, 2011). Skinners behaviourist approach is based on how the child is conditioned whilst being brought up. Morality is learnt through reinforcement, either reward or punishment in regard to their actions (Skinner, 1974). Bandura’s social learning theory identifies the importance of learning from peers and parents, Bandura states how children learn by observing others.
The concept of morality differs for every individual. Morality is one 's concept of right and wrong as defined by the individual 's society, family, religion, ethnicity and even gender. It is also subject to the individual 's interpretation and experience. This lends credence to the idea that no one 's morality is exactly the same. The next logical question to answer would be how does one develop their morality? Developmental behaviorist such as Piaget and Kohlberg developed theories for this moral development and how it progresses from childhood into adulthood (Barsky, 2010). Kohlberg 's theory centers around three levels of growth: preconventional reasoning, conventional reasoning, and postconventional reasoning. The levels progress from