By admin 27 May 2022 , , , , ,
Understanding of Child Development (CD) is a must for anybody who aspires to be a teacher at the school level. Thus, we see that questions pertaining to Child Development are an integral part of the Central Teacher Eligibility Test conducted by the CBSE. Theories proposed by Developmental Psychologists are the mainstay of the syllabus outlined for CTET.
Being the Centre for Best CTET Online Coaching courses, Vidya Guru publishes quality preparatory material as blog updates to benefit aspirants engaged in preparing for teaching exams. Today’s update covers an important theory that was proposed by Jean Piaget.
Piaget’s name is synonymous with the theory of Cognitive Development in human beings. Nonetheless, his contribution in the field of moral development of children can’t be neglected. So, let’s figure out this theory and the concepts associated with it.
Moral Development – Jean Piaget
As per Jean Piaget, moral development of children can be studied by observing their
understanding of rules during play. He categorized moral development of children into 2 stages namely: Heteronomous & Autonomous Morality.
Heteronomous Stage / Moral Heteronomy (5-9 Yrs.)
• Also known as Moral Realism – morality imposed from the outside. (Heteronomous means “under the rule of another”).
• Children believe that rules are universal & fixed. They rarely, if ever, show any flexibility to a change in rules.
• They acknowledge that all rules are laid down by some authority figure (e.g. Parents, Teacher, God etc.) and that breaking the rules will lead to immediate and severe punishment (Immanent Justice).
• Objective Consequences: The morality of any action is decided by its objective consequences, not by the intentions of the individual.
• The purpose of any form of punishment is to make the guilty individual suffer. Further, the harshness of the punishment is seen as being directly proportional to severity of wrong-doing (Expiatory Punishment).
• Heteronomous children regard rules and regulations as moral absolutes. They believe that there is a “right” side and a “wrong” side to any moral issue, and the right always means following the rules.
Autonomous Morality (Around 10 Yrs.)
• By age 10 or 11, most children reach the stage of Moral Autonomy (morality based on your own rules) also known as Moral Relativism.
• Children recognize there is no absolute Right or Wrong and morality depends on intentions not consequences.
• They understand that rules are created for reasons of Fairness & Equity and can be changed if the need arises. They realize that rules aren’t absolute and fixed, but somewhat arbitrary.
• Moral authority of adults gets replaced partially by a morality rooted in mutual understanding and cooperation. Thus, the stage of autonomous morality has also been termed as the morality of cooperation
• Regarding issues of blame & moral responsibility, older children don’t just take the consequences into account, they also consider motives.
• When deciding how to punish transgressions, these children usually favor reciprocal punishments—that is, treatments that tailor punitive consequences to the underlying “crime”. Thus, the rule breaker will understand the ramifications of a wrongdoing and perhaps be less prone to repeat it.
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This blog covering Piaget’s Theory of Moral Development is going to be useful for CTET exam aspirants targeting both Paper-I and Paper-II. Finally, even those of you who are going to take KVS, DSSSB or any other teaching examination will be benefited by it.