Question

If a child's primary reason for not drawing pictures on the living room wall with crayons is to avoid the punishment that would inevitably follow this behavior, she would be said to be at which level of moral development? A. conventional B. postconventional C. preconventional D. unconventional

Short answer

Answer: C. preconventional

Step-by-step solution

Review the levels of moral development

In order to answer this question, we must first know what each level of moral development signifies. There are three main levels of moral development according to Kohlberg's theory: preconventional, conventional, and postconventional. Each level consists of two stages. Preconventional morality: 1. Obedience and punishment (focus on avoiding punishment) 2. Individualism and exchange (focus on personal gain) Conventional morality: 3. Interpersonal relationships (focus on social approval) 4. Maintaining social order (focus on society's rules) Postconventional morality: 5. Social contract and individual rights (focus on fairness) 6. Universal ethical principles (focus on moral principles)

Identify the child's reasoning

In the exercise, it is stated that the child's main reason for not drawing on the living room wall is to avoid inevitable punishment. This reasoning corresponds to the focus on avoiding punishment.

Match the reasoning to a level of moral development

Since the child's reasoning is primarily focused on avoiding punishment, she belongs to the first stage of moral development, which falls under the preconventional level. Therefore, the correct answer is: C. preconventional

Key concepts

Preconventional Morality

Preconventional morality is the first level in Lawrence Kohlberg's theory of moral development. It is typically observed in young children, where moral reasoning is heavily tied to personal consequences rather than a societal understanding of right or wrong. At this stage, children are primarily focused on the direct outcomes of an action, such as avoiding punishment or seeking rewards.

There are two stages within preconventional morality:

• Obedience and Punishment: At this stage, children believe something is wrong simply if it is punished. The primary driver is to avoid getting into trouble without any reflection on whether the action itself is inherently right or wrong.
• Individualism and Exchange: At this stage, children begin to recognize that others have individual viewpoints and personal gains. They start to understand that what is fair or beneficial for one might not be the same for another.

Preconventional morality is about self-interest and immediate results, rather than broader ethical principles. Children acting under this level of moral reasoning have not yet learned the value of rules as tools for social good.

Moral Reasoning

Moral reasoning refers to the process by which individuals develop their understanding of morality and critical thinking about right and wrong behavior. According to Kohlberg, moral reasoning is a vital part of child development and differs significantly across different stages.

Kohlberg's stages of moral reasoning are structured into three main levels:

• Preconventional: Here, morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers, and judge an action based on its direct consequences.
• Conventional: This level is characterized by an acceptance of social rules concerning right and wrong. The key to this stage is the desire to fulfill roles and uphold laws.
• Postconventional: Moral reasoning at this level is more abstract. Individuals understand that laws are social contracts that can be changed when necessary to uphold individual rights.

Kohlberg's theory suggests that moral reasoning happens in stages and must develop over time from straightforward, authority-driven reasoning, to more autonomous and principled thinking.

Child Development

Child development is the process through which children grow and gain abilities across several domains: physical, cognitive, social, and moral. Moral development is a crucial aspect of this, allowing children to learn about and internalize societal norms and ethical principles.

In early childhood, kids mostly learn by imitating and internalizing the rules and models provided by authority figures like parents and teachers. As children grow, their capacity for moral reasoning deepens and expands:

• Young children often see moral rules as absolute and look to authority figures for guidance. This corresponds with Kohlberg's preconventional stage.
• Later, with increased cognitive abilities, they start to understand social contexts and implications, moving towards conventional moral reasoning where societal norms and expectations play a central role.

Understanding child development stages helps caregivers and educators support children's moral growth effectively, facilitating an environment where moral understanding and critical thinking can flourish.

Obedience and Punishment

In the earliest stage of moral development as defined by Kohlberg, the "obedience and punishment" orientation, children's moral reasoning is primarily driven by avoidance of punishment. This is a straightforward, black-and-white phase of understanding right from wrong in terms of consequences directly linked to behavior.

Key characteristics of this stage include:

• Actions are deemed wrong if they result in punishment; right if they avoid it.
• The morality is based on rules set by others, typically authority figures.
• There is little sense of future costs or benefits, beyond immediate goals and outcomes.

Young children often view authority figures as the ultimate holders of moral guidance, often leading them to follow rules strictly to avoid negative outcomes. This stage is crucial in helping them start to understand that actions have consequences. While simple and blunt, this approach sets the groundwork for more complex moral reasoning as they grow.