UNFOLDING THE INTERESTING STAGES OF MORAL GROWTH IN CHILDREN

 

From Growing to Ethical Development
Moral development is considered one of the most engaging areas in child psychology because, by studying it, one learns how children pick their ways through life's moral landscape. As children grow older, their concepts of morality are developed through a set of complex changes, reflecting a deep shift in their intellectual and emotional capabilities. Knowing these stages not only expands our knowledge about how a child develops but also puts us in the proper direction toward setting an environment that would foster positive and moral development.
1. The Foundation: Pre-Moral Stage
The beginning of the stages of moral development begins with the Pre-Moral Stage, as observed usually in infants and toddlers until the age of 2 years. At such a tender age, the 'morality' as a concept has not been thought of, but they do refer directly to their needs and wants. What motivates these actions are simple urges and not an awareness of wrong or right. A toddler's reaching and taking away a toy from another illustrates this trend. Here, it is seen that an aspect of personal need is at play rather than an intention to cause harm. The stage is significant in that it provides the building blocks for more mature moral thinking.
2. The Pre-Conventional Stage: Development of Social Rules
Approaching ages 3 to 7, children enter the Pre-Conventional Stage, where the seeds of moral understanding start to sprout. It is in this stage of development that children begin to understand various social rules and the general notion of punishment and reward. According to Lawrence Kohlberg, one of the pioneers of the moral development theory, this stage consists of two major sub-stages:
1. Obedience and Punishment Orientation:

The child perceives morality as a way to avoid punishment. Now, children realize that certain actions lead to unwanted consequences; thus, rules are obeyed to stay out of trouble. For example, a child might not hit their sibling not because they comprehend the principle of kindness but because they fear a time-out or scolding.
2. Instrumental Exchange Orientation:

As the child gets more mature, the preoccupation is no longer just avoiding punishment, but rewards. There is seen to be a payoff in keeping the rules and acting nice. The child may share their toy with another child because they know a reward will be given, or because the favor is returned. This stage signifies an emerging sense of reciprocity and social exchange of behaviors.
3. The Social Contract: The Conventional Stage
From about ages 8 to 12, children enter the Conventional Stage of moral development, where social conventions and respect for others become much more prominent. It is further subdivided into two major sub-stages: The child begins developing an appreciation for other people's feelings and an interest in maintaining harmony in the social environment. They try to fulfill other people's expectations of them, such as their parents, teachers, and even friends. The focus is placed on being "good" and gaining acceptance from the people surrounding them. For example, they may follow the rules of behavior, not just because they don't want to get punished or hope to receive a reward for it, but also because they will be a good friend or student.

2. Law and Order Orientation:

During their further development in childhood, the children develop an understanding of morality that encompasses a wider perspective by considering the maintenance of social order and respect for laws. They acknowledge the adherence to rules and laws as important for society. At this stage, the child may follow school rules or community standards not only to gain an end that has personal advantages or for approval but as of consequence to all parties involved

4. The Reflective Moralist: The Post-Conventional Stage
The Post-Conventional Stage is perhaps the higher stage of moral reasoning, which emerges during adolescence and extends into adulthood. Persons at this stage have a better understanding of ethical principles and the ability for abstract thought. This stage includes:

1. Social Contract and Individual Rights: The individual in this sub-stage begins to question the validity and justice of laws and social systems, and evaluates the fairness of rules and laws. He realizes that rules and laws are man-made and can thus be modified or discarded if they no longer serve the common good. A teenager might, for example, advocate social change or challenge unfair practices, reflecting a commitment to individual rights and social justice.
2. Universal Ethical Principles: The highest form of moral development is characterized by respect for universal ethical principles, binding because they reflect abstract theories of justice, equality, and human rights. Individuals at this stage base their morality on more abstract laws concerning justice, equality, and human rights. During this stage, ethical values are deeply embedded-once even against personal risks or at the forefront of opposition. For instance, the adult may fight against discrimination, championing humanitarian causes from a deep sense of global justice.

5. The Role of Environment and Nurturing in Moral Development
Although these stages outline a sequence in moral development, one must remember that all these are also influenced by environment and upbringing. Positive role models, positive parenting, and exposure to different cultures and ways of opinions all help in molding moral development. Encouragement of empathy, stimulation of open discussions on ethical dilemmas, and laying opportunities for moral reasoning can significantly enhance the child's journey through these stages.

6. The Ever-Changing Nature of Morality
It is critical that moral development not be viewed or handled as an exclusively linear or homogenous process. Each child's path will be different, diverging based on a wealth of influences including culture, life events, and individual temperament. Children's moral reasoning shifts and morphs much like human development in general: dynamic.

CONCLUSION

The study of child development as related to moral development phases is nothing less than fascinating. With each different stage, there is an added revelation to the intricacy with which children view and relate to the world of ethics. From the rudimentary impulses of infancy, the development of moral phases in children culminates into sophisticated ethical reasoning in adulthood. It is a journey that shows the enormous capacity for growth and learning that lies within each child. The differences this may make to the child's moral development-as we go about our parental, teaching, and caregiving tasks-can be really great, if enthusiastically welcomed and understood. In creating a supportive setting that is empathetic, values reasoning in ethical matters, and shows concern for social responsibility, what we are doing is helping to build a generation not only conscious of moral values but also determined to live up to them with integrity and compassion.