JEAN PIAGETCourtney Painton

Carrie Dayley

Melissa Holmes

BACKGROUND Born August 9th, 1896 PhD in Zoology Swiss Development Psychologist and

Philosopher 1923 Married, and his 3 children 1972 Erasmus Prize 1979 Balzan for political and social

sciences Died September 16th, 1980

THEORY OF MORAL DEVELOPMENTSTAGE 1

Unchangeable Rules Obedience to rules,

authority, duty Letter of Law valued Egocentric, projects own

perspective Behavior: right or wrong Consequences over

Intentions Punishment: immediate,

automatic Adult authority/Child

helpless

Young Children5/6-10/12 years

THEORY OF MORAL DEVELOPMENTSTAGE 2

Older Children-10/12 years+

• Changeable Rules with mutual consent, cooperation

• Considers intent, motivation, context, abilities

• Understands reasons for rules

• Punishment should fit crime, restitution, reform

• Considers perspectives• Purpose of Law valued• Golden Rule/Ideal

Reciprocity

CONSIDER… Scenario 1

A mother placed a cookie jar on a high shelf to stop Sam from getting any cookies. After she left, Sam broke a cup while trying to steal the cookies

Scenario 2Tevis went into

the kitchen to help his mother clean, but accidentally broke 10 cups.

If a younger child was asked, “ Who should be punished?” Predict what he/she might say. What might an older child say?

POSSIBLE RESPONSE The younger child might say, "Tevis,

because he broke the most cups.” The older child might say, "Sam.

Because he broke the cup while trying to steal cookies.”

INFLUENCE Opened the door

to children psychological research

Kohlberg How it has

helped teachers today

CONTRIBUTIONS

• Cognitive development is tied to Stages of Moral Development

• When developmentally appropriate, over time• Expectations: lies, theft, cheating, fairness, sharing• Appropriate punishment/consequences• Older children consider rules as changeable• Scheduling of school curriculum around cognitive/moral

development• One classroom: students with different moral realities,

P.O.V.• Test to know where students are developmentally• Adult/teacher and child relationship awareness• Learn morality from experiences, group interaction,

process of discovery, reflection, assimilation, accommodation

CRITIQUES Problems with

research methods Unrepresentative

samples Underestimation of

children’s abilities Individual

differences Overlooking

cultural/social effects

RESOURCES http://www.biography.com/people/jean-

piaget-9439915 http://psychology.about.com/od/

piagetstheory/a/keyconcepts.htm http://www.psychologydegree.net/

resources/moral-devlopment/ http://alleydog.com/topics/child-

psychology.php http://www.sevencounties.org/poc/

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