Kohlberg's Moral Theory Summary

Chapter 5: Data Analysis

5.1 Moral Theories

The Philosophy for Children approach, introduced by Lipman, aids children learn and reinforce critical thinking skills through reflective discussions (Daniel & Auriac, 2011). Through a philosophical approach children are given the skills to inquire and criticise their surroundings thus; reinforce higher-order thinking skills and the opportunity to share their opinions and respect other children’s point of view (Lipman, 1998). In fact, as discussed in section 4.5, ethics teacher 1 stated that the local ethics lessons are based on this approach where practitioners reinforce children’s inquisitive skills and enhance their critical thinking.

Moreover, the development of a community of inquiry promotes

Throughout this level Kohlberg defined two moral stages regarding social standards, where at first the children will simply try their best to please others and be considered “as a good boy or a good girl” (Independent Commission Against Corruption, 2007, p. 7) and later commence to understand that some rules are interchangeable, and it is one’s duty to follow them (Kohlberg, 1968). In consolidation with this, section 2.3.2 states that Australian schools encourage practitioners to establish clearly defined classroom rules in order for children to abide to, as this will reinforce the teaching of values and initiate a democratic

Moreover, early years practitioner should create a welcoming environment where the teaching of moral values is integrated within the daily activities carried out throughout the day. Furthermore, schools should not only focus on children’s attaining successful academic results but promote a good foundation of moral and ethical skills in young children (Independent Commission Against Corruption, 2007), hence; highlighting the importance to aid children develop in a holistic manner (Ministry of Education and Employment,