Compare And Contrast Piaget's Theory Of Moral Development

The two theories and stages involved in it.
Piaget observed children of different ages. From his observation, he realized that children were able to create new knowledge. There is not limit for a child to gain knowledge from the environment the child belongs to during interactions. Piaget believed that children dynamically create their own knowledge without depending on what they achieve from a teacher or parents (Kay C. Wood, 2001). The Moral philosopher, Kohlberg’s interest was on how the child develops a sense of right or wrong and justice. Kohlberg also believed that children undergo moral development stages during life which is similar to Piaget’s cognitive development stages. While observing children and adult, he realized a particular pattern in which people going through different stages without going back to any previous stage (Cory, 1996). In this review, the stages in each theory are explored and justified using varieties of authentic sources. Therefore, each theory is explained in detail, and then

In each level, two sub stages included in which aspects of moral development mentioned. First level is pre-conventional which signifies the child’s ability to respond to rules, social order, good, bad and ethics. Fist stage in this level is punishment and obedience orientation. The main argument is about determining right or wrong depending on the punishment. Children try to avoid punishment trying to defend themselves are their values and rights. Children behave in a certain manner, because adults ask them to do so. The second stage at this level is personal usefulness sometimes referred to as instrumental relativist orientation. Rewards and the interest they receive are correlated to moral thinking. They obey when they feel it is time to obey and what they feel good is considered to be right thing specially when rewarded (Cory,