Theory of moral development
Understanding moral development in children of this age is complex. It is generally acknowledged that moral development is much more complex than any theory allows for. However, one theory that dominates is that of Eisenberg who, in the 1980’s, examined children’s reasoning when faced with a fictional scenario that required them to choose to be altruistic or not. Children were presented with hypothetical stories in which the person can help another, but there is a personal cost.
The findings led to a 6 stage prosocial moral reasoning theory being proposed, the first 2 stages being the most relevant for 2 to 5 year olds. At level 1, children are self-focused whereas at level 2, children become orientated towards the needs of others.
Although not universally accepted, Eisenberg argued that prosocial behaviour increases over time.
One of Eisenberg longitudinal studies showed that 4 to 5 year olds who demonstrated mature prosocial moral reasoning went on to be more helpful and considerate and displayed social responsibility into young adulthood.
What should Mary do? Consider the following scenario and select the appropriate button.
Scenario: One day Mary was in the school playground waiting for the bell to ring for the start of the end of term party. She saw a boy who had fallen down and hurt his leg. The boy asked Mary to go the school office and get his class teacher, but if Mary did, she would be late for the party and miss the cake and games.
Level 1 - hedonistic, self-focused:
Mary is focused on practical and selfish considerations. The need for self-satisfaction overrides helping another, and the right choice is whatever helps Mary achieve her own desire to go to the party. There is evidence of this self-centred reasoning up to about 7 years of age.
Level 2 - needs of others orientated:
Mary expresses concern for others, even though it is against her own needs. Although this is felt at a simplistic level, Mary knows she should help, as the boy is hurt.