Compare_and_Contrast_Assignment Instructions EDUC 500 Santos

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EDUC 500 C OMPARE /C ONTRAST M ORAL D EVELOPMENT A SSIGNMENT I NSTRUCTIONS Instructions: During this module/week you will watch the video, A Child’s Mind: How Kids Learn Right from Wrong, as well as reading from your Slavin and Schunk (2017). You may use both sources as you complete this assignment. You must answer each question using complete sentences and following current APA format. However, you must also properly cite your sources. For your description of each of the moral development theories, write at least 4–5 sentences. For the final question, construct one solid para- graph of at least 400 words each. You must cite at least 1 professional source. You can cite the video as follows: (Ryan, 2011). You can see how to complete the reference for the video at the end of these instructions. Note: The information that you gain will help you as you develop your Final Paper. Be sure to write in complete sentences and follow current APA guidelines. Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2. F OUR M ORAL D EVELOPMENT T HEORIES Describe Jean Piaget’s The- ory of Moral Development Piaget’s theory discusses moral judgment in children. It speaks on the transition from heteronomous to au- tonomous moral thinking. In the heteronomous stage Piaget believes that until age nine and ten their un- derstanding of right and wrong is controlled by adults and authority figures. Transitioning to the autono- mous stage of moral thinking children are independent in mind. They start to think differently in this stage (age 10) of life, thinking rules are not set in stone like the previous stage but rather “rules can be broken”. The youth gain an internal sense of right and wrong. They don’t need others to tell them what to do. The youth may believe something is wrong and know that they are not supposed to do that, but they also un- derstand one’s reasoning behind a decision that might not always be morally correct; they become more complex in their thinking process. (05:36) Describe Lawrence Kohlberg’s Theory of Moral Development Kohlberg’s theory expanded on Piaget’s work. Kohlberg believed that there were three levels of moral de- velopment which contained six stages. He believed that each stage occurred in a sequence and by age group. During the first stage of moral development, children elementary school age follow rules or guide- lines set for them by authority figures or adults around them like parents or teachers. They tend to follow these rules or guidelines for fear of punishment. The second stage is understood as, children’s attitude to- wards rules and how they perceive it to be. In the third stage of moral development, is understood as the caring and well being of others. (05:18) Page 1 of 6

EDUC 500 Describe Elliot Turiel’s Moral Domain Theory Elliot theory of moral domain came about while he was trying to find the resolution of Kohlberg's theory. He was trying to fill the gap that Kohlberg's theory was missing; in that he discovered “Moral Domain the- ory” (20:23). This theory discusses how children look at moral concepts through authority figures, their rights, cultures around them and the society that they are exposed to. These concepts he believed starts peeking out during the early childhood stages of life though adolescent age. The Domain theory was bro- ken up into three sectors; a child’s moral development stage where they learn to treat one another, how a child sees society as a whole and how to treat and function in a social setting or situation, and the last do- main is the psychological; where children learn to understand themselves and others around them. Elliot talks about how in each domain the child goes through phases, how they change over time and develop. (02:27) Albert Bandura’s Theory of Moral Development through Social Learning Bandura believed that children learn by modeling others behaviors. Standards taught to teach them from knowing the difference from right and wrong. Knowing this will count towards their morality. Albert be- lieves that people self-regulate their behaviors based upon what their consequences from their actions will be. Children are motivated to perform actions or what is told of them with reward and praise. Bandura has a lot of trust that morals are understood by developing their own sense of moral self an It’s an internal feeling within themselves. (01:59) B IBLICAL I NTEGRATION Share at least 2 verses/pas- sages regarding social, moral, and emotional devel- opment. Share the verse in quotes followed by the cita- tion. “Therefore, get rid of all moral filth and the evil that is so prevalent and humbly accept the word planted in you, which can save you.” (James 1:21 NIV) “But grow in the grace and knowledge of our Lord and Savior Jesus Christ. To him be glory both now and forever! Amen.” (2 Peter 3:18, NIV) “For this very reason, make every effort to add to your faith goodness; and to goodness, knowledge; and to knowledge, self-control; and to self-control, perseverance; and to perseverance, godliness; and to godli- ness, mutual affection; and to mutual affection, love.” (2 Peter 1:5-7 NIV) Page 2 of 6

EDUC 500 Why is it essential to instill a sense of right and wrong in children from a biblical per- spective? Support your an- swer. Understanding the importance of faith and morality for a young child can be a parents challenging stage. Society, social media, friends, other family members all have a major influence in installing their perspec- tives in our children. It’s imperative that they know what’s right and wrong from a biblical stand point be- cause that’ll give them the best chance in life to come up with their own perspectives. Establishing an ac- tive relationship with God from an early age will give them insight and a wholesome attitude that will bring happiness and kindness. Having respect for others regardless of age, race, sex, appearance or behav- ior will be following Gods plan to love him and love all people around you. Having respect for authority figures, parents, teachers and God is what the bible teachers us. When a child has respect, love and a gen- uine care for others is what Jesus spoke onto his disciples. In relation to my bible versus above, “There- fore, get rid of all moral filth and the evil that is so prevalent and humbly accept the word planted in you, which can save you.” (James 1:21 NIV) We live in a world that has such evil, people performing wrong doings when they know that they are doing wrongful acts, but still choose to do it. People need to be stronger in faith and be more fearful of God in order to listen to that voice inside all of us and not perform such moral filth and as the bible says in this verse; accept God into your heart and the word of God, plant that in us which can save us from the evil that we are surrounded with. Page 3 of 6

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EDUC 500 Write 1 solid paragraph of at least 400 words comparing and contrasting the view of any 2 of the theorists from the video of how children develop a sense of right and wrong. How do their views compare with a biblical worldview? In your professional role, how can you help children/students to develop a sense of right and wrong? Bandura believed that children learn by modeling others actions. Children's moral development change through experience the reasoning behind knowing whats right and wrong. Bandura expresses that children start to learn to make moral choices in various situations that they are put in, like not doing something that they will later feel bad doing. Children learn to self-regulate their behaviors based upon what their consequences from their actions will be. I understand and can agree with Bandura’s beliefs of moral development in children because working with children I feel this is how their mindset operates in most situations, especially if they are socially aware of their surroundings. I believe it is possible these morals change as the child gets older and their thought process gets more complex, which changes how they view right and wrong behavior. As a Special Education Teacher I feel Banduras views on children being motivated to perform actions or what is told of them with reward and praise, is especially true. This confidence will grow with them in all areas of life, as well as building their self image and self esteem. A good way to achieve this, is by praising the student for every good behavior if we want a certain outcome each time (Slavin, R.E., & Schunk, D.H., 2017. p. 291). I lean more with Banduras views especially on this belief because most of my day is spent on giving my student “First/then” choices. If my student does then, then they will gain a reward. A token board system is used throughout the day with all my students and this works wonders with their overall behavior and deliverance of ac- tion. However, in Jean Piaget’s views he believed children at an early age obey rules and regulations from authority figures, teachers and parents because they believe they cannot break them and rules cannot be changed once they are set. As these children get older (age 10) however, they learn that rules can be broken and they are no longer believing that rules are set. The youth gain an internal sense of right and wrong. They don’t need others to tell them what to do. The youth may believe something is wrong and know that they are not sup- posed to do that, but they also understand one’s reasoning behind a decision that might not always be morally correct; they become more complex in their thinking process. I believe both theories were right on with how children process moral development and the stages they go through, because I see it occur day by day and in my years of experience teaching and working with children. The bible talks about the lord and how Jesus spoke on the topics of punishment, children, forgiveness and patience. When teaching a classroom of children, we as teachers and educators have to keep these moralities in mind and always instill in our students right and wrong. Following the word that we preach and becoming fishers of men to our students. Expressing to them that it is essential to do right, listening to the voice in our mind that gives us that feeling when we are about to sin or do something bad. It might be hard for us to teach these things, but teaching it within our lessons or simply treating our students and others that we work with can model to our students how to behave and morally function. As an educator, I always had in the back of my mind that although academics are obviously important, being morally and a re- spectful individual is equally important. I want to create an environment where mistakes are ok to make, because thats how we learn; but learning from those mistakes and learning how not to make them again is the goal. I want my students to be adventurous and not be scared to step out of their comfort zone, even if it may feel scary. I want for my students to at least try, even if they fail. To never stop try- ing and to always think positive and if they believe they can do it, then they will and can. Always be kind and gain a relationship with God. Page 4 of 6

EDUC 500 Ryan, K. O. (Producer). (2011). A Child's Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15, 2017, from Education in Video: Volume I. References Ryan, K. O. (Producer). (2011). A Child's Mind: How Kids Learn Right & Wrong [Video file]. Learning Seed. Retrieved June 15, 2017, from Education in Video: Volume I Slavin, R. E., & Schunk, D.H. (2017). Learning theories: EDUC 500 (1st ed). Boston, MA: Pearson. Page 5 of 6

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Compare_and_Contrast_Assignment Instructions EDUC 500 Santos

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