- Pre-moral Period (Birth – 6 years):
It is the first stage of moral development in which young children do not yet understand cooperative rules and goals associated while playing a game.
The focus of early phase of this period is on self-highly ego centric self, later self is on care- takers / parent.
Major characteristic of this phase is shift from self to permanent object i.e. parent / care taker.
Children also evaluate actions in terms of their consequences rather than the intentions- good or bad of the actor.
Children between the ages of 6-10 react strongly to rule violations. They believe that right and wrong are based on the consequences associated with an action. When an action results in positive consequences, it is good and when an action results in negative consequences, it is “bad”, regardless of intentions behind the action.
- Heteronomous Moral Stage (6-10years):
Their moral decisions are based on the authority of others. They think that rules must be obeyed as they are sacred and unaltered. Any act that conforms to a rule is “good”, any act that does not conform is “bad”. Judgments about morality are based on conforming to established rules set by powerful adults.
It is the period/ time of moral absolutism. Rules are ordinarily viewed as emanating from a parent / authority.
Breaking a rule always leads to punishment. Piaget referred to this kind of belief as immanent justice.
- Autonomus moral reality (After 10 years):
Children’s ideas about rules are no longer rigid and constrained as they had been. Older children’s understanding of morality is based on the knowledge that rules can be changed and everybody agrees on the changes. Piaget referred this stage as autonomous morality stage because the rules can be changed by the will of those involved in the game. They are more likely to believe that punishment should “ fit the crime”. This moral realistic view reflects children’s increased flexibility and perspective taking as they move beyond operational thinking and into formal operational thinking.
The obedience to authority declines in favour of autonomy based on mutual respect. Child moves from focus on authority to interactions in concrete situations. The moral values depend on mental relationships between peers on an equal give and take basis in a concrete situation. Piaget refers this stage as a period of developing / emerging moral reciprocity.
With the attainment of formal operational thinking, the child shifts from a focus on concrete to realistic application of moral values and ideals to special situations. This is known as Moral Relativity. It will develop during 11 – 12 Years.
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