Piaget's Stages Of Moral Development

Socioemotional development in infancy play important roles in learning to communicate with others and organize our behaviors. They use crying, smiling and other facial expressions to show emotions. Primary emotions are present in humans and other mammals and usually appear in the first 6 months such as fear, joy, sadness and excitement until they later develop self-conscious emotions like jealousy, empathy, embarrassment and shame which is more prominent after 16 months after birth. These developmental attributes could be considered present almost purely by nature, which I found is commonly observable in the adoption of dogs from birth that sometimes never even have other canines to nurture facial expression, yet they are expressed and we can …show more content…
Their ever-developing morality can be perceived and reasoned then and into adulthood, in what Lawrence Kohlberg signifies as six stages of moral development. In a longitudinal study of males from 10 to 36 years of age (Colby & others, 1983), the first stage of heteronomous morality rapidly declines after the age of 10 and individualism is at its high. Comparative to Piaget’s stages of morality this is the time of autonomy. Conventional reasoning begins and the children will begin to assess trust value and loyalty amongst peers, adopting moral standards from their parents and seeking more appraisal. As I mention in the last chapter summary, children learn to develop closer relationships as friends and young romantics. With previously acquired attachment variations, children’s interactions with each other foster the ability to exasperate any issues or overcome them. Racial, cultural, sexual and temperament qualities are more distinguishable and create a sociometric or peer status that can lead to the development of in/out groups and even bullying. I remember growing up being a part of both in groups, out groups, the bully and the bullied, which had great effects on my personality. Schools and family can encourage positive interaction, eliminating most of these issues and impact many of a child’s learning and social development. A study between the U.S., Japan, and Taiwan, distinguish mother’s beliefs that their children’s mathematical achievements are due to effort rather than innate ability, with U.S. mothers opposing the idea, showing effort has minimal effects on mathematical achievements (Stevenson, Lee, & Stigler, 1986). Thus, supporting the idea of natural abilities which can only be aided if lacking, and gives gifted students the opportunity to learn how to teach those with lesser