Peer Relations and Moral

Development

Types of Peer Relationships

Friendship
Significant relationship between two people
Platonic friendship
Friendship with a member of the opposite
gendernot considered a couple
Casual Friendship
Share something in common
Close Friends
Strong emotional ties and feel comfortable
sharing feelings, thoughts, and experiences

Building Relationships

Be Loyal.
Encourage each
other.
Respect each
other.

Peer Pressure

Influence that people

your age may have on
you

Peer Pressure
Positive
Community help
Volunteering
Sports
Physical Activity
Not to participate
in risky behaviors

Negative
Bullying
Cheating on Exam
Stealing
Manipulate
Lying
Participate in risky
behaviors

Moral Development
What Is Moral Development?
Moral Development
Thoughts, feelings, and behaviors regarding
standards of right and wrong.

Intrapersonal dimension:
regulates a persons activities
when she or he is not engaged in
social interaction
Interpersonal dimension:
regulates social interactions and
arbitrates conflict.

Domains of Moral
Development
Moral Thought
Piagets Theory
Piaget concluded that children think in two
distinct ways about morality, depending on
their developmental maturity.

Heteronomous moralityThe
first stage of moral
development in Piagets theory,
occurs from 4 to 7 years of age.
Justice and rules are conceived
of as unchangeable properties
of the world, removed from the
control of people.

Domains of Moral
Development
Moral Thought: Piaget (continued)
There is a transitional period from 7 to 10 years of
age, when children show features of both the first
and second stages of moral development.
Autonomous MoralityThe second stage of
moral development in Piagets theory, displayed by
children about 10 years of age and older. The child
becomes aware that rules and laws are created by
people and that, in judging an action, one should
consider the actors intentions as well as the
consequences.

Domains of Moral
Development

Moral Thought: Piaget (continued)

The heteronomous thinker
believes in immanent justiceif
a rule is broken, punishment will
be meted out immediately.
Children become more
sophisticated in thinking about
social matters as they develop,
particularly through the give-andtake of peer relations.

Domains of Moral
Development
Moral Thought
Kohlbergs Theory

Kohlberg believed that

moral development is
primarily based on moral
reasoning and unfolds in
a series of three levels of
moral thinking, each
characterized by two

Level 1: Pre-conventional
Morality 0-9 years
Stage 1 - Obedience and Punishment
Especially common in young children, but adults are capable of
expressing this type of reasoning. At this stage, children see rules as
fixed and absolute.
Obeys rules in order to avoid punishment
Determines a sense of right and wrong by what is punished and what is
not punished
Obeys superior authority and allows that authority to make the rules,
especially if that authority has the power to inflict pain
Is responsive to rules that will affect his/her physical well-being

Level 1: Pre-conventional
Morality 0-9 years
Stage 2 Naively egotistical
At this stage of moral development, children account for individual points of
view and judge actions based on how they serve individual needs. Reciprocity
is possible, but only if it serves one's own interests.
Is motivated by vengeance or an eye for an eye philosophy
Is self-absorbed while assuming that he/she is generous
Believes in equal sharing in that everyone gets the same, regardless of need
Believes that the end justifies the means
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed he/she does

Level 2: Conventional Morality 10-15 years

Stage 3 - "good boy-good girl" orientation,

This stage of moral development is focused on living up to social expectations
and roles. There is an emphasis on conformity, being "nice," and consideration
of how choices influence relationships.
Finds peer approval very important
Feels that intensions are as important as deeds and expects others to accept intentions
or promises in place of deeds
Begins to put himself/herself in anothers shoes and think from another perspective

Stage 4 Law and Social Order

At this stage of moral development, people begin to consider society as a
whole when making judgments. The focus is on maintaining law and order by
following the rules, doing ones duty, and respecting authority.

Level 3: Post-conventional Morality 16+

Stage 5 - Legalistic Social Contract
At this stage, people begin to account for the differing values, opinions,
and beliefs of other people. Rules of law are important for maintaining
a society, but members of the society should agree upon these
standards.
Is motivated by the belief in the greatest amount of good for the greatest
number of people
Believes in consensus (everyone agrees), rather than in majority rule
Respects the rights of the minority especially the rights of the individual
Believes that change in the law is possible but only through the system

Stage 6 Universal ethical Principles

Kolhbergs final level of moral reasoning is based upon universal
ethical principles and abstract reasoning. At this stage, people follow
these internalized principles of justice, even if they conflict with laws
and rules.

Contexts of Moral
Development
Schools

Hidden curriculum

The moral atmosphere that is part of

every school; it is conveyed by the
moral atmosphere created by school
and classroom rules, the moral
orientation of teachers and school
administrators, and text materials.

Character Education

A direct approach that involves

teaching students moral literacy to
prevent them from engaging in
immoral behavior.

Contexts of Moral
Development
Schools (continued)
Cognitive Moral Education
A concept based on the
belief that students should
learn to value things like
democracy and justice as
their moral reasoning
develops.
Values Clarification
Helping people clarify what
their lives are for and what is

Contexts of Moral
Development
Schools (continued)
Service Learning

A form of education that promotes social

responsibility and service to the community.
It benefits students and community:

Improved grades, motivation

and goal setting
Improved self-esteem and
sense of being able to make a
difference
Decreased alienation
Increased reflection on

Contexts of Moral
Development
Schools (continued)
Service Learning

A form of education that promotes social

responsibility and service to the community.
It benefits students and community:

Improved grades, motivation

and goal setting
Improved self-esteem and
sense of being able to make a
difference
Decreased alienation
Increased reflection on

Reference:
2007 The McGraw-Hill Companies, Inc.

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