Unit 4 Summary

Learning Objectives:
- Outline the premises of Lawrence Kohlbergs theory of moral development and its
relation to childrens social development
- Define and differentiate between the four discipline styles typically used by both
parents and teachers and the implications of each discipline style in the school
context
- Describe common reasons for why children display inappropriate behaviour
- Explain effective ways for teachers to implement consequences in the classroom
context
Kohlbergs Moral Development:
- Moral reasoning: judgements about right and wrong
- Kohlberg believed moral reasoning progressed through a set series of stages with
no skipping of any stages
- Moral reasoning is tied to cognitive abilities and one does not have the cognitive
skills to comprehend stages higher then they are at or the one immediately above
it
- Will progress to next stage when current level of moral reasoning is no longer
satisfactory
- Stages:
o Level 1 Preconventional morality (0-9) society conventions are not yet
understood, behaviour is guided by avoiding punishment and seeking
rewards
Stage 1- Punishment and Obedience Orientation bad behaviour is
defined by punishment (or what is punishable is bad)
In the classroom: discussion rules are written out, if a
student breaks the rules they cannot participate in
discussion
Stage 2 Personal reward orientation exchange of favours; I do
for you if you do for me
In the classroom: student offers to be last for something so
they can be first for something else
o Level 2 Conventional Morality (9-young adult) Judgements based on
society rules/conventions and maintaining social order; peer relationships
are important and there is a desire to impress others
Stage 3 Interpersonal conformity orientation moral reasoning
based on expectations of others (especially authority and peers);
goal is to gain approval
In the classroom: teacher asks students to help clean up so
they can get out on time
Stage 4 Law and Order orientation society conventions allow
society to operate therefore laws are good and moral people should
follow the laws

In the classroom: note to respect property rights of others

reinforces students right to private property
o Level 3 Postconventional Morality (adulthood) recognize need to
mutual agreement within society through consistent principles and stresses
importance of thought and reflection of situations and self-generated
principles
Stage 5 Social Contract Orientation laws are open to
evaluation; good laws protect rights of individuals; laws should be
obeyed if they uphold personal rights; sometimes laws must be
disregarded (e.g. if life is on the line)
In the classroom: classroom making their own rules and
discuss what is proper/improper in the classroom
Stage 6 universal ethical principles orientation principles that
determine behaviour are self-chosen and unify belief about
equality, justice, and ethics
moral development occurs through social situations
teachers can produce insights and assist development through moral dilemmas
and discussing moral dilemmas
Criticisms of Kohlberg:
o People claim that individuals stage of moral reasoning can differ between
dilemmas which Kohlberg does not allow for
o Gender differences males and females reason differently which is
ignored by Kohlberg
o Culture dependent Kohlbergs theory is westernized and has more power
individualistic cultures

Parenting/Teaching Styles
- Control manner/degree to which compliance in enforced
- Demands level of expectations
- Communication amount of information children get regarding behaviour
- Nurturance - extent to which caring and concern is expressed
- Authoritarian
o High on control and demands low on communication and nurturance
o Value childs unquestioning obedience
o Rules are heavily enforced and punishment is swift
o Cold and distance relationships between parents and child
o Keeps children at adherence level of moral reasoning
o Gets in the way of reasoning skills and emotional sensitivity
o Children tend to become anxious, withdrawn, unhappy, unfriendly,
suspicious, and resentful
o Tend to be underachievers, avoid peers, and have more misconduct and
acting out
o In Teaching:
Firm limits students have assigned seating and desks are in
straight rows

Classroom is quiet and there are few opportunities to practice

communication skills as verbal exchange and discussion are not
encouraged
Disobeying teacher results in detention or going to the principles
office
Students expected to follow directions and not ask why
Field/special trips are rare (believed to be distraction from
learning)
Classroom is lecture based
Students are powerless

Permissive
o Low on control, demands, and communication, high on nurturance
o Warm relationships but poor boundaries
o Provide little instruction about how children should behave
o Transgressions are ignored
o Social development suffers as children have little to no cues about what
behaviours are and arent socially acceptable
o Damages self-esteem as other peers/adults view behaviour as immature
and unacceptable
o Children tend to be withdraws, unproductive, unhappy, have poor
emotional regulation, poor academic performance, and increased
delinquency
o In Teaching:
Environment is do your own thing
Childrens impulses and actions are accepted and behaviour is not
monitored
Teacher has hard time enforcing rules or saying no as they dont
want to hurt students feelings
Discipline is inconsistent when used
Emotional well-being of students is more concerning then
classroom management
Students have hard time learning socially acceptable behaviour
Uninvolved
o Low on all factors
o Indifferent to children and put no energy into guiding behaviour
o Adults are self-absorbed and focussed on own needs
o Children are moody, insecure, and have low self-esteem, tend to be
noncompliant, irresponsible, and immature, have poor academic
performance, and often become delinquent or promiscuous
o In Teaching:
Few demands on students and generally uninterested
May lack skills, confidence, or courage to discipline students
As long as students arent bothering the teacher they can do what
they want

Very little learning occurs school really just kills time

Students have few opportunities to observe/practice
communication or develop self-control

Authoritative
o High on all factors
o Respond to childrens needs without overindulging
o Have high standards and clear expectations without being unrealistically
demanding
o Children are acknowledged by adults and communicated to
o Strongly associated with self-discipline
o Children are sensitive to needs of others, resistant to temptation, and
socially responsible
o Children have good emotional regulation and social skills and are selfconfident
o In Teaching:
Places limits and promotes independence
Explains reasons behind rules/decisions
Open to verbal interaction including debates
Discipline is implemented after consideration of circumstances
Questions/comments are encouraged
Warm/nurturing attitude towards students and genuine
interest/affection
Guide rather then lead students
Encourages self-reliant, competent behaviour and offers praise and
encouragement
Parenting strategies to aid moral development:
o Induction
Parents explanations of behaviour and its implications for the child
and others
Fosters empathy, conscience, moral reasoning, and altruism
Stimulates perspective taking for the child by focussing on feelings
of others
Acknowledges that childs feelings and opinions are significant
Parents teach why behaviours are right/wrong
o Resposnivity and nurturance
Appropriate responses involve warm and positive basis for
interaction
Supports growth of conscience and moral reasoning (related to
secure attachment and positive self-esteem)
Communicates to child they are worthy of good treatment and that
people in general are worthy of the same
Discussion of moral issues foster growth when they are carried out
in respectful and emotionally supportive manner
o Demandingness

Most effective when high (but realistic) goals are set and support
and encouragement is provided for the child
Promotes high self-esteem, self-control and altruism
o Modelling
Children watch their parents interactions and learn from them how
to treat others
Parents who engage in pro-social behaviour model to children that
others should be treated with respect
o Democratic family process
Childrens opinions are respected and seen as a significant
contribution to discussions/decisions/conflict resolution
Promotes compliance, moral reasoning, conscience, self-esteem,
and altruism