The ability of understanding intentions of others is very important for social development of children (Feinfield, Lee, Flavell, Green, & Flavell, 1999). By means of understanding intentions children can make sense of that people and animates are different from objects (Feinfield, et al., 1999). According to Shantz (1983), this ability is the requisite to understand morality and responsibility. To understand plans and planning we also need to have the ability of understanding intentions (Feinfield, et al., 1999). In addition, Feinfield and colleagues stated that acquiring the ability of understanding intentions of others is also important for the cognitive development of the children such as theory of mind (ToM) that is “the understanding that others have beliefs, intentions and desires different from one’s own” (Kelly, 2011; p. 5). For these stated reasons many researchers have conducted various studies about the ability of understanding intentions of others. Several studies were carried out to determine when children begin to develop the ability of understanding intentions, which factors have an impact on this ability, how these factors influence the intention attribution and what the role of intention attribution plays for the associations between cognitive capacities and moral reasoning.
One of the factors that are related to development of understanding intentions of others is theory of mind competence of the children (Kelly, 2011). Therefore, there are various researches that examined the development of understanding of intentions, its relations with ToM, direction of the relation and the role of the intention attribution as a sphere between ToM and moral judgment. In the present paper, the review of 9 studies that inves...
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Morality, which is one’s general standards about right and wrong behavior, also includes prosocial behavior and other traits such as honesty, fairness, and concern about other people’s rights and welfare (Omrod, 2014). Both morality and prosocial behavior involve multiple parts of the brain, emotions and complex reasoning abilities. Some age-typical characteristics for preschool aged children include, some understanding that behaviors causing physical or psychological harm are morally wrong, a sense of guilt and shame about misbehaviors that cause harm to others, also display empathy and sympathy, and children at this age also show an appreciation for the need to be fair.
ABSTRACT: One much discussed issue in contemporary philosophy is the relation between consciousness and intentionality. Philosophers debate whether consciousness and intentionality are somehow ‘connected’; whether we have reason to be more optimistic about an ‘objective,’ ‘scientific’ or ‘third person’ ‘account’ of intentionality than about an analogous account of consciousness. This paper is intended as a limited contribution to that debate. I shall be concerned only with the intentionality of action. Not everything which is true of intentionality of action is true of intentionality of other phenomena, such as beliefs. I shall discuss the question, ‘What is the intentionality of action?’ More specifically, I shall discuss one partial answer to this question: that a necessary condition of an agent performing a certain intentional action is that the agent is conscious of performing that action. This answer is fairly unpopular in contemporary philosophy. In this paper, I shall try to say something about the ground for the rather wide-spread philosophical resistance to the answer, and I shall also outline the kind of considerations that I think are required to judge whether a wedge can or cannot be driven between consciousness and intentionality of action.
There are certain characteristics of parents who influence their children’s moral behavior. The first characteristic are warm and supportive parents, parents who also involve their children in family decisions, parents who models morally thinking and behavior, and finally parents who inform their children of what behaviors are acceptable, expected and reasoning behind. An example of these parents’ characteristics’ can be when a child is upset because their sibling has taken their toy from them. A parent with the above characteristics will talk to the children on their level, ask open-ended questions, and talk about solutions for their issue. The parent will also voice own opinion on what is the acceptable thing to do, and explain why that is. These four characteristics are sort of strategies’ that are excellent for parents to utilize in order to foster their children’s moral development. Parents who are warm and supportive tend to have a secure attachment to their children which is the base for creating a positive parent-child relationship, without that, parents cannot model behavior to the child, as the child will not trust in the parent. By being an informative parent with reasoning, parents teach their children positive socializing and thus an appropriate positive moral behavior. They also provide
...onson, E., Wilson, T.D., & Akert, R.M. (2013). Social Psychology (8th ed.). New Jersey: Pearson Education Inc.
Vygotsky refers to these as tools of intellectual adaptation, which allow children to use basic mental functions more effectively, and these are culturally determined (McLeod, 2007). Vygotsky sees cognitive functions as things that are affected by beliefs, values, and these tools of adaptation of the culture in which a person develops. These tools vary culture to culture, but all play a large role in development. Even personal thoughts, the decisions that someone makes alone, are all effected by socio-cultural actions (Balakrishnan & Claiborne, 2012). Vygotsky also insists that emotion is an important part of understanding consciousness. He emphasized the development and cultural construction not only of meaning, but of emotion and directivity. It is hoped that through these two domains, the moral actions of children become acceptable and guide them into becoming moral citizens. (Balakrishnan & Claiborne,
Björklund, D. F. (2012). Children‘s thinking: Cognitive development and individual differences (5th Ed.). Belmont: Wadsworth.
These studies say that all actions have a goal in mind. That would affect how children develop moral standards as well. An example of this would be, if a child knew that they were to get rewarded for things similar to potty-training or preforming well in school then they would try to do their best. The child would carry these lessons with them as they grow and mature. In this paper we will be discussing Kohlberg’s theory of moral development, giving insight into what other factors may affect the development of morality, and dissecting parenting placing emphasis on parenting and its effects that it may have. We will also be coving theories that challenge Kohlberg’s and bringing to light what Kohlberg may have missed or
(Jensen, 2005, p. 69) could be compared with the importance of desired moral reasoning. The
The mind-body problem has troubled many thinkers for centuries because it is not clear if mind and body interact with each other and/or how they interact with each other. Dualists ' claim is that the mind is a non-physical thing because it is impossible to be explained by physics; therefore, mind is different from the body. However, Dualism does not clearly explain what a non-physical mind is, and it simply ignores the fact that many ideas were thought to be impossible one day but now they are proven by physics. In fact, it has been proven that human behaviors change when something, like a damage, occur in the brain. Even though laws of physics cannot explain mind in physical ways, it does not mean that mind is non-physical. Because science improves and discovers new things, it is possible and very likely that the mind will be explained by scientists one day and it will be proven that the mind is, in fact, physical. When scientists learn about the relationship between mind and body, they will be able to
Now days we can see that young children are very inquisitive about finding the reason behind every occurrence. They are self motivated to learn about the “Hows” and “Whys” of the world. It can be said that the children are almost like scientist as they collect evidences by scrutinizing and experiencing the world. Children are generally involved in the process making hypotheses; they are also engaged in evaluating the statistical data and releasing prior beliefs when they are presented by other stronger evidences. All this they are doing even when they are searching for their toys, arranging blocks in any random manner or playing with toys with their friends. Children also show amazing psychological intuition by watching the actions of other people and can also determine underlying enthusiasm, desires and preferences (Kushnir and Wellman, 2010).
Infants and Children: Prenatal Through Middle Childhood. Pearson/Allyn and Bacon. Cooper, J., Masi, R., & Vick, J. (2009). The 'Standard' of the 'Standard'. Social-emotional Development in Early Childhood.
At the pre-conventional level, behavior is motivated by anticipation of pleasure or pain. The child is aware of cultural rules and labels of good or bad and right or wrong. (1) The subject interprets the labels in terms of the physical consequence, such as punishment or reward. (3) The child has an extreme self-interest. The first level of moral thinking is generally found at the elementary school level, before the age of 9. This level is divided into the following two stages. (2)
How to encourage the thought process is to motivate the children in learning and encouraging new ideas also, when children learn how to be comfortable with being open they start to develop multiple thinking skills. For example, Joey, an older toddler, was glad to be invited to his friend’s birthday party, but he also feels grumpy because he did not get the toy train that his friend receives as a birthday gift( Honing, 2009). When it comes to emotions children may not know or understand the ideas or feeling that’s in their mind all at once. To help children understand that a few ideas that were given from the article
Myers, D.G. (2010). Social Development . In D. Kasowitz ( Ed.) , Psychology (p. 200-201).