Anderson, R.S. and Guernsey, D.B. (1985). On being family: A social theology of the family. Michigan: Eerdmans Publishing Company.
•Cawelti, G. (1999). Portraits of six benchmark schools: Diverse approaches to improving student achievement. Arlington, VA: Educational Research Service.
•Colby A., Kohlberg L., Speicher-Dubin E., and Lieberman M. (1977). Secondary School Moral Discussion Programs Led by Social Studies Teachers, Journal Moral Education 6 (2), pp.90-117.
•Davidson Films, Inc. (Producer), and Elkind, D. (Director). (1991). Using what we know: applying Piaget's developmental theory in primary classrooms. [Video recording]. (Available from Davidson Films, Inc. 735 Tank Farm Road, Ste, 210, San Luis Obispo, CA. 93401).
•Furth, H.G. and Wachs, H. (1974). Thinking goes to school. Piaget’s theory in practice. New York: Oxford University Press.
…show more content…
(2007, December 4). Character(istics) Count! -- What Principals Look for When Hiring New Teachers. [Online] Education World. Retrieved April 20, 2008. www.educationworld.com
•Lickona, T. (1991). Educating for Character. How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
•Medlock, A. and Graham J. (2008). Giraffe Heroes Project [Online]. Retrieved April 20, 2008 www.giraffe.org
•Power C., Higgins A., and Kohlberg, L. (1989). Lawrence Kohlberg's approach to moral education. New York: Columbia University Press.
•Reimer J., Paolitto Pritchard D., and Hersh R. (1990, c1983). Promoting moral growth: from Piaget to Kohlberg. Prospect, Heights, Ill. : Waveland Press.
•Schwebel, M. and Raph, J. (1973). Piaget in the Classroom. New York: Basic Books,
Piaget’s theory is consistent and has contributed to how we think about education. The theory supports the child’s need to explore and to practice trial and error in the process of learning (Mooney, 2000, p. 62). Piaget’s theory is weakened by his lack of rigorous scientific research methods and the lack of diversity by using his own children as test subjects. Piaget’s instructions for his tests were complicated and limited the possible outcomes (Lourenco & Machado, 1996,
McNeel, S. (1994). College teaching and student moral development. In J. Rest, & D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 27-49). Hillsdale, NJ: Erlbaum.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
(2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal Of Moral Education, 41(2), 225-243. doi:10
Jean Piaget was a theorist which “who” focused on people’s “children’s” mental processes (Rathus, S., & Longmuir, S., 2011, p.10). Piaget developed (words missing) how children differentiate and mentally show(tense) the world and how there , thinking , logic , and problem solving ability is developed (Rathus, S., & Longmuir, S., 2011 , p.10). Piaget analyzed that children’s cognitive processes develop in an orderly sequence or series (Rathus, S., & Longmuir, S., 2011 , p.11) . But each stage show how children understand the world around them. – sentence fragment; should be joined to the previous sentence. Every child goes through the same development”al” steps but some are more advance(d) than others . Piaget described four stages of child
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
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Retrieved November 24th, 2017 from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Wood, K. "Piaget's Stages of Cognitive Development," in M. Orey Emerging perspectives on learning, teaching, and technology, 2001.
Piaget also believed that children would only learn when they are ready. Children's use of language represents their stage in cognitive development, but he didn’t see language as a ‘central’ to children's development, as cognitive development begins at birth and is required for language development. He also states that children are egocentric – they can’t understand another person’s point of view. Criticisms of Piaget’s work = =
Ryan, Kevin, and Karen E. Bohlin. Building Character InSchools:Practical Ways to Bring Moral Instruction to Life. San Francisco: Jossey-Bass, 1999. 25-40. Print.
Piaget’s Theory of Cognitive Development focuses on the concept of schemas and cognitive thought that helps an individual organize knowledge and understand the world in comparison to Erikson’s theory which focuses on conflicts that arise between and within the ego. Accommodation and assimilation occur throughout Piaget’s theory as a result of children
Lawrence Kohlberg conducted research on the moral development of children. He wanted to understand how they develop a sense of right or wrong and how justice is served. Kohlberg used surveys in which he included moral dilemmas where he asked the subjects to evaluate a moral conflict. Through his studies, Kohlberg observed that moral growth and development precedes through stages such as those of Piaget’s stages of cognitive development. He theorized that moral growth begins at the beginning of life and continues until the day one dies. He believed that people proceed through each stage of moral development consecutively without skipping or going back to a previous stage. The stages of thought processing, implying qualitatively different modes of thinking and of problem solving are included in the three levels of pre-conventional, conventional and post conventional development. (2)
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass