chapter 13: moral understanding and behavior module 13.1 self-control module 13.2 reasoning about...
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Chapter 13: Moral Understanding and Behavior
Module 13.1 Self-Control
Module 13.2 Reasoning About Moral Issues
Module 13.3 Helping Others
Module 13.4 Aggression
Children and Their Development, 3/e by Robert Kail
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13.1 Self-Control
Beginnings of Self-Control
Parental Influences
Temperamental Influences on Self-Control
Improving Self-Control
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13.1 Beginnings of Self-Control
• 1 year--aware that others impose demands • 2 years--have internalized some controls• 3 years--have some plans for dealing with
controls • Self-control develops gradually during
elementary school• Ability to maintain self-control is consistent
over other situations (e.g., confessing to misdeeds) and many years later
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Age Differences in Self-Control
13.1: Beginnings of Self-Control
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Relation Between Self-Control and Emotion Regulation
13.1: Beginnings of Self-Control
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13.1 Parental Influences
• Parental models are important• Self-control more likely when parents
have control themselves• Children have less control when parents
are very strict• Giving children more opportunities to
regulate own behavior fosters self-control
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13.1 Temperamental Influences on Self-Control
• Emotional toddlers and preschoolers have less self-control
• Children who are naturally fearful respond to parents’ requests to comply with rules
• Children who are not naturally fearful respond to parents’ requests to cooperate that are based on the attachment relationship
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13.1 Improving Self-Control
• Remind children of the need to resist temptation (e.g., long-term goals more important than short-term goals)
• Make tempting events less attractive
• Children who have concrete way of handling tempting situations are better at resisting temptation
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13.2 Reasoning About Moral Issues
Piaget’s Views
Kohlberg’s Theory
Beyond Kohlberg’s Theory
Promoting Moral Reasoning
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13.2 Piaget’s Views
• Between 5 and 7 years, children are in a stage of moral realism (rules must be followed and cannot be changed)
• Immanent justice (belief that breaking a rule always leads to punishment) is characteristic of moral realism
• At about 8 years, moral relativism (understanding that rules are created by people to help them get along) begins
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13.2 Kohlberg’s Theory
• 3 levels of moral reasoning beginning with obedience to authority and ending with decisions based on moral principles
• Support for the theory: people progress through the stages in sequence and moral reasoning is linked to moral behavior
• Cross-cultural evidence is inconsistent
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13.2 Beyond Kohlberg’s Theory
• Gilligan: caring and responsibility to others is important than justice in moral reasoning
• Justice and care both serve as a basis for moral reasoning depending on the nature of the moral problem
• Eisenberg: most moral dilemmas involve choosing between self-interest and helping others
• Turiel: Moral judgments represent domains that make up social judgments
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13.2 Promoting Moral Reasoning
• Reasoning becomes more sophisticated after discussions about moral issues and exposure to higher levels of reasoning
• Just Communities (special groups of students and teachers within public high schools) foster discussion and provide exposure to higher levels of reasoning
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13.3 Helping Others
Development of Prosocial Behavior
Skills Underlying Prosocial Behavior
Situational Influences
Socializing Prosocial Behavior
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13.3 Development of Prosocial Behavior
• Prosocial behavior: actions that benefit others• Altruism: prosocial behavior that helps others
with no direct benefit to the individual• By 18 months, simple acts of altruism can be
seen• During preschool years, gradually understand
others’ needs and learn appropriate altruistic behavior, but early altruism is limited
• Prosocial intentions and strategies for helping both increase with age
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13.3 Skills Underlying Prosocial Behavior
• Perspective-taking: Children help when they can imagine another’s situation
• Empathy: Children help when they can feel as another person is feeling
• As children mature and act on principles rather than on the basis of reward/punishment, they become more prosocial
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13.3 Situational Influences
• Children help when:> they feel responsible for the person in need > they feel competent to help > they are in a good mood> the cost of helping is modest
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13.3 Socializing Prosocial Behavior
• Parents should use reasoning when disciplining children because it leads to perspective taking
• Model prosocial behavior for children• Use praise, particularly dispositional praise
(praise that links the child’s helping behavior to an underlying altruistic disposition)
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13.4 Aggression
Change and Stability
Roots of Aggressive Behavior
Victims of Aggression
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13.4 Change and Stability
• Bullying: unprovoked aggression with the goal of intimidation or harassment
• Instrumental aggression: used to achieve specific goal (e.g., toy)
• Reactive aggression: one child’s behavior leads to another’s aggression
• Relational aggression: try to hurt others by undermining social relationships
• Forms of aggression change with age, but individuals’ aggression is moderately stable
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Relation of Childhood Aggression to Adult Crime
13.4: Change and Stability
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13.4 Roots of Aggressive Behavior
• Parents contribute, particularly through use of harsh physical punishment
• TV also contributes when children watch violent TV shows
• Cognitive processes affect how children interpret social situations and select appropriate responses
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Relation of Viewing TV Violence and Criminal Activity
13.4: Roots of Aggressive Behavior
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Training Social Skills in Aggressive Children
13.4: Roots of Aggressive Behavior
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13.4 Victims of Aggression
• Victims of aggression are often lonely, anxious, depressed, dislike school, and have low self-esteem
• Youngsters are likely to be victims of aggression when they are aggressive themselves or are withdrawn and submissive
• Children can avoid being victims by learning new ways of responding to aggression, by raising their self-esteem, and by fostering friendships