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• W70080411 abstract "Most prominent research studies (e.g., Kohlberg, 1958, 1973, 1971, 1981, 1984) on development and reasoning have been conducted longitudinally. For example, Kohlberg's studies particularly emphasized people's progression in developing reasoning through six identifiable stages, one stage at a time, and revealed the continued acquisition of morality through social interaction throughout the lifetime. Kohlberg addressed six stages based on three levels: (1) a preconventional that includes two stages of obedience and punishment and individualism, instrumentalism, and exchange (2) a conventional that includes two stages of boy/girl and law and order; and finally (3) a post-conventional that includes two stages (social contract and principled conscience). Sockett (1993) indicated that Much of what we are told is 'good' in the process of schooling is morally totally unexamined ... But technique in teaching itself implies a view about what a human being is, what a person is, and that is at the very least evaluative and certainly moral (pp. 14-15). In the present study we investigated kindergarteners' values at the first level, where Kohlberg believes children ages 1 to 10 years old are likely to be experiencing the preconventional level. More specifically, children ages 1 to 5 years old base their reasoning on good and bad acts; they believe that morality is based on obeying rules to avoid punishment from an adult who is viewed as authoritative and requiring unquestioning obedience. Children ages 5 to 10 years old are viewed as self-serving because they lack respect for the rights of others and are more self-centered. As children grow they can develop more complex reasoning as they interact with their peers and society in general. Jewell (2001) analyzed development in the work of Kohlberg, Silverman, and Greener, and found that these theories explain how people think about morality, not about behavior. This led Jewell to identify four contrasting paradigms of development: (1) the ability to resolve dilemmas with thoughtful reflection, rather than instinctive reaction (2) the willingness to engage in behavior and eschew immoral behavior (3) the willingness to engage in social behavior rather than be isolated and self absorbed (4) the willingness to practice self denial than self-indulgence (p. 7). Huxley (2006) indicated that the development of children differs from that of adults: When people talk about development, they are referring to their conduct and attitude towards other people in society. They look to see if you and I follow societal norms, rules, and laws in terms of children and describe their ability to distinguish fight from wrong (p. 1). Indications of values deterioration in the rising generation include the decision to ignore others' viewpoints and property, denial of parents' rights; and expressed indifference to codes and regulations. As a result, society has become more violent, less conservative, and freer. This deterioration has caused today's children to be more aggressive and exaggerate using vulgar slang language. Deterioration in young people's conduct standards is due to the loss of a guide either at home and/or school. Kindergarten Children and Moral Values Morality values form via experiences inside and outside the school. These values are formed differently child to child, with individual situations leading to the formation of different values in different children. McDonald and Rogers (1995) examined the and cognitive development of 37 girls from kindergarten to fifth grade. These children were interviewed and asked to give written and verbal assent. In addition, six transcripts from conversations with two kindergarten, two second grade, and two fourth grade girls were examined thoroughly. …" @default.
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• W70080411 date "2009-03-22" @default.
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• W70080411 title "Teaching and Learning Moral Values through Kindergarten Curriculum" @default.
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