As children grow old, they vary greatly in the ability to relate to many aspects of living functions (Robbins, Chaterjee, & Canda, 2012, p. 260-296). One aspect of the function is moral reasoning. As a child, moral skills are related to others and their surroundings. Moral development is a research topic that has drawn attention for many years. Some theorists have developed tools to measure ethical functions. In order to understand the accuracy of these tools experiments must be designed and executed to test hypotheses and discoveries.
In psychology there are many theories about the beliefs to moral development and how morality develops from childhood to adulthood. The reasons for the different theories lies in the methods and research methods of psychologists who study human behavior. With these theories, you get opportunities to compare and consider all ideas and ideas, not one discussion or method on this topic. The aim of this task is to start with a cognitive interpretation of Piaget against moral development and to consider two different approaches to moral development. Then turn to Bandura 's contribution to social learning theory and the way morals evolve. Criticisms against these theories are discussed and will be evaluated based on these two studies.
Piaget is the first psychologist to study childhood cognitive development. His work dates back to 1932, and his findings show that morality develops in childhood and adolescence. He believes that children will experience different levels of ethics based on their cognitive development. Piaget made a few experiments and concluded from these tests that children aged from 3 to 4 can not make moral decisions because they can not understand the rules of this age group. He said children can not understand the rules, they can not make moral decisions if they are breaking. He believes once the children understand the rules and they can break the rules, it is time to start moral development. From his study, this began at about eight years old.