The Relationship Between Cognitive and Moral Development

Many researchers have written about children's development, the most famous are Jean Piaget and Lauren Skoolberg. Piaget 's cognitive development theory and Kohlberg' s moral developmental theory are essential to help researchers understand the physiological and psychological changes that occur from birth to adolescence. There are some similarities to these theories, but there are also many differences, such as the application of various cultures of Kohlberg. It is important to compare these models to understand the child's development.

Laurent Scott Berger extended the early work of cognitive theorist Jean Piaget to explain the moral development of the child. Coleburg believes that moral development follows the same stages as cognitive development. He uses the concept of ethical dilemma - these stories present contradictory views on two moral values ​​- teach ethics and values ​​to boys aged 10 to 16. The most famous moral dilemma created by Coleburg is the Heinz dilemma, which argues the idea of ​​defending laws and saving lives. Coleberg emphasized that this is a way to solve the dilemma that individuals decide positive moral development.

A comprehensive stage theory based on the moral development of Lauren Scottberg's ethical development stage, moral judgment theory of Piaget's child (1932) was developed by Lauren Scott Berg in 1958. Kohlberg's theory is essentially focusing on my thinking process. Determine if the behavior is correct. Therefore, the theoretical focus is to decide how people deal with ethical dilemmas, not people's decision and doing. In the former tradition, morality is controlled from the outside. The regulations established by the authorities are in compliance with regulations to avoid penalties and remuneration. The point of view of this opinion is that what is right is that people can escape, or what personal satisfaction is. There are two levels 1

Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. If children are expelled from society or prohibited from interacting with children, they can not learn and grow. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.