Children's Moral Development Research Articles

Impact of digital media on emotional, social and moral development of children

Digital media is radically changing the way people communicate and influencing the thought processes and experiences of children and adults. New technologies pose a challenge to the educational process. The paper presents the results of the latest research on the impact of digital technology on the emotional, social, and moral development of children. School should respond to the challenges of the digital world by promoting self-respect among children, emotional development, community affiliation, creativity, and innovation. Furthermore, the key to the success of the educational process is the creative passion of the teacher.

Kinerja Pengasuh dalam Pembinaan Akhlak Anak di Panti Asuhan Yatim Piatu Kinderhut Indonesia

Moral is a very important issue in the life of mankind nowadays, especially for children who are still in the growth phase and even more for children who lack attention from their families, such as orphans and broken home children. This is why caregivers in orphanages play a role in fostering the children morals. The purpose of this research was to determine the extent of moral development performed by the caregivers of Kinderhut Indonesia Orphanage in Indrapuri in improving the children's morals. 
 This field research employed qualitative research approach. Data collection was conducted by interview, observation, and documentation. The data were then analyzed by data reduction, data display, and verification to draw conclusions. The respondents of the research consisted of the head of the orphanage, several caregivers and children residing in the orphanage. The results indicated that first, the ability of the caregivers in developing the children’s morals included knowing the nature and characters of the children, communicating well and politely, acting in accordance with religious norms, planning the development program, and being responsible for the children. Second, the coaching methods applied by caregivers were role modeling, habituation, giving advice, storytelling, and promises and punishments. Third, the supporting factors in fostering morals of the children involved a conducive orphanage environment, a religious community environment, and good cooperation between the caregivers and the management of the orphanage. On the other hand, the inhibiting factors were the diverse background of the children and the lack of caregivers. This research is expected to provide benefits to all caregivers in orphanages throughout Indonesia about children's moral development, to the Social Office, to pay more attention to the caregivers in the orphanages, one of which is by providing regular training on the character development of children, and to the universities for sharing knowledge with any caregivers in orphanages and providing enlightenment to them in guiding the morals of children.

An Analysis of Internet Abuses Impact on Children's Moral Development

The Internet is an open, global communications network that connects over thousands of computer networks, over an individual public or private telephone line, its component network is managed by agents from governments, universities, commercial organizations, and volunteers. Teenagers are the largest individual internet users, which the internet has a positive or negative impact or influence. Positive impact we can get information easily. However, the internet can affect the moral development of adolescents, because of the negative impact of the internet itself. Teenagers misuse of the internet, for example teenagers often watch porn on the internet, which will result in an influence on adolescent morale. With regard to the position of the counselor, then the dimensions of internet use that tend to be more widely used by teenagers, internet counseling will be more efficient and effective.

Valores, educação infantil e desenvolvimento moral: concepções dos professores

Na sociedade brasileira atual, a moralidade surge como um dos mais relevantes desafios às práticas educacionais. O estudo tem como objetivo compreender como os professores da educação infantil concebem os valores em relação às suas práticas pedagógicas e ao desenvolvimento moral das crianças. Trata-se de uma pesquisa qualitativa, em que se utiliza a entrevista semiestruturada para a produção de informações. Os participantes são oito educadores da educação infantil. Eles atuam numa escola pública situada em Jaguarari, uma pequena cidade da Bahia. Os resultados mostram que os valores aparecem nos discursos e ações dos professores, assim como nas atividades que eles propõem aos alunos, embora tentem esquivar-se da responsabilidade. Os professores são cuidadosos na relação com os alunos, mas esta relação se processa de modo assimétrico e prioriza o dever, o respeito unilateral e a obediência. Isto significa que os professores assumem uma posição adultocêntrica em suas práticas.

Children, War, and Moral Injury

ABSTRACTMoral development, like spiritual development, cannot be defined by one simple statement. It involves several elements and is heavily influenced by cultural norms and contextual experiences within families and communities. The formation of personal morality combines the beliefs and values of individuals in concert with the social, cultural and religious groups to which they belong. Children living in war zones or with political violence experience disruption of their physical and social worlds as well as their moral universe. Because a child's biopsychosocial spiritual development is a dynamic state, the aptitude to cognitively process and interpret events related to good and evil, trust and betrayal, protection and aggression is limited by their developmental capabilities. Although much of the research focuses on the psychological and social impact of war and suffering upon the developing child, this article will explore the intersections of moral development in children in the context of trauma and war, and the intertwining of psychological and spiritual responses as factors in resilience and healing. The use of narratives will be discussed as a method to create memory and intervention towards healing.

Children’s Act Evaluation and Emotion Attribution Reasoning Regarding Different Moral Transgressions

This study investigated patterns of reasoning regarding different types of moral transgressions and different measures of moral development in children 6–8 years of age (N = 130). The findings documented different patterns of reasoning for each measure and for transgressions including different moral principles. Children distinguished between their understanding of their emotional response to a transgression and the moral violation that has occurred, using much more moral reasoning when justifying act evaluations and much more self-interest reasoning when justifying emotion attributions. Children also differentiated between different types of moral violations—that is, transgressions including different moral principles. Stories about others’ welfare elicited reasoning related to others’ welfare, stories about fairness elicited reasoning related to equality/rights/fairness, and a multifaceted story elicited both types of moral reasoning.

Hubungan Pola Asuh Orang Tua terhadap Perkembangan Moral Siswa Kelas Tinggi Di SD Negeri Cimpon Desa Tirtosari Kecamatan Kretek Kabupaten Bantul Tahun Ajaran 2014/2015

<p>Shofia Khusni Winasih: "The Relationship between Parenting Paterns and Moral Development of Upper Grades Students at Cimpon State Elementary School Tirtosari Village, Kretek District, Bantul Regency in Academic Year of 2014-2015". Essay. Yogyakarta: Bachelor Program Madrasah Ibtidaiyah Teacher Education, ALMA ATA Islamic Higher Education, 2015.</p><p><em> </em>This research is a survey research that takes sample from one population and uses questionnaire as the main data collection tool. The population in this study are 46 upper grades students and their parents Cimpon State Elementary School in Academic Year of 2014-2015. Samples are taken by using simple random sampling is which sample members of the population are taken randomly without any regard to the stratas in the population. Variables in this study consists of variable X (Parenting pattern from upper grades students’ parents) and variable Y (Moral Development the upper grades students). The data collection techniques used in this research are obsevation, questionnaires, interviews, and documentation. Meanwhile, questionnaire were taken by using likert scale instrument: Strongly Agree (SS), Agree (S), Neutral / Doubt (N), Disagree (TS), Strongly Disagree (STS).</p><p>The results of this research shows that 3 parents (6.52%) used uthoritarian parenting patern and all of their children, three children (100%), showed less moral development. Parents who adopted democratic parenting were 43 parents (93.48%) and most of their children, 23 children (53.5%), showed adequate moral development and the rest of the children, 20 children (46.5%), showed good moral development. Most of the upper grades students showed adequate moral development (23 children or 50%); incontrast, children with less moral development were found as the smallest number (3 children or 6.5%).</p><p>The result of Pearson correlation test obtained the value of X2 -0.380 and were significant at 0.009 (p-value <0.05). This means that there is a relationship between parental patterns to children moral development in upper grades students in Cimpon Elementary School, Tirtosari Village, Kretek District, Bantul Regency in Academic Year of 2014/2015. In other words, this research hypothesis can be proven or accepted.</p><p>Keyword: <em>Parenting Pattern, moral development.</em></p>

Making the Case for Teaching Social Emotional Learning through Children’s Literature

In this presentation I propose children’s literature as an effective tool to teach social emotional learning in the classroom. Social emotional learning has increasingly become a focus in many Canadian schools. Social emotional learning has been defined in many ways but is usually accepted to be a combination of developing children’s abilities to self-regulate their feelings, understand and display empathy and make responsible choices. These are skills that can benefit children in a variety of ways that includes increasing self-esteem, reducing conflicts with peers or family members and developing resiliency. Although social emotional skills like empathy are essential for the adequate moral development of children, there is little communication as to the ways qualities like empathy can become teachable skills. This poses a challenge to classroom teachers who are not receiving training or professional development from Social Emotional Learning organizations or research bodies but wish to incorporate elements of the theory into their existing practice and routines. Although some organizations offer scripted lessons and programming to be used in the classroom, programs alone may not be enough. Locally developed resources created for peer-to-peer sharing amongst teachers allow for greater integration and have the added benefit of being customized for each teacher’s unique learning community. This presentation will focus on the integration of social emotional learning at the classroom level using a children’s literature approach. I share some of the resources I have created for this purpose.

Moral Stages and Moralization in Economically-Deprived Children: Examining the Contextual Correlates

The present study was aimed at exploring moral development in children from low socioeconomic status by identifying them at the different levels of moral development given by Kohlberg. It also strived to understand factors that are associated with moral development in children belonging to that strata. The sample selected was thirty­ eight students from eighth grade enrolled under Teach for India classroom, an organisation catering to children from economically deprived families. Out of the thirty­ eight students, seven were selected through their responses to a personal questionnaire, for a case study to probe the contextual factors contributing to their moral development. The measures used in the study were Heinz dilemma as developed by Kohlberg (1971), analysis of pictorial depiction of familial environment by children, personalised questions to complete statements such as “I am__, I can__, I have__”, and unstructured interview. The results demonstrated that children from low socioeconomic strata were at a higher stage of moral development than expected from Kohlberg’s model. This shows that the children are capable of reaching the highest stage of moral development, which Kohlberg asserted was rare even for adults to reach. The contextual factors found associated with this expedited development were emotions of gratitude and empathy, strong peer and parental support systems, education and moral discussions in the class under the Teach for India format, and presence of role models. The study has implications for moral integration in classrooms and controlling crime rates that happen as a result of moral deprivation.

Situational and structural variation in youth perceptions of maternal guilt induction.

Parental induction of empathy-related guilt plays an important role in children's moral development. However, guilt induction can also be psychologically controlling and detrimental for youth adjustment. This study provided a more nuanced view of parental guilt induction by examining how the nature of a child's misdeed and the structure and content of the parental guilt inductive statement impact children's perceptions of it. Using hypothetical vignettes, this study experimentally examined the impact of the type (domain) of child behavior, highlighted victim, and focus of parental criticism on 156 children's and early and middle adolescents' (age: Ms = 8.82, 12.11, and 15.84 years) perceptions of maternal guilt induction. Attributions of guilt and shame increased most for younger children, when mothers focused on indirect harm to themselves about personal issues, and when mothers criticized their child as a person (shame only). Youth evaluated guilt induction least positively for personal issues and when mothers criticized the child's personality while focusing on indirect harm to themselves. With age, youth were less accepting of maternal guilt induction and more likely to endorse negative and parent-centered intentions, especially for personal issues. Older youth also drew less distinction between guilt induction over multifaceted and personal issues. Guilt induction over moral issues was generally perceived most positively. Additional interactions also emerged. These findings suggest that the meaning and effects of guilt induction on children's development may depend on the way in which it is enacted. (PsycINFO Database Record

UPAYA MENINGKATKAN PERKEMBANGAN MORAL ANAK USIA DINI MELALUI MENDONGENG DI TK DHARMAWANITA

The moral development of children at Dharmawanita kindergarten in Padang State University is still low, it seems that there are still children with less understanding of good and bad attitude from their behaviors, like disturbing children, less emphaty feeling and unhappy to play with their friends, and also unused to say thank. One of the causes are the teacher’s effort to grow morale and incorrect method in teaching it. The purpose of this research is to fix the teacher’s ways in growing morale lesson through educated and joyful fables. This research is the classroom action research, the research which increases the learning quality. The research data done by observation and interview. The classroom action research done in two cycluses. The result of this research had shown that there is the increase of children morale development, in cyclus 1, the moral development of children was still low, after cyclus II had been done, there was increasement. Based on the classroom action research, there was an increase of children morale development, it seemed before the action in the early percentage of children ability which was very high 13,23 %, in cyclus I it got increased into 36, 76 %, meanwhile in cyclus II, it got great increased into 77.44%. it shows that there is an increasement of children morale development from the early action before cyclus till cyclus II. The conclusion is telling fable can increase the children morale development. The writer suggests to the readers that this thesis can be used as the source to explore the knowledge increasing the children morale development.

Moral Development and Professional Integrity

We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life.

Values Education as Perceived by Social Studies Teachers in Objective and Practice Dimensions

Education is a concept about which all individuals in the society have something to say. Because education aims to achieve certain objectives on both an individual and a social basis, its process and outcome dimensions directly influence both the individual and society. Because of this mutual impact, inquiries about what qualities are desired in an individual and how these qualities should be taught incorporate both individual and social expectations. Thus, dimensions of education such as changing behaviors, raising individuals who can adapt to the society, cultivating individuals with qualities beneficial for the society, and achieving personal development through conscious activities (Demirel & Kaya, 2007) are emphasized and elaborated. Based on this elaboration, education may be defined as providing individuals with knowledge, attitudes, values, and behaviors that will positively impact their lives. Since qualities positively impacting individuals' lives are unlikely to form on their own, implicit and explicit programs are employed to cultivate these qualities in individuals (Ek§i, 2003, 2004). The content of these programs are shaped by specific conditions of the specific area or country where the program is to be implemented as well as by the social and material resources currently available (Demirel, 2007). In this context, values education became a higher priority in explicit teaching programs toward the end of the 20th century with the impact of specific qualities of the era (Akbac, 2004; Katilmic, 2010). Parallel to this development, values education began to be discussed intensively in academic and popular publications. It has been noted in these publications that values that promote correct behaviors are not sufficiently respected by youth; thus, problems stemming from undesired behaviors have increased both quantitatively and qualitatively (Lickona, 1991; Ryan & Bohlin, 1999; Topcu & Kaya, 2014). The negative effect of change and segmentation in the traditional family structure on children's moral development, the popularity of negative modes presented to youth by the media, and the inability to provide youth with basic humanitarian values such as respect, responsibility, solidarity, and justice have been suggested as reasons for this situation (Lickona, 1993). Following this reasoning, it has been recommended that values education be given higher priority in schools along with raising individuals with high levels of both academic achievement and basic humanitarian values (Ekci, 2003; Katilmic, 2010). Values education has been deemed important for cultivating citizens able to find ethical solutions to current problems (Kale, 2007). However, some have been critical of values education and have been skeptical of applications of values education. Some critics have interpreted values education as a strategy of the ruling class to maintain the conservative social order by suppressing social change, imposing the dominant culture on all of society, and reinforcing the perpetuation of their rule (Kiroglu, 2009). Hence, the initiatives implemented within the scope of values education are not universally understood and supported in the same way. When we consider both supportive and critical approaches toward values education together, the most notable objectives in values education initiatives are those that directly affect the course of values education activities. This is because if values education is taught within narrow ideological templates, it may result in cultivating individuals inclined to perpetuate current problems originating in religion and culture, rather than raising a generation able to contribute to ethical solutions to such problems. In other words, if the objective of teaching humanitarian values such as justice, respect, responsibility, honesty, tolerance, and peace is adopted, values education may cultivate individuals able to address many problems. Thus, the concept of reciprocity or the principle of Do as you would be done by, which has existed for thousands of years, may be sustained in social life, and an environment that contributes to cultivating individuals acting freely and justly based on respect and responsibility can be developed. …

Individual Differences in Moral Development: Does Intelligence Really Affect Children’s Moral Reasoning and Moral Emotions?

This study investigates the relationship between intelligence and individual differences in children’s moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children’s daily lives. Participants (N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that – at least in middle childhood – moral developmental status seems to be independent from children’s general intelligence assessed by figural inductive reasoning tests.

MOĆ IGRE U PODSTICANJU PSIHOLOŠKOG RAZVOJA DJECE I MLADIH

Play is not only an enjoyable activity with which a child fills his/her free time, but it presents a very imprtant factor in promoting the psychological development of children. Playing, children learn about the world in which they live as well as about their own positon in it. Play encourages the physical, cognitive, socio-emotional and moral development of children. Relying on the research results we want to point to the changes in the way children grow up, which, inter alia, contribute to the apparent reduction of time children spend involved in play like in a free, spontaneous, creative activity together with their peers due to the time they spend at a computer in an individual activity being led by the modern media. Our objective is to raise parents’ and professionals’ awareness about the importance of play in promoting the psychosocial develeopment of children and about the possible risks to the psychological development of children if play keeps being disregarded. Play should be an important part of growing up since through it children are more likely to grow up into psychologically stable persons and valuable society members. Play is not a waste of time, but a long-term investement in children’s academic and life success.

Children as the Subjects of Moral Education - the Moral Development of Children and Moral Education

Children as the Subjects of Moral Education - the Moral Development of Children and Moral Education

The development of moral sense and moral thinking.

The review critically evaluates recent claims that infants have innate knowledge of morality and examines the sources of moral norms. Many studies show that toddlers readily help adults with daily tasks. A more contentious set of studies suggests that young infants prefer actors who help others to those who hinder them. Some researchers have interpreted these findings as indicating that morality is innately present in humans. Others look to alternative explanations in developmental systems theory. Explaining the emergence of morality as innate, or wholly socialized, is problematic; instead morality could emerge in a developmental system in which children's early capacities are shaped by interpersonal engagement. Children's improving ability to coordinate with others at a practical level is later transformed through language and reflective thought, as children gain the ability to talk about what was previously implicit in interaction. Throughout, parents and caregivers have many opportunities to foster children's moral development in daily interactions.

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Children are subjects of rights since the declaration of the rights of children in 1969, after World War II. This achievement has enabled assigned to the convention on the rights of children, defend and provide small, a dignified life and ensure their protection governments. What understanding has children of their own rights? This was the question that guided the study in Bogota with 55 school children, aged between 6 and 14 years. The results concluded that age and cognitive development, influence the understanding of the concept of rights in such a way that the older, more understanding and more critical capacity to the violation thereof. These results support the theory of Piaget on cognitive and moral development of children. They also allow reflection on the importance of disseminating the rights of children in school contexts, taking into account the cognitive and moral development.

Children's Physiological Regulation and Sibling Conflict as Correlates of Children's Conscience Development

AbstractChildren's conscience, including the ability to experience guilt and engage in rule‐compatible behavior, develops across early childhood. The current study investigated whether within‐family variation in children's baseline respiratory sinus arrhythmia (RSA) and sibling conflict behavior were associated with individual differences in children's guilt and internalized conduct. Between‐family differences across sibling dyad gender compositions were also examined. A within‐family design that included 70 families with two siblings between the ages of 2 and 5 was utilized. Children's baseline RSA was measured while sitting quietly with their family. Mothers and fathers completed questionnaires that assessed siblings’ conflict behavior, guilt, and internalized conduct. Older siblings had higher levels of guilt and internalized conduct than younger siblings. Results from actor‐partner interdependence models indicated that there were no direct effects of children's baseline RSA. The interaction effects approached significance (p's ≤ .08) suggesting that older siblings’ conflict moderated the association between older siblings’ baseline RSA and both older and younger siblings’ guilt. In contrast, older siblings’ conflict was positively associated with older and younger siblings’ internalized conduct. Guilt and internalized conduct also differed for older and younger siblings in different dyad gender compositions. The results underscore the need for greater clarity regarding the function that siblings serve in promoting children's moral development during early childhood.

Investigate the Relationship between Parenting Styles with Development of Moral Judgment in Children 4 - 6 Years in Kindergartens of the City of Babol

In the present study, the relationship of parenting styles on children's moral judgment development 4-6 years of the city of babol was in kindergarten .The study population consisted of 1320 person of preschool in kindergarten of babol during the year 2014-2015,among them 100 numbers was selected with multistage random cluster sampling method, The tool of measurement consisted of the parenting style questionnaire Bamrind and Mut questionnaire. In this study, was used descriptive statistics, correlation and multiple regressions.The results showed there was a significance relationship between authoritative and authoritarian style and children's moral development, but there was not a significant relationship between parenting style landscape and moral development. DOI: 10.5901/mjss.2016.v7n2s2p92