Lawrence Kohlberg’s Stages of Moral Development and Theory

A Comprehensive Guide for Early Years Professionals and Students

Lawrence Kohlberg’s theory of moral development has advanced our understanding of ethical reasoning in children and adults. His work provides crucial insights for Early Years professionals, educators, and students seeking to foster moral growth in young children.

Kohlberg’s six-stage model of moral development offers a framework for understanding and explaining how children’s ethical reasoning evolves. This theory informs curriculum design, classroom management, and parental engagement strategies in Early Years settings worldwide.

Key concepts include:

• Pre-conventional, conventional, and post-conventional levels of moral reasoning
• The use of moral dilemmas to assess and promote ethical thinking
• The ‘Just Community’ approach to moral education

Practical applications of Kohlberg’s ideas in Early Years settings include:

• Implementing age-appropriate moral dilemma discussions
• Creating democratic classroom environments
• Developing conflict resolution strategies that promote moral growth

This comprehensive guide explores Kohlberg’s theory, its criticisms, and its enduring relevance in contemporary Early Years practice. It provides practical strategies for applying these concepts in diverse educational contexts.

Delve into this article to enhance your understanding of moral development and gain valuable tools for nurturing ethical thinking in young children.

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Introduction and Background to Lawrence Kohlberg’s Work

Lawrence Kohlberg has improved our understanding of moral development in children. His influence on the theories of moral development can be seen in both education and psychology.

Born on 25 October 1927 in Bronxville, New York, Kohlberg’s early life was marked by privilege and intellectual curiosity. Before volunteering as a merchant marine during World War II, he attended Phillips Academy, an elite preparatory school. This experience exposed him to diverse cultures and moral dilemmas, sparking his interest in ethics and morality (Gibbs, 2019).

After the war, Kohlberg pursued his education at the University of Chicago, earning his bachelor’s degree in one year. He continued his studies, completing his PhD in psychology in 1958. His doctoral dissertation, which formed the basis of his theory of moral development, challenged prevailing views on children’s moral reasoning (Power et al., 1989).

Kohlberg developed his theories during a time of significant social and intellectual change. The 1950s and 1960s saw a growing interest in developmental psychology, with Jean Piaget’s work on cognitive development gaining prominence. Kohlberg built upon Piaget’s ideas, applying them to moral reasoning and expanding the scope of developmental psychology (Gibbs, 2019).

Key influences on Kohlberg’s work included:

• Jean Piaget’s theory of cognitive development
• John Dewey’s ideas on moral development stages
• Immanuel Kant’s moral philosophy

Kohlberg’s main contribution to Early Years education is his Theory of Moral Development. This theory proposes six stages of moral reasoning across three levels:

1. Pre-conventional Level
2. Conventional Level
3. Post-conventional Level

Each level represents a fundamental shift in moral reasoning, from self-interest to societal norms to universal ethical principles. Kohlberg’s theory emphasises the process of moral reasoning rather than the content of moral decisions (Kohlberg, 1981).

Kohlberg’s work provides Early Years educators with a framework for understanding children’s moral development. It informs approaches to teaching ethics, resolving conflicts, and fostering moral growth in young learners.

Lawrence Kohlberg’s Key Concepts and Theories

Lawrence Kohlberg’s work centres on moral development in children and adults. His theories have improved and extended our understanding of ethical reasoning and its progression. Kohlberg’s ideas provide a framework for understanding how children develop moral judgement, a crucial aspect of Personal, Social and Emotional Development for Early Years education.

The Theory of Moral Development

Kohlberg’s primary contribution is his Theory of Moral Development. This theory proposes that moral reasoning develops through six distinct stages, grouped into three levels. Each stage represents a more complex and nuanced approach to ethical decision-making (Kohlberg, 1981).

Kohlberg’s Six Stages of Moral Development

Pre-conventional Level

• Stage 1: Obedience and Punishment Orientation
  • At this stage, children view rules as fixed and absolute. Obedience is valued for its own sake, and the consequences of breaking rules are not distinguished from their moral implications. The focus is on avoiding punishment rather than understanding the ethical basis of rules.
  • Example: A four-year-old refrains from touching a hot oven because they’ve been told not to and fear of getting into trouble, not because they understand the danger of burns.
• Stage 2: Instrumental Relativist Orientation
  • Children at this stage recognise that different individuals have different viewpoints. They begin to consider actions in terms of the human needs they serve but primarily focus on their own needs. Appropriate behaviour is seen as what’s instrumentally satisfying to the self.
  • Example: A five-year-old shares their toys with a friend, not out of genuine altruism, but because they expect the friend to share toys in return.

Conventional Level

• Stage 3: Interpersonal Concordance
  • Individuals at this stage are concerned with living up to social expectations and roles. They emphasise being ‘nice’ and consider the intentions behind actions. ‘Good’ behaviour is what pleases or helps others and is approved by them.
  • Example: A seven-year-old helps tidy the classroom not because they’re told to, but because they want to be seen as a ‘good student’ by their teacher and peers.
• Stage 4: Law and Order Orientation
  • At this stage, the focus shifts to society as a whole. Right behaviour consists of doing one’s duty, showing respect for authority, and maintaining the social order for its own sake. Rules are followed because they are understood to keep society functioning.
  • Example: A ten-year-old refuses to cheat on a test, even when they know they won’t get caught, because they believe rules are important for maintaining order in school.

Post-conventional Level

• Stage 5: Social Contract Orientation
  • Individuals at this stage understand that rules are useful but not absolute. They recognise that different societies have different values, and that rights and standards should be critically examined. There’s an emphasis on democratic procedures for changing unfair laws.
  • Example: A teenager advocates for changing a school dress code they see as discriminatory, recognising that rules should serve the greater good and be open to revision.
• Stage 6: Universal Ethical Principles
  • At this highest stage, right action is defined by self-chosen ethical principles of justice and human rights. These principles are abstract and universal, valuing human dignity and equality. Laws are valid only insofar as they are grounded in these principles.
  • Example: An adult refuses to comply with a law they believe violates fundamental human rights, accepting potential legal consequences to uphold higher ethical principles.

Kohlberg argued that moral development progresses sequentially through these stages, though not all individuals reach the highest levels (Kohlberg & Hersh, 1977). This framework provides Early Years educators with a valuable tool for understanding and fostering children’s moral development trajectory, beyond the Early Years ages.

Moral Dilemmas and the Heinz Dilemma

Kohlberg used moral dilemmas to assess an individual’s stage of moral development. The most famous is the Heinz Dilemma, where a man must decide whether to steal a drug he can’t afford to save his dying wife (Kohlberg, 1981).

Kohlberg was less interested in the decision itself than the reasoning behind it. Responses to the dilemma reveal the individual’s stage of moral development.

Just Community Approach

Kohlberg developed the Just Community Approach to moral education. This approach involves creating democratic school environments where students participate in rule-making and ethical discussions (Power et al., 1989).

The Just Community Approach aims to:

• Promote moral development
• Encourage democratic participation
• Foster a sense of community and responsibility

Relationships Between Concepts

Kohlberg’s theories are interconnected and build upon each other. The Theory of Moral Development provides the foundation, while the use of moral dilemmas offers a method for assessing moral reasoning. The Just Community Approach applies these concepts in educational settings.

Developmental Progression

Kohlberg’s theory posits that moral development progresses sequentially through the stages. However, an important aspect to note is that progression is not automatic or guaranteed. Factors influencing progression include:

• Cognitive development
• Social experiences
• Opportunities for role-taking and moral discourse

Kohlberg’s work emphasises the importance of providing children with opportunities to engage in moral reasoning and decision-making. This approach has significant implications for Early Years education, encouraging educators to foster environments that promote moral growth, ethical thinking and community decision-making.

Lawrence Kohlberg’s Contributions to the Field of Education and Child Development

Impact on Educational Practices

Kohlberg’s work has influenced educational practices, particularly in moral education and character development. His theories have led to the development of specific educational approaches and curricula.

The Just Community Approach, developed by Kohlberg, has been implemented in various schools worldwide. This approach involves creating democratic school environments where students participate in rule-making and moral discussions. For example, at the Cluster School in Cambridge, Massachusetts, students and teachers held regular community meetings to discuss and vote on school policies, fostering a sense of moral responsibility and democratic participation (Power et al., 1989).

Kohlberg’s ideas have also influenced conflict resolution programmes in schools. Many primary schools now use moral dilemma discussions, inspired by Kohlberg’s research methods, to help children develop their moral reasoning skills. For instance, a Year 2 teacher might present a simplified version of the Heinz dilemma, asking children to discuss whether it’s ever right to steal and why.

Shaping our Understanding of Child Development

Kohlberg’s Theory of Moral Development has provided a framework for understanding how children’s moral reasoning evolves. This has deepened our knowledge of cognitive and social development in children.

His work highlighted the importance of cognitive development in moral reasoning. For example, Early Years practitioners now understand that a three-year-old’s inability to consider others’ perspectives in moral situations is not due to selfishness, but to cognitive limitations characteristic of their developmental stage.

Kohlberg’s research has also emphasised the role of social interaction in moral development. This has led to increased focus on peer interaction and group discussions in Early Years settings. For instance, many nurseries now incorporate regular ‘circle time’ sessions where children discuss fairness and rules, promoting moral development through social interaction.

Relevance to Contemporary Education

Kohlberg’s ideas remain highly relevant to contemporary education, particularly in addressing current challenges in moral and character education.

His emphasis on active learning and democratic participation aligns with modern educational approaches. Many schools now involve students in creating classroom rules and resolving conflicts, reflecting Kohlberg’s principles. For example, a Reception class might hold a vote on what new toys to buy for the classroom, giving children a sense of democratic participation.

Kohlberg’s work continues to inform anti-bullying programmes in schools. His focus on perspective-taking and moral reasoning is reflected in interventions that encourage empathy and ethical decision-making. A primary school might use role-play activities based on Kohlberg’s moral dilemmas to help children understand the consequences of bullying behaviour.

Recent research has built upon Kohlberg’s ideas, exploring moral development in diverse cultural contexts. For instance, Gibbs et al. (2007) found that while the sequence of moral stages appears universal, the rate of progression can vary across cultures. This research helps Early Years practitioners understand and support moral development in multicultural classrooms.

Kohlberg’s theories also inform current approaches to digital citizenship education. As children increasingly engage with digital technologies, educators apply Kohlberg’s ideas to help students navigate online ethical dilemmas. For example, a Year 1 teacher might use age-appropriate scenarios to discuss online sharing and privacy, helping children develop their digital moral reasoning skills.

In summary, Kohlberg’s work continues to shape educational practices, deepen our understanding of child development, and address contemporary challenges in education. His enduring influence underscores the importance of fostering moral development in Early Years settings.

Criticisms and Limitations of Lawrence Kohlberg’s Theories and Concepts

Kohlberg’s work on moral development has been influential, but it has also faced significant criticisms. These critiques highlight important limitations in his theories and research methods. Understanding these critiques is crucial for Early Years professionals to apply Kohlberg’s ideas effectively and responsibly.

Criticisms of Research Methods

• Limited sample diversity: Kohlberg’s original research primarily involved white, middle-class American males. This narrow sample raises questions about the universality of his findings across different cultures, genders, and socioeconomic backgrounds (Gilligan, 1982).
• Hypothetical dilemmas: Critics argue that Kohlberg’s use of hypothetical moral dilemmas may not accurately reflect real-world moral decision-making. For example, a child’s response to the Heinz dilemma might not predict their actual behaviour in a similar real-life situation (Krebs & Denton, 2005).
• Verbal reasoning bias: Kohlberg’s methods relied heavily on verbal responses, potentially disadvantaging younger children or those with limited verbal skills. This approach might underestimate the moral capabilities of pre-verbal children in Early Years settings.

Challenges to Key Concepts or Theories

• Gender bias: Carol Gilligan critiqued Kohlberg’s theory for its male-centric perspective. She argued that women tend to approach moral issues from a care-oriented perspective, which Kohlberg’s theory doesn’t fully capture (Gilligan, 1982).
• Cultural relativism: Critics argue that Kohlberg’s stages reflect Western, individualistic values and may not apply universally. For instance, cultures emphasising collective harmony over individual rights might interpret moral dilemmas differently (Snarey, 1985).
• Rigid stage progression: Some researchers question the idea of fixed, universal stages of moral development. They argue that moral reasoning is more flexible and context-dependent than Kohlberg’s theory suggests (Krebs & Denton, 2005).

Contextual and Cultural Limitations

• Overemphasis on cognition: Kohlberg’s theory focuses primarily on cognitive aspects of moral development, potentially overlooking emotional and social factors. Early Years practitioners observe that young children’s moral behaviour is often influenced by emotions and social relationships, not just cognitive reasoning.
• Neglect of cultural variations: The theory doesn’t fully account for how different cultural values shape moral development. For example, in collectivist cultures, moral reasoning might prioritise group harmony over individual rights, a perspective not well-represented in Kohlberg’s stages.
• Limited attention to early childhood: Kohlberg’s theory pays less attention to moral development in very young children. This limitation is particularly relevant for Early Years professionals working with children under five.

Addressing the Criticisms and Limitations in Practice

Despite these criticisms, Kohlberg’s work remains valuable in understanding moral development. Early Years professionals can address these limitations by:

• Complementing with other perspectives: Incorporating ideas from other theorists, such as Gilligan’s ethics of care, can provide a more comprehensive view of moral development.
• Cultural sensitivity: Recognising that moral reasoning may manifest differently across cultures. For instance, a nursery with diverse cultural backgrounds might explore how different families approach concepts of fairness and sharing.
• Flexible application: Using Kohlberg’s stages as a guide rather than a rigid framework. Early Years practitioners can observe how children’s moral reasoning evolves without expecting strict adherence to stage progression.
• Holistic approach: Considering emotional and social aspects of moral development alongside cognitive reasoning. For example, encouraging empathy through storytelling and role-play alongside discussions of right and wrong.

By acknowledging these limitations and adapting their approach, Early Years professionals can leverage Kohlberg’s insights while providing culturally responsive and developmentally appropriate moral education.

Practical Applications of Lawrence Kohlberg’s Work

Applying Kohlberg’s theories in Early Years settings promotes children’s moral development and critical thinking skills. This section explores practical strategies for implementing Kohlberg’s ideas in curriculum planning, classroom management, and family engagement. These applications aim to foster ethical reasoning and create supportive learning environments.

Application in Curriculum and Lesson Planning

• Moral dilemma discussions: Introduce age-appropriate moral dilemmas during circle time. For example, present a scenario where a child finds a toy that belongs to another child and ask what they should do. This encourages perspective-taking and moral reasoning (Blatt & Kohlberg, 1975).
• Storytelling with ethical themes: Use children’s literature to explore moral concepts. Books like ‘The Berenstain Bears Tell the Truth’ can spark discussions about honesty and consequences.
• Role-play activities: Set up role-play scenarios that involve moral decisions. For instance, create a shop corner where children practice honesty in buying and selling.
• Community service projects: Engage children in simple community service activities, such as helping to tidy the playground. This fosters a sense of social responsibility aligned with higher stages of moral development.

Strategies for Classroom Management and Interaction

• Democratic rule-setting: Involve children in creating classroom rules. This aligns with Kohlberg’s emphasis on democratic participation and helps children understand the reasoning behind rules.
• Conflict resolution process: Establish a step-by-step process for resolving conflicts that encourages children to consider others’ perspectives. For example, use a ‘peace table’ where children discuss their disagreements.
• Positive reinforcement of ethical behaviour: Acknowledge and praise children when they demonstrate moral reasoning or ethical behaviour. This reinforces the importance of moral considerations in daily life.
• Scaffolding moral reasoning: When addressing behavioural issues, ask questions that prompt children to think about the moral implications of their actions. For example, “How do you think your friend felt when you took their toy?”

Engaging Families and Communities

• Parent workshops on moral development: Organise sessions to explain Kohlberg’s theory and discuss how parents can support their child’s moral development at home.
• Moral dilemma homework: Send home simple moral dilemmas for families to discuss together. This encourages moral conversations beyond the classroom.
• Community ethics board: Create a display where families can share ethical dilemmas they’ve encountered and how they resolved them. This promotes a community-wide focus on moral reasoning.
• Cultural perspective sharing: Invite families to share how moral values are taught in their culture. This acknowledges the cultural variations in moral reasoning that Kohlberg’s theory has been critiqued for overlooking.

Overcoming Challenges and Barriers to Implementation

• Time constraints: Integrate moral discussions into existing routines. For example, use transition times to pose quick moral questions.
• Age-appropriate adaptation: Simplify Kohlberg’s dilemmas for younger children. Instead of complex scenarios, use everyday situations like sharing toys or telling the truth.
• Balancing academic pressures: Frame moral education as supporting social-emotional learning, which is increasingly recognised as crucial for academic success (Durlak et al., 2011).
• Addressing cultural differences: Be mindful of cultural variations in moral reasoning. Adapt discussions and examples to reflect the diverse backgrounds of children in your setting.

Implementing Kohlberg’s ideas requires creativity and flexibility. Early Years professionals can start with small, manageable changes and gradually expand their approach. The goal is to create an environment that nurtures moral development alongside other crucial areas of early childhood growth.

Comparing Lawrence Kohlberg’s Ideas with Other Theorists

Understanding Kohlberg’s theories in relation to other prominent figures in child development enriches our perspective on moral growth. This section compares Kohlberg’s work with that of Jean Piaget, Erik Erikson, and Carol Gilligan. These comparisons provide a broader context for applying developmental theories in Early Years settings.

Comparison with Jean Piaget

Jean Piaget’s cognitive development theory structure influenced Kohlberg’s work. Both theorists emphasise stage-based development and the role of cognitive processes in children’s understanding.

• Structural similarities: Both Piaget and Kohlberg propose stage theories where each stage builds upon the previous one. For example, Piaget’s concrete operational stage aligns with Kohlberg’s conventional level of moral reasoning.
• Cognitive emphasis: Both theorists stress the importance of cognitive development in children’s understanding. Kohlberg’s stages of moral reasoning parallel Piaget’s cognitive stages.
• Constructivist approach: Piaget and Kohlberg share a constructivist view, believing children actively construct their understanding through interaction with their environment (Gibbs, 2019).
• Differences in focus: While Piaget concentrates on general cognitive development, Kohlberg specifically addresses moral reasoning. For instance, Piaget might examine how a child understands conservation of volume, while Kohlberg would explore their reasoning about fairness in sharing.

Read our in-depth article on Jean Piaget here.

Comparison with Erik Erikson

Erik Erikson’s psychosocial development theory offers a different perspective on child development, focusing on social and emotional aspects.

• Lifespan approach: Both Erikson and Kohlberg extend their theories into adulthood, recognising that development continues throughout life.
• Social context: Erikson emphasises the role of social relationships in development, while Kohlberg focuses more on individual cognitive processes in moral reasoning.
• Identity formation: Erikson’s focus on identity development complements Kohlberg’s work on moral identity. For example, an adolescent’s struggle with identity (Erikson’s fifth stage) may influence their moral reasoning about societal rules (Kohlberg’s conventional level).
• Emotional aspects: Erikson’s theory addresses emotional development more explicitly than Kohlberg’s cognitive-focused approach. This difference is particularly relevant in Early Years settings, where emotional development is crucial.

Read our in-depth article on Erik Erikson here.

Comparison with Carol Gilligan

Carol Gilligan’s ethics of care theory emerged as a critique of Kohlberg’s work, offering an alternative perspective on moral development.

• Gender considerations: Gilligan argues that Kohlberg’s theory is biased towards masculine ways of thinking. She proposes that women often approach moral issues from a care-oriented perspective, which Kohlberg’s theory doesn’t fully capture (Gilligan, 1982).
• Relational focus: Gilligan emphasises the importance of relationships and context in moral decision-making, whereas Kohlberg focuses more on abstract principles of justice.
• Complementary perspectives: While Kohlberg’s theory highlights justice and rights, Gilligan’s work emphasises care and responsibility. Both aspects are crucial in Early Years moral education.
• Practical implications: In an Early Years setting, Kohlberg’s approach might involve discussing fairness in sharing toys, while Gilligan’s perspective might focus on nurturing empathy and caring relationships among children.

Synthesis and Implications for Practice

Understanding these theoretical perspectives enables Early Years professionals to adopt a more comprehensive approach to moral development. For example:

• Combining Kohlberg’s emphasis on moral reasoning with Erikson’s focus on social-emotional development can create a holistic approach to character education.
• Integrating Gilligan’s ethics of care with Kohlberg’s justice orientation can help educators address moral issues from multiple perspectives, promoting both fairness and empathy.
• Recognising the cognitive foundations highlighted by Piaget and Kohlberg while acknowledging the social and emotional aspects emphasised by Erikson and Gilligan can inform a balanced curriculum that supports all aspects of children’s moral growth.

Limitations and Challenges of Comparing Theorists

Comparing theorists requires careful consideration of their historical and cultural contexts. Each theory emerged from specific research traditions and social environments. For instance, Kohlberg’s work reflects mid-20th century American values, while Gilligan’s critique arose during the feminist movement of the 1970s and 1980s.

Early Years professionals should approach these comparisons critically, recognising that no single theory fully captures the complexity of child development. The goal is not to choose one theory over others, but to draw insights from multiple perspectives to inform practice.

Lawrence Kohlberg’s Legacy and Ongoing Influence

Lawrence Kohlberg’s work on moral development continues to shape research, policy, and practice in child development and education. His ideas have inspired decades of study and remain relevant in contemporary Early Years settings. Understanding Kohlberg’s legacy helps Early Years professionals contextualise current practices and anticipate future trends in moral education.

Impact on Contemporary Research

Kohlberg’s theories have sparked ongoing research into moral development, influencing studies across various disciplines.

• Neuroscience of moral reasoning: Recent neuroimaging studies have explored the brain mechanisms underlying moral judgement, building on Kohlberg’s stages. For example, Prehn et al. (2015) found that different brain regions activate during personal and impersonal moral dilemmas, supporting Kohlberg’s distinction between conventional and post-conventional reasoning.
• Cross-cultural moral development: Researchers have examined Kohlberg’s theory across diverse cultural contexts. Gibbs et al. (2007) found that while the sequence of moral stages appears universal, the rate of progression varies across cultures. This research informs culturally sensitive approaches in multicultural Early Years settings.
• Moral education effectiveness: Studies have evaluated the impact of Kohlberg-inspired moral education programmes. A meta-analysis by Schlaefli et al. (1985) found that moral discussion interventions can promote moral reasoning development, particularly in young adults. This research supports the use of moral dilemma discussions in Early Years practice.

Influence on Educational Policy and Curriculum

Kohlberg’s ideas have influenced educational policies and curricula worldwide, shaping approaches to character education and social-emotional learning.

• Character education frameworks: Many national curricula incorporate character education components influenced by Kohlberg’s work. For instance, the UK’s Personal, Social, Health and Economic (PSHE) education framework includes elements of moral reasoning and ethical decision-making (Department for Education, 2020).
• Social-emotional learning (SEL) programmes: Kohlberg’s emphasis on moral reasoning has informed SEL curricula. The Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, used in many schools globally, includes responsible decision-making as a core competency, reflecting Kohlberg’s focus on ethical reasoning (CASEL, 2020).
• Democratic school initiatives: Kohlberg’s Just Community approach has inspired democratic school models worldwide. For example, the Sudbury Valley School in Massachusetts incorporates student participation in rule-making and conflict resolution, echoing Kohlberg’s emphasis on democratic participation in moral development (Gray & Chanoff, 1986).

Ongoing Relevance for Professional Practice

Early Years professionals continue to draw on Kohlberg’s ideas in their daily practice, adapting his concepts to meet contemporary needs.

• Moral dilemma discussions: Many Early Years settings use simplified moral dilemmas to promote critical thinking and ethical reasoning. For example, a nursery might use picture books depicting moral choices to spark age-appropriate discussions about right and wrong.
• Peer conflict resolution: Kohlberg’s emphasis on moral reasoning informs conflict resolution strategies in Early Years settings. Practitioners often guide children to consider multiple perspectives when resolving disputes, fostering higher-level moral thinking.
• Rights-based approaches: Kohlberg’s focus on justice and rights aligns with contemporary rights-based approaches in Early Years education. The UN Convention on the Rights of the Child, for instance, emphasises children’s right to participate in decisions affecting them, echoing Kohlberg’s ideas about democratic participation (United Nations, 1989).

Current Developments and Future Directions

While Kohlberg’s work remains influential, ongoing research continues to refine and expand his ideas.

• Integrating emotional aspects: Current research explores the role of emotions in moral development, addressing a limitation in Kohlberg’s cognitively-focused theory. Future Early Years practices might integrate emotional and cognitive aspects of moral development more explicitly.
• Digital ethics: As technology becomes more prevalent in children’s lives, researchers are applying Kohlberg’s ideas to understand moral reasoning in digital contexts. Future Early Years curricula might include elements of digital citizenship based on these insights.
• Neurodevelopmental perspectives: Emerging research in neuroscience is providing new insights into the biological basis of moral development. Future Early Years practices might be informed by a more comprehensive understanding of how brain development influences moral reasoning.

Kohlberg’s legacy continues to evolve, inspiring new research and practices. Early Years professionals are encouraged to engage critically with these developments, adapting and refining approaches to moral education in light of new evidence and changing societal needs.

Conclusion

Lawrence Kohlberg’s theory of moral development has influenced our understanding of ethical reasoning in children and adults. His six-stage model, spanning pre-conventional, conventional, and post-conventional levels, provides a framework for comprehending moral growth. Kohlberg’s emphasis on cognitive processes in moral reasoning and his use of moral dilemmas as assessment tools have shaped research and practice in child development for decades.

The practical implications of Kohlberg’s work for Early Years settings are significant:

• Moral dilemma discussions: Incorporating age-appropriate ethical scenarios into daily activities fosters critical thinking and moral reasoning.
• Democratic classroom practices: Involving children in rule-making and conflict resolution promotes higher-level moral thinking and social responsibility.
• Scaffolding moral development: Recognising children’s current moral reasoning stage allows educators to provide appropriate support and challenges.
• Family engagement: Sharing Kohlberg’s ideas with parents enables a consistent approach to moral education between home and school.

While Kohlberg’s theories offer valuable insights, critical engagement is essential. Early Years professionals should:

• Consider cultural variations: Recognise that moral reasoning may manifest differently across cultures, adapting approaches accordingly.
• Integrate emotional aspects: Complement Kohlberg’s cognitive focus with attention to emotional and social factors in moral development.
• Stay informed: Keep abreast of current research building on Kohlberg’s work, such as studies in moral neuroscience and digital ethics.

Early Years practitioners are encouraged to apply Kohlberg’s ideas creatively in their settings. Experiment with moral reasoning activities, observe children’s responses, and share insights with colleagues. By engaging actively with Kohlberg’s legacy, Early Years professionals contribute to the ongoing evolution of moral education. Kohlberg’s work remains a valuable foundation for nurturing ethical thinking in young children, supporting their development as morally conscious individuals.

Frequently Asked Questions

What Was Lawrence Kohlberg’s Theory?

Kohlberg’s Theory of Moral Development proposes that moral reasoning develops through six distinct stages across three levels. The theory suggests that:

• Children progress through these stages sequentially
• Each stage represents more sophisticated moral reasoning
• Development occurs through active engagement with moral dilemmas
• Not everyone reaches the highest stages

The theory emphasises the process of moral reasoning rather than specific moral decisions (Kohlberg, 1981).

What Is the 6th Stage of Kohlberg’s Moral Development?

Stage 6, Universal Ethical Principles, represents the highest level of moral reasoning:

• Individuals make decisions based on abstract universal principles
• Justice, human dignity, and equality guide moral choices
• Rules are evaluated against universal ethical standards
• People at this stage often take principled stands regardless of consequences

Kohlberg found this stage to be rare, with few people consistently demonstrating this level of moral reasoning (Power et al., 1989).

What Is Kohlberg Most Famous For?

Kohlberg’s primary contributions to psychology and education include:

• The Theory of Moral Development with its six distinct stages
• The use of moral dilemmas as research and teaching tools
• The Just Community approach to moral education
• Challenging Piaget’s simpler model of moral development
• Linking cognitive development to moral reasoning

His work revolutionised our understanding of how moral reasoning develops throughout life (Gibbs, 2019).

What Are the Three Levels of Kohlberg’s Theory?

Kohlberg’s theory identifies three main levels of moral development:

• Pre-conventional Level
  • Focus on self-interest and punishment avoidance
  • Typical in young children
  • Includes Stages 1 and 2
• Conventional Level
  • Emphasis on social norms and rules
  • Common in older children and adults
  • Includes Stages 3 and 4
• Post-conventional Level
  • Based on universal principles and ethical reasoning
  • Reached by a minority of adults
  • Includes Stages 5 and 6

How Can Kohlberg’s Theory Be Applied to Very Young Children?

Kohlberg’s theory primarily focuses on older children and adults, but its principles can be adapted for Early Years settings:

• Simplified moral dilemmas: Use age-appropriate scenarios to encourage basic moral reasoning.
• Scaffolding: Support children’s progression from egocentric thinking to considering others’ perspectives.
• Positive reinforcement: Acknowledge and praise actions that demonstrate early moral awareness.

Early Years practitioners can use storytelling and role-play to introduce simple ethical concepts, fostering the foundations of moral development (Gibbs, 2019).

What Are the Criticisms of Kohlberg’s Theory in Relation to Gender?

Carol Gilligan’s critique of Kohlberg’s theory highlighted potential gender bias:

• Male-centric perspective: Kohlberg’s research primarily involved male participants.
• Justice vs Care: Gilligan argued that women often approach moral issues from a care-oriented perspective, which Kohlberg’s theory doesn’t fully capture.
• Alternative model: Gilligan proposed an ethics of care model as a complement to Kohlberg’s justice-oriented approach.

Early Years educators should consider both justice and care orientations in moral education to provide a balanced approach (Gilligan, 1982).

How Does Kohlberg’s Theory Account for Cultural Differences?

Kohlberg’s theory has been critiqued for its Western-centric view:

• Universal stages: Kohlberg claimed his stages were universal, but research shows cultural variations in moral reasoning.
• Individualistic focus: The theory may not fully account for collectivist cultural values.
• Cross-cultural research: Studies have found that while the sequence of stages appears consistent across cultures, the rate of progression and emphasis on different moral values can vary.

Early Years practitioners should be aware of cultural differences in moral reasoning and adapt their approach accordingly (Snarey, 1985).

What is the ‘Just Community’ Approach and How Can It Be Implemented in Early Years Settings?

The Just Community approach is an educational model based on Kohlberg’s theory:

• Democratic participation: Children are involved in creating and enforcing rules.
• Moral discussions: Regular group discussions of moral issues are held.
• Real-world application: Moral principles are applied to actual school or classroom situations.

In Early Years settings, this might involve:

1. Simple voting processes for classroom decisions
2. Group discussions about fairness and sharing
3. Involving children in creating and understanding classroom rules

This approach fosters moral development and democratic values from an early age (Power et al., 1989).

How Does Kohlberg’s Theory Relate to Social-Emotional Learning (SEL)?

Kohlberg’s work aligns with several aspects of Social-Emotional Learning:

• Responsible decision-making: Kohlberg’s focus on moral reasoning supports SEL’s emphasis on ethical decision-making.
• Social awareness: The theory’s progression towards considering others’ perspectives aligns with SEL’s social awareness competency.
• Relationship skills: Understanding moral reasoning can enhance conflict resolution and relationship-building skills.

Early Years practitioners can integrate Kohlberg’s ideas into SEL curricula to support holistic development (CASEL, 2020).

Can Technology Be Used to Support Moral Development Based on Kohlberg’s Theory?

Digital tools can enhance moral education based on Kohlberg’s principles:

• Interactive moral dilemmas: Digital storytelling and games can present age-appropriate ethical scenarios.
• Virtual role-playing: Online environments allow children to explore moral decisions in safe, simulated contexts.
• Data tracking: Digital tools can help educators track children’s moral reasoning development over time.

However, it’s crucial to balance technology use with real-world interactions and discussions in Early Years settings (Liao et al., 2018).

How Does Kohlberg’s Theory Inform Approaches to Bullying Prevention in Early Years?

Kohlberg’s work provides insights for bullying prevention:

• Perspective-taking: Encouraging children to consider others’ feelings aligns with higher stages of moral reasoning.
• Moral atmosphere: Creating a just community in the classroom can foster a culture that discourages bullying.
• Ethical discussions: Regular conversations about kindness and fairness can build moral reasoning skills.

Early Years practitioners can use Kohlberg’s framework to design comprehensive anti-bullying strategies that go beyond punishment to foster genuine moral understanding (Hymel et al., 2010).

References

• Blatt, M. M., & Kohlberg, L. (1975). The effects of classroom moral discussion upon children’s level of moral judgment. Journal of Moral Education, 4(2), 129-161.
• CASEL. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? Collaborative for Academic, Social, and Emotional Learning.
• Department for Education. (2020). Personal, social, health and economic (PSHE) education. GOV.UK.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
• Gibbs, J. C. (2019). Moral development and reality: Beyond the theories of Kohlberg, Hoffman, and Haidt. Oxford University Press.
• Gibbs, J. C., Basinger, K. S., Grime, R. L., & Snarey, J. R. (2007). Moral judgment development across cultures: Revisiting Kohlberg’s universality claims. Developmental Review, 27(4), 443-500.
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
• Gray, P., & Chanoff, D. (1986). Democratic schooling: What happens to young people who have charge of their own education? American Journal of Education, 94(2), 182-213.
• Hymel, S., Schonert-Reichl, K. A., Bonanno, R. A., Vaillancourt, T., & Rocke Henderson, N. (2010). Bullying and morality: Understanding how good kids can behave badly. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 101-118). Routledge.
• Kohlberg, L. (1981). Essays on moral development, Vol. 1: The philosophy of moral development. Harper & Row.
• Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into Practice, 16(2), 53-59.
• Krebs, D. L., & Denton, K. (2005). Toward a more pragmatic approach to morality: A critical evaluation of Kohlberg’s model. Psychological Review, 112(3), 629-649.
• Liao, C. C., Chen, Z. H., Cheng, H. N., Chen, F. C., & Chan, T. W. (2018). My-Mini-Pet: A handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 34(1), 37-48.
• Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg’s approach to moral education. Columbia University Press.
• Prehn, K., Korczykowski, M., Rao, H., Fang, Z., Detre, J. A., & Robertson, D. C. (2015). Neural correlates of post-conventional moral reasoning: A voxel-based morphometry study. PLOS ONE, 10(6), e0122914.
• Schlaefli, A., Rest, J. R., & Thoma, S. J. (1985). Does moral education improve moral judgment? A meta-analysis of intervention studies using the Defining Issues Test. Review of Educational Research, 55(3), 319-352.
• Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of Kohlbergian research. Psychological Bulletin, 97(2), 202-232.
• United Nations. (1989). Convention on the Rights of the Child. United Nations Human Rights Office of the High Commissioner.

Further Reading and Research

Recommended Articles

• Boom, J., Wouters, H., & Keller, M. (2007). A cross-cultural validation of stage development: A Rasch model comparison of group differences. Journal of Moral Education, 36(2), 239-261.
• Narvaez, D. (2010). The emotional foundations of high moral intelligence. New Directions for Child and Adolescent Development, 2010(129), 77-94.
• Nucci, L. (2016). Recovering the role of reasoning in moral education to address inequity and social justice. Journal of Moral Education, 45(3), 291-307.
• Walker, L. J. (2002). The model and the measure: An appraisal of the Minnesota approach to moral development. Journal of Moral Education, 31(3), 353-367.
• Wainryb, C., & Recchia, H. E. (2014). Talking about right and wrong: Parent–child conversations as contexts for moral development. Cambridge University Press.

Recommended Books

• Killen, M., & Smetana, J. G. (Eds.). (2014). Handbook of moral development (2nd ed.). Psychology Press.
  • A comprehensive overview of current theory and research in moral development, including critiques and extensions of Kohlberg’s work.
• Noddings, N. (2002). Educating moral people: A caring alternative to character education. Teachers College Press.
  • Explores an ethics of care approach to moral education, providing a valuable counterpoint to Kohlberg’s justice-oriented perspective.
• Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg’s approach to moral education. Columbia University Press.
  • Provides an in-depth exploration of Kohlberg’s Just Community approach and its application in educational settings.
• Rest, J. R., Narvaez, D., Bebeau, M. J., & Thoma, S. J. (1999). Postconventional moral thinking: A Neo-Kohlbergian approach. Lawrence Erlbaum Associates.
  • Presents a modern interpretation and extension of Kohlberg’s theory, addressing some of its limitations.
• Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge University Press.
  • Examines moral development in social and cultural contexts, offering insights that complement and extend Kohlberg’s work.

Recommended Websites

• Association for Moral Education
  • Provides resources, conference information, and a journal dedicated to moral education research and practice.
• Character.org
  • Offers practical resources and strategies for character education, including some based on Kohlberg’s ideas.
• Moral Foundations Theory
  • Presents an alternative approach to moral psychology that can be contrasted with Kohlberg’s theory.
• The Jubilee Centre for Character and Virtues
  • Provides research, resources, and practical tools for character education in schools.
• Stanford Encyclopedia of Philosophy: Moral Development
  • Offers a comprehensive academic overview of moral development theories, including Kohlberg’s work and its critiques.

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Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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