Child Psychology - Qp14

Piaget proposed that moral development occurs in two stages: heteronomous morality and autonomous morality. Heteronomous morality is characterized by a strict adherence to rules and authority figures, where children believe that rules are set by others and cannot be changed. Autonomous morality, on the other hand, involves a more flexible understanding of rules and a recognition that they can be changed through mutual agreement. In this stage, individuals develop their own moral principles based on rationality and fairness.

Bandura suggests that when children are tempted to misbehave, their decision to engage in the behavior or not is influenced by three factors. First, the likelihood of getting caught plays a role in their decision-making process. If the risk of being caught and facing consequences is high, they may choose not to misbehave. Second, the presence of others around them can also impact their decision. If there are authority figures or peers present, they may be less likely to engage in misbehavior due to social pressure or fear of judgment. Lastly, if the situation is similar to one they have witnessed their peers face, they may consider the potential outcomes and make a decision based on the observed consequences.

The statement is true because research has shown that Freud's belief about conscience being strengthened by fear of loss of parents' love and fear of physical punishment is not supported. Studies have found that fear-based parenting techniques can have negative effects on a child's development and can lead to anxiety, low self-esteem, and other psychological issues. Instead, research suggests that positive reinforcement, empathy, and open communication are more effective in promoting healthy conscience development in children.

Bandura believes that children learn the rules of right and wrong through a combination of being told by their parents and observing their parents and peers. This suggests that children acquire moral values and behaviors through both direct instruction from their parents and through observational learning, where they observe and imitate the actions and behaviors of others around them. This dual process of learning allows children to internalize and develop a sense of right and wrong based on the guidance and examples provided by their parents and the social environment they are exposed to.

Pre-operational children believe in immanent justice, which means they think that any wrongdoing will be immediately and automatically punished. They have a strong sense of fairness and believe that if someone does something wrong, they will be immediately and directly punished for it, without considering the context or the intentions behind the action. This belief reflects their egocentric thinking and inability to understand abstract concepts such as cause and effect. Therefore, the statement "Pre-operational children believe in immanent justice" is true.

Kohlberg claims that the stages in his theory are not in variant order. This means that according to Kohlberg, the stages in his theory follow a specific and fixed sequence. This is important because it suggests that individuals must progress through each stage in order and cannot skip or go back to previous stages. It also implies that moral development is a gradual and continuous process.