Moral's

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How does morals pertain to childfs social development? Morals pertain to character and behavior from the point of view of right and wrong, and obligation of duty (Funk, 86). Moral education in schools are usually called ghidden curriculum.h The conception of the constructivist teacher child relationship as one of the mutual respect in which the teacher minimizes the exercise of the unnecessary authority in relation to children (Devries, ). The teacher child relationship is facilitated throughout the Lab School. In the explorerfs classroom, Megan and the other kids are allowed to make their own decision on what to do during activity and singing time. For instance, Roshanda the assistant asks Megan what song she would like to sing and she says Twinkle, Twinkle, Little Star. (observation, 04-1-0,104a.m.) Moral learning plays a big part in the Lab School especially when it comes to autonomy and egocentric play. Megan has been observed for sixteen hours since February 5,00. (Date Log, 00) She has continued most of her same patterns throughout observation. Some things that Megan has done could be assumed to be egocentric play. Egocentric play is when children typically imitate their elders but play either alone without bothering to find a playmate. (Kamii, ) During activity time, Megan is trying to fix the blocks that her and Audrey did together. Audrey leaves and goes to see Chris who is the teacher. Chris is asking Audrey what she did this week and he is writing it down. Megan is playing by herself with the blocks. (observation, -11-0,1100am) Megan was imitating what Chris had shown her earlier when demonstrating the blocks. When the kids were outside, Megan starts running around the playground. She is in the front and the other kids are following. After they run they sit down on the bench together huffing and buffing. (observation, -1-0,4a.m.) This also showed egocentric play imitation. Piaget found four levels in ways children play, egocentric being one of them. (Kamii, ) Most of Meganfs activities were done alone at her own time and pace. Meganfs actions fit into the age group of Piagetfs play level, which helps contribute to autonomy. Autonomy cold be described when people have there own convictions about what is right or wrong under a particular set of circumstances. (Kamii, 15) Megan has to give her smock up to Joey because it is his turn. She is really upset that she has to get up because of the frown that appears. (observation, 4--0,1050a.m.) By Megan having to give up her place at the messy corner when Joey came over, it help promote freedom as an individual to do it by herself. The teachers also help promote autonomy by letting the children find their name on their place-mates, which allows the child to think for themselves in finding the right place to sit at. Megan stands up and throws away most of her leftover food in the trash and then puts her place-mate up. She then walks over to the learning circle looking for her name on the place-mate. (observation, 4-1-0, 104a.m.) According to Piaget, cooperation with other individuals permits the development of the morality of autonomy. (Kamii, 16) By this, he means that with a teacher or parents help, the child could come to their own conclusion by de-centering and seeing the other peoplefs point of view. (Kamii, 16) After Chris explains the different activities the kids have to choose from, the kids are told to go play. (observation, 4-1-0, 10a.m.) Megan is playing with the cylinder blocks. Megan is handing Mason different pieces of blocks to Mason as he places them on the floor. Mason is standing the blocks up in a certain way while he tells Megan which block he wants next. (observation, 4-1-0, 108am) This example demonstrates how Megan can make her own decision on what interest her most. Sometimes children must be assisted to their decision making. All children are made to obey adults at least sometimes, but most are included in the decision making process. (Kamii, 17) During playtime, the children cause conflict and it is left up to the teacher to resolve it. For example, Audrey points to Megan saying that Megan something to her. Megan starts crying and saying that she wants her mom. Chris is talking to Megan and trying to calm her down. Chris says that she needs to stop screaming. Chris sits her down at the table all by herself to stop screaming or crying. Chris walks over to ask her if she has stop screaming. Chris tells Megan, gthat she needs to stop screaming before she comes to eat snacks,h and Megan continues to cry. ( observation, 4--0,1004a.m.) Megan is done crying. Chris asks Megan, gif she is ready to come inside with her classmates,h and she nods yes. (observation, 4--0, 100 a.m.) Chris, as the adult, had to intervene to resolve the situation at hand. He first gave Megan the decision to stop crying so she can come inside with her class. Megan continued to cry, so it lead to her having to sit and think about what she wanted to do. Exclusion from the group is an example of an effective sanction (Kamii, 17) Another example of the child making their own decision, is when Megan and Joey are snatching blocks from each other until Megan gets mad and tells Roshanda. Joey leaves the confrontation when he sees that Megan is mad. (observation, 4-1-0,104a.m.) In the theories of moral stages of Piaget (1), Mead (14), and Baldwin (106), parental training and discipline are viewed, as influential only as a part of a world or social order perceived by the child. Children can internalize the moral values of parents and culture and make them their own only as they come to relate to a comprehended social order and to their own goals as social selves. (Kohlberg, 7) This statement is basically stating that a parent or teacher has the capability of influencing a child from learning what is right and what is wrong. In conclusion, autonomy being showed in schools could help the children to be a better decision- maker when they grow up. The children will construct their own views instead of doing something just to get a reward. Children have to learn how to take responsibility for their actions. In the course of gnormal g development, however, the conflicts between demands of groups and individuals constitute conditions of cognitive- moral conflict that stimulate the development of structures or stages of moral judgment. (Kohlberg ,14)

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