LEARNING

ACTIVITY SHEET
NAME: Lorica, Cris Norwen COURSES: PROF ED 1 8:00-10:00 TTHS
DATE: 9-11-2021 Activity 4 SECTIONS: BSNED 3A-2A
CONTACT NO. 09664851217 PROFESSOR: Mrs. Rocelia Bayan
EMAIL ADD: wenlorica03@gmail.com RATING:

ACTIVITIES: Activity 4

Directions for Activity 4:  Answer the following questions about yourself as fully and precisely as you can.

1. Write important concepts about Kohlberg’s Stages of Moral Development.

- Kolhberg’s theory of moral development states that we progress through three levels of moral thinking that
build on our cognitive development.

- Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-conventional.
Each level is associated with increasingly complex stages of moral development.

2. What have you learned from this module on Kohlberg’s Stages of Moral Development?

- I have learned that Kohlberg's theory of moral development is a theory that focuses on how children
develop morality and moral reasoning. Kohlberg's theory suggests that moral development occurs in a
series of six stages. The theory also suggests that moral logic is primarily focused on seeking and
maintaining justice.

3. What factors in the environment influenced you to learn the skills you have?

Social interaction is the most effective factor that influenced me to learn the skills that I acquired
because as they say, effective learnings happen through participation in
social activities, making the social context of learning crucial.

4. Did the person who taught or assisted you make use of scaffolding? If yes, how?

Yes, because they are the ones who helped me toward stronger understanding and, ultimately, greater
independence in the learning process.

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 5. Describe how the people or circumstances influenced one’s attitudes, behavior and habits.

-People or some circumstances actually influences one’s attitude, behavior and habits. The people around you
have a great impact on how you behave. For example, your circle of friends is working hard to get good grades
on school, so because you are always with them, it also makes you wanted to get a good grade. But if you are
with a circle of friends who likes doing some not so things, it makes you want to do the same. That’s why there
are some people who’s going to be good and bad influence to us. Attitudes are often the result of experience
or upbringing, and they can have a powerful influence over behavior. While attitudes are enduring, they can
also change.

6. “Looking Back” Read the following questions in the Activity Sheet on recalling your childhood.

7. Read a research or study related to Kohlberg’s, or Vygotsky’s, or Bronfenbrenner’s Theory. Fill out the
matrix in the Activity Sheet.

Problem Research Methodology

Motivated by Piaget’s theory of moral development, Kohlberg
gradually developed his own ideas and suggested that we
have three levels of moral thinking and within each of these
levels there are two related stages. The first level is pre-
conventional which is made up of 1. Punishment and
obedience orientation (avoidance of punishment) and 2.
Instrumental-relativist orientation (based on what is
rewarding). The second level is Conventional and is made
up of 3. Good boy-good girl orientation (pleasing others) and
4. Law and order orientation (following rules). Post-
conventional is the final level and consists of 5. Social
contract orientation (agreed by society) and 6. Universal
principles orientation (own principles). The aim of the study
was to see if there was evidence to support his theory of
moral development.
As Kohlberg carried out a longitudinal study, he could
see clear changes in moral development over time.
However, a problem with this type of study is attrition.
This is where participants may drop out of the study for
a number of reasons including losing touch with the
researcher or losing interest in the study. This could
result in a biased sample, as only a certain type of
person may want to continue participating in a study for
12 years.

Findings  Conclusion

 Participants progressed through the stages as they got older. Some
participants had not reached the final stage of moral development by the end
of the study. At around 50% of each of the six stages, a participant’s thinking
was at a single stage, regardless of the moral dilemma involved. Stages
were always passed through stage by stage and in the fixed order and the
participants never went back to a previous stage. For example, no stage 4
adults had previously been through Stage 6, but all Stage 6 adults had
passed through at least Stage 4. Kohlberg also found when children are
confronted with the views of a child one stage further along, they seemed to
prefer this next stage and to move forward.
Findings from this study agree with Kohlberg’s 6-stage
theory. Moral development is invariant, individuals go through
the stages one at a time and they are in a fixed order, but
some Individuals may not reach the final stage. He also
concluded that the order of stages is universal across all
cultures. However, middle-class children move more quickly
and further through the stages compared to working-class
children. Finally, development through stages of moral
development is not significantly influenced by social, cultural
or religious differences, although the speed at which
individuals progress through the stages is affected by these
conditions.

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