MODULE 4:

KOHLBERG’S
STAGES OF
MORAL
DEVELOPMENT
SLIDESMANIA

Josiemah L. Castaneda, LPT, MSc.

 LEARNING
OUTCOMES
At the end of this Module, you should be
able to:
• Explain the stages of Moral Development
• Analyze a person’s level of moral
reasoning based on his responses to moral
dilemas
SLIDESMANIA
 ACTIVITY
Read the moral dilemma below.
Ryan, 17, been saving up money to buy a ticket
for this concert of rock band. His parents have
dsicouraged him from going as the concert will surely
be with a rowdy crowd. The band is notorious for
having out-of-control audience who somehow
manages to get drunk and stoned during the concert.
Ryan agreed not to watch anymore. But a day before
the concert, Nic, 15-year-old brother of Ryan, saw a
corner of what appeared to be a concert ticket

SLIDESMANIA.C
SLIDESMANIA

showing in the pocket of Ryan’s bag.

 ACTIVITY
Nic examined it and confirmed it was indeed a ticket.
Looking at Ryan’s bag, Nic also found an extra shirt
and 2 sticks of marijuana. So he figured Ryan will go
to the concert after all. That night, Ryan told his
parents that he was spending tomorrow night at a
classmate’s house for a school requirement. Then
later that evening, he told Nic of his plan to go to the
concert. Nic didn’t say anything, but he found it
difficult to sleep that night, thinking whether to tell

SLIDESMANIA.C
SLIDESMANIA

their parents or not.

 ANALYSIS
Examine the answers you gave. Compare it with the
responses below. In which of these responses is your
answer most similar?
Stage 1 – “Yes I Will tell our parents. Because if they
found out that I knew, for sure they Will get angry
and most likely punish me.”
“No, I will not tell beacuse Ryan Will
make my life difficult and also punish me for telling.”
SLIDESMANIA
 ANALYSIS
Stage 2 – “Yes, I will tell my parents because they
will reward me for it. I will subtly ask for that new
Ipad that I’m wishing to have.”
“No, I will not tell. Ryan will surely grant
me a lot of favors for not telling. He’ll not also squeal
on me.”
Stage 3 – “Yes, I will tell, so my parents will think I
am such an honest boy.”
“No, I will not tell. Ryan will think of me
SLIDESMANIA

as a really cool brother.”

 ANALYSIS
Stage 4 – “Yes, I will tell because we should follow
the rules that our parents say.”
“No, beacuse it’s been our rule to keep
each others’ secrets.”
Stage 5 – “Yes, I will tell because he might be hurt or
get in trouble and his welfare is top most priority.”
“No, because he is big enough to question
my parents decision not to let him go.”
SLIDESMANIA
 ANALYSIS
Stage 6 – “Yes, I will tell beacuse lying is always
wrong and I want to be true to what I believe in.”
“No, because I believe brothers watch out
for each other. If he trusted me with this, I should
stay true to him and not say anything.”
SLIDESMANIA
 LAWRENCE
• He was KOHLBERG
born wealthy; but chose to
be a sailor and began to be
interested in moral reasoning.
• He is known for his theory of moral
development which was influenced
by Piaget and Dewey’s theories.
• He believed that people progressed
in their ability to reason morally
through six stages, with three levels

SLIDESMANIA.C
SLIDESMANIA

largely by social interaction

 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
Stage 1
1 Punishment and Obedience
PRECONVENTIONAL
Stage 2
Mutual Benefit

Stage 3
2 Social Approval
CONVENTIONAL
Stage 4
Law and Order

Stage 5
Scoial Contract
3
SLIDESMANIA

POST-CONVENTIONAL Stage 6
Universal Principle
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT

PRE-CONVENTIONAL LEVEL
• Moral reasoning is based on the
consequence/result of the act, not on whether the
act itself is good or bad.
SLIDESMANIA
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
PRE-CONVENTIONAL LEVEL
1. Punishment/Obedience – one is motivated by
fear of punishment. One will act in order to
avoid punishment.
Stage 1 – “Yes I Will tell our parents. Because if
they found out that I knew, for sure they Will get
angry and most likely punish me.”
“No, I will not tell beacuse Ryan Will
make my life difficult and also punish me for
SLIDESMANIA

telling.”
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
PRE-CONVENTIONAL LEVEL
2. Mutual Benefit – one is motivated to act by the
benefit that one may obtain later. You scratch my
back, I’ll scratch yours.
Stage 2 – “Yes, I will tell my parents because they
will reward me for it. I will subtly ask for that new
Ipad that I’m wishing to have.”
“No, I will not tell. Ryan will surely
grant me a lot of favors for not telling. He’ll not also
SLIDESMANIA

squeal on me.”
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT

CONVENTIONAL LEVEL
• Moral reasoning is based on the conventions or
“norms” of society. This may include approval of
others, law and order.
SLIDESMANIA
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
CONVENTIONAL LEVEL
3. Social Approval – one is motivated by what
others expect in behavior – good boy and good
girl. The person acts because he/she values how
he/she will appear to others. He/she gives
importance on what people will think or say.
Stage 3 – “Yes, I will tell, so my parents will think I
am such an honest boy.”
“No, I will not tell. Ryan will think of
SLIDESMANIA

me as a really cool brother.”

 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
CONVENTIONAL LEVEL
4. Law and Order – one is motivated to act in order
to uphold law and order. The person will follow
the law because it is the law.
Stage 4 – “Yes, I will tell because we should follow
the rules that our parents say.”
“No, beacuse it’s been our rule to keep
each others’ secrets.”
SLIDESMANIA
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT

POST-CONVENTIONAL LEVEL
• Moral reasoning is based on enduring of
consistent principles. It is not just recognizing the
law, but the principles behind the law.
SLIDESMANIA
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
POST-CONVENTIONAL LEVEL
5. Social Contract – laws that are wrong can be
changed. One will act based on social justice and
the common good.
Stage 5 – “Yes, I will tell because he might be hurt
or get in trouble and his welfare is top most
priority.”
“No, because he is big enough to
SLIDESMANIA

question my parents decision not to let him go.”

 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
POST-CONVENTIONAL LEVEL
6. Universal Principles – this is associated with the
development of one’s conscience. Having a set
of standards that drives one to possess moral
responsibility to make societal changes
regardless of consequences to oneself.
Stage 6 – “Yes, I will tell because lying is always wrong
and I want to be true to what I believe in.”
“No, because I believe brothers watch out for
SLIDESMANIA

each other. If he trusted me with this, I should stay true to

him and not say anything.”
SLIDESMANIA
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
ACTIVITY
1. Joy allows her classmates to copy her homework so
that they will think she is kind and will like her to be
friend.
2. Ricky does everything to get passing grades because
his mom will take his play station away if he gets bad
grades
3. A civic action group protests the use of pills for family
planning, saying that although the government allows
SLIDESMANIA

this, it is murder because the pills are abortifacient

(causes abortion)
 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
ACTIVITY
4. Jinky lets Hannah copy during their math test because
Hannah agreed to let her copy during their sibika test
5. Karen decides to return the wallet she found in the
canteen so that people will praise her honesty and think
she’s such a nice girl.
6. John decides to return the wallet he found in the
canteen because he believes it’s the right thing to do
7. Lyka wears her ID inside the campus because she likes
SLIDESMANIA

to follow the school rules and regulations

 KOLHBERG’S STAGES OF
MORAL DEVELOPMENT
ACTIVITY
8. A jeepney driver looks if there’s a policeman around
before he u-turns in a no u-turn spot.
9. Liza volunteers to tutor children-at-risk children in her
community for free so they will learn to love school
and stay in school
10. Little Riel behaves so well to get a star stamp from her
teacher.
SLIDESMANIA
 MODULE 5:
VYGOTSKY’S
SOCIO-CULTURAL
THEORY
SLIDESMANIA
 LEARNING
OUTCOMES
At the end of this Module, you should be
able to:
• Explain why Vygotsky’s theory is called
“Socio-cultural” theory
• Differentiate Piaget and Vvygotsky’s
views on cognitive development
• Explain how scaffolding is useful in
teaching a skill
SLIDESMANIA
 LEV VYGOTSKY
He was born in Russia in 1896. His work
began when he was studying learning and
development to improve his own
teaching.
In his lifetime, he wrote on language,
thought, psychology of art, learning and
development, and educating students with
special needs.
Vygotsky’s ideas about language, culture,
and cognitive development have become

SLIDESMANIA.C
major influences in psychology and
SLIDESMANIA

education today.
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
When Vygotsky was a young boy he was educated
under a teacher who used the Socratic method. This
experience, together with his interest in literature and
his work as a teacher, led him to recognize social
interaction and language as two central factors in
cognitive development. His theory became known as
the Socio-Cultural Theory of Development.
SLIDESMANIA
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
Piaget Vygotsky
More individual in focus More social in focus
Believed that there are Did not propose stages but
universal stages of cognitive emphasized on cultural
development factors in cognitive
development
Did not give much emphasis Stressed the role of language
on language in cognitive development
SLIDESMANIA
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
Social Interaction. Vygotsky gave more weight on
the social interactions that contributed to the
cognitive development of individuals. For him, the
social environment or the community takes on a
major role in one’s development.
Cultural Factors. Vygotsky looked into wide range
of experiences that a culture would give to a child.
SLIDESMANIA
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
Language. Language opens the door for learners to
acquire knowledge that others already have.
• Private speech – a form of self-talk that
guides the child’s thinking and action.
Vygotsky believed in the essential role of activities in
learning. Children learn best through hands-on
activities than when listening passively. Learning by
doing is even made more fruitful when children
SLIDESMANIA

interact with knowledgeable adults and peers.

 VYGOTSKY’S SOCIO-CULTURAL
THEORY
Zone of Actual Development – a child alone may
perform at a certain level of competency
More Knowledgeable Other (MKO) – a competent
adult or a more advanced peer
Zone of Proximal Development – the difference
between what the child can accomplish alone and
what she can accomplish with the guidance of
another
Scaffolding – the support or assistance that lets the
SLIDESMANIA

child accomplish a task he cannot accomplish

independently
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
When the MKO scaffolds, the process moves in four
levels:
1. I do, you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch.
SLIDESMANIA
 VYGOTSKY’S SOCIO-CULTURAL
THEORY
SLIDESMANIA
 MODULE 6:
BRONFENBRENNE
R’S ECOLOGICAL
THEORY
SLIDESMANIA
 BIOECOLOGICAL
SYSTEMS
Bronfrenbenner’s Bioecological Systems theory
presents the child development within the context of
relationship systems that comprise the child’s
environment. It describes multipart layers of
environment that has an effect on the development
of the child. The term “bioecological” points out that
a child’s own biological make-up impacts as a key
factor in one’s development.

SLIDESMANIA.C
SLIDESMANIA
 BIOECOLOGICAL
MODEL
1.The Microsystem – the layer nearest the child. It
comprises structures which the child directly interacts
with. It includes structures such as one’s family,
school and neighborhood.
• Bi-directional influences – the child is affected by
the behavior and beliefs of the parents; however, the
child also affects the behavior and beliefs of the
parents.
2. The Mesosystem – this serves as the connection

SLIDESMANIA.C
SLIDESMANIA

between the structures of the child’s microsystem.

 BIOECOLOGICAL
MODEL
3. The exosystem – this layer refers to the bigger
social systems in which the child does not
function directly.
4. The macrosystem – this layer is found in the
outermost part in the child’s environment.
5. The chronosystem – it covers the element of time
as it relates to a child’s environments.

SLIDESMANIA.C
SLIDESMANIA
 BIOECOLOGICAL
MODEL

SLIDESMANIA.C
SLIDESMANIA