Table of contentsJean Piaget's theory of moral developmentLawrence Kohlberg's theory of moral developmentElliot Turiel's moral domain theoryAlbert Bandura's theory of moral development through social learningDevelopment theory moral of Jean Piaget Piaget had two main categories of which he classified the development of moral development as being heteronomous and autonomous moral thought. In Piaget's theory, he believed that until the age of nine or ten, children's morality is external and their sense of right and wrong is controlled by guardians, instructors or other specialized figures . This is called heteronomous. Essentially, children recognize that specialized personalities have controls and can make decisions that last forever, do not change, and must be pursued and followed. most children follow these principles to avoid being punished. Children over the age of nine and ten no longer need others to tell them what is morally correct; they have an internal sense of right and wrong. This is called autonomous moral thinking. At this stage, children examine the intention of the action when making judgments about right or wrong rather than just the outcome. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayChildren begin to view moral norms as rules that are socially established and intended to benefit the group. Children using this reference case still believe that it is essential to follow rules, but these principles are considered mind-boggling, to some extent questionable, rules intended to improve everyone's life. Children understand that post-standard decision making must be based on something more than fear of contrary individual outcomes or the desire for individual gain. Choices influence everyone and can benefit as well as harm everyone. Lawrence Kohlberg's Theory of Moral Development Kohlberg's theory has three levels consisting of six stages of moral development, and each level has two stages. The three levels are preconventional, conventional and postconventional. Each of these levels represents a change in an individual's moral perspective. The first level is preconventional. Kohlberg believed that children fell into the preconventional level until about age nine. First stage which deals with obedience and punishment. The second step concerns self-interest. The second level is conventional reasoning that occurred in early adolescence, which is categorized into valuing the opinions of others and understanding that rules are important to society. The third stage concerns individuals basing their moral decisions on the feelings of others. They begin to value trust and loyalty. Their behaviors are motivated by seeking approval and avoiding blame. The fourth stage concerns society as a whole. individuals base their judgment and decisions on the importance of doing their duty and maintaining the social fabric in compliance with social laws. The third level is called postconventional, based on social contracts and individual rights as well as universal ethical principles. The sixth step is to understand that moral laws can be developed from principles of ethical fairness. At this stage, laws are considered necessary to maintain social order and fundamental rights. Kohlberg suggests that students can develop their understanding.