Moral development in children is not always covered in enough depth in courses I teach, as a vocational trainer, while it is clear that early childhood educators pay attention to discussions about what is good and what is bad.

Moral development is about ability of children to differentiate right from wrong, develop a sense of justice, and form ethical values and principles.

Researchers like Jean Piaget and Lawrence Kohlberg have contributed significantly to understanding this development. Piaget discussed the role of social interactions and proposed that children develop moral reasoning through a series of stages, starting from a focus on obedience to authority to understanding rules and cooperation. In other words, children behave, as they listen to (or choose to obey) adults.

Lawrence Kohlberg expanded on Piaget’s work, outlining a sequence of stages of moral development centered on justice and rights, which he classified into pre-conventional, conventional, and post-conventional levels.

You probably have heard about Kolhberg and his dilemma of Heinz whose wife is sick.

How did Carol Gilligan’s work challenge traditional views on moral development?

Carol Gilligan’s work challenged traditional views on moral development, particularly those of Lawrence Kohlberg, by highlighting the gender biases in his research. Kohlberg’s stages of moral development were primarily based on studies conducted with male subjects, leading to a male-centric model of moral reasoning that emphasised abstract principles of justice and rights.

Gilligan argued that women’s moral reasoning often differs from men’s, as it is more relational and context-specific, focusing on care and responsibility rather than abstract principles. She introduced the concept of the “ethic of care,” which emphasises the importance of relationships, empathy, and the interconnectedness of individuals. Gilligan’s critique highlighted the need for a more inclusive understanding of moral development that acknowledges the different ways in which men and women (which may be applicable to children) approach moral dilemmas.

What are the stages of moral development according to Carol Gilligan?

Carol Gilligan proposed three stages of moral development from a feminist perspective, highlighting the different ways in which women approach moral dilemmas compared to men. These stages are:

1. Self-Interest (Pre-Conventional Level)
   • This stage is characterised by a focus on personal needs and self-interest. Individuals are primarily concerned with their own survival and well-being. Decisions are made based on what is best for oneself without much consideration for others.
2. Self-Sacrifice (Conventional Level)
   • At this stage, people start to recognise the needs of others and shift towards responsibility and care for others. Moral reasoning is based on self-sacrifice and caring for others, often putting others’ needs before one’s own. This stage emphasises relationships and the importance of nurturing and maintaining them.
3. Principled Morality (Post-Conventional Level)
   • In this final stage, moral reasoning is guided by a broader understanding of social justice and human rights. Individuals strive to balance their own needs with those of others, considering the principles of fairness and equality. This stage represents a mature form of moral thinking that integrates care and justice.
     

What are the implications for early childhood curriculum?

I think, educators can question the traditional theories of moral development and add ideas of Carol Gilligan into reflective practice. For example, in nature pedagogies, we talk a lot about ecofeminism “ethics of care”, which is a concepts related directly to Gilligan. As an educator, you can focus on relationships and responsive teaching. You can start building strong, nurturing relationships with children, pay attention to the individual needs and emotional states of each child, fostering a supportive environment where children feel valued and understood.

We also can accept that there are different moral perspectives and work towards more balanced curriculum. Educators should acknowledge that children may approach moral dilemmas differently based on their gender. Girls may focus more on relationships and care, while boys may lean towards justice and rules. For example, in one of my groups, girls have been arguing a lot and would not be each other friends. Talking about what is just and what is not would be a good opportunity for intentional teaching. Integrate both the ethic of care and the ethic of justice into the curriculum, ensuring that both relational and principled moral reasoning are valued and taught.

Educators can promote self-reflection and understanding that moral development is a gradual process. Help children become aware of their own values and how their actions affect others. Activities that promote self-reflection and discussions about feelings, e.g. emotional cards; discussions, books about emotions, fairy tales, where the protagonist is faced with the moral choice.

Gilligan ideas are relevant to the anti-bias approach. Educators can create an environment where diverse perspectives and experiences are respected and included. This helps children understand and appreciate differences, fostering a more inclusive community. Activities that build empathy and understanding among children, such as collaborative projects and role-playing scenarios, are important.

More Practical Applications

As I am Storykate, you know that I will recommend to use stories and role-playing exercises that highlight themes of care, empathy, and justice. Discuss characters’ motivations and the consequences of their actions to help children develop a deeper understanding of moral concepts. Here is a resource you may start using https://payhip.com/b/DbOdg

Implement activities that encourage children to reflect on their experiences and feelings. Journaling, group discussions, and art projects can be effective ways to promote self-awareness and empathy.

Introduce conflict resolution programs that teach children how to handle disagreements and understand different perspectives. Techniques such as peer mediation can help children practice empathy and care. You may use a round table strategy or a talking stick method.

Search for professional development for educators on Gilligan’s theories and their application in early childhood settings. Training can help educators integrate these principles into their teaching practices.