Psychological and Social Research Assignment Sample
Moral development and impact on child care practice in Urban areas of UK
Introduction
When it comes to a person’s development, the development of moral standards and character attributes during their formative years is quite important. An important stage in the development of social-cognitive psychology occurs throughout the early years, which is crucial for the development of moral ideals. By investigating the social context in which key causes and events occur, it becomes possible to pinpoint and evaluate the many contributory variables that play a role in these occurrences. When contemplating one’s moral development, it is important to remember that one’s social contacts and dialogues with peers have a significant impact on one’s advancement through this stage of moral development.
Background
The development and growth of a person throughout the middle years of his or her life are incredibly important factors in his or her overall success.
Because of the assumptions that have been established, it is possible to divide a child’s moral growth into three categories, each of which is dependent on the child’s behavior. Among the topics covered in the first category are topics such as Piaget’s foundations of moral reasoning and contemporary cognitive approaches to moral development. As mentioned in, it is vital to support moral development in children in the second group by integrating an emotional component as well as the caring principle, according to the ideas of C. Gilligan and M. Hoffman. It is referred to as the third kind of theoretical framework because it comprises theories of moral behavior that incorporate both cognitive and emotional components, as well as theories of moral behavior that are founded on the ideals of justice and compassion, among other things. The third kind of theoretical framework is comprised of hypotheses that include both cognitive and emotional aspects.
Literature study
Concept of moral growth
The concept of moral growth describes a variety of development pathways that must be connected together in order to be successful in their respective fields. Historical precedent has shown that academics have placed a high emphasis on the development of teenagers when it comes to judging moral progress.
In response to the unique educational needs of twelve and thirteen-year-olds, specially specialized moral development training programmers have been developed for their benefit. According to various studies, middle childhood is a critical time of moral development, and it is just as important in terms of growth as the years before it were in terms of development. To build communication skills, for example, it is necessary to have a strong moral orientation and a high level of moral competence on an individual level. According to the following authorities, it has been demonstrated that specialised examinations of cognitive and emotional development are appropriate throughout middle childhood:
Moral development
As previously said, moral development may be defined as a process of creating an internalised set of principles that serves as the basis for a behavior-regulating system. In other words, it can be described as follows: It is feasible to make moral judgments and ethical arguments on the basis of J.Piaget’s cognitive and intellectual frameworks because of an orientation toward emotional experiences surrounding cognitive processes that has been developed as a result of his cognitive and intellectual frameworks. This includes the practise of moral judgement and ethical reasoning, which is considered a cognitive component of the process as a result of the process. In addition, L.Kohlberg’s theory of moral development, which he created over the course of his professional career and continued to enhance throughout his life, linked these ideas together. As a consequence of the widespread criticism levelled against L. Kohlberg’s theory of moral growth, a profusion of other theories of moral development have emerged as a result of the major criticism levelled at it. Alternative theories of moral development include: Most of the time, young children between the ages of 6 and 7 years old have the ability to discern between different domains, such as those that go under the umbrella term “independent domains.” Construction of a hierarchical system of social standards takes form for the first time throughout the middle childhood years of a child’s development. Early middle childhood is characterised by the primacy of conventional norms over moral standards; however, by the end of middle childhood, moral standards have started to have an impact on children’s choices and behaviours, showing that they are becoming more significant (Branicki,2019).
Children’s achievement of conventional standards
Children’s achievement of conventional standards is a hallmark of middle childhood, which is not surprising given that the behaviour expected of children at that age is the norm for them since adults are in control of their behaviour. Consequently, as a consequence of the combined action, he has arrived at this conclusion, which can be traced back to his choices as a result of the combined action. Researchers discovered that although parents and teachers at home and at school want their children to uphold moral standards, the meaning of these norms is not always evident to the children themselves, according to the findings of the study. People’s claims about what they do and how they really behave themselves in their everyday lives are becoming more disjointed as a result of this phenomena. In contrast to earlier educational standards for the same age groups, new educational standards for elementary and middle school students put a higher emphasis on the promotion of children’s whole psychological development. As stated in the Educational Standard, the formation and expansion of a person’s own personal moral principles are vital for the development of a person’s healthy psychological development.
We picked middle childhood as the subject of our research project because of the critical function it plays in a child’s development. This served as a guiding concept in the selection of the topic matter for the presentation.
Tools and methods
Throughout the course of our inquiry, we used a range of tools, including questionnaires and moral dilemmas, to gather information. For the first objective, which is to determine the characteristics of one’s moral orientation, diagnostic tools such as the ability to recognise and a questionnaire are used first and foremost, followed by additional procedures such as interviews to accomplish the goal. During a desperate attempt to aid his mother, one of the boys, Sergey, has smashed a cup, while the other youngster, Peter, has broken another in an attempt to grab the cake from his mother without her consent. Following the results of the poll, the questions centred on the kind of environment in which a kid learns about genuine consequences or explanations for their actions, and it was this that was at the core of the dispute, according to the findings.
They demonstrated great communication skills when asked about who should be penalised and why. They were able to explain their thoughts and provide rationales in support of their viewpoints, which was quite remarkable. A questionnaire was used by the researchers in order to analyse the conventional and moral norms that were in effect at the time of the experiment. A total of 650 persons participated in different activities as part of this component of the investigation.
Development of moral competence qualities
It was able to achieve the second goal, which was described as the development of moral competence qualities in middle childhood, via the use of two moral problems that were presented to the participants in a group setting, which were discussed in depth. At one point in the tradition’s history, a mother asked her child to help her clean up after dinner and wash the dishes after supper, which created some anxiety among the people who lived in the neighbourhood. When she returned home, she expressed her dissatisfaction with the situation in which she had found herself at the time. In the second dilemma, Piaget was inspired by another narrative, this one about a small kid who becomes disoriented while out on a walk and is unable to locate himself or herself. To be more specific, the question was: what should one do in such a circumstance? In order to better accommodate children between the ages of 6 and 8 years old and their cognitive capacities, it has been determined that both of these challenges must be addressed. When this occurred for the first occasion, permission had already been acquired. After much deliberation, it was decided that the following criteria should be used to assess moral competence in middle school: the ability to distinguish between situations in which moral standards are followed and those in which they are violated (the orientation to the moral standard); the ability to distinguish between situations in which traditional standards are followed and those in which they are violated (the ability to distinguish between conventional and ethical standards); and the ability to distinguish between situations in which moral standards are followed and those in which they are violated (the ability to distinguish between conventional and ethical (to consider the objective consequences of an action, motives, and feelings, comparison of moral nodes). There were 350 people that took part in this specific component of the research project, which was carried out in the summer of 2011.
children’s moral intelligence
A number of research have been carried out in an attempt to determine whether or not motherhood has an impact on children’s moral intelligence (or lack thereof). In addition to all other necessities, children throughout their first five years of life require the compassion and attention of their main caregivers above and beyond everything else. Developing sentiments of empathy for those who are different from themselves is essential if students are to be successful in their educational endeavours. While these inclinations are related with a variety of attributes, such as moral intelligence and compassion, these characteristics do not have to be mutually exclusive. When compared to persons with low moral intelligence, individuals who have a high moral intelligence are more likely to participate in ethically appropriate behaviour than those who have a low moral intelligence (Honey-Rosés,2019).
You have an important role to play in the upbringing of your children, especially when it comes to the development of moral intelligence in their progeny. You should be actively involved in the upbringing of your children. Children’s early experiences with brain development are intimately related to their moral intelligence since these experiences are mediated via their connections with their parents and caregivers. Consequently, under such circumstances, parents and other caregivers must step in and provide emotional support on a consistent basis to the child.
More than a dozen studies have established that inadequate parenting has a negative impact on children’s moral detachment, which is characterised by aggressive behaviour in the great majority of instances. While children are still young, the findings of the research done by Augustine and Stifter demonstrate that good and compassionate parenting is effective in growing children’s consciences and ensuring that they respect their parents’ instructions while they are young. The benefit of gentle parenting is that it allows gentle parents to nourish and nurture their children from a young age. This is because gentle parents have the advantage of building strong moral practises in their children from a young age. According to the findings of a research conducted by Karmakar, parents who impose prohibitions and limitations on the activities of their children educate their children about the rules and norms that apply both inside the family and outside of it. In contrast, teenage boys and girls who are subjected to this kind of parental discipline may encounter an unanticipated outcome in the form of their behaviour being adjusted in order to avoid painful consequences, which is not always the case. According to the findings of the researchers Alhadabi and colleagues, a father’s parenting style is strongly associated with moral intelligence, but a woman’s upbringing has no such association.
Analysis
It is possible that some children will not get the attention they need from both parents equally due to variances in the nature of their respective parenting roles.
Increasing female labour force involvement over the previous year has resulted in a rise in Indonesia’s female labour force participation rate, which now stands at 53.08 percent. As a result of their work or other obligations, if your parents are unable to provide care for your children, other individuals will step in to help them in providing care for your children (non-parental childcare). The outcome of this trend is that Indonesian parents have become increasingly dependant on other members of their families, housekeeping assistance, and childcare.
There had been a number of studies on non-parental care completed before , some of which were equivalent to the research conducted by Ma, Chen, and Li presently , and others that were not. It has been shown that the provision of non-parental home care to children in industrialised countries has a major impact on the developmental outcomes of such children. The development of children in nations where non-parental home care is extensively utilised and accepted has been found to be significantly impacted by non-parental home care services. The topic of this study, which will be performed exclusively in English, will be foreign domestic workers who are placed in Hong Kong’s non-parental care system as a result of their employment in the territory. The research will be conducted solely in English. The findings of another study done by Zhang et al. (2019) revealed that caregivers of 14-month-old children who lived in urban Chinese neighbourhoods were questioned about their role as caregivers and about their own parenting aims. An growing number of parents in metropolitan Tionghoa are hiring parental caretakers to augment the childcare provided by grandparents and mothers (multicaregivers), with the purpose of enhancing the overall quality of childcare available to children (Kontoangelos,2020).
Synthesis of literature
Caregivers were the subject of a study carried out by De Moura and colleagues. In addition to moms and grandmothers, domestic workers and childcare assistants were among the persons who took part in the study. Researchers concluded that there is a statistically significant difference between caregivers in terms of basic care, physical stimulation, and personal attention, according to the conclusions of the study. Because of this, previous studies have concentrated on the variations in non-parental parenting, such as growth disparities, rather than the consequences of these differences on particular areas of development, such as moral development, in children and adolescents, as has been the case in the past.
A testimony to the fact that children in this situation suffer is the fact that so little study has been done on the subject. Specifically, non-parental care is emphasised in this study as a means of promoting the development of moral intelligence, which is essential since many parents choose to entrust the care of their children to non-parental caregivers rather than to themselves. Given the fact that parents are the most powerful moral actors , it is necessary to investigate the function of non-parental caregivers in the development of moral intelligence in part. One previous research made a passing mention of non-parental care, but until this present study, no one has gone into considerable detail about the consequences of non-parental care on moral intelligence and moral intelligence development. To fully appreciate this phenomena, it is critical to do research on the effect of non-parental care on moral intelligence in early childhood (and beyond) (and beyond). If non-parental care is included into children’s childcare routines, it has the potential to aid in the development of moral intelligence in children throughout their early childhood years.
Several forms of non-parental childcare (authoritarian, authoritative, and permissive) as well as three distinct types of daycare are investigated in connection to children’s development of moral intelligence. The three forms of non-parental childcare investigated are authoritarian childcare, authoritative childcare, and permissive childcare. According to the findings of the study, the adoption of authoritarian and permissive parenting techniques by nonparental caregivers has a substantial impact on children’s moral intelligence throughout their early development, particularly during the preschool years. In this study’s results, it was discovered that authoritative childcare has a greater influence on young children’s moral intelligence than permissive childcare on the development of moral intelligence.
The practise of parenting with a liberal mindset has shown in the past that it has no detrimental effect on the moral growth of children (Payne,2020).
According to study, children’s behaviour has also been shown to worsen as a result of liberal babysitting arrangements, which is particularly concerning. According to the results of the research, when children are reared in permissive environments, they are more likely to participate in aggressive or dangerous behaviour when they become adults. According to a number of studies, such as those conducted by Hosokawa and Katsura , boys who have been reared in a permissive atmosphere are more likely to have behavioural difficulties in adulthood. Research undertaken by Tan and Yasin and Shahsavari (2019) has shown that acceptable childcare is ineffective in instilling children with morals and values in a favourable manner.
Literature findings
They did, however, demonstrate that allowing children to acquire moral intelligence does not necessarily result in a detrimental influence on their development. However, they did demonstrate that it does have an impact on their development. When permissive childcare is used, it is possible to have a good influence on the culture of the setting in which the childcare is delivered. The fact that this is not always the case should not be forgotten, albeit it is less often. Take the country of Indonesia, for example. Unlike many other countries, Indonesia, like many others, has a collectivistic culture, which is especially prevalent in the developing world. Certain circumstances suggest that permissive parenting has a negative impact on morals; nevertheless, the cultural context in which the kid grows up plays a role in this. This research found that liberal childcare had a larger impact on children’s moral intelligence when provided by grandparents rather than domestic employees, confirming previous results (Morris,2018).
Results show that children who are raised by their grandparents or household help have greater levels of moral intelligence than children who do not get this kind of care (Brown,2019). Generally speaking, the general public is aware that grandparents and other domestic staff provide highly individualised care to their grandkids and other relatives’ children (Knickmeyer,2020). The provision of personal childcare may assist children in acquiring opinions about the application of moral standards in real-life situations, as well as providing them with the chance to analyse moral information. Instead of just teaching moral precepts, permissible parenting is characterised by the capacity of parents to convey the consequences of their children’s conduct and participate in a conversation with them about the rules. According to the findings of the research, adults’ perceptions of children as participants in open childcare arrangements lead to their being subjected to less limitations. This is in accordance with prior findings. Several researchers have concluded that children may learn morality via the enforcement of rules in environments where there are a large number of parents. According to Kohlberg’s theory of moral development , the pre-conventional period, during which children’s moral intelligence is related to social norms that emerge from their interactions with their environments, is compatible with the criterion of providing universal childcare to all children. Compared to when they are alone, young people are more open to this kind of moral instruction and counselling when they are in a group setting (Taylor,2018).
Finally, the ending of this section brings the section to a successful close.
According to the results, the moral intelligence of a child’s parents has been proven to be impacted by the moral intelligence of their children. As a consequence, when compared to permissive parenting, authoritative parenting has a higher effect on moral intelligence than the latter kind of parenting. As a result of simply being responsible for a small number of children, grandparents and domestic workers are more likely than other caregivers to provide more liberal care than others, according to recent study. Being responsible for a bigger number of children than other caregivers, daycare employees must adhere to higher standards than other caregivers in order to ensure the safety of their charges (Pain,2019).
Literature gap
There are some limitations to this research, which are discussed in further detail below. We should start with a brief discussion of the study’s sampling procedure. The research sample is consisted of 178 children from 11 schools spread across four distinct districts, and it is composed mostly of young children ranging in age from 5 to 6 years old. In this study, the research participants are young children between the ages of 5 and 6. It is clear in the composition of the class that the students, who come from 11 different high schools, come from a diversity of socioeconomic backgrounds. It is concluded that a larger sample size across all sites is necessary in order to guarantee that the results are as accurate as is reasonable under the circumstances. Following the findings of this study, it is possible that the influence of non-parental childcare on the development of intelligences other than moral cognition during early infancy will be investigated in more detail in the future. In light of the findings of this study, it is probable that non-parental childcare may have an influence on the development of intelligences other than early childhood moral intelligence, which was the major focus of this investigation (de Lusignan2018).
Conclusion
Several studies have shown that providing care for youngsters in the absence of their parents may benefit in the development of their moral intelligence and sense of responsibility. Permissive childcare should be made more widely available so that it can better meet the needs of grandparents and domestic workers, among others. Allowing for the incorporation of children’s opinions into the administration of legislation results in greater flexibility for permissive daycare providers. It is the responsibility of those working in the childcare profession, who are responsible for a greater number of children, to guarantee that the regulations are followed correctly. To fully comprehend the phenomenon of nonparental childcare’s influence on other intelligence as well as moral intelligence, the authors believe that further research is required. To properly appreciate this occurrence, they argue that additional study should be conducted on the subject (Elsey,2019).
References
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