Disciplinary problems among students pose a significant challenge to education systems today. The gravity of the problem intensifies when students lose their moral compass and struggle to discern right from wrong within and outside the school environment. The root cause of the challenge is often attributed to the declining levels of morality among students. Morality is the principle that distinguishes between right and wrong actions or good and bad behavior. Morality is important in shaping intellectually, spiritually, emotionally, and physically balanced and harmonious individuals. The principle aligns with the Philosophy of Education’s goal of fostering well-rounded individuals.
Historically, the primary responsibility for instilling morals and ethics in children rested predominantly with parents. However, as societal structures evolved, the teacher’s role in this process became prominent. Schools have become critical institutions for moral development and values transmission, and moral Education has been a component of education systems. Teachers today act as “surrogate parents” in schools and are responsible for imparting knowledge and cultivating students’ morality. Teachers are guides for students and possess a solid understanding of moral subjects, effective teaching pedagogy, emotional maturity, and ability to connect with students and engage with parents.
Early childhood period is critical stage in a child’s development, often laying foundation for their moral and ethical compass. Derived from neuroscience and behavioral research, early childhood underscores the role of a child’s initial years in physical, cognitive, linguistic, and socio-affective development (Denburg et al., 2021). The formative experiences lay the groundwork for a child’s brain architecture and influence lifelong learning abilities, health, and behavior. Children are highly impressionable during this period, making it a prime time to cultivate values that will shape their character. A healthy start offers equal opportunities for positive contributions to society. However, their surroundings influence children’s comprehension and application of moral principles. Parents and teachers can use developmental periods to teach children morals and make ethical choices. This research explores the roles of teachers and parents in imparting morals and ethics to young children, acknowledging the significance of these formative years. Understanding the roles is crucial for promoting cooperation between parents, society, and schools to effectively contribute to the moral development of young minds.
Overview and Evaluation of Frameworks
Several frameworks guide the understanding of the roles of teachers and parents in imparting morals and ethics during early childhood. Prominent frameworks are the Bioecological Model by Urie Bronfenbrenner, Social Learning Theory proposed by Albert Bandura, Kohlberg’s model, Sigmund Freud’s theory, and Piaget’s moral development theory. Bioecological Model emphasizes the interconnectedness of different environmental systems influencing a child’s development. It includes the microsystem (family, school), mesosystem (interaction between microsystems), exosystem (external systems impacting development), and macrosystem (cultural values and societal norms) (Navarro & Tudge, 2022). Human development is intricately shaped by the dynamic interplay between individuals and their environments. This framework provides a holistic view, elucidating how the roles of teachers and parents intersect within these systems.
Albert Bandura’s social learning theory (SLT) posits that social behavior is acquired through observing and imitating others. Recognizing the limitations of direct reinforcement in explaining all forms of learning, Bandura integrated a social component into his theory, asserting that individuals learn by observing others (Vahedi, 2020). His framework is positioned as a bridge between behaviorist and cognitive learning theories and incorporates attention, memory, and motivational processes. The SLT contends that learning can occur through observation, imitation, and modeling, even without an immediate behavior change. Bandura’s insights emphasize the significance of social influences in shaping behavior and intricate interplay between environmental factors and cognitive processes in the learning paradigm.
Sigmund Freud’s theory delves into the self’s development via the Id, Ego, and Superego and emphasizes conflicts during a child’s early stages (Tarzian et al., 2023). Central to Freud’s theory is the child’s identification with parental figures and the resolution of conflicts through self-development. The framework underscores the role of early experiences and relationships in shaping the individual’s psychological landscape and coping mechanisms.
Vygotsky’s theories underscore significance of social interaction in cognitive development and posit that community is central role in the meaning-making process. Vygotsky contends that learning is an inherent and universally essential aspect of culturally organized, distinctly human psychological functions (Nur & Ghozali, 2023). Vygotsky’s framework asserts that social learning precedes individual development and emphasizes role of shared experiences in shaping cognitive processes.
Kohlberg’s model delineates a staged evolution of moral reasoning, spanning pre-conventional, conventional, and post-conventional phases. Children begin with obedience-driven decisions in the pre-conventional stages, conform to societal norms in the conventional stage, and develop personal ethical principles in the post-conventional phase (Tanmay et al., 2023). The framework informs educators and parents on adapting strategies to a child’s developmental stage. Adults can effectively shape moral growth during early childhood, aligning guidance with a child’s evolving cognitive and moral capacities.
Piaget’s moral development theory emphasizes children’s reasoning capabilities in discerning ethical concepts. Piaget posits that as children’s cognitive structures advance, so does their comprehension of right and wrong (DeRobertis, 2020). The theory asserts that development of ethical reasoning is intricately woven into the broader cognitive maturation process. As educators and parents grasp this interdependence, they can tailor interventions that align with the evolving cognitive capacities of children during their formative years.
Advocacy and Defense of Framework Choice
The appropriate framework for the study is Kohlberg’s Stages of Moral Development as the primary framework. The choice is grounded in the comprehensive nature of Kohlberg’s theory. Kohlberg’s theory offers nuanced perspective on the evolving moral reasoning of children. It is rooted in cognitive growth and delineates distinct stages, providing a roadmap for understanding and guiding moral development. Kohlberg’s framework recognizes temporal aspect of moral growth. It acknowledges diverse trajectories of developmental journeys in early childhood as children progress through stages at different rates. The flexibility considers inherent individuality in children’s cognitive and moral development. Educators and parents can tailor guidance to specific developmental stages, engage with children, and facilitate effective moral education.
Kohlberg’s theory also offers robust foundation for addressing moral dilemmas. Its emphasis on critical thinking and ethical decision-making aligns with contemporary educational goals. The framework encourages a deeper understanding of ethical behavior’s underlying principles (Tanmay et al., 2023). The approach resonates with the broader shift in educational paradigms. It moves beyond prescriptive morality to instill a genuine comprehension of the moral landscape.
Kohlberg’s framework is also applicable in diverse cultural and social contexts. The universality of the stages allows for cross-cultural relevance. The framework’s adaptability ensures that it can be effectively integrated into different educational systems to comprehend moral development during the critical early childhood.
Synthesis of Literature
Role of Parents in the Moral Education of the Child.
Moral development is rooted in a complex reciprocal process within a social setting and influences the emerging child’s understanding of right and wrong. The dynamics of social interaction can be intricate, with unwritten rules and conventions challenging for a child to interpret without guidance. Social influence through natural interactions like peer group conflicts fosters understanding of fairness and its role in the social realm. Parents or caregivers influence a child’s moral development during the early years. Caregiver’s approach impacts how a child internalizes moral lessons (Essler & Paulus, 2022). The bonding level between child and caregiver sets the stage for productive, moral teaching environment. The caregiver’s affective presentation primarily drives the environment. Children around early ages have basic components of conscience, but their moral development continues for years. The period requires parents to be first moral teachers and role models for their children.
Parents have a unique opportunity to instill values such as respect for life and others in their children. The teaching often occurs through explanation and reasoning as parents discuss with their children. Parents become constant and visible models of behavior associated with character development (Yalçın, 2021). They model desirable traits and identify other models exhibiting the character traits they want their children to develop. Parents raise character-related issues in discussions about daily events, exposing children to examples that reinforce positive values while acknowledging behaviors that contradict these values.
Parents’ approach significantly influences how children perceive and internalize moral teachings. The level of affect presented by adults influences child’s receptivity to moral messages. It provides concrete and tangible way of conveying moral and social values. Excessive or inadequate exposure to moral guidance may cause adverse effects, necessitating balance maintained. The caregiver’s level of moral development contributes to the child’s internalization of moral concepts.
Research also underlines parent-child bond and affective components of the relationship in children’s overall development. Family interactions and Kohlbergian moral reasoning stages consistently emphasize role of affective components, such as parental warmth, involvement, and support, in fostering moral reasoning development (Lanjekar et al., 2022). A positive and supportive bond between parents and children increases the likelihood that children will be motivated to listen to and respond to parental messages. Parental affective reaction and reasoning facilitate the understanding of moral and social rules. Children may respond to transgressions through affective reactions, understanding, differentiation, and remembering moral and social consequences. Affective responses to moral transgressions, accompanied by intense feelings, contribute to greater reparation among children. Parents can employ negative effects like dramatizations of distress and anger in response to moral transgressions to influence children’s understanding of right and wrong (Sirota, 2019).
However, there are optimal levels of affective arousal, and excessive anger can hinder children’s focus on other emotions. A delicate balance in parental reactions is necessary to effectively guide children in understanding the consequences of their actions and making amends. The cognitive component of parent-child interaction also plays a significant role in children’s moral development. Parents’ communication with their children, especially in explaining the reasons for rules and responding to moral violations, stimulates reflective thinking about actions.
Additionally, explicit communication about the nature of events and why certain behaviors are expected or deemed wrong proves to be more effective, particularly for young children. Reasoning, explanation, and rationale are more effective than other disciplinary strategies in facilitating moral development. Explaining the reasons for rules and appropriate responses to moral violations encourages children to reflect on their actions (Bentahila et al., 2021). Parents need to explain moral rules and responses to violations and emphasize consequences of actions on others’ rights and welfare. Parental reasoning is associated with greater moral internalization and concern for others. Parental communication, when infused with reasoning and an emphasis on consequences for others, enhances child’s understanding of moral concepts.
Roles of Teachers in Developing Morality of Students
Teachers emerge as crucial moral models or exemplars for students. Teachers are often the second significant influence in a child’s life. Children spend substantial time in school, and teachers’ impact is crucial in their development. Children tend to idolize teachers and drawn to their appealing characteristics like care, optimism, and passion. Teachers embody moral values and virtues to effectively guide moral development (Gui et al., 2020). They demonstrate respect and responsibility within and outside the school. Integrating moral principles into daily life inspires children to emulate these virtues and foster positive moral development.
Secondly, teachers are mentors in conveying academic knowledge and fostering the moral development of students. Teachers guide students through moral reasoning and decision-making processes. Students may consult them for guidance while making moral decisions and reasoning. They must, therefore, possess content knowledge about morality. Understanding children’s psychology and moral development before entering the classroom equips them to identify the roots of students’ behavior (Gui et al., 2020). They can then employ suitable teaching strategies to shape their moral character. However, not all teachers may serve as ideal role models.
Teachers emerge as figures entrusted with instilling these moral values in children. Teachers internalize and model moral values that extend beyond the classroom. They teach values such as love, self-control, trust, respect, and responsibility through their teaching methods and co-curricular activities. Teachers are actively engaged in teaching students about right and wrong behaviors. Educators can also weave moral values into instructional materials and activities and foster environment where students can apply the principles (Gómez-Parra & Daiss, 2022). The success or failure of building a morally upright society hinges largely on adopting educational methods designed to bring about positive change. It is the responsibility of teachers to formulate, execute, and evaluate these methods, underscoring their vital role in shaping the child’s moral character.
Teachers foster positive relationships with their students. The quality of teacher-student relationships influences academic and social outcomes. Teachers establish close connections and a deep understanding of each student. They ensure the classroom or school environment is caring. Teachers who genuinely care for their students are attuned to their feelings, demonstrating sensitivity and consideration. Teachers can also be astute observers, acknowledging and praising students for their positive behavior. The affirmation motivates and encourages students to uphold moral conduct. Students experiencing care would likely extend that care to others, which can foster social and emotional bonds.
Teachers also assume the role of counselors. They provide listening ear to students’ problems and guide them through the intricacies of moral reasoning. Displaying patience and empathy, teachers must comprehend children’s mindsets and emotions, offering suggestions rooted in moral virtues (Hao & Wu, 2019). Educators can caution students against imbibing immoral behaviors and provide valuable advice on navigating different life situations. Teachers contribute significantly to fostering ethical decision-making and promoting positive moral values in the evolving education landscape.
Additionally, teachers are key communication conduits between students and parents. They help bridge the gap between the school and home environments. Given the school’s role as a microcosm of society, teachers are well-positioned to observe and understand students’ social patterns, behaviors, and attitudes. Teachers become instrumental in initiating communication with parents, fostering a collaborative approach to address and rectify these misbehavior or conflicts. Teachers can share insights into students’ conduct at school and enable parents to comprehensively understand their children’s behaviors (Conus & Fahrni, 2017). The communication facilitates a collective effort in problem-solving, encouraging dialogue between teachers, students, and parents to identify solutions and promote a harmonious educational environment that aligns with the principles of moral education.
Conclusion
The intricate interplay of parents and teachers in shaping the moral development of children during the critical early childhood period is evident. The foundational importance of morality in fostering well-rounded individuals aligns with the Philosophy of Education’s overarching goal. Historically, parents held primary responsibility, but teachers assumed a prominent role as societal structures evolved. Kohlberg’s Stages of Moral Development provides a comprehensive roadmap for understanding and guiding moral growth. Both parents and teachers act as crucial role models and mentors, actively instilling values, fostering positive relationships, and guiding moral reasoning. The literature synthesis underscores the significance of affective components, communication, and reasoning in parental and teacher roles. The delicate balance required in affective arousal and the integration of reasoning in communication contribute significantly to a child’s moral internalization. Understanding the nuanced roles of parents and teachers is imperative for a collaborative effort in promoting moral development and shape the ethical foundation of young minds.
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