Moral Growth of Children

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Introduction

Morals is a set of beliefs, values, or ideologies that administrate how a human being behaves in two ways: by administering good conduct which is value to the others, moral values can be instilled in children in certain ways with the help of teachers. Teachers spend most of the time with the children, and as a result, their behavior impacts a lot on the children. The teachers can enhance good morals, by reminding the children daily of the importance of good morals. Providing guidance for the children, when they deviate from the good morals is another way, of building good morals in the children. When the children have a disagreement, the teachers should assist in reconciling the children, and teaching them of the importance of forgiveness, in that helping develop the morals.

The teachers have a role to play, in helping the children know what good morals are, and instilling the morals in them. This can be done in various ways, when a child does what is morally wrong; the teachers should device a way of making the children know, that what they are doing is wrong. Children may do something that is morally wrong, but when told in a polite way they can rectify and never do it again, thus developing good morals in the children. Understanding the following phases can help the teachers in developing good morals in the children.

Egocentrism

Egocentrism is a phase where the children mostly keep to themselves, and are mainly occupied with themselves. In this stage the children are mostly restricted to their own moral understanding of what surrounds them, and how they relate to the world (Best 2000).

Heteronym

Heteronym is the phase where the children begin to adhere to the rules, the children in this phase are now aware of the importance of the rules that are related to good behavior. At this phase, the child tries to follow the good behaviors, as they are aware that good behavior is appreciated by being given presents. The children are also aware that bad behavior and other vices are not wanted and can result in one being punished. It is at this phase that children need to be taught most of the moral educations so as to help them in their later life (Best 2000).

.Transition

Transition is the phase where the children begin to understand, and appreciate the importance of rules, the impact it has on their daily lives. It is at this stage that the children know how the rules make things run smoothly, how to strictly follow the rules, and even how to break the rules both at home, and school (Best 2000).

Autonomy

Autonomy is the final phase of moral growth, in this phase the children are concerned of their behavior. In this stage the children have a tendency of changing their behavior according to the current and emerging policy of moral code. It is at this phase that the children have the ability to appreciate the moral code.

Factors that can affect children moral growth either negatively or positively can be social, mental, family, peer influence, the school, and at times the society. Depending on the above factors, the influence can either be positive, or negative.

Family

The family plays a vital role in the development of children moral behavior. When a child is born the first people to influence the child behavior are the family members, this can be the father, mother, older siblings, grand parents, or even the various uncles, and aunties. The people who can influence most the children behavior are the parents, What the parents approve will be taken as the right thing by the children, and what the children disapproves are considered as wrong by the children. In this regard the parents should be very careful of what they approve or disapprove. It is paramount for the parents to remember that the children will follow what the parents do. The children foundation on good morals lies squarely in the family (Louv 2005).

School

The school also plays a vital role in the development of children; the children are mostly influenced while in school, the relationship between the children and the teachers, classmates, and the other senior students can impact on the children negatively, or positively. At this stage the children tend to believe that what they see the senior students do to be the right thing. It is at this stage that the children disregard what they had been taught at home and embrace what thee other students do. Moral education at this stage is vital as it helps the children in their later life (Louv 2008).

.Peer group

Most children are always curious, and are always looking out for new things. In this phase children tend to copy what the other children are doing. Bad company means the children will pick some very bad habits; on the other hand good company will ensure the children will pick good behavior (Louv 2005).

Society and culture

The way the society behaves around the children can either influence the children negatively, or positively, depending on how the society behaves. If the society condones bad behavior then the children will take the habits, if the society encourages good behavior the children will be of good behavior (Louv 2008).

Age

The children’s age is also a vital factor in shaping the children’s behavior. As the child grows from being a child to an adolescent they become broadminded towards some issues which are not accepted as right. At this stage the children are not entirely obedient as before, the children becomes somewhat defiant, and rebellious. This changes later in life as they embrace once more the things they had rejected.

Sex

Sex plays a vital role in shaping the children morals development. Girls tend to posses a sense of guilt and are remorseful; boys in the other hand are aggressive and are not always as remorseful as the girls. This is one area that has to be handled with care (Shumaker & Heckel 2007).

Teacher’s role

Teachers play a vital role, in shaping the children’s moral behavior, as they spend most of the time with the children. Most children tend to admire their teachers and copy their teacher’s behavior. That means that if the teachers are of bad character, the children will follow the bad characters. The teachers can also monitor the children’s behavior in school (Shumaker & Heckel 2007).

Conclusion

A child’s morals can be shaped or destroyed by various aspects from, the family, school, society, peer group, and age. The most vital institution in developing a child’s moral behavior is the family and more so the parents, that means the parents should encourage good behavior among themselves so that the children will also embrace the good behavior. The school administration should also ensure the children are of the best behavior when in school. Guidance and Counseling should also be readily available to the children, which will help the children to get advice on various issues anytime.

Reference

Shumaker, D. M., & Heckel, R. V. (2007). Kids of character: a guide to promoting moral development. New York: Praeger Publishers

Louv, R. 2008). Last child in the woods: saving our children from nature-deficit disorder (Updated and expanded. ed.). Chapel Hill, N.C.: Algonquin Books of Chapel Hill.

Best, R. (2000). Education for spiritual, moral, social, and cultural development. London: Continuum

Louv, R. (2005). Last child in the woods: saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.