Children begin to develop mental theory when they are two or three years old, that is, they understand that others are human beings and have their own minds, thoughts, emotions, beliefs, wishes and feelings. With the continuous maturity, children can judge and consider the intentions of others more accurately. With the development of theory of mind, children can gradually understand that others have different feelings and experiences, so they may have different views or opinions, which we call the ability to choose opinions. Understanding other people's thoughts and feelings is very important for promoting cooperation and moral development, reducing prejudice, resolving conflicts and encouraging prosocial behavior. With the further development of theory of mind and understanding of intention, children gradually develop a view of right and wrong, which is related to children's moral reasoning, that is, children's view of right and wrong and its positive construction of moral judgment. Moral problems mainly include three levels: the first level is the fairness of distribution, the second level is the understanding of rules (Piaget called moral realism-that rules are absolute), and the third level is the morality of cooperation (children realize that rules are made by people and can be changed).
Kohlberg's theory of moral development: Kohlberg's method of evaluating children's and adults' moral reasoning is to put forward a moral dilemma and ask people to make difficult choices in hypothetical situations and explain the reasons. He divided moral development into three levels: 1. Pre-defined level (stage 1: subject to orientation; The second stage: reward/exchange orientation; ); 2. Custom level (the third stage: good boy/relationship orientation; The fourth stage: public security orientation; ); 3. Post-customization level (stage 5: social contract orientation; The sixth stage: the orientation of universal moral principles. )。 Moral reasoning is related to cognitive development and emotional development. Although some studies have confirmed that Kohlberg's different levels of moral reasoning do constitute a hierarchical structure, they have been criticized a lot. For the first time, these stages may not be independent, continuous and consistent. Second, the emphasis on moral cognitive reasoning ignores other aspects of moral maturity (emotions, antagonistic goals, interpersonal relationships, practical considerations, etc.). Thirdly, it mainly focuses on the western male values that emphasize individualism. Later, gilligan put forward a different order of moral development-caring morality. A study confirmed this caring morality, and found that women are more inclined to care about moral orientation when solving moral problems, especially when reasoning about personal and real life problems. However, a meta-analysis reviewed the results of 1 13, and found that gilligan's moral orientation was only slightly different between men and women. This meta-analysis shows that when faced with interpersonal difficulties, both men and women use caring moral reasoning. In the face of social difficulties, it will be justified by fairness. Therefore, moral reasoning is largely influenced by the situation and the content of the dilemma, rather than by the gender of the reasoner.
Social custom refers to the rules or ways of doing things that people generally agree with in a specific situation. Some researchers believe that moral development involves three dimensions or fields: moral judgment, social customs and personal choice.
Three important factors affecting moral behavior are imitation, internalization (the process in which children regard external norms as their own standards) and self-concept.
Aggressive behavior, the most common forms are instrumental attack (in order to obtain a thing or a certain benefit) and hostile attack (intentional injury, divided into explicit attack, relational attack and cyber attack).
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