Children between the ages 3-8 have been facing issues and trouble in the current events. In most of the events, there are warranted outcomes requiring observation thus creating the existence as a problem. However, the issue concerning screen time for the children ages 3-8 has stirred mixed feelings to different individuals. Additionally, the issue pertains the hours that children spend on the screens which are now raising the alarm. According to a research, children 8 years and below are spending fifteen minutes a day stuck on the mobile screens in 2013. Currently, they are spending more than 48 minutes a day on the screens according to common sense media, which aims at helping both the parents' children and teachers in the developing world of technology and other media creations. On the other hand, reports deliver that almost 50% of children at the age of 8 years have own tablets that they spend most of the time on. The time spent on the screens is drastically increasing, together with the number of screens owned as well.
In consideration of the happenings at hand, the child is involved with the screen time should not be majorly affected. The burden need not be placed on the children since it is obvious that children are not the problem. In almost household currently, there is the availability of mobile screens or even televisions that the children are getting stuck on. Nearly half of the children ages 3-8 watch television or play video games hours before bed or are glued to a phone somewhere (Lauricella et al., 2015). Technology and media are developing at higher rates and are becoming a part of life since the children may have access to the screens both at school and home.
Similarly, there are many issues existing that are affecting young children. These issues include the family issues such as divorce, personal identity, culture, negative influence especially by the media, and the lack of discipline. The child is trying to keep up with the current trends since people are already getting used to the screens. For example, in a household, there are chances that the mother is glued to the television while the father is stuck on the laptop. As a result, the development of the child is affected whereby he or she needs to feel keeping up with the trends of the current word. On the other hand, they have to complete their tasks to access the device which brings support to the involved children in relation to screen time. That is, they have to work faster be it on their assignments or something else to make sure they have time to use the mobile devices or watch television if no play video games.
Moreover, it is needless to blame the children since the society is developing in different contexts and variations. In relation to the stages of moral development, they constitute the adaptation of a psychological theory defining similar aspects of child development and the current events affecting the children screen time. According to Kohlberg's stages of moral development, the theory holds the preservation that moral reasoning is based on ethical behavior. It constitutes the various developmental stages which provide a more adequate response to the dilemmas than the prior (Liu, 2014).
The stages are grouped into three levels of morality that include; pre-conventional, conventional, and post-conventional morality. The pre-conventional morality entails; "obedience and punishments orientation" and "Individualism and exchange." The conventional morality stage includes, "good interpersonal relationships" and "maintaining the social order." While the post-conventional morality comprises, "social contract and individual rights" and "universal principle." Following the relation of the Kohlberg's developmental stages, he relied on the events such as Heinz dilemma which helps define the relation to other dilemmas. The issue concerning children between 3-8 years of age involving in screen time, is defined by the theory following his scale on how people justify behavior whereby the methods help define the moral development.
Nonetheless, John Dewey's Moral Principles in education relate to the issue about children and screen time. He introduces the idea that moral education includes to both product of learning or education and the conduct of education. The theory is adequate to children and their screen time along with effects on the moral development stages. Dewey contributed to the educational thought in conducting the moral education (Jackson, 2016).
In conclusion, moral development is a cycle entailing different stages that render impact to a different setting in the children and in a different manner. These moral development stages are an imperative factor since the issue pertaining screen time does not mostly affect the children physically but also psychologically. Thus, to incorporate families in collaboration it is imperative to take significant measures. For instance, since the issue concerning children and screen time include the entire family structure, the parents should be involved. They should oversee the activities of the children and maintain that they deliver best interventions on how the children spend their time on the screens. To numerous researchers, there are pinning the relation of moral development and children screen time to the overexposure that is occurring in the developing world.
Jackson, N. (2016). John Dewey and the Possibility of Particularistic Moral Education. Southwest Philosophy Review, 32(1), 215-224.
Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11-17.
Liu, X. (2014). The Problem of Character Education and Kohlberg's Moral Education: Critique from Dewey's Moral Deliberation. Philosophical studies in education, 45, 136-145.
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