Child Development Moral Development in Early Childhood

Moral development has become an increasingly important aspect of education. Educators typically introduce moral education during the preschool years; however, it is oftentimes an essential component in elementary and secondary curricula as well. A review of the importance such development during early childhood, for both individuals and society; its implications in preschool; its cultural nature; and how it relates to the Singapore early childhood educational system provide sufficient background of the matter.

Promoting moral development during early childhood has several benefits. One of the primary objectives of preschool is social competence. In other words, preschoolers are taught from the beginning of their educational experience that one must interact with others in a constructive manner. To attain this goal, preschoolers are taught to be polite, by using courteous phrases; to positively interact with ethnically and racially diverse peers; to cooperatively use resources (such as toys, books, food, and crayons); to play various social roles (i.e., leader, follower, helper); to listen to and be affected by others' feelings and ideas; and to adhere to authority, including classroom procedures and codes of conduct.

Social competency skills are not limited to the preschool classroom setting. It applies to students' schools, homes, communities, and nations. Preschoolers are taught about appropriate behaviors in all these settings. For example, students learn how to act during assemblies, with siblings, and on field trips. In this way, children realize they are part of a greater network of citizens who hold similar morals and practices, the result being a meaningful and secure life.

Another aim of moral development revolves around the individual: self-respect. In the preschool setting, students are encouraged to take reasonable risks. The hope is that students will be mostly successful in such endeavors, which will in turn boost their self-esteem. By accumulating positive outcomes to new situations, preschoolers increasingly feel competent about their abilities, and as an extension, about themselves. This leads to individuals who respect their personal characteristics; they are likely to recognize similar qualities in others. Said differently, individuals who feel comfortable with themselves are prone to feel the same about peers.

Along with self-respect, self-discipline is a basic goal of moral education. By nature, young children react instinctively and with little regard for others. During preschool, they are taught to reflect on situations before responding to them. Oftentimes, during reflection and the decision-making process, preschoolers are expected to consider the welfare of others. Exerting self-discipline also requires preschoolers to uphold their promises and attend to their responsibilities. Instructors also teach pupils to maintain personal integrity, despite the consequences of such honesty. Self-discipline implies perseverance during challenges. As previously mentioned, risk-taking is a valuable skill during the preschool years. Although students must experience more success than failure during such endeavors, the occasional inability to easily complete tasks nonetheless holds intrinsic value. It teaches children to devise alternative paths to success; to perceive all aspects of an issue; and to release frustration through socially acceptable channels.

Encouraging moral development in preschoolers has direct implications on the classroom environment. Students learn to how to think, behave, and express themselves in culturally acceptable ways. This creates a safe, predictable, fair, and meaningful educational atmosphere. In other words, it removes -- to a large extent -- chaos, injustice, insecurity, and senselessness from the scholastic arena. With such fundamental issues resolved, preschoolers are better able to manage academic material.

It is obvious that moral education is a reflection of a culture's beliefs, values, and customs. Morality cannot be separated from one's cultural identity. When children enter school, they begin a long-term program of cultural coaching, beginning with moral education. This creates a generation of citizens whose ideals and sense of morality closely resemble those of previous generations; it allows for the continuity of a culture. In other words, moral education maintains the status quo of a society. Preschoolers who demonstrate social literacy, self-respect, and self-discipline become adults who exhibit the same traits. This allows for the perpetual motion of society.