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The theme of moral development in early childhood is commonly discussed in many educational fields because of a variety of factors affecting vital processes. In this discussion, attention is paid to morality and its application in the idea of moral changes within children. Socialization of humans explains why certain behaviors are chosen, and some steps are better to avoid. However, I think that the recognition of such factors as family, religion, culture, education, and community cannot be ignored. Teachers, parents, and friends contribute to people’s moral perceptions and understanding such ethical issues as what is right and what is wrong (Durmuş, 2019). At the same time, in addition to the impact of interpersonal relationships, such external factors as culture or religion matter because they introduce the norms of how to behave, make decisions, and respond.
Choosing positive moral reasoning as the goal of early childhood education and care (ECEC) to improve decision-making and cooperation is a sound approach. It should help understand the nature of choices and the possibility to learn from mistakes. Social integration of values and norms is a permanent process that allows individuals to refer to past experiences and improve current situations (Durmuş, 2019). The only point to be poorly addressed in this discussion is the options for assessing values in young children and the worth of this task. It is not always possible to identify all meaningful values in early childhood, but teachers have to evaluate the already made achievements and future implications. Children need to evaluate their behaviors, compare outcomes, and share opinions on how not to repeat the same mistakes. It is easier for teachers and parents to implement policies and explain what living ethically and morally correctly at a young age means.
Reference
Durmuş, Y. T. (2019). Early childhood education teachers’ experiences on moral dilemmas and suggestions for morality and ethics in education course in faculty of education. International Journal of Progressive Education, 15(5), 301-314. Web.
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