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ERIC Number: ED077565
Record Type: RIE
Publication Date: 1972
Pages: 20
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
An Evaluation of a Curriculum for Primary Group Children Based on Cognitive-Developmental Theory of Moral Reasoning.
Selman, Robert L.; Lieberman, Marcus
The development and evaluation of a curriculum that presents moral dilemmas for primary grade children are discussed. Using the method of sound filmstrips, a set of dilemmas was constructed for stimulating development in primary grade children in the following ways: (1) they present dramatic stories which are enjoyable and involving to watch for children of this age; (2) they present a conflict between two or more values understood by children of this age; (3) they are open--children of this age disagree about what is right and have difficulty making up their minds; and (4) without giving "right answers," they present reasons above the level of most of the children in the class which may help stimulate the child to make his own level of reasoning more adequate. The filmstrips provide stimulation of moral development. The curriculum is divided into five units: keeping promises, telling the truth, respecting property rights, sharing and taking turns, and understanding the reasons for rules. Each unit contains two moral dilemmas. The teacher's role is to stimulate a moral discussion of the dilemma. A preliminary pilot study being carried out to evaluate this curriculum is in the process of testing the following hypotheses: (1) intervention in the form of filmstrip dilemma presentation and discussion will cause significant change in moral development level compared with a comparison group; and (2) both "expert-led" and "teacher-led" groups will not differ significantly from each other, but their mean amount of change will differ from that of the control group. Six second-grade classrooms are participating in the experiment. Three dilemmas are appended. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Lab. of Human Development.