scholarly journals PENGARUH PENCEGAHAN TERHADAP PERKEMBANGAN MORAL ANAK-ANAK

2018 ◽  
Vol 5 (2) ◽  
pp. 288
Author(s):  
Anita Afrianingsih ◽  
Dicky Setiardi
Keyword(s):  
Moral Development ◽  
Everyday Life ◽  
Survey Methods ◽  
Moral Behavior ◽  
Moral Emotions ◽  
Child Molestation ◽  
Moral Understanding ◽  
Inductive Discipline

<p>Abstract: THE INFLUENCE OF PREVENTION TO THE CHILDREN’S MORAL<br />DEVELOPMENT. Moral development can be divided into three categories:<br />moral emotions, moral behavior, moral understanding and reasoning.<br />Parents have the ability to stimulate moral development through their<br />methods of discipline and consistency through compassion. Research shows<br />that using inductive discipline helps the child in internalizing the model of<br />moral behavior. Inductive discipline is a form of correcting behavior by<br />explaining the consequences of breaking the rules and showing affection<br />for children. Research involves parents by using survey methods with<br />brochure media at parenting parenting (PPO). The purpose of this study is<br />to promote and promote awareness of the effects of child molestation on<br />moral development. The results of this study proved successful in<br />presenting and informing about the influence of parents on moral<br />development in children and tips that can be used in everyday life to<br />improve the positive moral development of children.</p><p>Perkembangan moral dapat dibagi menjadi tiga kategori:<br />emosi moral, perilaku moral, pemahaman moral dan penalaran. Orang<br />tua memiliki kemampuan untuk menstimulasi perkembangan moral melalui metode disiplin dan konsistensi mereka melalui kasih sayang. Penelitian menunjukkan bahwa menggunakan disiplin induktif membantu anak dalam menginternalisasi model perilaku moral. Disiplin induktif adalah bentuk mengoreksi perilaku dengan menjelaskan konsekuensi dari melanggar peraturan dan menunjukan kasih sayang terhadap anak. Penelitian melibatkan orang tua dengan menggunakan metode survei dengan media brosur pada pertemuan parenting orang tua (PPO). Tujuan dari penelitian ini adalah untuk meningkatkan dan mempromosikan kesadaran akan efek dari penganiayaan anak pada perkembangan moral. Hasil penelitian ini terbukti berhasil dalam menyajikan dan menginformasikan tentang pengaruh orang tua pada perkembangan moral pada anak dan tips yang dapat digunakan dalam kehidupan sehari-hari untuk meningkatkan perkembangan moral positif anak.</p>

The Socialization of Children’s Moral Understanding in the Context of Everyday Discourse

2019 ◽  
pp. 286-300 ◽  
Author(s):  
Deborah J. Laible ◽  
Erin Karahuta ◽  
Clare Van Norden ◽  
Victoria Interra ◽  
Wyntre Stout
Keyword(s):  
Moral Development ◽  
Real World ◽  
Empirical Work ◽  
Moral Understanding ◽  
Inductive Discipline ◽  
Parent Child

Conversations with parents are one important way in which moral and behavioral standards get communicated to children. This chapter explores how the content and style of parent-child discourse might influence children’s socialization and moral development. Although researchers have emphasized the importance of discourse in the context of inductive discipline, there has been little empirical work on how the content of that discourse might influence children’s perception and appropriation of the discipline message. Thus, we speculate on the types of discourse that might be important for promoting children’s moral internalization in the context of discipline. More work has been done on parent-child discourse in other contexts, including on children’s reminiscing, parent-child conflict, and the discussion of hypothetical and real world conflicts. We review this work and highlight the importance of examining the interplay between content and style of discourse in predicting moral development.

scholarly journals Transforming Values into Behaviors: A Study on the Application of Values Education to Families in Turkey

2016 ◽  
Vol 5 (2) ◽  
pp. 24 ◽  
Author(s):  
Deniz Tonga
Keyword(s):  
Content Analysis ◽  
Moral Development ◽  
Everyday Life ◽  
Communication Skills ◽  
Education Program ◽  
Human Life ◽  
Family Members ◽  
Values Education

<p>No matter what century we live in, even though the tools we use change from age to age, man is not a creature who can be considered or understood without the concept of values. Although we have different religions, languages, races and cultures, the personality of man is always constructed through values. Values are factors that directly influences human life and society in a positive or negative way. This study suggests that values education aimed at teaching individuals certain values is not sufficiently practiced by families in Turkey. In order to address the problem, this study aimed to increase the awareness of family members regarding values and help them turn values into behavior in everyday life. To this end, a 24-month “values education program” involving a set of activities was carried out. Every month, a specific value was chosen taking into account the needs of family members and “value booklets” were prepared using four sub-dimensions of the chosen value. 10 families participated in the program and the data was collected from 25 individuals. The resulting data was subjected to content analysis. 3 main themes were found to be important in the light of the data: moral development, development of communication skills, and religiousness. These themes were thought to be beneficial in terms of understanding the effectiveness and importance of family members’ internalizing values and turning them into behavior in everyday life.<strong></strong></p>

Integrating Moral Development with Moral Behavior

1999 ◽  
Vol 63 (1) ◽  
pp. 87-88
Author(s):  
William E. Herman
Keyword(s):  
Moral Development ◽  
Moral Behavior

Responding to Critics of Emotions and Collectives

2021 ◽  
pp. 104-115
Author(s):  
Sarah E. Fredericks
Keyword(s):  
Climate Change ◽  
Moral Development ◽  
Negative Emotions ◽  
Moral Emotions ◽  
Climate Ethics ◽  
Rational Individual

Chapter 6 explore three questions: why other climate ethicists including Dale Jamieson, Stephen M. Gardiner, and Tracy Lynn Isaacs have not examined moral emotions or the negative emotions of guilt and shame; why their philosophical assumptions prevent them from doing so; and what the advantages are of taking guilt and shame seriously in environmental and climate ethics. Philosophical climate ethics generally prioritizes rational, individual analyses and direct linear causality. These commitments are challenged by the complex layers of agency causing climate change and lead scholars to overlook (1) the contributions of guilt and shame to moral development and (2) how such moral emotions can help agents recognize their as-yet unacknowledged moral commitments––particularly critical tasks in rapidly developing moral circumstances such as that of climate change. Additionally, philosophical commitments of most climate ethicists hinder their recognition of important ethical questions: What are the ethical ramifications of environmental guilt and shame? Should agents intentionally induce them? Regardless of how these emotions come to exist, how should agents respond to them? A more capacious vision of ethics as outlined in this project—which draws on insights of laypeople as well as academics in multiple disciplines; includes rationality, emotion, relationships; acknowledges the agency of individuals and collectives; and recognizes human limits—can address a broader scope of ethical questions including but not limited to those sparked by environmental guilt and shame.

scholarly journals Moral Development of Children during the COVID-19 Pandemic

2021 ◽  
Vol 2 ◽  
pp. 17-22
Author(s):  
Nia Anggri Noveni ◽  
Bagus Rizqy Yudhya Putra ◽  
Mellyna Putri Utami ◽  
Putri Rahmawati ◽  
Maharani Susilowati ◽  
...  
Keyword(s):  
Data Collection ◽  
Moral Development ◽  
Survey Methods ◽  
Quantitative Approach ◽  
Social Distancing ◽  
Survey Results ◽  
Activity Restrictions

The Covid-19 pandemic requires people to implement social distancing (activity restrictions) to anticipate the spread of Covid-19. This study aims to determine the moral development of children during the Covid-19 pandemic and to determine the role of adults in the formation of children's moral development during the pandemic. The subjects of this study amounted to 104 people who are parents or siblings who are in the same house with children in Pandemic. This study uses a quantitative approach with survey methods and data collection techniques used are questionnaires through Google Form. The survey results show that only 75% of parents or siblings of children make regulations related to social distancing, while 25% do not make regulations related to social distancing. Basically, the attitude shown by adults will have a big influence on the children moral’s reasoning about social distancing. In addition, children aged 0-5 years have not obeyed the rules made, but children aged above 5-10 years will begin to obey the rules. Meanwhile, at the age of 9 to more than 10 years, children begin to consider the purpose and consequences of social distancing rules that have been made by adults.

Integrating Cultural Values Through Everyday Experiences

2020 ◽  
pp. 185-202
Author(s):  
Suzanne Gaskins
Keyword(s):  
Everyday Life ◽  
Cultural Values ◽  
Social Engagement ◽  
Moral Action ◽  
Cultural Environment ◽  
Single System ◽  
Yucatec Maya ◽  
Moral Understanding ◽  
Moral System ◽  
Ethnographic Data

Children learn their culture’s moral system by participating and observing everyday life. Yucatec Maya children’s cultural environment is organized on three intertwined principles: autonomy, belonging, and work. As they develop, they must integrate them into a single system that motivates their moral behavior. From infancy, children assert and caregivers respect their autonomy to organize their own activities, learning, and social engagement. Belonging entails reciprocal caring within an age hierarchy of responsibility and respect. Work is not only exercising competence but also “pitching in.” Understanding these more complex meanings lead Yucatec Maya children to see that their actions matter to their family, and they recalibrate their idea of autonomy to include the opportunity to make a difference. A model for studying the development of children’s moral understanding is demonstrated by ethnographic data: study the child-in-context and interpret everyday behavior as evidence of moral action as defined by the culture.

Individual, Team, and Coach Predictors of Players' Likelihood to Aggress in Youth Soccer

2009 ◽  
Vol 31 (4) ◽  
pp. 425-443 ◽  
Author(s):  
Graig M. Chow ◽  
Kristen E. Murray ◽  
Deborah L. Feltz
Keyword(s):  
High School ◽  
Moral Development ◽  
Multilevel Modeling ◽  
Youth Sports ◽  
Efficacy Beliefs ◽  
Moral Behavior ◽  
Soccer Players ◽  
Coaching Efficacy ◽  
Development Team ◽  
Youth Soccer

The purpose of this study was to examine personal and socioenvironmental factors of players' likelihood to aggress. Participants were youth soccer players (N = 258) and their coaches (N = 23) from high school and club teams. Players completed the Judgments About Moral Behavior in Youth Sports Questionnaire (JAMBYSQ; Stephens, Bredemeier, & Shields, 1997), which assessed athletes' stage of moral development, team norm for aggression, and self-described likelihood to aggress against an opponent. Coaches were administered the Coaching Efficacy Scale (CES; Feltz, Chase, Moritz, & Sullivan, 1999). Using multilevel modeling, results demonstrated that the team norm for aggression at the athlete and team level were significant predictors of athletes' self likelihood to aggress scores. Further, coaches' game strategy efficacy emerged as a positive predictor of their players' self-described likelihood to aggress. The findings contribute to previous research examining the socioenvironmental predictors of athletic aggression in youth sport by demonstrating the importance of coaching efficacy beliefs.

scholarly journals Development of Instruments to Assess Shame and Guilt in Adolescents: Empirical Differences Between the Constructs

2013 ◽  
Vol 23 (55) ◽  
pp. 171-178 ◽  
Author(s):  
Lorena Maria Laskoski ◽  
Jean Carlos Natividade ◽  
Claudio Simon Hutz
Keyword(s):  
High School ◽  
High School Students ◽  
Everyday Life ◽  
Moral Emotions ◽  
Sufficient Evidence ◽  
Single Factor ◽  
Validity And Reliability ◽  
School Students ◽  
Two Factors ◽  
Shame And Guilt

Shame and guilt are terms easily mixed in everyday life and often used as synonyms. Although they are words of similar use, they represent theoretically different moral emotions. The aims of this study were to develop and validate instruments to assess shame and guilt and to test the empirical independence of the constructs. Five hundred and eighty high school students from three Brazilian states participated in this study, 55% of them female, with an average age of 16.0 years. The participants answered a questionnaire containing socio demographic questions and scales designed for this study in order to assess shame and guilt. The scales developed gave appropriate evidence of validity and reliability. A single factor was extracted to assess shame and two factors to assess guilt (recognition of mistake and regret). The constructs revealed to be correlated, but independent. It is considered that there is sufficient evidence to affirm that shame and guilt are emotions with distinctive peculiarities and can be measured using the instruments developed in this research.

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