Moral reasoning of gifted pupils in the second triennium of primary school

My diploma paper discusses the abilities of moral reasoning in gifted pupils in primary school. The purpose was to examine a sample of pupils in the second triennium of primary school (including all, gifted pupils and their schoolmates) and determine how developed their moral reasoning is i.e. establish differences among them in moral maturity regarding Kohlberg's theory. Thus, the purpose was to determine whether the differences in moral maturity amongst them exist. The teacher approach for evaluating moral maturity in gifted pupils was also examined as well as the encouragement mechanisms for moral development inside the class and in school. The theoretical part defines the giftedness concept. Different views on giftedness concept by various authors are also presented. Further on, the diploma paper brings the characteristics and the issues typical of gifted pupils as well as the features of their education and schooling. Next, the theoretical part defines moral development, moral upbringing and Kohlberg’s theory of moral development. The theoretical part concludes by defining the moral reasoning in gifted pupils. The empirical part includes the study on moral reasoning in gifted pupils, which was conducted on three primary schools in Ljubljana. The study included 309 pupils in the second triennium of primary school, of which 105 gifted pupils, plus 30 teachers. The study finds no substantial differences among gifted pupils and their schoolmates when considering moral reasoning. Pupils in the second triennium of primary school fall into the conventional morality category. Teachers do notice a slightly higher maturity level in gifted pupils when it comes to moral reasoning if compared with their schoolmates, but their moral development is not particularly encouraged. They do encourage the moral development of all pupils in the class