Development of moral reasoning and prosocial behavior in children and adolescents

Moral određuje što je dobro i pošteno, a što nije. To je skup društvenih pravila i normi čiji je primarni razlog dječje razlikovanje dobrog od lošeg ponašanja. Moralni razvoj podrazumijeva da dijete dolazi do stadija u kojem takva pravila postaju internalizirana, ali u početnim stadijima ovog razvoja ponašanje je određeno pravilima koja dolaze od strane autoriteta, odnosno, potrebna je vanjska kontrola ponašanja. Najpoznatije teorije moralnog razvoja su postavili Jean Piaget i Lawrence Kohlberg i one su temelj za mnogobrojna istraživanja ovog problema. Kada govorimo o moralnom razvoju onda treba imati na umu razvoj moralnog ponašanja i razvoj moralnog rasuđivanja. Na razvoj moralnog rasuđivanja utječu brojni čimbenici vezani uz samo dijete, obitelj i obiteljski odgoj, načine discipliniranja, vršnjake i odnose s njima, ali i uz širu društvenu zajednicu (kulturu društva, školovanje i religiju). Tijekom predškolskog uzrasta dijete je u fazi moralnog realizma obilježenog bezuvjetnom pravdom i objektivnom odgovornošću. U adolescenciji moralno rasuđivanje postaje slično onome u odraslih osoba. Uz moralno rasuđivanje razvija se i prosocijalno ponašanje. Za prosocijalno ponašanje izuzetno je važna empatija, a ono donosi pozitivne promjene samoj osobi, ali i društvu kao cjelini. Tri su važna oblika prosocijalnog ponašanja: dijeljenje s drugima, suradnja i pomaganje. Odrednice prosocijalnog ponašanja uključuju kognitivne i emocionalne te društvene i obiteljske. Potkraj srednjeg djetinjstva i rane adolescencije moralno rasuđivanje i prosocijalno ponašanje (ili njegov izostanak) počinju se temeljiti na unutarnjim normama i vrijednostima. Pozitivna i afirmativna disciplina, te topao i empatičan odnos odraslih prema djeci uz jasno postavljanje granica mogu uvelike potaknuti moralni razvoj i prosocijalno ponašanje.Moral determines what is good and honest, and what is not. It is a set of social rules and norms whose primary purpose is a child's differentiation between good and bad behavior. Moral development implies that a child reaches a stage where such rules become internalized, but in the initial stages of this development, behavior is determined by rules imposed by authorities, meaning external control of behavior is needed. The most well-known theories of moral development were put forth by Jean Piaget and Lawrence Kohlberg, serving as the foundation for numerous studies on this issue. When discussing moral development, it is important to consider the development of moral behavior and moral reasoning. Various factors influence the development of moral reasoning, including the child itself, family upbringing, methods of discipline, peers and relationships with them, as well as the broader societal community (the culture of society, education, and religion). During the preschool years, a child is in a phase of moral realism characterized by unconditional justice and objective responsibility. In adolescence, moral reasoning becomes similar to that of adults. Alongside moral reasoning, prosocial behavior also develops. Empathy is crucial for prosocial behavior, and it brings about positive changes both in the individual and in society as a whole. There are three important forms of prosocial behavior: sharing with others, cooperation, and helping. Determinants of prosocial behavior include cognitive and emotional aspects, as well as social and familial factors. Towards the end of middle childhood and early adolescence, moral reasoning and prosocial behavior (or its absence) begin to be based on internal norms and values. Positive and affirmative discipline, along with a warm and empathetic attitude of adults toward children, while also setting clear boundaries, can greatly promote moral development and prosocial behavior