Moral In A Child
child moral studies, child development, child development guidance, child moral

child moral studies, child development, child development guidance, child moral
In every one of the child moral studies , no correlation at all between actual behaviour (cheating) and character education and virtue training.

child moral studies, child development, child development guidance, child moral

In the 1920s, a series of child moral & religion studies conducted by two researchers, Hugh Hartshone and Mark May at the University Of Chicago , replicated several times, on over 10,000 children and adolescents. The sample came from regular classrooms, Boy Scout groups, Sunday School classes and other groups known for religious or moral training.

In every one of their studies they found no correlation at all between actual behavior (cheating) and character education and virtue training. They came to the same conclusion each time: formal chamber instruction had no positive effect!

They also found no consistent moral behavior in the same person from one situation to another based on the character education they had. This seems to imply that an individual may cheat in one situation but not in another.

child moral studies, child development, child development guidance, child moral

Another startling finding of moral and religion study was that there was no relationship between what people said about morality and the way they actually behaved. The very people who disapproved of cheating or stealing had no qualms about cheating or stealing like anyone else.child moral studies, child development, child development guidance, child moral

The researchers concluded that the most important deterrent was the risk of detection.

Link to early child development :

In the late 1950 Wayne Dennis a Psychology researched stumbled upon an orphanage in Teheran. What caught his attention was that nearly all of the children were mentally disabled and large percentage of them were physically disabled as well. Further investigation revealed that these were normal children who came almost exclusively from the literate population of Iran. The main cause of the disability: they were kept in extreme isolation and gravely locking stimulation; each one living in a separate, almost soundproof, white cubicle.

Contrast this with another study ( Music In A Child ). Like many older infants and toddlers around the world, the Hopi (an American Indian tribe) children were often carried about by their mothers in cradle boards secured to their backs. Despite the toddlers' legs and arms being restricted for several hours each day they developed like other normal children; they did not show any disability or delay in their physical mental or linguistic development.

In a third study a severely abused child was investigated. Genie was isolated in a back room of her parents' home since she was 20 months old. No one was permitted to talk to her and she was severely beaten whenever she made any noise. She was only discovered when she was 13½ years old. When found she did not vocalize at all; even her crying was silent. She was terribly impoverished in many ways. Over several years of training with warm and dedicated caregivers, her language developed but was very much impeded compared to normal children. Despite acquiring a large vocabulary for everyday conversation, she continued to struggle with syntax, grammar intonation and pitch control.

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