Question

Isabella is in third grade. She forgot her lunch money one day at school, did not pack a lunch, and did not have any money left on her lunch account. Isabella found a twenty dollar bill on the classroom floor an hour before lunch. The twenty dollar bill was laying under the backpack rack in the back of the room and she knew that it likely fell from someone's backpack. It looked like the bill fell from Cindy's backpack and Isabella knew that Cindy brought a packed lunch from school that day. Isabella decided to take the twenty dollar bill because Cindy would still be able to eat lunch if she took it, but if she didn't take it she would go hungry for the rest of the school day.
A) What stage of moral development is Isabella in?
O formal operational
O conventional
O preoperational
O preconventional

Answer 1

Answer:

The correct choice is A) formal operational.

Explanation:

The formal operational stage is the fourth and final stage of Jean Piaget's theory of cognitive development. It begins at approximately age 12 and lasts into adulthood.

At this point in development, thinking becomes much more sophisticated and advanced. Kids can think about abstract and theoretical concepts and use logic to come up with creative solutions to problems. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

This is very clear form the excerpt. Isabella weighs from her own perspective, the consequences to her as well as Cindy if she returns the money.

She concludes that it is okay to take it given that no one gets hurt.

Cheers!

Answer 2

Answer:

Preconventional

Explanation:

The pre-conventional level of moral reasoning is especially common in children, although adults can also exhibit this level of reasoning. Reasoners in the pre-conventional level judge the morality of an action by its direct consequences. The pre-conventional level consists of the first and second stages of moral development, and are purely concerned with the self in an egocentric manner.

In stage one, individuals focus on the direct consequences that their actions will have for themselves. For example, an action is perceived as morally wrong if the person who commits it gets punished. The worse the punishment for the act is, the more 'bad' the act is perceived to be. In addition, there is no recognition that others' points of view are any different from one's own view. This stage may be viewed as a kind of authoritarianism.

Stage two espouses the what's in it for me position, right behaviour being defined by what is in one's own best interest. Stage two reasoning shows a limited interest in the needs of others, but only to a point where it might further one's own interests, such as you scratch my back, and I'll scratch yours. In stage two concern for others is not based on loyalty or intrinsic respect. Lacking a perspective of society in the pre-conventional level, this should not be confused with social contract (stage five), as all actions are performed to serve one's own needs or interests. For the stage two theorist, the perspective of the world is often seen as morally relative.