How is Piaget's autonomous morality different from Kohlberg's conventional moral reasoning?

Question

What will be an ideal response?

Answer 1

In middle childhood, at about age 7, children enter the second stage of Piaget's scheme, autonomous morality (also known as the morality of cooperation). Now children begin to see rules as products of group agreement and tools to improve cooperation. For example, older children are likely to recognize that the teacher's rule that the youngest children must be the first to bat at the piñata at a children's party is a way to help the youngest children, who are less likely to be successful. Some children might agree that the rule promotes fairness, while others might argue to abandon the rule as it gives younger children an unfair advantage. At this stage, children view a need for agreement on rules and consequences for violations.
At about age 9 or 10, children transition to the second level of Kohlberg's scheme, conventional moral reasoning. Children are now able to take others' perspectives and are motivated by reciprocity, seeking to be accepted and avoid disapproval. Rules maintain relationships. At Stage 3, children uphold rules in order to please others, gain affection, and be a good person - honest, caring, and nice. The Golden Rule motivates their behavior: "Do unto others as you would have them do unto you." At Stage 4, which emerges in adolescence, perspective-taking expands beyond individuals to include society's rules. Adolescents accept rules as a tool to maintain social order and believe that everyone has a duty to uphold the rules. Reasoning is no longer influenced by relationships and a desire to be a good person. Instead, rules are universal and must be enforced for everyone. Many people demonstrate conventional reasoning throughout their lives.