Nikola, a preschool teacher, watches as a toy block whizzes across the room, hitting Lorissa in the side of the head. As another teacher tends to Lorissa, Nikola approaches the culprit, Christopher. Before she can kneel to his level, Christopher exclaims, "I'm sorry! I'm sorry!""What are you sorry for?" Nikola asks."I don't know.""Hmm . . . Why is Lorissa crying?""I don't know.""Was she hit with a block?""Yes.""Who threw that block?""I don't know.""Are you sure that you don't know? Did you throw it?""Yes. I'm sorry!""Why don't we throw blocks, Christopher?""We'll go to time out.""Is there another reason?"Christopher nods his head. "It's bad.""Throwing blocks can hurt other children. See how Lorissa is rubbing her head? That block hurt her. See how she's crying?""Yes.""Throwing blocks can
hurt our friends.""Okay."That afternoon Nikola hears a screech. Christopher has just snatched a toy from Jorge, pushing him."Christopher?""I'm sorry!""Why don't we push other children?""Time out. I don't want time out.""Is there another reason why we don't push?"Christopher nods his head, "Because the teacher says no.""All right, but there's another reason why we don't push-a very important reason. Do you know what that is?""Hurting?""Yes! Exactly. Pushing hurts other children and makes them sad. Do you like being pushed?"How would you characterize Christopher's level of moral reasoning? What stage and level of reasoning does he display?
What will be an ideal response?
Suggested Answer: Christopher is reasoning at the preconventional level. His answers for why he shouldn't engage in bad behavior all focus on consequences.
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