Psychology

Moral development is an important factor in all humans. According to Piaget and Kohlberg religion, morality and values develops early in the life of children and continues till adolescence stage. There is hardly any differences in gender as both boys and girls are motivated by the same circumstances. This behavior at some stage tends to be rebellious, but this can last only a certain period. Children require the support of parents, community and schools in order to emerge as responsible adults.

Progression of Moral Reasoning
According to Piaget the initial sign of children moral reasoning is the strict adherence to duties and rules (Carpendale, 2000). The stage is heteronomous resulting from a childs cognitive structure. Young children in general are egocentric. They tend to project their wishes and thoughts on others. They are also characterized by moral realism believing in immanent justice. Children expect all wrongdoing to be followed with punishment. According to Piaget the relationship between adults and children contributes a great deal to the latter moral thinking (Carpendale, 2000). Adults hand down power to the children. However, as they play together with fellow children only rules seen as practical are observed. The children go ahead to formulate their own rules.

On the other hand Kohlberg proposed six stages of moral development. He observed a compulsory progression through the stages for each individual. The last two stages, five and six and however not attained by every individual (Daeg de Mott, 2001). The three levels contain two stages each. The preconventional level has an egocentric and individualistic point of view. The third and fourth level is conventional level whereby a child acts from the perspective of a society member, maintaining society norms and behavior. In the last two stages or postconventional level the individual acts from abstract ideals based on principles.

Gender Differences in Moral Reasoning
There are a number of conflicting studies on whether or not women and men differ in their moral reasoning. According to some researchers there is a difference in the manner which men and women solve moral dilemmas (Dawson, 1995). Women consider moral issues in terms of compassion, caring and relationships while on the other hand men consider the same in terms of individual rights and justice rules. However, another research conducted on accounting majors indicates absence of a significant difference in moral reasoning between the genders (Gowing, 2005). In addition differences in values were seen to be insignificant though female students tended to be more concerned about equality and self-direction.

Adolescence Egocentrism
Adolescences often feel that no one is interested in them and that they are unique. This creates a feeling that no one can understand them. They create for themselves an imaginary audience and believe to be the centre of attention (Santrock, 2005). All this is important as it leads to the ability to process information and improve vast areas in memory. It is at this period that the breadth of knowledge expands. The adolescent is not expected to continuously think in this manner. As he or she increases the content of knowledge and matures in thoughts soon the behavior changes for the better (Gibbs, 2003).One may ease rebellion and become close to family members. He or she might listen to other peoples views and opinions. Friendship and relationships become more mature.

Discrepancy in Thoughts and Behavior
It is easy for adolescence to cheat despite moral and religious views. There a number of reasons for this behavior. First, adolescences feel a sense of uniqueness and want believe that no one understands them. As much as they may understand what is expected of them and or what is right still they want to experiment with their life. Again, there are moral and or religious views which prescribe actions opposed to a particular group (Guttmann, 1984). This would mean alienating some of them.

Adolescents want to explore life to the fullest, make own decisions and appear in charge. Regulations that impede this progress will be shunned. Again, according to Kohlberg theory it is at this stage that abstract thoughts develop. As much as there is much pressure for adolescences to conform, they feel an obligation to rebel. This is a way to use their thoughts to arrive at a solution.

Support for Development of Moral Reasoning
The moral development of children can be said to be influenced by biology and the environment. Since the latter can hardly be changed then parents, schools and communities at large must endeavor to create n ideal environment for the growth of children. Parents for instance must try early in life to provide stimulating materials to enable children discover their world (Daeg de Mott, 2001). They should practice to talk and read to their children. Similarly schools and communities must create opportunities for children to explore their world. Special care and attention should be given to anti-social students (Gibbs, 2003). As much as there are rules and regulations, there should be an opening for self realization. The children must be allowed to experiment with their thoughts and ideas though with some degree of supervision.

Conclusion
Children have a strong sense of right and wrong. This sense is given with the society that the children grow up in. As they mature, children explore the world and come to understand the reasons why society behaves the way it does. They are thereby enabled to come up with an identity which may or may not be in agreement with society. It is primarily for this reason that society should endeavor to give the very best to their children.