The preconventional level of moral development coincides approximately with the preschool period of life and with Piaget's preoperational period of thinking. At this age the child is still relatively self-centered and insensitive to the moral effects of actions on others. The result is a somewhat short-sighted orientation to morality. Initially (Kohlberg's Stage 1), the child adopts an ethics of obedience and punishment a sort of “morality of keeping out of trouble”. The rightness and wrongness of actions is determined by whether actions are rewarded or punished by authorities such as parents or teachers. If helping yourself to a cookie brings affectionate smiles from adults, then taking the cookie is considered morally “good”. If it brings scolding instead, then it is morally “bad”. The child does not think about why an action might be praised or scolded; in fact, says Kohlberg, he would be incapable at Stage 1 of considering the reasons even if adults offered them.
Eventually the child learns not only to respond to positive consequences, but also learns how to produce them by exchanging favors with others. The new ability creates Stage 2, an ethics of market exchange. At this stage the morally “good” action is one that favors not only the child, but another person directly involved. A “bad” action is one that lacks this reciprocity. If trading the sandwich from your lunch for the cookies in your friend's lunch is mutually agreeable, then the trade is morally good; otherwise it is not. This perspective introduces a type of fairness into the child's thinking for the first time. But it still ignores the larger context of actions the effects on people not present or directly involved. In Stage 2, for example, it would also be considered morally “good” to pay a classmate to do another student's homework or even to avoid bullying or to provide sexual favors”provided that both parties regard the arrangement as being fair.
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