In terms of moral development, what level did some highly gifted elementary students function beyond, according to Kohlberg's studies?

The assertion that some highly gifted elementary students function beyond a specific level of moral development, in this case, points to their capacity for advanced reasoning and ethical thinking. Kohlberg's theory categorizes moral development into distinct levels, and the identified level suggests that highly gifted students are capable of navigating moral dilemmas with more sophistication than their peers.

The correct level indicates that these students are operating at or above the Conventional Morality stage, where they begin to internalize societal norms and values, understanding laws and rules as important for maintaining order. Gifted students, with their heightened cognitive abilities, often demonstrate a capability to critically analyze rules and evaluate their consequences in a way that reflects a deeper understanding of fairness, justice, and human rights, which is characteristic of the higher stages.

The distinction lies in recognizing that some gifted individuals may move beyond the expectations for their age, demonstrating reasoning that aligns with more advanced moral principles. This opens up their capacity to consider the implications of actions on a broader societal level, reflecting the developmental trajectory suggested in Kohlberg’s framework. Consequently, this observation about highly gifted students highlights the potential for their moral reasoning to be enriched beyond the conventional norms typically established at their age.