There are many reasons why a student can demonstrate their understanding to core related content. External factors in a child life, such as reading or exposure to technology can expand the students prior knowledge to assist them in learning core-related material. As well as internal factors, such as the students mental capability of understanding content. These are a few explanations to support the theory of a students ability to grasp materials in a classroom. However, students can also show their connection to the knowledge of moral reasoning within a classroom setting. The ethical reasonings that students express can occur from external and internal factors as well. Students can base their exterior environment to validate their responses to moral reasoning. They can also use internal thinking to conclude their responses with moral reasoning. The way that students learn and base their moral judgments can be further explained by the theories of cognitive development
and moral reasoning. The two theories are based on stages that increase as a child becomes more experienced, connected, and knowledgeable with the world around them. As a child grows, their cognitive development grows, and they are able to progress within each step of the stages. The external factors in a students life are intertwined with the instruction they receive in school. The instruction can benefit and assist a student to increase their knowledge and expose students to new perspectives in moral reasoning. There is a connection between Piaget’s cognitive development theory and Kohlbergs moral development. The two theories are based on stages, expansion in reasoning and intelligence, and moral reasoning increases as a students cognitive development increases. The link between these two theories can be further explained by exploring Piaget’s theory, relating that to Kohlbergs theory, and showing how the use of instruction can relate to both of these theories.