With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education? This paper reviews neuroscience research germane to moral development using as an organisational framework Rest's Four Component Model of moral functioning, which proposes that moral behaviour requires moral sensitivity, moral judgement, moral motivation/focus and moral action skills. Issues such as the importance of early brain development and attachment are addressed. The authors conclude with a brief description of an integrative theory, Triune Ethics Theory, which provides an example of how moral development and neuroscience can be integrated.

The COVID-19 pandemic brought about many changes in family routines and introduced new stressors for parents. While stressors can lead to parental burnout, coparenting support may mitigate the effects of parental stress on parental burnout. The current study explored the effects of parental stress, COVID-19 stress, and coparenting support on parental burnout during the second year of the pandemic. Participants consisted of one hundred fifty-five parents in the USA ( M = 39.6, SD = 7.38; female = 94.8%). Results suggested parental stress was positively associated with parental burnout while coparenting support was negatively associated with parental burnout. These findings highlight the importance of addressing parental stress and support to minimize the risk of parental burnout.

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ObjectiveIn this study, we examine the impact of the COVID‐19 pandemic on parenting during the second year of the pandemic.BackgroundMany families experienced abrupt and prolonged changes in their daily routines. Due to the influence of long‐term stress on parenting quality and parenting behaviors, the current study focused on understanding the potential impact of the ongoing pandemic on parents.MethodTwenty parents (Mage = 38.25, SD = 7.77), living in the United States, with at least one child (newborn to 18 years of age) participated in an online interview. The majority of participants identified as White/European (80%), married (95%), and female (80%), with an undergraduate degree or higher (95%). All participants were fluent in English. Thematic analysis was used to identify themes based on parents' answers to questions about their parenting and family routines during the pandemic.ResultsFour themes and three subthemes were produced from the data: experiences as a parent (subthemes included negative experiences, positive experiences, and sources of social support), stressors impacting parenting, concerns for child(ren), and changes in child(ren)'s daily lives.ConclusionParents reported experiencing some of the same stressors that were identified at the beginning of the pandemic. The majority had positive and negative experiences parenting, and a few participants reported similarities in their parenting. Many parents utilized their social supports, but some lost social relationships. Finally, potential patterns emerged based on parent gender, household size, and household income.ImplicationsSupporting healthy child development during stressful periods may involve providing support for parents and assistance managing parental stress.

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