While innate emotions allow us to understand and empathise with others' distress, other factors also influence whether children will behave prosocially and show concern for others' well-being. For example, prosocial development is fostered by effective parenting practices, and positive peer relationships. According to the aforementioned theories, the development of morality proceeds apace with cognitive development, and, increasingly enables children to assess the antecedents and outcomes of issues requiring moral decisions. Thus, moral development is directly linked to both social and cognitive development. Social learning theory emphasises the importance of modelling by significant others and the positive reinforcement of socially appropriate behaviours.
Punishment can also impact on the development of morality in complex ways.
From a psychoanalytic perspective, Freud proposed that moral development was bound up with the development of the superego. The development of Piaget's theory of moral development was integrated into the framework of his theory of cognitive development. Piaget suggested that the first stage of moral realism extends until about 10 years of age and is characterised initially by inattention to rules or winning. However, by the age of approximately 5 years the child becomes concerned with respect for rules and authority. Hence the motivation of the child, especially later in this stage, is based on the possibility of immanent justice , that is that some behaviours lead to punishment.