According to Kohlberg, pre-conventional morality occurs between the birth year and a child’s 9^th year. There are three stages (levels) of morality: pre-conventional, conventional, and post-conventional morality. According to Mcleod (2013), within the pre-conventional stage are two sub-stages: obedience and punishment orientation, and individualism and exchange. During obedience and punishment orientation, morality is externally based, and “good” and “bad” are defined by punishment and rewards. Moral principles are not yet internally devised from a sense of self and is formed by those in positions of authority (parents, teachers, etc.). Consequently, decisions are often “based on the physical consequences of actions” and “the child/individual is good in order to avoid being punished” (Mcleod, 2013). The second sub-stage represents the point at which the child begins to understand that “good” and “bad” are subjective, and that “different individuals have different viewpoints” (Mcleod, 2013). This is the first sign that a child is entering the conventional morality stage.