Moral determines what is good and honest, and what is not. It is a set of social rules and norms whose primary purpose is a child's differentiation between good and bad behavior. Moral development implies that a child reaches a stage where such rules become internalized, but in the initial stages of this development, behavior is determined by rules imposed by authorities, meaning external control of behavior is needed. The most well-known theories of moral development were put forth by Jean Piaget and Lawrence Kohlberg, serving as the foundation for numerous studies on this issue. When discussing moral development, it is important to consider the development of moral behavior and moral reasoning. Various factors influence the development of moral reasoning, including the child itself, family upbringing, methods of discipline, peers and relationships with them, as well as the broader societal community (the culture of society, education, and religion). During the preschool years, a child is in a phase of moral realism characterized by unconditional justice and objective responsibility. In adolescence, moral reasoning becomes similar to that of adults. Alongside moral reasoning, prosocial behavior also develops. Empathy is crucial for prosocial behavior, and it brings about positive changes both in the individual and in society as a whole. There are three important forms of prosocial behavior: sharing with others, cooperation, and helping. Determinants of prosocial behavior include cognitive and emotional aspects, as well as social and familial factors. Towards the end of middle childhood and early adolescence, moral reasoning and prosocial behavior (or its absence) begin to be based on internal norms and values. Positive and affirmative discipline, along with a warm and empathetic attitude of adults toward children, while also setting clear boundaries, can greatly promote moral development and prosocial behavior.