This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg, the inclusion of the Philosophy for Children program into schools is suggested. Prior to the elaboration of this proposition certain philosophical concepts put forward by both Piaget and Kohlberg are critically analysed. The aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. Concern is expressed at the acceptance of Kohlberg's work in schools and it is pointed out why this is unsatisfactory. What is taken to be an acceptable position in introducing moral education into schools is put forward and an approach where this can take place within the context of a broader educational program and which includes the Philosophy for Children program is also proposed.