Morality in a human being is a characteristic that continues to develop throughout his or hers entire life, but a lot of studies have shown that it primarily develops in early childhood and adolescence. The exact beginning of development is something that is still being researched, but more and more researchers have come to the conclusion that it starts developing at a very early age. In this paper I will try to display the most dominant theories of moral development in children starting with a revolutionary research paper written by Piaget which instigated a large amount of other studies in this domain, especially the one done by Lawrence Kohlberg. His developmental theory of moral development based on stages is one of the most dominant in the field. Kohlberg has developed tests which were based on particular moral and logical concepts which he then gave to children. The tests were supposed to evaluate their ability to engage in moral reasoning. Based on the test results he formed the aforementioned stages of moral development which were supposed to faithfully display the childs ability to make moral descisions. Carol Gilligan especially opposed this theory in her famous work „In a Different Voice“ where she tried to deny Kohlberg's controversial study which demonstrated that girls in average score lower than boys on the tests that he devised which, in turn, means that they position on lower stages than boys. This also meaned that females are generally morally inferior to males. Her arguments showed that the tests that Kohlberg devised were based on a logic which favoured men and also pointed out that women come to the same, correct solutions to moral dilemmas using a different train of thought. If we accept that stages of moral development exist and that children gradually move from one stage to the other until they reach moral maturity, we have to ask is there a way to affect their moral development and further enhance it or at least speed it up. In todays society, morality is being taught indirectly. We develop it in our early years through our parents which raise us and later on we learn it indirectly through teachers in primary and secondary education but there is no particular subject in the school curriculum where children would learn how to act morally. In this part of the paper I will lay out the most important forms of moral education. I will start with the traditional approach to moral education in which the goal is to teach children how to act according to the moral rules that were already set by the society. I will continue with newer and more thought-out forms of moral education starting with the one based on the aforementioned Kohlberg's developmental theory which cherishes the ability of the child to reason. The second theory is the one developed by Nel Noddings which stands behind the idea that the goal of moral education is to make children care for others. In the very end I will state my opinion about these theories and give an explanation to why I chose Noddings care theory in the domain of moral education which is based on care ethics.