Book chapter
Epistemic Climates for Active Citizenship: Dialogically Organised Classrooms and Children’s Internal Dialogue
Values Education in Early Childhood Settings, pp.69-87
International Perspectives on Early Childhood Education and Development, Springer International Publishing, 1
2018
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Abstract
While the significance of children’s early learning experiences is recognised internationally, less is known about early learning for moral values and active citizenship. There is evidence to suggest that prejudicial behaviours can emerge in early childhood, yet there is little research to inform how to promote social inclusion and reduce exclusionary behaviours in young children. One promising line of research involves considering children’s reasoning about moral values for active citizenship. This chapter explores values education and children’s learning of moral values through the theoretical lens of epistemic beliefs. We argue that a focus on children’s beliefs about knowing and knowledge in the context of learning about moral values is best addressed in dialogically organised early years classrooms.
Details
- Title
- Epistemic Climates for Active Citizenship: Dialogically Organised Classrooms and Children’s Internal Dialogue
- Creators
- Jo Lunn Brownlee - Queensland University of TechnologySue Walker - Queensland University of TechnologyEva Johansson - University of StavangerLaura Scholes - Queensland University of TechnologyMary Ryan - Macquarie University
- Publication Details
- Values Education in Early Childhood Settings, pp.69-87
- Series
- International Perspectives on Early Childhood Education and Development
- Publisher
- Springer International Publishing
- Edition
- 1
- Identifiers
- 991013006394902368
- Copyright
- (C) Springer International Publishing AG, part of Springer Nature 2018.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter