Journal article
Changes in children's reasoning about the social inclusion of aggressive children over the early years of elementary school
International Journal of Inclusive Education, Vol.21(10), pp.991-1010
03/10/2017
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Source: InCites
Abstract
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female = 85, male = 87), between the ages of six and seven and 155 children (female = 78, male = 79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning.
Details
- Title
- Changes in children's reasoning about the social inclusion of aggressive children over the early years of elementary school
- Creators
- Laura Scholes - Queensland University of TechnologyJoanne Lunn Brownlee - Queensland University of TechnologySusan Walker - Queensland University of TechnologyEva Johansson - University of Stavanger
- Publication Details
- International Journal of Inclusive Education, Vol.21(10), pp.991-1010
- Publisher
- Routledge
- Grant note
- DP130102136 / Australian Research Council (10.13039/501100000923)
- Identifiers
- 991013006395102368
- Copyright
- © 2017 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article