Journal article
Promoting social inclusion in the early years of elementary school: a focus on children's epistemic beliefs for moral reasoning
International Journal of Inclusive Education, Vol.21(5), pp.507-520
04/05/2017
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Source: InCites
Abstract
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed.
Details
- Title
- Promoting social inclusion in the early years of elementary school: a focus on children's epistemic beliefs for moral reasoning
- Creators
- Laura Scholes - Queensland University of TechnologyJo Lunn Brownlee - Queensland University of TechnologySusan Walker - Queensland University of TechnologyEva Johansson - University of StavangerVeronica Lawson - Xavier SchoolJulia Mascadri - Queensland University of Technology
- Publication Details
- International Journal of Inclusive Education, Vol.21(5), pp.507-520
- Publisher
- Routledge
- Grant note
- DP130102136 2013-2015 / Australian Research Council (10.13039/501100000923)
- Identifiers
- 991013006394202368
- Copyright
- © 2016 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article