Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning

Journal article

Scholes, Laura, Brownlee, Joanna, Walker, Sue, Johansson, Eva, Lawson, Veronica and Mascadri, Julia. (2017). 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. 21(5), pp. 507 - 520. https://doi.org/10.1080/13603116.2016.1223181
AuthorsScholes, Laura, Brownlee, Joanna, Walker, Sue, Johansson, Eva, Lawson, Veronica and Mascadri, Julia
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.

KeywordsChildren’s personal epistemology; moral reasoning; social inclusion; early childhood education; social domain theory; moral pedagogy
Year2017
JournalInternational Journal of Inclusive Education
Journal citation21 (5), pp. 507 - 520
PublisherRoutledge
ISSN1360-3116
Digital Object Identifier (DOI)https://doi.org/10.1080/13603116.2016.1223181
Scopus EID2-s2.0-84984671852
Page range507 - 520
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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