Loading...
Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue
Brownlee, Jo Lunn Walker, Sue Johansson, Eva Scholes, Laura Ryan, Mary
Brownlee, Jo Lunn
Walker, Sue
Johansson, Eva
Scholes, Laura
Ryan, Mary
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.
Keywords
children’s epistemic beliefs, reflexivity, dialogically organised classrooms, early years education, active citizenship
Date
2018
Type
Book chapter
Journal
Book
Values education in early childhood settings: Concepts, approaches and practices
Volume
23
Issue
Page Range
69-87
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
School of Education
Faculty of Education and Arts
School of Education
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled