Teaching and Learning Moral Values through Kindergarten Curriculum

Autor/inn/en	Al-Hooli, Abeer; Al-Shammari, Zaid
Titel	Teaching and Learning Moral Values through Kindergarten Curriculum
Quelle	In: Education, 129 (2009) 3, S.382-399 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Foreign Countries; Moral Values; Kindergarten; Moral Development; Young Children; Interviews; Teacher Attitudes; Student Attitudes; Interaction; Teacher Student Relationship; Peer Relationship; Personality Traits; Observation; Questionnaires; Ethics; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Moral value; Ethischer Wert; Moralische Entwicklung; Frühe Kindheit; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Beobachtung; Fragebogen; Ethik
Abstract	In this research study we investigated kindergarten-aged children's moral values in Kuwait. This study utilized several quantitative and qualitative research methods in the course of looking at three terms--moral development, the meaning of value, and the meaning of morality--as experienced by kindergarten-aged children. Participants were 600 children and eleven teachers in six education districts in Kuwait. The instrument used was the Kindergarten Moral Value Questionnaire (KMVQ), which was administered in all six districts. Participating teachers and children were also observed and interviewed. Teachers' involvement and interaction with children during class and non-class activates were noted. Results indicated that using the KMVQ with kindergarten children provided valuable understanding of their judgments on various moral issues. Researchers focused on eight dimensions: truthfulness, honesty, gratitude, loyalty, reasonability, fairness, mercifulness, and patience. Each of these dimensions was included in several hypothetical situations to assess the morality level of each child. Most study outcomes were very encouraging. For example, more than 50% of the students showed high morality on each of the eight dimensions. Each of the statements in each of the dimensions was statistically significant at the 0.001 level. It was also found that the eight dimensions were significantly correlated at 0.01 levels. A conclusion and recommendations are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10