Values Education in Nordic Preschools: A Commentary

Autor/in	Thornberg, Robert
Titel	Values Education in Nordic Preschools: A Commentary
Quelle	In: International Journal of Early Childhood, 48 (2016) 2, S.241-257 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-016-0167-z
Schlagwörter	Values Education; Preschool Children; Preschool Curriculum; Preschool Education; Values Clarification; Early Childhood Education; Teaching Methods; Teacher Role; Educational Practices; Educational Objectives; Faculty Development; Foreign Countries; Denmark; Finland; Iceland; Norway; Sweden + Suchen Sie Ihr Suchwort? Werterziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wertbewusstsein; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Dänemark; Finnland; Island; Norwegen; Schweden
Abstract	The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is identification of a need for a more professional language through which teachers can discuss how their values are expressed in teaching. This may enable teachers to become more explicit in how they work with values in preschool programs. Through professional discussions, preschool teachers can become more conscious and elaborative in their language as values educators. This is important because inevitably teachers are role models to children, no matter how aware they are of this role. This is demonstrated through the special issue papers in the importance that teachers place on developing caring, warm, and supportive relationships with children, as well as how they convey implicitly their values about democracy, rights, and gender in daily practice. A holistic approach to values education was also indicated as necessary because values education cannot be confined to explicit teaching of values and morality. Instead, values education needs to be viewed as lived relational phenomena in early childhood programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01