Promoting Social Inclusion in the Early Years of Elementary School: A Focus on Children's Epistemic Beliefs for Moral Reasoning

Autor/inn/en	Scholes, Laura; Lunn Brownlee, Jo; Walker, Susan; Johansson, Eva; Lawson, Veronica; Mascadri, Julia
Titel	Promoting Social Inclusion in the Early Years of Elementary School: A Focus on Children's Epistemic Beliefs for Moral Reasoning
Quelle	In: International Journal of Inclusive Education, 21 (2017) 5, S.507-520 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1223181
Schlagwörter	Foreign Countries; Inclusion; Early Childhood Education; Elementary School Students; Childhood Attitudes; Epistemology; Beliefs; Moral Values; Abstract Reasoning; Longitudinal Studies; Social Integration; Moral Development; Child Development; Empathy; Prosocial Behavior; Stereotypes; Group Membership; Peer Relationship; Personal Autonomy; Value Judgment; Coding; Data Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erkenntnistheorie; Belief; Glaube; Moral value; Ethischer Wert; Abstraktes Denken; Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Integration; Moralische Entwicklung; Kindesentwicklung; Empathie; Klischee; Gruppenzugehörigkeit; Peer-Beziehungen; Individuelle Autonomie; Werturteil; Codierung; Programmierung; Auswertung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01