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ERIC Number: EJ1137452
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1360-3116
Promoting Social Inclusion in the Early Years of Elementary School: A Focus on Children's Epistemic Beliefs for Moral Reasoning
Scholes, Laura; Lunn Brownlee, Jo; Walker, Susan; Johansson, Eva; Lawson, Veronica; Mascadri, Julia
International Journal of Inclusive Education, v21 n5 p507-520 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia