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ERIC Number: EJ807341
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1056-7879
Domain Theory Perspectives and Reforming Instructional Directions for Promoting Young Children's Moral and Social Growth: A Qualitative Analysis of Six Chinese Teachers' Responses to Preschool Children's Trangressions
Yau, Jenny
International Journal of Educational Reform, v16 n2 p139-155 Spr 2007
Moral education is a major part of schooling in Chinese culture, traditionally as well as in recent years, and it is allied to character education, moral principles, and citizenship education. Recent studies on moral education in contemporary China and other Chinese societies have extensively investigated the changes in curriculum and policies as well as the instructional activities in elementary and secondary schools. Little empirical research, however, has been conducted to examine the contextual influence from teachers' behaviors and messages in their daily interactions with children, particularly in the early childhood educational settings. As such, how do teachers define right and wrong for young children? What roles do they play in the process of children's acquisition of social rules? The present study was an attempt to analyze the nature and impact of Chinese teachers' responses to young children's violation of rules, from the social-cognitive perspective, with the goal to explore reforms in the practice of promoting young children's moral and social growth.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China