Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning
Scholes, Laura, Lunn, Joanne, Walker, Sue, Johansson, Eva, Mascadri, Julia, & Lawson, Veronica (2016) Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning. International Journal of Inclusive Education. (In Press)
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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 3-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.
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|Item Type:||Journal Article|
|Keywords:||Children's personal epistemology, Children's epistemic beliefs, Moral Reasoning, Early Childhood|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2016 Taylor & Francis|
|Deposited On:||15 Jun 2016 00:00|
|Last Modified:||18 Oct 2016 01:27|
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