Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5 to 8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education

The development of children's epistemic beliefs across the early years of elementary school

Background: A growing body of research shows that the beliefs we hold about the nature of knowing and knowledge (epistemic beliefs) may mediate moral reasoning. However, a limitation of much of the research in the area of epistemic beliefs is the lack of a longitudinal approach. Aims: The study investigated longitudinal changes in Australian elementary school children's beliefs about knowing and knowledge (epistemic beliefs) across three judgement domains (personal taste, ambiguous facts, and moral values). Sample: The participants in this longitudinal study were tracked from Year 1 through to Year 3 of primary school. In Year 1, there were 169 participants (83 boys, 86 girls) aged 6–7 years (M = 6.7, SD = 0.32). In Year 2, there were 156 participants (79 boys, 77 girls), and in Year 3, there were 129 participants (65 boys, 64 girls). Methods: Using vignettes that reflected each of the three judgement domains, children were interviewed about the beliefs held by two puppet characters. The interviews took place each year across the early years of elementary education in Year 1, Year 2, and Year 3. Results: Findings revealed that children's epistemic beliefs in each of the judgement domains became more subjectivist over time but that the age at which this occurred differed according to the judgement domain in question. Conclusions: We argue that it is important for teachers to pay attention to children's beliefs about the nature of knowledge and knowing in the process of scaffolding their reasoning about moral values for active citizenship.</p

Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue

While the significance of children’s early learning experiences is recognised internationally, less is known about early learning for moral values and active citizenship. There is evidence to suggest that prejudicial behaviours can emerge in early childhood, yet there is little research to inform how to promote social inclusion and reduce exclusionary behaviours in young children. One promising line of research involves considering children’s reasoning about moral values for active citizenship. This chapter explores values education and children’s learning of moral values through the theoretical lens of epistemic beliefs. We argue that a focus on children’s beliefs about knowing and knowledge in the context of learning about moral values is best addressed in dialogically organised early years classrooms