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Faculty Publications
Constructivist Early Education For Moral Development
Document Type
Article
Journal/Book/Conference Title
Early Education and Development
Volume
11
Issue
1
First Page
9
Last Page
35
Abstract
In this article, we examine the role constructivist teachers play in fostering moral development in young children. Drawing on Piaget’s theory and related empirical research, we trace the development of perspective-taking, autonomy, and self regulation, and examine the effects of different teaching and parenting practices on children’s moral development. We then provide examples of autonomous moral reasoning and behavior in preschool and early primary grade children, and describe how teachers can promote optimal moral development through establishing a sociomoral atmosphere in which mutual respect is continually practiced. © 2000 Taylor & Francis Group, LLC.
Department
Department of Curriculum and Instruction
Original Publication Date
1-1-2000
DOI of published version
10.1207/s15566935eed1101_2
Recommended Citation
Devries, Rheta; Hildebrandt, Carolyn; and Zan, Betty, "Constructivist Early Education For Moral Development" (2000). Faculty Publications. 3656.
https://scholarworks.uni.edu/facpub/3656