Constructivist Early Education For Moral Development

Authors

Rheta Devries, University of Northern IowaFollow
Carolyn Hildebrandt, University of Northern IowaFollow
Betty Zan, University of Northern IowaFollow

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