Journal of Philosophy in Schools 4 (1):74-101 (2017)
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The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion versus exclusion of peers. As compared to our control group, study results demonstrated significant developments in our experimental group’s ability to respond to ethical questions, increased use of emotion markers, and increased use of justification terms in support of responses.
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| DOI | 10.21913/JPS.v4i1.1420 |
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References found in this work BETA
The Development of Social Knowledge: Morality and Convention.Elliot Turiel - 1983 - Cambridge University Press.
Acting Intentionally and the Side-Effect Effect: 'Theory of Mind' and Moral Judgment.Joshua Knobe, Adam Cohen & Alan Leslie - 2006 - Psychological Science 17:421-427.
The Development of Social Knowledge. Morality and Convention.S. J. Eggleston & Elliot Turiel - 1985 - British Journal of Educational Studies 33 (2):186.
Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.
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Citations of this work BETA
Book Review: Ginnie & Pinney. [REVIEW]Janette Poulton - 2018 - Journal of Philosophy in Schools 5 (2):154-161.
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