'Who Said We Play to Hit Each Other?' Early Childhood Teachers' Responses to Children's Transgressions

Autor/inn/en	Bustamante, Andrea; Maldonado-Carreño, Carolina; González, Olga Lucía; Navia, María Angélica; Restrepo, Eliana Carolina; Torres, Diana Fernanda
Titel	'Who Said We Play to Hit Each Other?' Early Childhood Teachers' Responses to Children's Transgressions
Quelle	In: Journal of Moral Education, 50 (2021) 2, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maldonado-Carreño, Carolina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2019.1708710
Schlagwörter	Foreign Countries; Moral Values; Teacher Student Relationship; Interaction; Responses; Student Behavior; Teacher Behavior; Reflection; Moral Development; Low Income Groups; Preschool Education; Preschool Teachers; Preschool Children; Colombia + Suchen Sie Ihr Suchwort? Ausland; Moral value; Ethischer Wert; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Moralische Entwicklung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kolumbien
Abstract	One hundred and ninety-eight hours of teacher-student interactions following transgressions in 109 early childhood classrooms in Colombia were observed to describe: (1) the types of responses teachers used to address students' moral and conventional transgressions, (2) whether those responses were appropriate for the type of transgression, and (3) the type of reflection promoted by the teachers on issues related to the socio-moral domains. Findings evidenced that the most prevalent responses did not allude to moral or conventional issues, and did not include a reflection with student participation. Practical implications of the study are discussed in terms of the need of more evidence-based guidelines and training for educators about how to promote moral development in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01