The principles of Confucianism are founded on humaneness, righteousness, propriety, knowledge, integrity and filial piety. These principles have found their way to the Chinese culture since the days of Confucius. The study reviews the concept of Confucianism and its influence in Chinese context. Also, the relationship between Confucianism and character education is discussed. Character education is based on the transmission of values and within Chinese society and most of these values have been founded on the teachings of Confucius. Filial piety has strongly been conditioned within the principles of Confucianism and the respect of one's elders. Character education has been promoted by teachers and elders who focus on the transmission of values from one generation to the next. Character education is supported by the theories and teachings set out by Confucius, mostly in relation to humaneness and integrity, as well as collectivism. The individualistic trends are discarded within character education, as the welfare of the society and the collective is prioritized.
There has been a growing awareness of the contribution of play to the young children's learning and development. This study aims to investigate the implement of board games play on children's aesthetic experience and interpersonal understanding in Montessori and Constructivist classrooms. With the underlying framework follows a developmentally appropriate practice, Aesthetic Curriculum Outlines of Taiwan Education Bureau and Selman's conceptualization of interpersonal understanding of Negotiation Strategies (NS) and Shared Experience (SE) served as the standard to collect and analyze children's art work and play. The result is based on preschool educators' observing and mapping during 18week period of what children (56 children aged 60-72 month) are offered within art work and board games play, including DRECKSAU, ZICKE ZACKE, and SLEEPING QUEENS. Analytical results of children's art work and school interviews showed difference in responsive and productive aesthetic experience in both classrooms. Analysis of NS and SE results showed a predominant use of Level 1 in both classrooms; while the Constructivist children had higher percentage and with more variety of Level 2 NS and SE. With comparison of NS and SE in friend and acquaintance pairings, there was no statistical difference in the interpersonal understanding; while there was significant difference in children's adoption of sub-categories in Level 1 NS. In the end, the results are discussed in terms of children's exploration and inquiry implications for early schooling educators.
This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.
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