Ethical Dimensions and Perspectives on Play

Grieshaber, Susan; McArdle, Felicity

doi:10.4135/9781473907850.n11

Cited by 12 publications

(9 citation statements)

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“…Educational settings have a big role to enhance development of values in children that are gained initially in family (Hökelekli & Gündüz, 2007). As stated by Grieshaber and McArdle (2014),"early childhood institutions as places of identity construction where through play and activities, children engage in the formation of ethical identities". Ekşi (2003) stated that one of the most important roles of schools is to raise students who are academically successful and adorned with basic values.…”

Section: Values and Early Childhood Educationmentioning

confidence: 99%

Needs Analysis on Values Education Programme for Preschool Students

KAYIRAN¹,

Bağçeci²

2018

JETS

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In recent years, there is a big debate among researchers, teachers and decision makers about what to include in early childhood values education in preschools in Turkey. The aim of the current study is to make a need analysis for values education programme for preschoolers. This study was conducted with 200 preschool teachers in one of urban cities of Turkey –Kahramanmaraş- during 2016-2017 Spring semester. A values checklist is created for the current study by making use of Turkish Ministry of Education’s ‘Values Education Prescript’. The values checklist is a 5-Likert type scale coded as: Not important, Slightly important, Moderately important, Important, Very important. The teachers participated in this study were asked to rank values according to their self regard on importance of them. Findings of this study are analyzed by SPSS 22.0 Programme. According to the findings of the need analysis, top ten values which are chosen by teachers as essential to be implemented in preschools as part of the values education programme for preschoolers are as follows: Honesty, patriotism, responsibility, respect, respect to the elders, respect to environment, love, being fair, respect to others’ rights and being modest. Also, least five values which were ranked by teachers are social responsibility, generosity, collaboration, forehandedness and courage.

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Section: Values and Early Childhood Educationmentioning

confidence: 99%

Needs Analysis on Values Education Programme for Preschool Students

KAYIRAN¹,

Bağçeci²

2018

JETS

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“…Making oneself open to what children are engrossed in (Lenz Taguchi, 2010), and releasing oneself from the confines of quality as a standard, suggests a collective and ethical responsibility for meaning-making (quality?). For Olsson, teachers and children can engage together in a ‘collective construction of new values’ (Olsson, 2009: 80), which are created ‘in the moment on a case-by-case basis’ (Grieshaber and McArdle, 2014: 112). This is an ethics of imagining otherwise that exists in the here and now (Lenz Taguchi, 2010), where meaning is made moment by moment and exposes the deep complexity and layers through which such assemblages may be read.…”

Section: An Alternative: Imagining Quality Otherwisementioning

confidence: 99%

Imagining otherwise: A (brief) Darwinian encounter with quality standards

Duhn

Grieshaber

2016

Contemporary Issues in Early Childhood

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The prevailing discourse of quality in early childhood education in Australia and internationally supports the idea that everyone, from families to educators, policymakers, researchers and politicians, wants high-quality early childhood education programs for all young children. This dominance is so pervasive that it becomes difficult to think about quality in any other terms, putting limitations on 'what it is possible to think' when it comes to quality early childhood education. In an attempt to suspend the habitual and contested assumptions associated with the mission for quality, this article aims to move beyond what these discourses make it possible to think and imagine by traversing some of the territory as it exists currently in Australia. As part of this, we adopt an exploratory approach where we try and imagine otherwise. We do this by presenting a vignette, a rich description of a child/pipe/sand event, which we work through using the National Quality Standard in Australia and a brief Darwinian encounter. The intention is to use what is familiar (observation, quality measurement) and make the familiar less familiar in order to create niches for variations and alternative imaginings of 'quality'.

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“…To be able to achieve these goals, it is imperative to train responsible citizens to be aware of the existing problems and the interconnections among them, and this can only be managed through education at all levels. To produce socially responsible citizen adults, schools have traditionally been expected to take responsibility for childrenís moral DOI: 10.2478/jtes-2021-0002 learning (Grieshaber & McArdle, 2014), so early childhood and elementary educators play a decisive role.…”

Section: Introductionmentioning

confidence: 99%

A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

Sanz

Ezpeleta

2021

Journal of Teacher Education for Sustainability

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To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.

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Ethical Dimensions and Perspectives on Play

Cited by 12 publications

References 0 publications

Needs Analysis on Values Education Programme for Preschool Students

Needs Analysis on Values Education Programme for Preschool Students

Imagining otherwise: A (brief) Darwinian encounter with quality standards

A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers

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