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Article
Issues in Constructivist Early Moral Education.
Early Education and Development (2002)
  • Rheta DeVries, University of Northern Iowa
  • Betty Zan, University of Northern Iowa
  • Carolyn Hildebrandt, University of Northern Iowa
Abstract
Cites empirical evidence contrary to Goodman's assertion that preschool children are egocentric and incapable of moral reflection. Offers evidence that heteronomous regulation of children leads to numerous undesirable outcomes and that encouragement of children's autonomy leads to positive outcomes. Points out numerous misconceptions of constructivist education. Asserts that blending constructivist and traditional moral education eliminates critical components of constructivist early moral education.
Keywords
  • Constructivism (Learning),
  • Early Childhood Education,
  • Educational Practices,
  • Egocentrism,
  • Moral Development,
  • Personal Autonomy,
  • Values Education,
  • Young Children
Publication Date
January 7, 2002
DOI
10.1207/s15566935eed1303_5
Citation Information
Rheta DeVries, Betty Zan and Carolyn Hildebrandt. "Issues in Constructivist Early Moral Education." Early Education and Development Vol. 13 Iss. 3 (2002) p. 313 - 344
Available at: http://works.bepress.com/carolyn-hildebrandt/1/