Making Values Education Real: Exploring the Nexus Between Service Learning and Values Education

Robinson, Judi; Kecskes, Kevin

doi:10.1007/978-90-481-8675-4_41

Cited by 5 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, diligence (learning how to build, creating a habitat), self-discipline and effort were also developed (performance virtues). If the goal of character education is to create a community within a school, then the use of service-learning is a vehicle where faculty and staff can model these moral values and can work toward a common goal with the community through collaboration and interaction (Robinson & Kecskes, 2010). It is our belief that through these efforts we can help create a network of positive relationships among the community and all teachers, students, parents, and administrators.…”

Section: Further Discussionmentioning

confidence: 99%

“…The objectives of integrating character education is to create a community within a school, where faculty and staff are modeling the same moral values as the students, where all stakeholders are reflective in their practice and behavior, where caring is reciprocated between adults and children, and where all involved are working toward a common goal via organized planning (Robinson & Kecskes, 2010). In this study we define character education as integrating and teaching (1) relationship virtues: for example, respect, fairness, civility, and tolerance (2) performance virtues: for example, diligence, self-discipline, effort, and perseverance, (3) or a combination of the two (Robinson & Keckses, 2010).…”

Section: Character Educationmentioning

confidence: 99%

See 1 more Smart Citation

Embedding character education into an early childhood classroom through service-learning

Winterbottom

Schmidt

2022

J Child Edu Soc

View full text Add to dashboard Cite

The implementation of service-learning in early childhood education classrooms has not been well documented, and the links to service-learning and the potential effects on character education are scarce at best. In this paper, a service-learning pedagogy is presented as a way to enhance character through education with the youngest learners: children in an early childhood classroom. This study examines the experiences of both teachers and children in an early childhood classroom participating in the form of a service-learning pedagogy for a year, and investigates the social emotional and character development of the young children participating in the classroom. Through the implementation of service-learning in early childhood classrooms, it is possible to grow and create a generation of learners who connect academic curricula through projects that deal with real community needs. With an emphasis on building relationships and making connections, service-learning the authors suggest, is an approach that can allows teachers to maximize children’s strengths, while at the same time building character and positive social and emotional traits.

show abstract

Section: Further Discussionmentioning

confidence: 99%

Section: Character Educationmentioning

confidence: 99%

Embedding character education into an early childhood classroom through service-learning

Winterbottom

Schmidt

2022

J Child Edu Soc

View full text Add to dashboard Cite

show abstract

“…It has been described as learning by reflecting on doing [1,46]. A service learning student experience combines learning and community service in a single and articulated community setting project [47]. Its purpose is to enhance the participating students' personal, moral, self-concept, self-efficacy, social, and civic development [46,48].…”

Section: The Six Values Framing Programsmentioning

confidence: 99%

“…It is considered a core goal of service learning [46,49]. The specific skills that are considered to be enhanced with participating students include: emotional intelligence; empathy and tolerance for others in the world; teamwork; management skills; analytical skills; problem-solving; critical thinking; decision making; social; abilities for leadership; autonomy; interpersonal relations; ethical commitment; adjustment to new situations [1,2,47,48]. Service learning has a strong focus on enhancing students' levels of emotional intelligence, world view, and social values and it has used interviews and student surveys to evaluate its effectiveness [47,48].…”

Section: The Six Values Framing Programsmentioning

confidence: 99%

Exploring Children’s Values Questionnaire: Measurement, Gender, and Age Issues

Fyffe

Hay

2021

Education Sciences

View full text Add to dashboard Cite

Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals’ behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children’s Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ’s theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p < 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p < 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p < 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p < 0.001). The relationship of the CVQ to Schwartz’s Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.

show abstract