Moral Development Through Children's Literature

Biskin, Donald S.; Hoskisson, Kenneth

doi:10.1086/460886

Cited by 6 publications

(1 citation statement)

References 1 publication

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“…If social interaction occurs in this type of an atmosphere, then arriving at the solution to a situation of a problem will elicit cognitive disequilibrium whereby individuals move to more mature levels of moral reasoning. To further elaborate; cognitive disequilibrium occurs when different levels of reasoning or new information are presented to an individual, and he experiences some type of mental discomfort, which influences the development of reasoning abilities (Biskin & Hoskisson, 1974;Jensen, 1977).…”

Section: Discussionmentioning

confidence: 99%

Facilitating development of four moral concepts among kindergarten and first-grade children.

Jensen¹,

Murray²

1978

Journal of Educational Psychology

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This article reports the results of a study of the effects of a training program designed to facilitate moral development in four specific areas: independence of sanctions, immanent justice, rules in games, and understanding punishment. Included were 58 kindergarten and 60 first-grade children of both sexes, divided equally into treatment and control groups. Children in the treatment groups were read stories designed to stimulate discussion concerning the solution to moral issues presented in the stories. All children were individually pre-and posttested with questions following the presentation of stories. The children in the experimental groups, compared with those in the control groups, improved significantly (p < .01) following the brief training program in three of the four areas: immanent justice, rules in games, and understanding punishment.

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Section: Discussionmentioning

confidence: 99%

Facilitating development of four moral concepts among kindergarten and first-grade children.

Jensen¹,

Murray²

1978

Journal of Educational Psychology

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The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

Deane

Somasundaran

Lawless

et al. 2019

ETS Research Report Series

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One of the major goals of the English Language Arts is to teach students to read, understand, and write narratives. This report examines the ways in which the skills that support narrative develop during the school years, outlines a model of narrative as a “key practice” in which the ability to model social situations supports narrative understanding, and feeds into the ability to use stories to reflect about stories and the classes of social situations they represent. Narrative is important precisely because it helps people develop their understanding of the social world and reason about their place in it. Assessments of narrative reading and writing need to take this broader construct into account.

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“Carrying the Boy’s Book” and “Carrying the Fire”: The Shaping Power of Children’s Literature on the Boy’s Moral Goodness in Cormac McCarthy’s The Road

Chen

2019

ANQ: A Quarterly Journal of Short Articles, Notes and Reviews

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Moral Development Through Children's Literature

Cited by 6 publications

References 1 publication

Facilitating development of four moral concepts among kindergarten and first-grade children.

Facilitating development of four moral concepts among kindergarten and first-grade children.

The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

“Carrying the Boy’s Book” and “Carrying the Fire”: The Shaping Power of Children’s Literature on the Boy’s Moral Goodness in Cormac McCarthy’s The Road

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