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Acknowledgments | |
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Introduction | |
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What Do We Mean by "Moral Classrooms"? | |
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Vignettes from Three Classrooms | |
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A Study of the Sociomoral Atmospheres in Three Kindergarten Classrooms | |
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Components of the Sociomoral Atmosphere | |
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Sociomoral Outcomes of Children from Three Different Sociomoral Atmospheres | |
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The Sociomoral Atmosphere as Hidden Curriculum | |
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So What Is the Constructivist Sociomoral Atmosphere? | |
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What Do We Mean by "Moral Children"? | |
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What We Do Not Mean by "Moral Children" | |
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How Children Think About Moral Rules | |
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How Children Think About Others | |
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Moral Children in the Classroom | |
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Mental Relationships | |
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How the Sociomoral Atmosphere Influences a Child's Moral Development | |
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Social Interaction and Construction of the Self | |
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Constructivist Theory | |
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Attachment Theory | |
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Peer Relationships | |
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The Constructivist Teacher's Role in Promoting Peer Interaction | |
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Establishing a Constructivist Sociomoral Atmosphere | |
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Definition of Constructivist Education | |
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Ideas for Getting Started | |
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Socializing Children for Self-Regulation in a 1st-Grade Classroom | |
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Conflict and Its Resolution | |
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The Role of Conflict in Development | |
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The Sociomoral Atmosphere and Conflict Resolution | |
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The Constructivist Teacher's Attitude Toward Children's Conflicts | |
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Principles of Teaching in Conflict Situations | |
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Conflict Prevention | |
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Conflict Between Teacher and Child | |
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Conclusion | |
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Group Time | |
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Objectives | |
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Types of Group Time | |
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Formal Aspects of Group Time | |
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Leading Group Time | |
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Common Problems at Group Time | |
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The Issue of Show-and-Tell | |
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Examples of Group Time | |
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Rule Making | |
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Objectives | |
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Principles of Teaching | |
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Teacher-Made Classroom Norms | |
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Decision Making and Voting | |
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Objectives | |
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Decisions About Classroom Activities | |
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Decisions About Classroom Procedures | |
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Decisions About Special Problems | |
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Principles of Teaching | |
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When Voting Goes Awry | |
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Social and Moral Discussions | |
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Moral Judgment Theory | |
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Moral Dilemmas | |
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Objectives | |
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Principles of Teaching | |
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Real-Life Moral Discussions | |
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Hypothetical Dilemmas Drawn from Real-Life Experiences | |
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Cooperative Alternatives to Discipline | |
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Two Types of Reaction to Children's Misbehavior | |
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Principles of Teaching | |
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Situations That Can Lead to Misbehavior | |
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Activity Time | |
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Objectives | |
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Kinds of Knowledge Reflected in Activities | |
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Planning for Activity Time | |
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Principles of Teaching | |
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The Sociomoral Atmosphere of the School | |
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Kohlberg and Colleagues' Work on Assessing Moral Culture | |
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Children's Experience of the School Atmosphere | |
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The Teacher's Experience of the School Atmosphere | |
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Principles for Administrators | |
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The Sociomoral Atmosphere of the State Department of Education | |
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Appendix: Rationales for General Categories of Constructivist Activities During Activity Time | |
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References | |
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Index | |
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About the Authors | |