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New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.

′Nothing is so exhausting as indecision, and nothing is so futile′ - Bertrand Russell .. and teachers, parents and carers worry that the decisions that children and young people make might be unwise or dangerous. Decision making is a skill involving both a cognitive and an affective process. The ability to: \" recognize the thoughts and feelings; \" consider the consequences; \" choose the best outcome; is a highly valued facility leading to resilience, achievement and responsibility. The skill can be taught and in these three volumes the authors provide all the materials needed to teach a course on decision making at each age level. The programme provides a menu of stories related to the real life experiences of the young people. Topics are selected to be age appropriate and the series includes: \" Stealing; \" Lying; \" Social behaviours; \" Risks; \" Justice; \" Loss,Grief and Bereavement; \" Prejudice; \" First love; \" Disability; \" Leaving home; \" Family relationships. The teacher notes indicate ′stopping points′ where reflection and discussion is encouraged. A choice of endings is offered or the young people can develop their own ideas about what might happen next.

′Nothing is so exhausting as indecision, and nothing is so futile′ - Bertrand Russell .. and teachers, parents and carers worry that the decisions that children and young people make might be unwise or dangerous. Decision making is a skill involving both a cognitive and an affective process. The ability to: \" recognize the thoughts and feelings; \" consider the consequences; \" choose the best outcome; is a highly valued facility leading to resilience, achievement and responsibility. The skill can be taught and in these three volumes the authors provide all the materials needed to teach a course on decision making at each age level. The programme provides a menu of stories related to the real life experiences of the young people. Topics are selected to be age appropriate and the series includes: \" Stealing; \" Lying; \" Social behaviours; \" Risks; \" Justice; \" Loss,Grief and Bereavement; \" Prejudice; \" First love; \" Disability; \" Leaving home; \" Family relationships. The teacher notes indicate ′stopping points′ where reflection and discussion is encouraged. A choice of endings is offered or the young people can develop their own ideas about what might happen next. The course can be introduced at any age or used to develop the skills through school life from early years to the teens.

This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students.

Understanding the synergy of Artificial Intelligence (AI) literacy among teachers is imperative for successful integration in educational settings. This study examined basic school teachers’ (BSTs) AI literacy based on four key aspects: AI knowledge and understanding (KUAI), AI application (AAI), AI application evaluation (EAIA), and AI ethics (AIE). The study employed a cross-sectional survey design and purposive sampling to collect data from 319 BSTs in Ghana. A variance-based structural equation modelling (VB-SEM) approach was used to explore the relationships between these dimensions and provide insights into their interrelationships. The study found that AAI positively influenced KUAI, EAIA, and AIE. However, AIE did not significantly influence KUAI and EAAI. In addition, KUAI did not influence EAIA. The findings contribute to understanding the current state of AI literacy among BSTs in Ghana and highlight areas for improvement in AI education and professional development programmes.

Background In dentistry, moral judgment skills are a fundamental competency that helps dentists make the best decisions when faced with challenging clinical problems and ethical dilemmas. The aim was toexamine the moral sensitivity levels of fourth- and fifth-grade dentistry students and orthodontic clinicians. Methods The study included fourth-grade ( n  = 116) and fifth-grade dentistry students ( n  = 106) as well as orthodontic clinicians, including residents and specialists ( n  = 117). Data were collected using a sociodemographic form and the self-administered Moral Sensitivity Questionnaire (MSQ) including six sub-dimensions: autonomy, holistic approach, conflict, orientation, providing benefit, and application. Participants were asked to rate the questionnaire on a 7-point Likert-type scale. Cronbach’s alpha coefficient was used in reliability analysis. Continuous variables were presented as mean and standard deviation, and categorical variables were summarized as frequency and percentage. Intergroup differences were assessed by one-way ANOVA. Pairwise comparisons were further identified with Tukey’s post-hoc test. Two-way ANOVA was performed to assess the combined effects of group and demographic variables on the total scale score. Results The overall reliability of the MSQ scale was 0.84. The total moral sensitivity scores for fourth-grade, fifth-grade students, and orthodontic clinicians were 92.7 ± 15.7, 92.4 ± 17.8, and 93.8 ± 14.4, respectively, revealing no statistically significant difference. Fifth-grade students scored significantly lower than orthodontic clinicians on the Holistic Approach and Conflict sub-dimensions but scored significantly higher on the Orientation sub-dimension compared to orthodontic clinicians. Conclusions Undergraduate dentistry students and orthodontic clinicians exhibited moderate levels of moral sensitivity. Fifth-grade students were found to have higher moral sensitivity thanorthodontic clinicians on the holistic approach and conflict sub-dimensions, while orthodontic clinicians were found to be more sensitive on the orientation sub-dimension. These differences suggest that integrating case-based ethics training into the dental curriculum, regardless of academic year, can help students better identify ethical issues and develop strategies to address them effectively.

Immersive virtual reality (VR) is anticipated to peak in development this decade bringing new opportunities for 3D multimodal designing across all levels of education. The need for students to gain capabilities with multimodal texts - texts that combine two or more modes, such as spoken, written, and visual - is emphasised at all levels of education from P-12 in the Australian Curriculum. Likewise, the use of technology-supported pedagogies is increasing worldwide, rendering multimodal texts ubiquitous across all knowledge domains. This original, qualitative classroom research investigated students' 3D designing of multimodal texts using an immersive VR head-mounted display. Upper primary students (ages 10-12 years, n = 48) transferred their knowledge of ancient Rome through 2D drawing, writing, speaking, and 3D multimodal designing with VR. The application of multimodal analysis to video data, screen recordings, and think-aloud protocols, and the thematic coding of student and teacher interviews yielded four key findings: (i) VR gaming supported 3D multimodal designing through haptic and embodied experience, (ii) VR improved performance through creative redesigning, (iii) VR-supported knowledge application, consolidation, and transfer, and (iv) pedagogical strengths of VR were situated and transformed practice. This research is timely and significant given the increasing accessibility and affordability of VR and the need to connect research and pedagogical practice to support students' advanced knowledge and capabilities with multimodal learning across the curriculum. [Author abstract]

Current uses of robots in classrooms are reviewed and used to characterise four scenarios: (s1) Robot as Classroom Teacher; (s2) Robot as Companion and Peer; (s3) Robot as Care-eliciting Companion; and (s4) Telepresence Robot Teacher. The main ethical concerns associated with robot teachers are identified as: privacy; attachment, deception, and loss of human contact; and control and accountability. These are discussed in terms of the four identified scenarios. It is argued that classroom robots are likely to impact children’s’ privacy, especially when they masquerade as their friends and companions, when sensors are used to measure children’s responses, and when records are kept. Social robots designed to appear as if they understand and care for humans necessarily involve some deception (itself a complex notion), and could increase the risk of reduced human contact. Children could form attachments to robot companions (s2 and s3), or robot teachers (s1) and this could have a deleterious effect on their social development. There are also concerns about the ability, and use of robots to control or make decisions about children’s behaviour in the classroom. It is concluded that there are good reasons not to welcome fully fledged robot teachers (s1), and that robot companions (s2 and 3) should be given a cautious welcome at best. The limited circumstances in which robots could be used in the classroom to improve the human condition by offering otherwise unavailable educational experiences are discussed.

The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children’s agency, understanding, creativity, and ethical awareness in the age of AI.