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Preschool Moral education
The document discusses strategies for teaching moral education to preschoolers. It outlines developing a curriculum with topics like citizenship, discipline, and critical thinking skills. It emphasizes teaching values both explicitly and implicitly through all subjects and activities across the curriculum. Various teaching strategies are proposed, like storytelling, role-playing, puppet shows, and games to engage children in learning values in an interesting way. Evaluation methods like checklists are also discussed to assess learning.
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Preschool Moral education
- 1. Moral Education Step 2 s What fundamental knowledge must I have to teach moral education? – Child development – My moral values s What do I teach them in moral education? – Syllabus for preschool s How am I going to teach this topic in an interesting way? – Activities for preschoolers
- 2. My foundation s How does moral development take place in children? s What do I understand by morality / what values do I hold strongly? s How do I deal with teaching affective domain? s What skills do I have?
- 3. Preschool Moral Education s curriculum – Citizenship Development – Discipline and Habit formation – Critical Thinking Skills
- 4. Values s taught explicitly (directly) and implicitly (subtly) s Moral education starts the moment you step into the school until you leave at the end of the day! s Moral values are taught across the curriculum in all subjects.
- 5. Morality s what is right and what is wrong s what is right according to the norms of the society s influenced greatly by our upbringing (cultural and religious) s what is taught right is what the teacher feels right.
- 6. Objective sto builda society of good citizens – bring about positive behaviour change s to cultivate universal values – good manners s to develop moral reasoning so that individual makes good moral choices. – Act in a moral way based on moral principles, to make good moral judgments
- 7. Teaching Strategy s Values Clarification s Teaching techniques – storytelling, – role play ………..
- 8. Planning s Objective s Theme s Stimulus / AVA s Activity - eg. Puppet show s Evaluation - eg. Checklist – Reflection
- 9. Evaluation s checklist for teachers, parents, self-assessment, others s Questioning and reasoning s practical application
- 10. Activities s Games s Songs with – Board games values in lyrics with simple rules /create own s Sequencing songs puzzles s Language s Puppet show learning - s Ground rules - opposites of animate things in values the classroom, s Situations Candle time s Circumstances - s Drama ask what they s Reading books - will do value in story, s Coloured rocks / title is a value stuffed toys - s Art label them with values s Pictures
- 11. Moral Education Step 4 s What fundamental knowledge must I have to teach moral education? – Values clarification s How am I going to teach this topic in an interesting way? – activities s How can I know if I am doing the right thing? – Evaluation forms
- 12. Questioni ng skill Affective Own Domain Values Moral Values Across curriculum Education Psychologists Classroom Activities
- 13. Moral Dilemma Right ? Wrong ? How do I prioritise my options?
- 14. Issues for Preschool MoralEducation Consideration s Dealing with parents on issues of habits / values s Environmental issues s Field trips to centres of interest s Sex education s Prioritizing confronting issues s Teachers as role models s Religious and cultural differences
- 15. Issues for Preschool MoralEducation (cont) s Methodology - 1/2 hr circle time, rules, set max limit, record progress, questioning skills s How to draw the line? s Moral issues that teachers deal with s Conflicting values between teachers and parents s Universal values - common
- 16. What teachers needto be aware of: s Create a psychologically safe environment – mutual respect s Provide structured plan s Avoid moralizing s Introduce values gradually s Make your own activities s Inform others with your progress with methods used s Be cautious - don’t expect miracles – children are not the same – some take more time to value their own thinking
- 17. Clarifying questions s Stimulating – open-ended questions s Allow critical thinking s Divert from normal classroom questions s Challenge them to think s Thought provoking, motivate child to respond / to explore more deeply s Help clarify his thinking
- 18. Tips: s Become aware • try to ask at least once a clarifying question per day s Be brief • can be at recess, before school, lunch time, class, circle time s Ask selective children • those who make personal statements about interest s Avoid ‘why’ questions • which lead child to justify or defend what he/she said s Do not give answer • allow silence for personal thinking (don’t be anxious to answer question yourself!)
- 19. Open-ended Questions s What did you do ..? s If someone gave you RM100/- what would you do? s I feel happy when … s I feel sad when … C h ild re n love to s h are th e ir fe e lings and b e lie fs
- 20. Discussion s Open discussion • accept all viewpoints • Can you describe your friend….? • How can we save the earth? s Zig Zag lesson – start questioning mildly, stimulate interest then zero in with a confronting question • How did you come to school? • How many of you walk? • How many use cars?.. Bus? • What are some of the rules you follow on the way to school? • Suppose there were no rules for stopping at signal lights?
- 21. Kurikulum Pendidikan Moral 2002 s Perkembangan diri s Diri dengan keluarga s Diri dengan masyarakat s Diri dengan alam sekitar s Diri dengan negara – Bercerita, main pernan, permainan, pemerhatian, latihan amali – Isu semasa – Diterapkan kebanyakan aktiviti