By T Pyles
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Extra resources for The Origins and Development of the English Language
508) 750-8400. 30 YOUNG CHILDREN’S AFFIRMATION OF DIFFERENCES 31 her older sister, who took her hand and calmly led her into the midst of some new and different children who, they quickly discovered, were quite similar to them in age and behaviors. Early childhood educators are cognizant of the fact that the ability and willingness to interact socially and emotionally with diverse groups is learned behavior. However, there are two questions that remain unanswered by many early childhood educators: 1.
Because violence is often interconnected with other adverse factors that collectively inhibit children’s development, it must be viewed as a broad social problem. , guns, media, drugs, incarceration, witnessing violent acts, and community deterioration) (Carnegie Corporation, 1994; Children’s Defense Fund, 2001; NAEYC, 1994). Curbing violence requires a systemic approach that includes changes in families, neighborhoods, and schools and demands a critical mass of people willing to work together to change the structure and policies that frame children’s lives.
Thus, this part of the chapter focuses on the moral and cognitive readiness of young children to respond to diversity issues using the theory and research of Robert Coles, Lawrence Kohlberg, Jean Piaget, and Lev Vygotsky. Moral Development Moral development begins at infancy and continues throughout life. We know that young children in their early childhood years are in the process of developing values and beliefs that affect later judgments and behaviors toward themselves and others. In fact, children in early childhood are not only formulating values and beliefs but also altering feelings and attitudes that affect judgments about peers with whom they interact daily.