Exploring the Pathways to Cultivating Character Value in Early Childhood Education: An Interpretive Qualitative Study

• In Event: Shaping the Future of Early Childhood Education: Teacher Perceptions, Professional Learning, and Equity-Driven Development

Abstract

This interpretive qualitative pilot study is an initial exploration into understanding how early childhood educators support the formation of young children’s character. In semi-structured interviews, three educators shared their perceptions of their facilitation of a psycho-social interaction based on a framework of seven developmental pathways. These perceptions were then examined through the lens of Tsunesaburo Makiguchi’s three types of positive value (beauty, gain, and good) to consider the ways that early childhood educators’ support of young children’s development fosters the creation of positive value. Findings support an argument for widening the scope of professional development opportunities for in-service early childhood educators to include reflection on how educators’ dispositions contribute to fostering young children’s character.

Author

• Stefanie Horton, DePaul University