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20 - Morality

from Part III - Interaction and Inclusion

Published online by Cambridge University Press:  16 June 2022

By
Ann-carita Evaldsson  and
Magnus Karlsson
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
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Summary

In this chapter we explore the moral interactional work that preschool teachers and children accomplish in everyday preschool practices. We explore how teachers solicit accounts in assisting the children to remedy a problematic conduct of excluding a child from play. It will be shown how the children justify their actions to avoid being blamed for faulty conduct. In their response the preschool teachers use hypothetical scenarios to avoid blaming and instead modeling the children’s actions and feelings to experience the hurt feeling by a peer. The study shows how an EMCA approach can provide insights into how childhood educators socialize children into accountability and compassion while maintaining a democratic ethos.

Keywords

adult-child interactionproblematic peer conductaccounting practicesaccountabilitymoral orderethnomethodology
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 405 - 425
Publisher: Cambridge University Press
Print publication year: 2022

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