Abstract
The purpose of this chapter is to highlight the significance and processes involved in conducting shared reflections to nurture value development in children in primary schools. The chapter describes the characteristics and application of the value-based reflection framework (VBRF), which was devised specifically for this study and employed as a reflective instrument for classroom reflections. Additionally, to facilitate children's reflections, value scenarios were also used to prompt children to relate value practices to real-world contexts. This chapter serves as a guide for teachers, empowering them with guidelines for conducting reflection sessions during moral education classes, as well as informing educators, curriculum designers, and policymakers about incorporating reflective practices for children's value development.
TopBackground
The value system of a society may be referred to as its character (Sahin, 2019), and it influences how individuals interact with one another (Doring et al., 2010). Values dispositions are essential for the development of self-identity and self-concept. Pomeranz et al. (2011) defined values as an individual's ethics or "concepts or ideas of what individuals consider to be good, bad, right, and wrong in their lives." As is universally recognized, curriculums must be underpinned by explicit and implicit values (Hughson & Wood, 2022). In addition, Hughson and Wood's learning compass for 2030 recognizes the need to strengthen value formation in young children by incorporating a value system into the school curriculum using a variety of approaches, particularly in the four thrust areas: personal, social, societal, and human values. However, there have been growing concerns regarding the erosion of human values among the younger generation, necessitating more significant efforts to develop shared values of citizenship at the school level to create more inclusive, equitable, and sustainable societies. Balakrishnan (2010) argued that children must be imaginative and equipped with the skills to face and overcome moral challenges. At this time, formal education must integrate implicit and explicit curricular activities that foster value development in children.
The value curriculum in schools is typically called moral, civic, or citizenship education. In the primary years, values, sociocultural beliefs and norms, life skills, and attitudes are established, and it remains challenging to develop a value-driven society, especially in the AI era. The following sections discuss the potential of using shared reflections to foster children's values development.
Key Terms in this Chapter
Real-life scenarios: Real-life scenarios denote the daily life events and occurrences that generally occurs in children's environment, such as the family, home, friends, school, and playground. Such incidents are digitally created and presented to children during reflection sessions.
Scenario-Based Learning: Scenario-based learning is an inquiry-based learning approach that requires children to analyze hypothetical problem scenarios that mirror real-world situations actively. These are usually presented through visuals and narratives that require children to comprehend the presented situations and propose suitable solutions for solving the problems.
Reflective Practices in Value Development: It is an act of reflecting on one's practice of values, and based on reflections, the person makes deliberate attempts to refine value practices.
Reflection sessions: This term refers to the active participation of both teacher and student in discussing value recognition, disposition, and practices. The teacher encourages reflection and elicits responses by asking queries during this session.
Reflective Writing: It is the conscious, active practice of pondering and writing in order to increase one's self-awareness.
Shared reflection: Shared reflection, as opposed to individual reflection, provides knowledge beyond the person's thoughts by gathering multiple perspectives and gaining insight from the views of others. It also facilitates identification with others to promote mutual learning and development.
Value-Based Reflection Framework (VBRF): The Value-Based Reflection Framework (VBRF) is a guide for educators and parents that seeks to cultivate a systematic meta-awareness towards values development in children. It consists of 14 values that must be instilled in children at a young age and questions designed to promote reflective practices. The fourteen fundamental values in VBRF are benevolence, cooperation, courage, fairness, thankfulness, perseverance, honesty and integrity, moderation, respect, responsibility, tolerance, humility, love, and affection.
Children’s reflection: It refers to how teachers and parents encourage children to reflect. During reflection, children compose journals and engage in reflective thinking to identify their value practices and reconcile their strengths and limitations.