The first entry in a series of blogs about Play and Ethics
The recent events we have witnessed and experienced these past few years have raised a concern about forming the ethical identities of young children. We continuously talk about teaching children what is right and wrong, but we fail to define it for ourselves. We set confusing rules that children tend to break because they don’t understand them or agree with them. As adults, we have opinions that are cemented on our beliefs and experiences, and we fail to question them or vet them through research and theory. These opinions impact our views and perspectives about what children need or don’t need to do. I want to propose that we take the time to look at what it means to allow children to form their ethical identities. As a profession, I invite us to ask questions that lead to a democratic and pluralistic approach to our practices instead of answering the simplistic question, “what works?” Better yet, let’s stop justifying our work by saying, “I do what I do because I know it works.” Often rules are designed by well-meaning adults who base them on shared core universal, objective, abstract, and rational principles and regulations that tell people how they ought to behave. However, following rules does not lead to ethical behavior. Ethical behavior will happen when children actively participate in the democratic process of making the rules in their community. We only have to observe and listen to children as they play. They know what is right and what is wrong for their small community. They discuss consequences and find democratic ways to negotiate and be inclusive of multiple perspectives.
If we want to support children’s ethical identity, we must make conscientious decisions as adults regarding our responsibility for the messages we send them. Children do not need an adult telling them to make “good” choices or reminding them of what they can and cannot do. They need adults who put aside their own abstract ideas of what is right or wrong and instead engage with them to create a democracy where every voice is valued. It is only then that children will develop their ethical identities.
There are moments when a quote or a passage in a book leads you into a deep reflection about your ethics and educational practices. As I ponder on the formation of the ethic identity, I found the following quote in the book, Forming Ethical Identities in Early Childhood by Brian Edmiston. I decided to spend more time reading Ursula K. Le Guin’s work, which led to more reflections about my beliefs and perspectives about ethics and play. I share the quote with you hoping that you also take the time to question how you guide children in understanding the events that have transpired this year.
I want to propose that we take the time to look at what it means to allow children to form their ethical identities. As a profession, I invite us to ask questions that lead to a democratic and pluralistic approach to our practices instead of answering the simplistic question, “what works?” Better yet, let’s stop justifying our work by saying, “I do what I do because I know it works.” Often rules are designed by well-meaning adults who base them on shared core universal, objective, abstract, and rational principles and regulations that tell people how they ought to behave. However, following rules does not lead to ethical behavior. Ethical behavior will happen when children actively participate in the democratic process of making the rules in their community. We only have to observe and listen to children as they play. They know what is right and what is wrong for their small community. They discuss consequences and find democratic ways to negotiate and be inclusive of multiple perspectives.
If we want to support children’s ethical identity, we must make a conscientious decision as adults regarding our responsibility in the messages we send them. Children do not need an adult telling them to make “good” choices or reminding them of what they can and cannot do. They need adults who put aside their own abstract ideas of what is right or wrong and instead engage with them to create a democracy where every voice is valued. It is only then that children will develop their ethical identities.
There are moments when a quote or a passage in a book leads you into a deep reflection about your ethics and educational practices. As I ponder on the formation of the ethic identity, I found the following quote in the book Forming Ethical Identities in Early Childhood by Brian Edmiston. I decided to spend more time reading Ursula K. Le Guin’s work, which led to more reflections about my beliefs and perspectives about ethics and play. I share the quote with you hoping that you also take the time to question how you guide children in understanding the events that have transpired this year.
“I believe that maturity is not an outgrowing but a growing up: that an adult is not a dead child but a child who survived. I believe that all the best faculties of a mature human being exist in the child, and that if these faculties are encouraged in youth they will act well and wisely in the adult, but that if they are repressed and denied in the child they will stunt and cripple the adult personality. And finally, I believe that one of the most deeply human, and humane, of these faculties is the power of imagination.” – Ursula K. Le Guin, The Language of the Night: Essays on Fantasy and Science Fiction
What do you think?
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