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TOPIC AND REFERENCES
Young Children’s Moral Understanding of Inclusion
Luisa M Estanga, MS
Department of Psychology, Liberty University
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TOPIC AND REFERENCES
Young Children’s Moral Understanding of Inclusion
The topic I have chosen for my presentation will be about the development of moral
understanding of inclusion with other children during the early childhood stage.
Presentation Outline
Begin with a short activity that will give the students an opportunity to socialize amongst each
other with little directions.
Students will be given a short bingo card with statements on it and they will have to find
classmates that can agree with the statement until someone gets bingo and essentially wins
the game. Then we will reflect on how they decided to ask another student if they agreed
with the statement, what did they look for in the student to think they would agree, as well as
then reflecting on the other aspect of being asked, how did that feel and what did they notice.
Topic- after the activity, I will begin with introducing the topic of the presentation.
Define inclusion.
Describe social relationships during early childhood stage and how they are typically
developed. Also share about how those relationships impact them later on.
oAsk students to raise hand if they’ve had a friend for more than five years, and keep
increasing until there is one student left and then ask them to reflect on how they
became friends.
Research/Content- Then I will begin highlighting key points from the research about the topic.
Talking about how children evaluate their peers and build judgments.
Inclusion during play, sharing with peers, and acknowledging moral emotions during.
Social inclusion/exclusion related to race and gender.
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TOPIC AND REFERENCES
Followed by inclusion of economically disadvantaged peers.
Inclusion of children with special needs.
Discuss the component of moral development and how it goes hand in hand with social
development.
Lastly, discuss what can be done to support young children to be more inclusive of their peers
and having a strong social development along with moral development.
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TOPIC AND REFERENCES
References
Cooley, S., Burkholder, A. R., & Killen, M. (2019). Social inclusion and exclusion in same-race
and interracial peer encounters. Developmental Psychology, 55(11), 2440-
2450. https://doi.org/10.1037/dev0000810
Dys, S. P., Peplak, J., Colasante, T., & Malti, T. (2019). Children's sympathy and sensitivity to
excluding economically disadvantaged peers. Developmental Psychology, 55(3), 482-
487. https://doi.org/10.1037/dev0000549
Hawkins, K. (2014). Looking forward, looking back : Framing the future for teaching for social
justice in early childhood education. Australasian Journal of Early Childhood, 39(3),
121-128. https://doi.org/10.1177/183693911403900315
Hwang, H. G., & Markson, L. (2020). The development of social exclusion detection in early
childhood: Awareness of social exclusion does not always align with social
preferences. Journal of Cognition and Development, 21(2), 166-
190. https://doi.org/10.1080/15248372.2019.1706521
Killen, M., Mulvey, K. L., & Hitti, A. (2013). Social exclusion in childhood: A developmental
intergroup perspective. Child Development, 84(3), 772-
790. https://doi.org/10.1111/cdev.12012
Killen, M., Pisacane, K., Lee-Kim, J., & Ardila-Rey, A. (2001). Fairness or stereotypes? young
children's priorities when evaluating group exclusion and inclusion. Developmental
Psychology, 37(5), 587-596. https://doi.org/10.1037/0012-1649.37.5.587
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TOPIC AND REFERENCES
Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2013). Development of intra-
and intergroup judgments in the context of moral and social-conventional norms. Child
Development, 84(3), 1063-1080. https://doi.org/10.1111/cdev.12011
Killen, M., & Stangor, C. (2001). Children's social reasoning about inclusion and exclusion in
gender and race peer group contexts. Child Development, 72(1), 174-
186. https://doi.org/10.1111/1467-8624.00272
Ongley, S. F., & Malti, T. (2014). The role of moral emotions in the development of children's
sharing behavior. Developmental Psychology, 50(4), 1148-
1159. https://doi.org/10.1037/a0035191
Scholes, L., Lunn Brownlee, J., Walker, S., & Johansson, E. (2017). Changes in children's
reasoning about the social inclusion of aggressive children over the early years of
elementary school. International Journal of Inclusive Education, 21(10), 991-
1010. https://doi.org/10.1080/13603116.2017.1325075
Scholes, L., Lunn Brownlee, J., Walker, S., Johansson, E., Lawson, V., & Mascadri, J. (2017).
Promoting social inclusion in the early years of elementary school: A focus on children's
epistemic beliefs for moral reasoning. International Journal of Inclusive
Education, 21(5), 507-520. https://doi.org/10.1080/13603116.2016.1223181
Toppe, T., Hardecker, S., & Haun, D. B. M. (2020). Social inclusion increases over early
childhood and is influenced by others' group membership. Developmental
Psychology, 56(2), 324-335. https://doi.org/10.1037/dev0000873
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TOPIC AND REFERENCES
Wainman, B., Boulton-Lewis, G., Walker, S., Brownlee, J., Cobb, C., Whiteford, C., & Johnsson,
E. (2012). Young children's beliefs about including others in their play : Social and moral
reasoning about inclusion and exclusion. Australasian Journal of Early Childhood, 37(3),
137-146. https://doi.org/10.1177/183693911203700318
Walker, S., Lunn-Brownlee, J., Scholes, L., & Johansson, E. (2022). Young children's moral
evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer
contexts. International Journal of Inclusive Education, 26(5), 429-
447. https://doi.org/10.1080/13603116.2019.1698061
Watson, K. (2022). 'I am big; he is little': Interrogating the effects of developmental discourses
among children in inclusive early childhood classrooms. International Journal of Early
Years Education, 30(2), 448-462. https://doi.org/10.1080/09669760.2020.1814211
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