This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy.
This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness...
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Universidad de Granada
2025-01-01
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| Series: | DEDiCA |
| Online Access: | https://revistaseug.ugr.es/index.php/dedica/article/view/31328 |
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| author | Marco Iori |
| author_facet | Marco Iori |
| author_sort | Marco Iori |
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This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy.
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| format | Article |
| id | doaj-art-003f1f1268474e939946357a8a35f588 |
| institution | Kabale University |
| issn | 2182-018X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Universidad de Granada |
| record_format | Article |
| series | DEDiCA |
| spelling | doaj-art-003f1f1268474e939946357a8a35f5882025-01-15T12:41:16ZengUniversidad de GranadaDEDiCA2182-018X2025-01-012310.30827/dreh.23.2025.31328This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy.Marco Iori0Universita' degli Studi di MODENA e REGGIO EMILIA: Modena, Emilia-Romagna This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. https://revistaseug.ugr.es/index.php/dedica/article/view/31328 |
| spellingShingle | Marco Iori This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. DEDiCA |
| title | This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. |
| title_full | This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. |
| title_fullStr | This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. |
| title_full_unstemmed | This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. |
| title_short | This paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in Italian preschool settings. The research employs the methodology of Constructivist Grounded Theory (CGT) to emphasise the indispensable role of promoting ethical awareness in early childhood education. The preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness. From a theoretical and practical perspective, the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon: ethical illiteracy. |
| title_sort | this paper presents the initial findings of a qualitative study investigating the relationship between ethics and education in italian preschool settings the research employs the methodology of constructivist grounded theory cgt to emphasise the indispensable role of promoting ethical awareness in early childhood education the preliminary results from the interpretation of intensive interviews with preschool teachers indicate that the structuring of ethically significant educational experiences can be a factor in the growth of ethical awareness from a theoretical and practical perspective the study posits that stimulating ethical awareness from early childhood can prevent the rise of an increasingly widespread phenomenon ethical illiteracy |
| url | https://revistaseug.ugr.es/index.php/dedica/article/view/31328 |
| work_keys_str_mv | AT marcoiori thispaperpresentstheinitialfindingsofaqualitativestudyinvestigatingtherelationshipbetweenethicsandeducationinitalianpreschoolsettingstheresearchemploysthemethodologyofconstructivistgroundedtheorycgttoemphasisetheindispensableroleofpromotingethicalawarenes |