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This article reports an action research (AR) project on how democratic values implemented in teaching, promote the awareness and sensitivity of social values. The research aimed to awaken children’s awareness of democratic values and to observe effective ways of teaching them. The research analyzed children’s sensitivity to respect, care, and participation. Furthermore, it investigated children’s construction of values. The research was conducted in Iceland from 2017–2018 and involved 27 five to sixyear-old children participating as co-researchers, nine teachers, co-researchers, and the investigator. Data collected included: reading values-based literature, children’s drawings, session record, discussions leading from moral dilemmas, play, and observation. The findings showed that children’s awareness of democratic values grows with the use of value-based literature. The children used their drawings to assimilate, construct and negotiate developing values. Exposure to moral dilemmas allowed children and teachers to negotiate their values and here the teacher role-model was essential. Children considered play as the most enjoyable way to learn, and they liked teachers to participate. This article shares one part of the findings that reveal the benefits of using democratic methodologies with the children in light of John Dewey’s theory. The children generated rich and ingenious ideas about values and their significance, expressing enthusiasm towards opportunities to make decisions that matter to them. The study provides important insights into how organized preschool activities can increase children’s awareness of the democratic values present in their daily lives. Preschools place great emphasis on democratic values in their work and it is therefore important to develop methods and resources to strengthen children’s awareness and knowledge in this field. |
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