Introduction and Contribution

The study is a continuation of previous international studies on values education and learning in Nordic and Asian Countries (Gunnestad, Mørreaunet, & Onyango, 2015； NordForsk, 2019；Tang & Chong, 2007). Values education is embedded in the curriculum of Nordic countries, but remains a need to practice and research (Sigurdardottir & Einarsdottir, 2016). Meanwhile, values education is discussed broadly and extensively in Asian areas, but research in relation to values education and learning among young children is neglected. Values are understood as core beliefs that play as guides to individual behaviors. The purpose of values education is to prepare children inquiry knowledge of values to which they belong (Thornberg, 2008). Some findings show that values related to social skills, democracy, and caring (Einarsdottir et al., 2015); some shows that disciplinary is the one (Fugelsnes, et al, 2013); others identified that values related to moral views or becoming democratic citizenship (Tang & Chong, 2007). This difference implies that diverse system, life or cultural perspectives influence the values (Sigurdardottir & Einarsdottir, 2016). In this study, we chose to focus on value of caring because it reflects a fundamental belief in Taiwanese culture. In addition, the findings of the children’s’ perspectives of caring in our study will lead to the discussion with other European researchers’ research on children’s perspective of daily life in child care (Kragh-Müller & Isbell, 2011).  

Although children learn values, they make meanings of values as well. According to Childhood Studies and the Convention of the Rights of the Child (United Nations, 2005), children have the rights to participate and express their views. Children are seen as active members in creating culture and knowledge. On the other hand, it is essential to learn young children’s perspectives in value education and learning.

Based on Childhood Studies, Children’s Right and the needs of research regarding to values education, this project is to study Taiwanese kindergarten children’s experiences of the values education and their perception of the value: Caring. Taiwanese culture is derived from Confucianism, which emphasizes a social-relationship-oriented and caring culture (Hsu & Wu, 2015). Caring is a collective notion of courtesy, consideration, helpfulness, and friendship. Researchers have increasingly insisted that finding children’s perspectives of caring in contemporary times and in Asian area should be addressed.

The contribution of this study includes: (1) it aims to present the theoretical framework of this research project and participative methodology, (2) it is hoped this study will shed light on children’s description and perspectives about caring in daily lives of kindergarten in non-European cultural contexts, (3) It also aims to elicit discussion among international scholars or in-service early childhood teachers about children’s views of caring in different regions. Children’s different points of views can also guide educational practices and improvement. In summary, this study is a critical expansion of other researchers’ work related to values education and cultural studies in the era of globalization.

Data collection takes place in a kindergarten classroom in Taipei, Taiwan. The school is located in Taipei urban area, and 16 children aged from 5-6 years were selected to participate in this study. Data has been collected through several resources based on Mosaic approach (Clark & Moss, 2011). Mosaic approach is that researchers collect data through a wide range of means, including children’s use of cameras, role plays, tours and mapping to conversation with relevant adults and caregivers. The significance of this approach is to offer insights of people’s lives and voices. In the study, data resources are from the followings. (1) Participant observation document the cultural caring practice in a young children’s classroom and provide a foundation for interpreting other data. (2) Other data is collected though photo supported and drawing supported interviews with the children. Photos children take themselves will be used as a basis for individual interviews, children’s drawings will be used as a basis for group interviews in order to elicit young children’s perspectives to what caring is in daily school life. (3) Interviews of children’s teachers offer their teaching beliefs of values education and understanding of the children. The different approaches and peer debriefing during the study also allow the researchers to triangulate data and increase the trustworthiness of the study. Ethical issues related to key principles of beneficence, informed consent, as well as confidentiality are to be raised at all stages of research.

There are five areas of focus that have emerged which will be explored and discussed with references to the research data. (1) Respecting to thematic curriculum related to caring in the children’s classroom. (2) Respecting to caring events and environment children’ described and felt in their drawings, photos and interviews. (3) Respecting to the children’s different and similar voices of caring. (4) Issues of using photo-elicitation with children. (5) Recommendation from the study process or results to early childhood teachers’ interaction with young children and their practices of values education.

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