Abstract
This study explores how kindergarten teachers foster civic engagement in young learners as part of a larger multi-case study on civic education in kindergarten classrooms serving low-income students in the Southeastern United States. Five teachers were interviewed using video elicitation techniques, which involved using video clips to prompt discussion and reflection. Findings indicate that teachers educate for civic engagement within the personally responsible and participatory paradigms of good citizenship (Westheimer & Kahne, 2004) and intuitively align their beliefs and practices with the Educating for American Democracy principles (EAD, 2021). Their efforts include modeling citizenship, fostering collaborative learning and community building, and providing children with limited opportunities for decision-making. However, they face significant challenges, including insufficient instructional time and curriculum constraints, difficulties in creating authentic home-school connections that link civic concepts to students’ daily lives, and gaps in teacher preparation and knowledge. These findings reveal the tension between teachers’ aspirations for fostering civic engagement and the structural and contextual barriers they encounter. The study underscores the importance of expanding support for civic education in early childhood, including professional development, curriculum resources, and strategies for family engagement, to nurture engaged citizenship from a young age.
Recommended Citation
Smirnova, D.
, Berson, I. R.
, Berson, M. J.
().
Nurturing Engaged Citizenship in Kindergarten: An Exploration of Teacher Beliefs and Practices.
Democracy & Education,
34
(1), Article 5.
Available at:https://doi.org/10.65214/2164-7992.1748