Abstract
Students and teachers learn about citizenship through the identification of the world they live in, injustices of life, and joint actions to create the right conditions for democratic life. Early education and training can play a key role in the development of a child's citizenship from an early age. However, factors such as the insufficient training of teachers in matters of citizenship education in combination with the unclear goals in the Kindergarten curriculum make this task particularly difficult and make it hard for Kindergarten teachers to decide to engage further, as shown by findings from a previous study.The purpose of this article is to analyze the concept of citizenship on its theoretical basis and specifically to highlight how citizenship education is outlined in early childhood. We developed a series of activities that can take place in a kindergarten for citizenship education, on issues regarding decision making, behavioral evaluation, rules, dispute resolution, management of material and natural resources, democracy, tender, dialogue, peaceful coexistence, and contact with different cultures.These activities can serve as a guide for preschool teachers, who feel insecure to introduce the concepts of citizenship in the Kindergarten area, and we hope that they will be a trigger to realize that in a playful and easy way they can approach these demanding concepts.
Highlights
IntroductionIn Ancient Greece, the idea of political life and the conception of man as a being limited by nature to live a political life emerged for the first time, as well as the idea of their liberation from the necessity, and above all their freedom (Balias, 2008, p.13)
In Ancient Greece, the idea of political life and the conception of man as a being limited by nature to live a political life emerged for the first time, as well as the idea of their liberation from the necessity, and above all their freedom (Balias, 2008, p.13).According to Banks, Castles and Gutman (2012, p. 56), a person to be called citizen must work against injustice and not for the sake of individual recognition or personal gain, but for the benefit of all people
The purpose of this article is to analyze the concept of citizenship on its theoretical basis and to highlight how citizenship education is outlined in early childhood
Summary
In Ancient Greece, the idea of political life and the conception of man as a being limited by nature to live a political life emerged for the first time, as well as the idea of their liberation from the necessity, and above all their freedom (Balias, 2008, p.13). Someone to become a citizen of a nation-state, according to law, does not necessarily mean that they will achieve integration into the prevailing society, or that they will be recognized as an equal citizen by its most members, and this is probably because racial, cultural, linguistic, and religious characteristics of an individual can significantly affect this recognition (Banks 2011; Banks, Castles, & Gutman, 2012). The concept of citizenship in (nation) states dates to the late 18th century and is linked to the French and the American Revolution. During this period, the hereditary kingdom was replaced by the sovereign will of the people, and the concept of active citizens came to the fore Haste refers to the way in which politics and ethics are intertwined, as there is a link between a person's motivation to politicize, and their moral sensitivity, which is related to a sense of individual responsibility for taking action or motivating another person to act (Haste & Hogan, 2006)
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