ABSTRACT
In this chapter, the author builds on the Model of Children’s Civic Mindedness to show how children’s reasoning about others, about space, and about issues shapes their approaches to engagement. She discusses patterns in the data that reveal children’s reasoning to be a tiered process, and uses examples to show how their calculus leads to differing behavioral stances. She closes with a discussion of demographic patterns and the potential of schools to serve as cites of powerful civic learning for all children.
