The article presents the theory and the educational framework of MelArete, a project of education to virtue-based care ethics developed for kindergartens and primary schools. In order to show children’s ability to reflect on important ethical concepts and to argue about the efficacy of the project, the article reports the results of a research work involving 114 children aged 4-5 years. The comparison between the thoughts collected during the pre-test and the post-test activities shows the evolution in the way in which children think: they indeed refine their reflective skills and learn how to read their everyday experience through the language of ethics.
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