Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
NÚMERO ESPECIAL
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
de la
Educación
Año 12 N° 35
Noviembre - 2021
Tercera Época
Maracaibo-Venezuela
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Olha P. Tretiak et al. /// The role of instilling moral values in primary schoolchildren, 37-62
DOI: http://dx.doi.org/10.46925//rdluz.35.03
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The role of instilling moral values in primary schoolchildren
Olha P. Tretiak*
Liudmyla I. Melenets**
Viktoriia M. Shcherbyna***
Olena V. Poliakova****
Larysa V. Kravchuk*****
ABSTRACT
The aim of this study was a comprehensive coverage of the effectiveness of instilling moral values
in the education of primary schoolchildren for their further update. The following tools were
used for the collection and processing of statistical data: scientific literature review, survey
results, questionnaires for parents, generalization of theoretical and empirical data, diagnostic
methods (direct and indirect pedagogical observation, unfinished sentence technique, game
activity, icon exercises, analysis of moral and ethical situations, independent characteristics),
statistical methods of calculation. The online utility Text Analyzer was used to process open
responses from parent questionnaires. The introduction of individual, group, as well as training
forms of work, discussion, feedback techniques, games and art methods into the educational
process of primary school has provided positive changes in instilling moral values in students.
The interaction of family and school contributed to the development and improvement of
parents’ pedagogical knowledge and skills. The levels of moral values in primary schoolchildren
in experimental groups after the completion of the formative stage of the experiment
significantly exceed the indicators of control groups.
KEYWORDS: education; moral values; justice; dignity; responsibility; communication.
*Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool and Primary
Education, Institute of In-Service Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine. ORCID:
https://orcid.org/0000-0002-1160-055X. E-mail: olh389tretiak@gmail.com
**Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool and Primary
Education, Institute of In-Service Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine. ORCID:
https://orcid.org/0000-0003-0246-2674. E-mail: liudmelenets@ukr.net
***Candidate of Political Sciences, Associate Professor of the Department of Preschool and Primary
Education, Institute of In-Service Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine. ORCID:
https://orcid.org/0000-0003-0103-2197. E-mail: vktshcherbyna4@yahoo.com
****Senior Lecturer of the Department of Preschool and Primary Education, Institute of In-Service Education,
Borys Hrinchenko Kyiv University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-1152-2045. E-mail:
overpoliakova@gmail.com
*****Senior Lecturer of the Department of Preschool and Primary Education, Institute of In-Service
Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-2066-
2912. E-mail: kravchuklar@ gmail.com
Recibido: 29/06/2021 Aceptado: 01/09/2021
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El papel de inculcar valores morales en los escolares de primaria
RESUMEN
El objetivo de este estudio fue una cobertura integral de la efectividad de inculcar valores
morales en la educación de los niños de la escuela primaria para su posterior actualización.
Se utilizaron las siguientes herramientas para la recolección y procesamiento de datos
estadísticos: revisión de literatura científica, resultados de encuestas, cuestionarios para
padres, generalización de datos teóricos y empíricos, métodos de diagnóstico (observación
pedagógica directa e indirecta, técnica de oración inconclusa, actividad de juego, ejercicios
de iconos, análisis de situaciones morales y éticas, características independientes), métodos
estadísticos de cálculo. El recurso en línea Text Analyzer se utilizó para procesar respuestas
abiertas de cuestionarios para padres. La introducción de formas de trabajo individuales,
grupales y formativas, la discusión, las técnicas de retroalimentación, los juegos y los métodos
artísticos en el proceso educativo de la escuela primaria ha proporcionado cambios positivos
en la formación de valores morales en los estudiantes. La interacción de la familia y la escuela
contribuyó al desarrollo y mejoramiento de los conocimientos y habilidades pedagógicas de
los padres. Los niveles de valores morales en escolares de primaria en grupos experimentales
después de la finalización de la etapa formativa del experimento superan significativamente
los indicadores de los grupos de control.
PALABRAS CLAVE: educación; valores morales; justicia; dignidad; responsabilidad;
comunicación.
Introduction
Education and upbringing have, in one way or another, a moral dimension. The central
goal of the education of both past centuries and present education is instilling moral values
in children. The interaction of factors influencing attitudes toward oneself and others is
complex, but even simple brief adult interventions in the educational process can also be
effective. The older generation offers the world to the younger one, and invites the latter to
communication by various means and technologies. The formation of the moral sphere of
primary schoolchildren has become the object of study of modern philosophers,
psychologists and educators. Problems of humanistic morality are studied by modern
domestic philosophers (Kremen, 2010; Ladichenko, 2009). Psychological and pedagogical
studies of structural and dynamic features of the moral sphere of primary schoolchildren
were analysed in the works (Bekh, 2012; Savchenko, 2009), because the foundations of
worldview are actively formed in this age period. The problem of laying the foundations of
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moral culture through knowledge and self-development was studied by Ebersbach and
Brandenburger (2020). The study of Willemse et al. (2018) is of scientific value, as it deals
with the joint interaction of teachers and parents in the education and upbringing of pupils.
The opinion of researchers Marin et al. (2018) about effective forms and methods of work of
teachers and parents is noteworthy. The works of Splitter (2020) deal with the study of the
problem of interpersonal relationships of pupils.
However, despite the attention of scholars to this problem, there is limited knowledge
and theoretical justification of the importance of the role of instilling moral values in primary
schoolchildren. Therefore, the topicality of this problem, its pedagogical significance requires
special research.
1. Literary review
There is a current escalation of personal disputes caused by the ever-increasing
“wealth gap” between and within countries, the impact of globalization, the growing
financial crisis, the mass movement of refugees fleeing war, oppression and climate change.
Such events bring to the surface a problem of the inconsistency of ways in which ordinary
people “see” themselves in relation to others and themselves (Splitter, 2020). The orientation
of Ukrainian society to democratic values and humanistic morality necessitates the
development of effective models and pedagogical conditions for instilling moral values in
primary schoolchildren. This problem is especially acute today, in the context of hostilities
in eastern Ukraine, when human life is devalued, there is a threat of terrorist attacks, moral
ideals are broken, the struggle for the integrity of the country in ongoing. The initial
conceptual principles of education of moral values in the youth of Ukraine were confirmed
in the provisions of the Laws “On Education” 2017, “On Complete General Secondary
Education” 2020, the Programme “New Ukrainian School” in the approach to values (Bekh
et al., 2019), Concepts of Instilling Humanistic Values of Comprehensive School Pupils (Bekh
et al., 2005), etc.
The new Ukrainian school must cultivate not only responsibility for oneself, but also
for the development and well-being of the country and all mankind (Verkhovna Rada of
Ukraine, 2016).
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Thus, the problem of moral education is relevant and needs empirical research
(Ruyter, 2019), as well as a purposeful moral and characteristic goal of education —promote
the realization of generally accepted moral values (Lyesmaya et al., 2020).
Therefore, we consider it pedagogically important to study the importance of moral
education in the education of primary school children in order to further improve the overall
level of good breeding.
2. Methods and materials
This study was quantitative; it lasted from September 2018 to December 2020 and
involved 486 primary schoolchildren, 54 teachers, 284 parents. It consisted four stages: 1st
— preparatory or theoretical; 2nd — summative; 3rd — formative; 4th — control. The
empirical part of the study was based on: 1) a summative experiment, which aimed to outline
the problems and difficulties in instilling moral values in primary schoolchildren; 2)
formative experiment, where a goal was set to introduce methods of instilling moral values
in primary schoolchildren; 3) the control stage of the study involved testing of primary school
teachers who worked in control and experimental groups, as well as the comparison of the
results obtained in the summative experiment. In addition, a survey of parents was
conducted in order to comment on the changes they noticed in their children regarding the
manifestation of justice, dignity, responsibility. Figure 1 shows the organizational structure
of the study.
2.1. Data collection tools
Methods of generalization of empirical data, diagnostic questionnaires of students and
questionnaires of parents and teachers, direct and indirect observation were used to fulfil
research objectives.
In order to clarify the importance of moral education in primary schoolchildren and to
determine the state of instilling moral values of primary schoolchildren, 486 pupils of grades
2-4 were involved. The experimental group (EG) included 249 pupils, the control (CG)
consisted of 237 primary schoolchildren.
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Figure 1. Organisational structure of the research
The choice of criteria and indicators of the levels of moral values was due to the
definition of the concepts of criteria and indicators developed by researchers (Pavelkiv, 2005;
Savchin, 2005). We identified three interrelated criterial components — cognitive, emotional
and motivational, behavioural and activity.
Thus, we assumed that the diagnostic methods we identified, as well as criteria and
indicators can contribute to an objective and effective diagnosing of the phenomenon under
study — the level of moral values instilled: responsibility, justice, dignity in primary
schoolchildren (Appendix D).
2.2. Sampling
In order to conduct a summative experiment, 249 schoolchildren were selected to the
experimental groups (EGs), 237 primary schoolchildren, their parents and teachers of
educational institutions of Kyiv were selected to the control groups (CGs). In total, 84
diagnostic examinations, including repeated ones, were performed during the empirical
study.
3. Results
In order to find out the level of understanding of the concepts of “dignity”,
“responsibility”, “justice” by primary schoolchildren, we conducted a survey of pupils. The
obtained results of the questionnaire showed that the majority of participants (including 261
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students — 53.7% out of 486) chose the right definitions from among the proposed
statements, while 225 students - 46.3% have superficial knowledge about respect for human
dignity, unclear understanding of the semantics of the concept of “moral and ethical values”.
When comparing children’s responses with observational data, we can see that moral
values are not always embodied in a moral act or moral behaviour. In our opinion, there are
two main reasons. The first reason is the lack of “moral exercises”, immature moral behaviour
skills, which indicates that knowledge of moral values has not reached the level of moral
behaviour. The second reason is the lack of understanding of the need to act in accordance
with moral values. Children know that there are moral rules, but they do not have enough
idea why they should be followed. Not much schoolchildren realise that it is necessary to be
kind to others not because adults demand it (they will punish or praise), but in order to give
others the opportunity to rejoice and get pleasure from it themselves. Children lack
knowledge about ethical laws, their nature and significance in life.
So, it is not necessary to cultivate an “authoritarian conscience” — do it morally,
because you will be punished, but it is necessary to cultivate a “humane conscience” — a
friendly attitude to other people, because that’s what life in society and in the world is based
on.
In order to study the level of formation of moral values, we used the Big Five
personality traits techniques. According to this method, the schoolchildren were asked to
name five qualities that they respect themselves for, and five qualities that they would like to
get rid of.
All answers of the participants can be divided into two groups. These are moral
qualities of an individual (sociability, honesty, selflessness, etc.), and qualities that are not
related to the moral sphere (strength, beauty, intelligence, wealth, etc.). The results show
that children value beauty, strength, intelligence, courage, humour, camaraderie, cunning in
themselves the most. The qualities they would like to get rid of are laziness, anger, greed,
cowardice, timidity, and stupidity. It is worth noting that such qualities as responsibility,
dignity, justice, were little mentioned by children.
The importance of this task was to make junior pupils think about the question:
“What am I, what qualities do I have?” and “What do I want to be so that I am respected?”
A written survey was followed by to find out the reasons and motives for choosing one
or another quality. For example, the question “Why do you want to be strong?” was often
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answered: “To be able to stand up for myself”, “To make others afraid”. Very few explained
this by saying that the said quality is necessary in order to protect the weak, unprotected.
This technique revealed that most children focus on the desire to have “practical” pragmatic
qualities. The desires of children are aimed at obtaining material and other benefits and
advantages, while they do not have a deep understanding of the high moral qualities.
We assume that immature ethical knowledge, lack of life experience, little experience
of examples of moral values, high morality can lead to the impoverishment of the spiritual
world of growing children. Their ideas reflect only the urgent needs of life, which convinces
us of the need for appropriate communication to expand children’s knowledge of such moral
values as justice, responsibility, dignity.
Table 1 presents the results of understanding of justice by junior pupils as a property
of man in his/her attitude to other people, obtained using the method of “How many of
whom?”
Table 1. The result of establishing the understanding of justice by junior pupils in the
worldview of schoolchildren (author’s development).
Many just
people
Many just
people and I
Few just people
Few just
people and I
Total
Number
%
Number
%
Number
%
Number
%
2
nd
grade
3
3.8
68
86.1
8
10.1
0
0
79
3
rd
grade
3
3.6
58
69.9
17
20.5
5
6.0
83
4
th
grade
3
3.4
54
62.1
20
23.0
10
11.5
87
Total
9
3.8
168
70.9
45
19.0
15
6.3
237
The applied method “How many of whom?” to determine children’s just/fair treatment
of others and themselves allows us to conclude that it is necessary to carry out purposeful
work on instilling such a moral value as justice in children: revealing to the children the
positive aspects of people around them, the ability to see and understand good in action, put
themselves in place of another person, the desire to come to the aid, the upbringing of the
child’s desire to treat members of society, peers justly-fairly.
We considered that the analysis of test methods and questionnaires on the
understanding of moral values and observance of moral rules by pupils actually requires the
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use of additional methods, in particular — pedagogical observation and conversation. During
2018-2019, we conducted the observation of pupils which allowed us to supplement and
verify the results. We observed participant’s behaviour both in class and in extracurricular
activities. The method of observation was aimed at studying the peculiarities of the
manifestations of junior students’ sense of responsibility, dignity, fair treatment of
themselves and their peers. During the observation, the behaviour of children was recorded
both in life and in the course of solving moral situations: shows kindness, compassion, justice,
indifference, aggression, adequacy of reaction; frequency of kindness; whether the child acts
voluntarily or under pressure, shows respect for himself/herself and shows respect for others.
Pedagogical observation showed that not all teachers arrange conversations with
pupils, discuss a case, find out the reasons and explain the norms and rules of moral behaviour
in class or during the break. In the classroom, where the teacher constantly draws children’s
attention to the good deeds of one of the children and conducts a conversation in connection
with misunderstandings that arise from time to time between children, students are more
conscious of their actions and moral behaviour, a favourable psychological atmosphere is
formed in the class team.
The survey which involved 54 teachers of schools confirmed the topicality of the
research and the need for its practical development. The obtained empirical data showed an
insufficient level of professional readiness of teachers to instil moral values in children. The
survey showed that 52.4% of teachers need to improve their competence in instilling
universal moral values in modern primary schoolchildren.
It should be noted that only a small proportion of teachers (17.8%) master modern
methods of instilling moral values in primary schoolchildren. Most teachers mentioned
traditional methods: conversations on ethical topics, reading and discussion of works of art,
problematic moral and ethical situations were rarely mentioned, explaining it by the lack of
time and the necessary informational, diagnostic and methodological developments to work
with junior pupils. It can be argued that instilling moral values in primary schoolchildren is
not systemic but spontaneous, one of the reasons for this — insufficient teacher training, in
particular — mastery of modern methods of involving children in obtaining moral
knowledge.
Reflecting on how it would be possible to form moral values in junior pupils and
looking for ways to solve this problem, teachers expressed a desire to attend relevant
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trainings, seminars, get new information, consult with scientists, learn about modern
pedagogical technologies. At the same time, teachers did not overlook the influence of the
media and the Internet on the formation of moral values in primary schoolchildren. The
explanation for this is found in the crisis phenomena in Ukrainian society, which do not
contribute to the positive development of society as a whole and the younger generation in
particular. We asked teachers (54 people) to answer the following question: “What modern
technologies would you like to master in order to ensure the effective outcome of instilling
moral and ethical values in primary schoolchildren?” Figure 2 shows the quantitative
indicators of answers to this question.
Figure 2. Quantitative indicators of responses of teachers on the subject of mastering
the technologies of instilling moral values in primary schoolchildren
The results of the survey shown in Figure 2 suggest that teachers would be more likely
to master interactive (31.5%) and personality-oriented technologies (18.5%) when instilling
moral values in primary schoolchildren. It is quite understandable that the primary school
teachers are more interested in game technologies (11.1%), which is explained by the specifics
of primary school age. A small number of teachers showed interest in human-centred
technologies (3.7%), but could not clearly present their essence in an individual interview.
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As a rule, school teachers rely in their practice on their own experience, being guided
not by the facts of research, but by their feelings, ideas, assumptions, associations, likes or
dislikes, and so on.
According to scholars, the practical school of morality is the family, and the basis of
upbringing is its healthy microclimate, where children are brought up by personal example
of parents in the spirit of dignity and responsibility (Savchenko, 2009). We believe that the
child’s behaviour in other social groups depends on the example of family relationships. One
of the disadvantages of family upbringing is the underestimation by parents of the
importance of daily communications with both children and in the presence of children.
Sometimes, forgetting about the presence of children, parents condemn acquaintances, the
quality of the event or swear harsh words (Savchenko, 2009). The upbringing of moral values
seems “to be left to its own devices”. Parents themselves are sometimes not ready to show a
positive attitude towards others. And the relationship of parents with each other is not an
example of tolerance.
In order to find out the development of moral values in the family, we conducted a
survey of parents of pupils in grades 2-4. Analysis of the survey data, individual conversations
with parents shows that the vast majority of parents are aware of the importance of instilling
moral values in their children and often conduct conversations on moral topics (79.4%).
Parents value the health, success of the child in learning, the well-being of the family, in
particular, children, the most in their lives. More attention is paid to the formation of
“business” qualities of the child that affect success — diligence, determination, neatness, self-
discipline, etc. Such moral qualities as politeness, honesty, kindness to others are ranked
second.
The pedagogical conditions that ensured the effective instilling of moral values in
primary schoolchildren were: preparation of teachers for instilling moral values in primary
schoolchildren; development and implementation of methods of instilling moral values in
primary schoolchildren; ensuring the interaction of the school with the family in instilling
moral values in primary schoolchildren.
These pedagogical conditions ensured the effectiveness of the research. The practical
significance of the obtained results presented below is the introduction of methods of
pedagogical diagnosis of instilling moral values in primary schoolchildren; appropriate
content, forms and methods of organization and implementation of the educational process
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in primary school (programmes: “Instilling Moral Values in Primary Schoolchildren”, elective
course for teachers “Secrets of Moral Values”, training for teachers “Man-to-Man Attitude”,
and for parents — “Pedagogical Messages”). Table 2 presents the results of our study on the
development of moral values by primary schoolchildren.
Table 2. The results of acquiring moral values by primary schoolchildren (author’s
development).
Completion of tests
At the beginning of
the experiment (%)
At the end of the experiment
Control groups (%)
Experimental groups
(%)
Completed on their own
23.2
21.7
32.8
Turned to the teacher for
help
49.3
45.9
62.7
Failed
27.5
32.4
4.5
Total:
100
100
100
The data in Table 2 indicate a significant difference in knowledge between students of
the experimental and control groups, which indicates the effectiveness of our method (Fopel,
2010; Gavrish & Linnik, 2014). The children had difficulties in understanding human dignity
at the beginning of the experiment, while after a comprehensive work they defined dignity
as a moral quality that a person develops independently (10.1%), which is the basis of
civilized human relations (10.2%), a positive attitude to another person (9.1%), respect for
each person regardless of wealth, nationality and religion (8.7%), recognition of the rights
and freedoms of each person (7.3%), personal responsibility (7.6%), willingness to help
others (7.3%), to resist immorality (6.7%).
According to children, dignity makes it impossible to offend others (6.2%), treat
others unfairly (5.6%), execute instructions dishonestly (4.9%), deception (4.5%),
exploiting (4.5%), humiliation (4.2%), contempt (4.2%), indulgence in weaknesses (3.8%),
neglect of moral principles (3.4%). At the same time, children would like adults not to talk
to them in high tones (2.9%), not to ignore their thoughts (2.5%), not to divulge their secrets
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(2.2%), not to pick on (1.8%), not to compare with other pupils (1.7%), not to impose but
share their views (1.5%), not to make negative predictions for the future when criticizing
(1.3%).
A total of 249 pupils from the experimental groups were interviewed, which is 100%.
Table 3 presents the results of our study to identify the levels of instilled moral values in
primary schoolchildren by cognitive criteria.
Table 3. The results of establishing the levels of moral values in primary schoolchildren by
cognitive criterion, % (the author’s development).
Levels
2
nd
grade pupils
3
rd
grade pupils
4
th
grade pupils
Beginning
of work
End of
work
Beginning
of work
End of
work
Beginning
of work
End of
work
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
High
4.2
4.6
17.2
6.3
7.4
6.3
21.5
8.9
7.9
6.7
23.1
9.6
Medium
54.2
54.6
68.6
49.5
46.7
46.8
70.1
49.1
48.3
51.9
70.3
52.7
Low
41.6
40.8
14.2
44.2
45.9
46.9
8.4
42.0
43.8
41.4
6.6
37.7
Total:
100
100
100
100
100
100
100
100
100
100
100
100
The data in table 3 show that the difference between the number of primary
schoolchildren with a high level of moral values in terms of cognitive criterion is 17.2-
4.2=+13.0 (2nd grades), 21.5-7.4=+14.1 (3rd grades) and 23.1-7.9=+15.2 (4th grades) of
experimental groups; and 6.3-4.6=+1.7 (2nd grades), 8.9-6.3=+2.6 (3rd grades) and 9.6-6.7=+2.9
(4th grades) of control groups. With a medium level: 68.6-54.2=+14.4 (2nd grades), 70.1-
46.7=+23.4 (3rd grades) and 70.3-48.3=+22.0 (4th grades) of experimental groups and 49.5-
54.6=- 5.1 (2nd grades), 49.1-46.8=+2.3 (3rd grades) and 52.7-51.9=+0.8 (4th grades) of control
groups.
With a low level of 14.2-41.6=–27.4 (2nd grades), 8.4-45.9=-37.5 (3rd grades) and 6.6-
43.8=-37.2 (4th grades) of experimental groups and 44.2-40.8=+3.4 (2nd grades), 42.0-
40.8=+1.2 (3rd grades) and 37.7-41.4=-3.7 (4th grades) of control groups. The results of our
study to identify the levels of moral values in primary schoolchildren by emotional and
motivational criteria are presented in Table 4.
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Table 4. The results of establishing the levels of moral values in primary schoolchildren by
emotional and motivational criteria, % (author’s development).
Levels
2
nd
grade pupils
3
rd
grade pupils
4
th
grade pupils
Beginning
of work
End of
work
Beginning
of work
End of
work
Beginning
of work
End of
work
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
High
7.4
7.6
16.1
7.9
9.2
10.0
21.3
12.1
10.9
9.6
23.1
14.2
Medium
54.2
55.6
75.4
57.2
52.6
53.3
68.7
48.7
69.4
53.9
69.9
53.2
Low
38.4
36.8
8.5
34.9
38.2
36.7
10.0
39.2
19.7
36.5
7.0
32.6
Total:
100
100
100
100
100
100
100
100
100
100
100
100
The data in Table 4 show positive changes in the emotional and motivational sphere
of primary schoolchildren in experimental groups, where appropriate methods were
introduced, which provided a significant increase in the number of children with high and
medium levels and a decreased number of children with low levels of moral values by
emotional and motivational criterion. There were insignificant changes in the control groups
of the 2nd grade, and in the 3rd-4th grades, despite a slight increase in the number of children
with a high level, there was a tendency to decreasing number of children with a medium level
and increased group with a low level. This is explained, on the one hand, by the development
of children’s emotional sphere, and on the other — by entering adolescence with its inherent
crisis phenomena experienced by 4th grade pupils, which requires appropriate educational
efforts of important adults in instilling moral and ethical values. The results of our study to
identify the levels of moral values in primary schoolchildren by behavioural criteria are
presented in Table 5.
Indicators by behavioural and activity criteria confirm the effectiveness of the
introduced methods of “Short Intervention” at the formative stage of the study, as well as
allow noting minor changes in the behaviour of primary schoolchildren in the control groups.
It is noteworthy that the number of children with a high level of moral values by behavioural
criteria among 2nd grade pupils is much less than among students of 3rd-4th grade. This is
due to the insignificant life experience of children of this age, and indicates the need for
further moral exercise. The most noticeable are the shifts in the groups with medium and low
levels, groups with high levels have the potential for growth. In all these groups, qualitative
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changes took place due to the movement of low-level children to medium-level groups, and
medium-level children — to high-level groups, which is evidence of the effectiveness of the
experimental work. The results of our study to establish the distribution of primary
schoolchildren by levels of moral values at the beginning of the observational experiment are
presented in Table 6.
Table 5. The results of establishing the levels of moral values in primary high schoolchildren
by behavioural criteria, % (author’s development).
Levels
2
nd
grade pupils
3
rd
grade pupils
4
th
grade pupils
Beginning
of work
End of
work
Beginning
of work
End of
work
Beginning
of work
End of
work
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
EG
CG
High
6.4
6.5
14.5
7.1
7.8
7.5
21.2
9.7
8.3
8.4
23.1
10.6
Medium
54.2
53.1
70.2
53.9
47.4
49.8
71.3
48.9
50.0
49.0
70.0
48.8
Low
39.4
40.4
15.3
39.0
44.8
42.7
7.5
41.4
41.7
42.6
6.9
40.6
Total:
100
100
100
100
100
100
100
100
100
100
100
100
Table 6. The results of establishing the distribution of primary schoolchildren by levels of
moral values at the beginning of the summative experiment, % (author's development).
Levels
Control groups (CGs)
Experimental groups
(EGs)
2
nd
grade
3
rd
grade
4
th
grade
2
nd
grade
3
rd
grade
4
th
grade
High
6.2
7.9
8.2
6.0
8.1
9.0
Medium
54.4
50.0
51.6
54.2
48.9
55.9
Low
39.4
42.1
40.2
39.8
43.0
35.1
Total:
100
100
100
100
100
100
The results of establishing the distribution of primary schoolchildren by levels of
moral values at the end of the formative experiment are presented in Table 7.
Comparative analysis of the obtained indicators at the beginning and at the end of the
experimental work allowed identifying changes in the levels of moral values in primary
schoolchildren. As a result of the work carried out in the experimental groups, 18.6% of
primary schoolchildren were classified as high against 7.4% at the beginning of the
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experiment. The dynamics of changes in the levels of moral values in primary schoolchildren
and the generalized results are presented in Figure 3.
Table 7. The results of establishing the distribution of primary schoolchildren by levels of
moral values at the end of the formative experiment,%.
Levels
Control groups (CGs)
Experimental groups
(EGs)
2
nd
grade
3
rd
grade
4
th
grade
2
nd
grade
3
rd
grade
4
th
grade
High
7.1
10.2
11.5
15.9
21.3
23.1
Medium
53.5
48.9
51.6
71.4
70.1
70.1
Low
39.4
40.9
36.9
12.7
8.6
6.8
Total:
100
100
100
100
100
100
According to the results of the formative stage of the experiment, the share of primary
schoolchildren with a high level of moral values increased as follows: 9.9% of 2nd grade
pupils, 13.2% of 3rd grade pupils and 14.1% of 4th grade pupils. As for the group of primary
schoolchildren with a medium level, it increased by 17.2% in the 2nd grade, by 21.2% in the
3rd grade, and by 14.2% in the 4th grade pupils. The number of children with low levels
decreased by 27.1% in the 2nd grade, by 34.4% in the 3rd grade and by 28.3% in the 4th grade
of the experimental groups. In the control groups there was a slight difference in the
indicators.
Summing up the results of the experimental work, teachers noted its important role
for modern school and education of primary school children (57.8%), the urgent need for such
methods and guidelines that would reorient the educational process of primary school from
authoritarian to humanistic education (48.9%), the importance of the work for personal
growth and professional development of primary school teachers (47.2%), their compliance
with modern programmes and educational standards (38.4%), the creation of effective
pedagogical conditions at school (35.3%) , the need to ensure the continuity of such
education in secondary school (29.5%) and the dissemination of the experience of teachers
who participated in the experimental work (19.8%). A total of 54 teachers were interviewed,
which is 100%.
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Figure 3. Dynamics of changes in the levels of moral values in primary schoolchildren, %
Parents also assessed the experimental phase of work as effective, in particular, one
that helped them better understand their children (41.7%), harmonize family relationships
(36.4%), timely correct problems in education that could lead to unwanted results (20.5%),
pay attention to extremely important things concerning the future of their children (21.7%),
realize their parenthood as a responsibility for the results of raising their children (19.9%),
expand their pedagogical horizons (25.2%), master the secrets of modern upbringing of
children in the family (19.8%), find like-minded teachers and other parents (11.8%), be more
actively involved in the school life of their children (18.5%), be first of all the example in
relation to surrounding people (16,7%), not to allow brutality, gossip, indifference in relation
to surrounding people (14,5%). In addition, parents expressed a desire to continue to work
closely with teachers (24.6%), attend various classes for parents on a regular basis (22.1%),
participate with children in charitable activities (18.2%), involve children to group work
aimed at educating moral values (15.6%), receive individual consultations during individual
meetings or via e-mail (14.5%), be aware of all pedagogical innovations for parents (10.8%),
etc.
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The obtained results convincingly prove that the pedagogical conditions of instilling
moral values in primary schoolchildren are effective and can be used in the educational
process of primary school. The measurements carried out after the completion of the
formative stage of the experiment testified to the positive changes in the criteria and
indicators that we defined, which allows us to conclude that our proposed content, forms
and methods of instilling moral values in primary schoolchildren are reasonable.
4. Discussion
Foreign and domestic scholars show interest in the problem of instilling moral values
in children, trying to study this phenomenon in various fields and manifestations.
Scientific approaches to the influence of ethical education on the basic moral values of
an individual in modern conditions were developed by Nieuważny et al., (2021). This
problem is presented by Fowers (2021) as a study of an integrated, interdisciplinary field of
activity. Considering metamoral cognition, Bajovic and Rizzo (2021) consider correctional
and developmental work important and effective to bridge the gap between emotional and
moral development of personality. Mesquita (2021) considers moral values as a code of
internal behaviour and the principles on which the individual builds his life and makes
decisions.
We agree that moral values are standards that help a person determine what is right
and wrong, good and bad. This understanding is necessary in order to make honest and just
decisions in daily life. What we and all scientists have in common is the idea that morality is
one of the most important and complex areas of research. American scientists (Gilligan et al.,
2019) studied this problem by involving 32 heads of medical institutions from different US
states, and tried to develop quality and effective aid for children and youth taking into
account the prospects of positive children’s and youth leadership.
Other American researchers (Skinner et al., 2019) conducted research in the field of
palliative and hospice medicine, and concluded that moral values are grouped around life
events, family, support system, health.
The ideas of instilling moral values (Aldridge, 2019) on a sound justification of moral
standards and directive education contradict our views.
Conceptual ideas, psychological mechanisms of moral values are revealed in the study
of moral self-consciousness of a growing personality (Bekh et al., 2019), which determines
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modern approaches and directions of instilling moral values in primary schoolchildren.
Bekh’s understanding of the concept of “moral values” is presented through the prism of
modern challenges in pedagogy. The researcher appreciates the role of the teacher in the
education of moral values in students. After all, the child treats certain people positively,
some others — neutrally, the rest — negatively, explaining his/her reluctance to contact
certain people as “unworthy of attention”, “dangerous”, “unacceptable”.
Kyrychok points out that moral values are manifested in the constant observance of
humanistic principles, norms and requirements in relations with people, as well as in the
altruistic nature of experiences and feelings. Studying the semantic values of the growing
personality, Zhurba et al. (2008) note that the formation of a child’s idea of moral values
begins not with the interaction itself and not with the dictionary definition of the word, but
with the communicative context. Chorna provides a valuable understanding of the problem
of instilling moral values in pupils based on the best features of schoolchildren, faith in their
abilities; supporting the child’s aspirations and always giving him/her a chance to do better,
while not comparing or contrasting pupils (Zhurba et al., 2008).
The main ideas of our study are confirmed by the provisions of the Programme
“Instilling Humanistic Values in Pupils of 1st—9th grades” (Zhurba et al., 2008) and the
Programme “New Ukrainian School” in the step towards values (Bekh et al., 2019), where
instilling moral values is reflected in the main objectives and goals, which involves mastering
the elements of applied ethics, forming the ability to understand the moral world of others
and the ability to interact with them.
This research contributed to the study of the problem of the state of instilling moral
values in primary schoolchildren. The study carried out by Bekh (2012) on the ethical and
value aspects of the problem of dignity, responsibility, justice as educational categories of
personality was the core for us was According to this study, moral values are understood as
the recognition of a person as the highest value. In moral values, the ideas of justice, respect
for dignity, responsibility are synthesized in the relevant systems.
We share the opinion of researchers Willemse et al., (2018) that partnership with
parents is a mandatory basic competence of teachers. Marin et al. (2018) agree that ‘school
should be an open environment for parents and children’. In our study, we relied on the key
components of the concept of the New Ukrainian School, where a pedagogy of partnership
is the pedagogy based on partnership between a pupil, teacher and parents (New Ukrainian
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55
School, 2016). Foreign researchers argue that such cooperation should be constant (Marin et
al., 2018). In our opinion, the upbringing of children of primary school age should take into
account their insignificant social and moral experience, increased emotionality, vulnerability,
impulsiveness and immediacy of the child’s behaviour, desire to constantly expand the circle
of communication, plasticity of moral behaviour, propensity to educational influences. We
believe that the higher the level of moral values in the education of primary schoolchildren,
the higher the level of their good breeding.
4.1. Research limitations.
Participation of only pupils of the 2nd, 3rd, 4th grades from two schools in Kyiv is the
main limitation in this study. Among others, we can consider the form of ownership of
educational institutions, the number of teachers who participated in the experiment, and the
duration of advanced training programmes of primary school teachers.
Conclusion
Thus, the pedagogical conditions of instilling moral values in primary schoolchildren
are substantiated and experimentally tested (preparation of teachers for instilling moral
values in primary schoolchildren; introduction of methods of instilling moral values in
primary schoolchildren; ensuring interaction of school with family in instilling moral values
in primary schoolchildren).
The efficiency of the introduced pedagogical conditions of instilling moral values in
primary schoolchildren is proved by quantitative and qualitative changes. Indicators of the
level of moral values in primary schoolchildren in experimental groups after the formative
stage of the pedagogical experiment significantly exceed the indicators of control groups and
the corresponding indicators obtained at the summative stage of the study, therefore these
results may be of direct importance for teachers interested in improving the level of moral
values in primary schoolchildren.
The study did not cover all aspects of the problem of instilling moral values in primary
schoolchildren. Further research is needed on the problems associated with extrapolating
the results to other age groups, taking into account the peculiarities of their development
and the challenges currently posed in the field of child upbringing.
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Acknowledgement
Researchers express their sincere gratitude to primary schoolchildren, their parents
teachers of educational institutions of Kyiv for assistance in conducting research.
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Annexes
Appendix А Questionnaire for teachers
Welcome, dear colleague! Please take part in our survey.
Full name………………………………...................
School… Grade……Date………..
Teaching experience………………
1. How do you understand the concept of “moral values”? ..................................................
..........................
2. What methods and means do you most often use in the educational process to instil
moral values in pupils of grades 2-4? ......................... .................................................. . 3. What age
features should be paid special attention to when forming the moral values in primary
schoolchildren?
4. How, in your opinion, it is possible to involve a family in work on instilling moral values?
..............................
5. What do you think your pupils value the most: at home - ………… in their peers - ........
6. What innovative technologies should be used in the educational process of primary
school in order to effectively instil moral values in pupils? ............................
7. What methodological assistance would you like to receive to improve your skills on this
issue?........................
Thank you for facilitating the research!
Appendix B: Questionnaire for parents
Welcome, dear parents! Please take part in our survey.
1. In what form does your child study? ........................
2. How often do you talk to your child about moral issues? ......................................
......................................
□ often □ when there is an opportunity □ rarely
3. What do you value most in your child’s life? ........
4. Do you think it is necessary to instil moral values in your children? Why?...........................
5. In your opinion, does primary school instil moral values in pupils? How?..............
6. Is enough attention in the educational process of primary school paid to instilling moral
values in primary schoolchildren? ...........................................
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7. Evaluate the manifestation of your child’s qualities on a five-point scale:
a) respect for human dignity __
b) justice __
c) responsibility __
Thank you for participating
Appendix C: Questionnaire for pupils
Please take part in our survey and answer the questions!
School………Form……Date………………
1. Do you apologize to your classmate if you inadvertently offend him/her?
□ often □ rarely □ never
2. Are you on duty at the teacher’s request, if it is not your turn today?
□ often □ rarely □ never
3. Do you give way to adults if you go very tired in public transport (bus, trolleybus)?
□ often □ rarely □ never
4. Do you consider yourself a fair person?
□ often □ rarely □ never
5. Do you honestly admit your guilt?
□ often □ rarely □ never
6. a) Name the five qualities for which you respect yourself …….
b) Name the five qualities you would like to get rid of…
7. Who is a positive example for you in attitude to others?
□ Mom □ Grandpa □ Acquaintance
□ Dad □ Teacher □ Movie/cartoon characters □ Grandmother □ Friend □ Heroes of works
of art
Thank you for your help!
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Appendix D: Criteria and indicators of moral values in primary schoolchildren
Components
Values
Criteria
Diagnostic
techniques
Cognitive
Emotional and
motivational
Behavioural and activity
Indicators
The Big Five
personality
traits
technique.
Methodology
“How many
of whom?”
Methods of
incomplete
sentences.
Methods of
positive and
negative
qualities.
Methodology
of associative
relations.
Methodology
“Moral and
Ethical
Situations”.
Methods of
generalized
independent
characteristi
cs. Survey.
Observation.
Conversatio
n. Icons.
Games
Dignity
Underst
anding
that man
is the
highest
value of
society.
Knowle
dge of
the
inadmiss
ibility of
verbal
and
physical
violence,
aggressi
on
against
people.
Knowle
dge of
human
rights,
rights of
a child,
pupil,
team
member.
The idea
of
respect
for man
and
honour.
The desire to
show respect for
the person.
Exactingness in
relation to
oneself and
others. Emotional
experience of
self-worth.
Showing interest
in another
person’s actions.
The desire to
follow the rules
of conduct.
Feelings of joy
and sorrow of
others, empathy.
Positive
acceptance of
oneself and
others (4
th
grade). Non-
aggressive
communication.
Recognition of the right of
everyone. Ability to
evaluate oneself
objectively (self-
criticism) and others.
Ability to show respect for
other people and for
oneself. Ability to defend
one’s dignity. Attempts to
comfort others, selflessly
help others.
Condemnation and non-
participation in mobbing.
REVISTA DE LA UNIVERSIDAD DEL ZULIA. 3ª época. Año 12 N° 35, 2021
Olha P. Tretiak et al. /// The role of instilling moral values in primary schoolchildren, 37-62
DOI: http://dx.doi.org/10.46925//rdluz.35.03
62
Justice
Underst
anding
of the
concepts
of
justice,
honesty.
Knowle
dge of
the rules
of
behaviou
r and
commun
ication
at
school,
at home,
on the
street, in
public
places.
The desire to
treat everyone
fairly, for good,
regardless of
one’s own
preferences.
Never cheats. Opposes
violence, evil, injustice.
Responsibility
Underst
anding
of the
essence
of the
use of
concepts
: sense of
responsi
bility,
responsi
ble
behaviou
r, take
responsi
bility,
act
responsi
bly.
Being responsible
for
his/herobligation
s both at home
and at school.
Realizes the duty
in the act.
Demanding of
oneself and
others.
Performs his duties
without reminders,
promptings or rewards.
Fulfils promises, is able to
predict the consequences
of one’s own actions, the
degree of acceptable
behaviour.
