THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS

Tamara Pirozhenko,Olena Khartman,Iryna Soroka

doi:10.31108/1.2021.7.5.4

Tamara Pirozhenko, Olena Khartman + Show 1 more

Open Access

https://doi.org/10.31108/1.2021.7.5.4

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Abstract

Value orientations are reflected in a child’s worldview. Scientists have a common opinion that a person’s worldview begins to be formed in childhood. The key purpose of the study was to analyze the data received from a survey of senior pre-school and primary-school age children with the help of an interview "Factors of a child’s choice of socially significant values", describe the features of a value formation process and measure the levels of pre-school and primary-school children’s worldviews. The structural and dynamic qualitative characteristics of “value orientations” system were represented by the unity of its components: 1) cognitive; 2) emotional; 3) behavioral. The sample consisted of children from various regions of Ukraine. The following levels were distinguished in our research based on the manifested qualitative characteristics of worldviews: a formed picture of the world (the high level); expressed worldviews (the above average one); existing worldviews (the average level); limited worldviews (the below average one); fragmentary worldviews (the low level). The data showed that the majority of Ukrainian preschool and primary-school children had the high and above-average levels of worldview formation. We analyzed emotional, cognitive, and behavioral manifestations of children’s worldviews and generalized characteristics typical for children groups formed based on the levels of worldview formation.

Highlights

One of the basic principles of pre-school education is to familiarize children with social-cultural norms, traditions, and values of the family, society and the state
In conclusion we can say that formation of preschool and primary school children’s worldviews is an important task
The experimental study of worldviews as a factor influencing value acceptance by children showed that happiness, family, friendship, and the beauty of the nature are the most important socially significant values for both preschoolers and primary schoolchildren

Summary

Introduction

One of the basic principles of pre-school education is to familiarize children with social-cultural norms, traditions, and values of the family, society and the state. Up to 50% of children attend pre-school (UNICEF, 2019) and pre-school attendance is associated with better school readiness and academic achievement (Barnett et al, 2010). Moral education is one of the main tasks of almost all pre-school educational programs. As a result, choosing and rational use of various methods forming children’s moral values is currently an important problem of preschool education. Children master the norms and rules of behavior and relationships accepted in the society, assimilate the ways and forms of interaction, expressions of attitude to people, the nature, oneself.

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