Moral Development in Early Childhood - Benevolence and Responsibility - Early Childhood Education

Oct 15, 2026

This study examines how preschool children perceive and practice benevolence and responsibility in early childhood. Using a basic qualitative approach, it involves 64 children aged 4–5, with data collected through interactive value stories, drawings, and semi-structured interviews. Findings indicate children may hold intention-oriented as well as result-oriented moral values; moral behaviors primarily target family members. Values also appear in relationships with people in need and, significantly, with nature and plants, suggesting universal moral thinking can develop at this age.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Moral Development in Early Childhood

Responsibility Value in Early Childhood

Benevolence Value in Early Childhood

Moral Development in Early Childhood: Benevolence and Responsibility in the Context of Children's Perceptions and Reflections Vakkas YALÇIN1 Kilis 7 Aralık University, Kilis, Turkey Abstract This study aimed to examine children's perceptions regarding the concepts of benevolence and responsibility in early childhood and the way they put them into practice. The study was designed according to the basic qualitative research method and consisted of 64 children between the ages of 4 and 5. The data were collected through interactive value stories, children’s drawings related to the relevant values, and semi-structured interviews. The data analysis presented remarkable results, the first of which is that preschool children may have not only result-oriented but also intention-oriented moral values. The second result is that the course of behaviours related to moral values is primarily directed towards family members. As the third result, preschool children's moral values were found to appear often in their relationships with people in need and with people who are much older. Finally, the fourth result indicates that children associate moral values not only with human beings but also with nature and plants, which is a significant indicator that universal moral thinking can develop in children of this age. Keywords: Early Childhood Education, Values Education, Moral Development DOI: 10.29329/epasr.2021.383.8 1 Dr. Research Assistant, Department of Early Childhood Education, Kilis 7 Aralık University, Kilis, Turkey, ORCID: 0000-0002-8571-9203 Introduction The impact, role, and importance of early childhood education not only on the lives of children but also on their families are rapidly increasing in the world (Lee & Hayden, 2009; UNESCO, 2008) . The preschool period is one of the most important stages aiming the social, emotional and cognitive development of children in a programmed manner after their own families (Bronfenbrenner & Morris, 2006, p. 993-1028; Hildebrandt & Zan, 2008, p.352) . In the process of growing up and socializing, children form their own moral and ethical grounds according to what they hear, experience, and obtain from the society (Veisson & Kuurme, 2010) . Not only the social, emotional and language-wise development of preschool children, but their mental and physical development is expected to be achieved in a systematic educational environment. In addition to the developmental areas mentioned above, the preschool period is of critical importance in the lives of individuals in terms of moral development. In this sense, values are ethical principles that contain good and desirable characteristics, motivate and influence human behaviour, affect decision-making processes, and give us an idea about what we should be like and how we should act (Cooper, 2014; Sagiv, 2002; Schaefer, 2012) . In other words, the early childhood period is of great importance not only in academic terms but also in terms of raising individuals with sound personalities and values. In this context, this study has tried to determine whether preschool children possess moral values, which are very important in terms of human skills, and to identify the value-related perceptions of preschool children and how children can put such values into practice. Responsibility Value in Early Childhood Responsibility can be defined as being aware of one's own behaviour or any kind of circumstances within his/her authority and undertaking the consequences of his/her actions and deeds. In addition, people are expected to take the moral and legal responsibilities of their own actions and circumstances within their authority (Glover, 1970) . Lickona (1991) defined responsibility as the active aspect of morality. The author further specified the concept of responsibility as showing care and attention for oneself and others, fulfilling one’s obligations, participating in the social process, trying to alleviate suffering, and striving for

FAQs

What is the purpose of the study on moral development in early childhood?

The study aims to examine children’s perceptions of benevolence and responsibility and how they put these values into practice.

How were the research data collected in this study?

Data were collected through interactive value stories, children’s drawings related to the values, and semi-structured interviews.

What did the results suggest about how moral values are expressed by preschool children?

Children’s moral values were found to appear not only in relationships with family members, but also with people in need, older people, and even in connections with nature and plants.

Oct 15, 2026

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