The  role of instilling moral values in primary schoolchildren

Olha P.  Tretiak; Liudmyla I.  Melenets; Viktoriia M.  Shcherbyna; Olena V.  Poliakova; Larysa V.  Kravchuk

doi:10.46925//rdluz.35.03

Olha P. Tretiak Borys Hrinchenko Kyiv University https://orcid.org/0000-0002-1160-055X
Liudmyla I. Melenets Borys Hrinchenko Kyiv University https://orcid.org/0000-0003-0246-2674
Viktoriia M. Shcherbyna Borys Hrinchenko Kyiv University https://orcid.org/0000-0003-0103-2197
Olena V. Poliakova Borys Hrinchenko Kyiv University https://orcid.org/0000-0002-1152-2045
Larysa V. Kravchuk Borys Hrinchenko Kyiv University https://orcid.org/0000-0002-2066-2912

DOI: https://doi.org/10.46925//rdluz.35.03

Keywords: education, moral values, justice, dignity, responsibility, communication

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.

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Author Biographies

Olha P. Tretiak, Borys Hrinchenko Kyiv University

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.

Liudmyla I. Melenets, Borys Hrinchenko Kyiv University

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.

Viktoriia M. Shcherbyna, Borys Hrinchenko Kyiv University

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.

Olena V. Poliakova, Borys Hrinchenko Kyiv University

Senior Lecturer of the Department of Preschool and Primary Education, Institute of In-Service Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine.

Larysa V. Kravchuk, Borys Hrinchenko Kyiv University

Senior Lecturer of the Department of Preschool and Primary Education, Institute of In -Service
Education, Borys Hrinchenko Kyiv University, Kyiv, Ukraine.

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