THEORY OF UPBRINGING AND MORAL VALUES IN EARLY PRIMARY SCHOOL AGE: AN AUTHORIAL MODEL FOR SUSTAINABLE FORMATION OF VIRTUES
Keywords:
moral education, early school age, educational methodology, value orientation, cognitive component, emotional sensitivity, volitional action, inner engagement, holistic approach, pedagogical experimentAbstract
The formation of moral resilience in students of primary school age necessitates an educational approach that integrates cognitive, emotional, and volitional experiences into a coherent inner progression. The present study applies an original pedagogical methodology, constructed upon a model comprising three interrelated components: cognitive (consent of the mind), emotional (consent of the heart), and behavioural (consent of the will), which structure the internal process of moral awareness and the gradual formation of stable virtues. The experimental intervention was conducted in a non-formal educational setting, fostering more authentic emotional engagement and heightened participant activity. A total of 100 students from Year 3 and Year 4 were involved, divided into experimental and control groups. These students were engaged in morally significant pedagogical situations, carefully selected in accordance with their developmental sensitivity, empathic maturity, and cognitive capacity. The non-formal context enabled the moral values to transcend the boundaries of formal instruction, becoming integrated into real-life social actions based on personal choice and internal conviction. Statistical analysis revealed a significant improvement across the three main dimensions of moral development within the experimental group: moral awareness, emotional sensitivity, and readiness for moral action. In contrast, the control group showed no notable change between pre-test and post-test results. The findings confirm the effectiveness of the proposed pedagogical model as a practical tool for developing value orientation through internal engagement, experiential learning, and personal moral responsibility, consistent with contemporary perspectives on holistic moral education.
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