THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS
Tamara Pirozhenko
G.S. Kostiuk Institute of Psychology, the National Academy of Educational Sciences of Ukraine
http://orcid.org/0000-0001-9822-4819
Olena Khartman
G.S. Kostiuk Institute of Psychology, the National Academy of Educational Sciences of Ukraine
http://orcid.org/0000-0002-3380-4836
Iryna Soroka
O.P. Jindal Global University, Jindal Institute of Behavioural Sciences
https://orcid.org/0000-0003-1132-488X
PDF 38-49

Keywords

value orientations
worldviews
spirituality
cognitive
emotional
behavioral components

How to Cite

Pirozhenko, T., Khartman, O., & Soroka, I. (2021). THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS. PSYCHOLOGICAL JOURNAL, 7(5), 38-49. https://doi.org/10.31108/1.2021.7.5.4

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.

 

PDF 38-49

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