THE PSYCHOLOGY OF MORAL VALUES FORMATION IN PRIMARY SCHOOL STUDENTS

Abstract

This article explores the psychological aspects of moral values formation in primary school students, focusing on the developmental, educational, and social mechanisms that shape their ethical understanding and behavior. Moral development at an early age is influenced by multiple factors, including family upbringing, peer interaction, cultural environment, and formal schooling. Primary school represents a critical stage in this process, as children begin to internalize moral norms and values that guide their interpersonal relationships and social conduct. Drawing on psychological theories of moral development, including those of Piaget, Kohlberg, and Vygotsky, the research examines how cognitive growth, emotional development, and socialization interact in the shaping of moral consciousness. Special attention is given to the role of teachers, who serve as both moral models and facilitators of value-based education, and to classroom practices such as storytelling, cooperative learning, and moral dilemmas that encourage reflection and empathy. The study also highlights the importance of integrating national traditions and cultural heritage into value education, ensuring that moral upbringing reflects both universal human values and the specific sociocultural context of the learners. By analyzing the key challenges and opportunities in fostering moral values among young learners, the article contributes to the broader discourse on child psychology and pedagogy. The findings suggest that the effective development of moral values requires a balanced approach that combines psychological understanding with pedagogical strategies, ultimately supporting the holistic growth of children as responsible, empathetic, and ethically aware members of society