Lin, Yingxuan, Ab Kadir, Mohammad Akshir, and Kaur, Divjyot (2025) Preschool Educators’ Perceptions on Values Education. Education Science, 15 (2). 140.

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Abstract

This systematic review examines preschool educators’ perceptions and implementation of Values Education (VE), emphasizing its critical role in moral and ethical development during early childhood. Following PRISMA guidelines, the review synthesizes findings from Scopus, ERIC ProQuest, Web of Science, and PsycINFO, covering studies published between 2000 and 2024. While educators recognize the importance of VE in shaping children’s character and promoting ethical behavior, several inconsistencies exist in its application. Successful VE programs often include explicit curriculum integration, teacher role modeling, and structured classroom activities. This review underscores the need for professional development initiatives to equip teachers with the necessary skills and knowledge to deliver VE effectively, and emphasizes fostering a supportive preschool environment to enhance VE practices. Furthermore, the review emphasizes that a systematic approach to VE can positively impact children’s intellectual, emotional, and social development, fostering ethically responsible individuals ready to engage actively in society.

Item ID:	87643
Item Type:	Article (Research - C1)
ISSN:	2227-7102
Keywords:	systematic review; preschool educator perceptions; Values Education; character development; moral education
Copyright Information:	© 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/)
Date Deposited:	03 Sep 2025 02:57
FoR Codes:	39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160399 Teaching and curriculum not elsewhere classified @ 100%
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