The Role of Kindergarten Educational in Cultivating Moral Values: Soran Kindergartens as an example

Abstract

 This study aims to assess the extent to which moral values, namely discipline, altruism, and independence are cultivated in children, as well as to explore parents’ perceptions of how these values are developed. Émile Durkheim’s theoretical framework was applied to guide the analysis. A mixed-methods design was employed, combining quantitative and qualitative approaches. Data were collected through questionnaires and interviews; quantitative data were analyzed using SPSS and qualitative data were examined using thematic analysis.

Results indicate that 78.0% to 92.7% of children consistently wash their hands and comply with kindergarten rules, suggesting that kindergartens play a significant role in fostering the moral value of discipline, with observable behavioral outcomes. In terms of altruism, children generally enjoy engaging in play, drawing, and interacting with peers; however, between 59.4% and 83.2% show limited tendencies toward selflessness. Regarding independence, 90.0% to 93.5% of children perform tasks autonomously and rely on themselves.

Overall, survey findings indicate that these three moral values are meaningfully developed among children. However, parental perspectives reveal nuanced differences: for discipline, parents note that while children maintain hygiene, they often fail to tidy up after play. In relation to altruism, parents believe their children are reluctant to share belongings, reflecting self-interest. Concerning independence, parents perceive that their children frequently depend on them for daily activities, suggesting partial rather than full autonomy.