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Value education - an important factor in the

personality formation process
Anita Lidaka
Institute of Education Sciences, the leading researcher
Liepaja University
Liepaja, Latvia
anita.lidaka@liepu.lv

Abstract Value orientation is an essential characteristics of a

human being. For one person it is connected with accumulating
material wealth, for another the highest value is the Man, human
relations, for the third - intellectual values. As a rule, a
harmonious value structure comprises all types of values. The
main thing is which of these values become dominant, which are
the ones influencing the persons activity and personality
development.

world outlook as in action. The educational guidelines

elaborated by the Ministry of Science and Education prescribe
that the child should be helped to live his/her own meaningful
life, become self- confident, comprehend the values of other
generations, defend democratic and ethical values and act
accordingly. However, respect for another culture, art and other
creations of human mind do not form, if these few general
words are included only in normative acts.

What our young generation will regard as values in the future to

a great extent depends on the family, the school and the
environment in which they act, because the inner content of the
personality develops and forms only in the process of
communication. At first a human being is not able to perceive the
ideals of mankind, develop and strengthen his/her inborn mental
powers, therefore the teachers task is to acquaint the new
generation with different realms of values. School should never
turn into a body imparting only knowledge, it must take more
care of upbringing. Learning values cannot be spontaneous
either, educational work guarantees its compliance with the
norms and value orientations in the society. It is the pedagogical
system that is important in upbringing, but not separate
methods. Purposeful action on the part of adults makes it
possible to take into consideration the childs natural course of
development, its peculiarities and find an individual approach to
everybody.

The aim of my research:

to look upon the opportunities Latvias schools provide to
develop values education.

Keywords- personality development,value education

I.

INTRODUCTION

Alongside with the significant changes in the structure of

the Latvia government, the whole society and its value
orientations are changing. New trends in bringing up the young
people become evident. Rebirth of the country enhances
development of a free, creative and harmonious personality.
Education conception of Latvia encompasses an aim
characteristic for humane pedagogy: to provide opportunities
for any person to develop into a mentally and physically
matured, free and responsible, creative personality. The main
educational tasks result from this educational goal- to enhance
development of such a member of a democratic society who is
able to independently perceive and skill fully tackle the
problems of his/her life, is aware of his/her being part of the
family, his/her nation, Latvia and mankind, is responsible for
his/her action to them, feels free and is tolerant both in the

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The methods:
analyses of the research of different authors and
scientists;

analyses of surveys conducted among teachers,

parents and pupils at different levels;

analyses of the international experience in the

realization of values education.
II.

RESULTS OF THE RESEARCH

Pedagogical values are of importance in the research:

things, facts, phenomena the person experiences as something
essential for himself/herself and which promote perfection of
his/her personality, ideal relationship between the needs of the
subject and the socially determined goals of the personality
development (ideals), which reflect in the subject. Ethics of
upbringing consolidates the true notion of the values. The basic
criterion of a value is the fact to which degree the given
phenomenon encourages the progress, prosperity, freedom,
humanism of the personality. Orientation to certain values is
the guideline of the main aspirations of the personality.
Value concepts strongly influence the personality, but
even a more important role is played by energetic activity with
the aim of implementing the values- value orientation. This
characterises the persons development and the very
personality. In childhood during the process of value formation
the children willingly submit to other people. The concepts of
value orientation which already exist in the society are used by
the child as his/her value orientation. The junior pupils
activities are subjective; they do not comply with strict value
criteria. This is a proof that values are not chosen, but are

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formed beginning with early childhood and extend throughout

ones life.
Three integrated components can be distinguished in
value orientation: cognitive, emotional and behavioural. Each
of them is involved in its formation, but they have an
independent role both as to the content and the manifestations.
Unity of value orientation is an integral characteristic of the
system of group relationship and connections, which displays
community of opinion in relation to the objects.
Integration of the value system into life experience has
several stages. They are based on forming value awareness, the
role of the value as an idea is confirmed, stability of the value
system becomes evident, the values the person has realized in
practice occupy a special place in this process. It is necessary
to advance formation of value awareness in junior school age
by purposefully furthering development of the childs selfevaluation, which promotes comprehension, acquisition and
realisation of the values
A specific factor in the process of value formation of
pupils is the family. Being in direct emotional contact with the
family members, the child acquires those values which are
important to his/her nearest kin. Therefore the parents value
orientation is of great importance in the process of value
formation during the junior school age. The process of value
interiorisation is possible if the psychological mechanism of
differentiation and integration keeps functioning, i.e. if the
individual is able to establish the values which are significant
to him/her, and which he/ she is able to build into a certain
structure depending on the nearest and more distant aims in
life. If we use the method of M.Rokeach for determining the
peculiarities of value orientation, the terminal values (Tvalues) of the parents which characterise the target goals of the
person, and instrumental values (I-values) -the features of a
personality -lead to an affirmation about the influence of
cooperation between the parents and the child on the childs
value formation.
The interpretation of the results has made it possible
to determine the level of the psychological value formation
mechanism. Having analysed the level of value formation by
using a T-value scale, we can see that 27.66% of the
respondents (34% mothers, 25.33% fathers) possess a
developed value orientation structure. 38% of the parents have
a high level of its differentiation. The percentage among the
parents of both sexes is similar: 38.66% mothers, 37.33 %
fathers. These results taken as a whole testify to a persons
development and his/her awareness of the target goals in life.
However, there is a great number of parents, whose value
orientation system is in the initial stage of the development or
they dont possess it at all: the level of value formation among
24.66% parents (21.33% mothers and 28 % fathers) is low.
Completely undeveloped it is for 7.66% of parents: 6%
mothers and 9.33% fathers.
The reality and the persons own activity enhance
formation of both types of values -the aim is being pursued and
search for means to reach the aim is going on. Evaluating the
value orientation levels according to I-value scale, we can see
that for 31.33 % of the parents it is stable and developed.
However, it should be noted that the structure of differentiating

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value orientations is stabler with mothers- 37.33%, it is less

stable with fathers -25.33 %. 39% of the parents possess a
structure of high level of development: 37.33 % among
mothers, 40.66% among fathers. For 24.66% of the structure of
value orientation differentiation is in the initial stage (21.33%
among mothers and 28 among fathers), but is not developed
with 5% of the parents (4 % mothers, 6% fathers). The
obtained results lead to a conclusion that the value orientation
differentiation structure among 70.33 % of the parents is
developed and it has a high level of development.
The values of one member of the family can influence
the value formation of the rest of the family. The coefficient of
value orientation unity (VOU) indicates the unity of value
orientations.
The unity of value orientation enhances development of
new values, but its absence testifies to the little influence of the
family on the formation of the childs value orientation.
Co-operation between the school and the family in
junior pupils life is of special significance. Also the
educational process, the teachers personality are important
factors in value formation. It is the teacher who gives help and
support to a junior school child in his/her quest for his/her
self and its realization, it is the teacher who is the giver of all
values and knowledge. The teachers life for the child is like a
reflection in the mirror which the pupil imitates in the
cooperation process. However, practical experience shows that
about 50% of the teachers express no wish to better acquaint
their pupils with their pastimes, speak about their talents, the
variety of skills, being of the opinion that pupils should not
know it. As to the children, their opinion is different: it is really
important to know what the teacher can and is able to do. This
is an important factor in forming the childs values.
The values manifest themselves in the attitude to the
school, the teachers, the classmates. The attitude is formed
under the influence of emotional experience, based on the
knowledge, will and action. It manifests through the analysis of
the action and through self-evaluation, which is very important
also in the process of value formation. The relations between
the teacher and the student are active, the set aim is being
accomplished: to enhance value formation. By evaluating the
situation and by choosing the right method of acting, the
teacher can provide the pupil the subjective significance of the
action.
Interpersonal relations in the classroom are realised in
a form of direct contacts, therefore the pupils proper social
status- a certain place among the others- is significant in
enhancing the value formation. Pupils who are in one common
classroom cannot have one and the same attitude to what they
are doing, as well to each other. Everybody takes his/her own
place depending on the abilities, the prestige that scores his/her
success. Status is the childs relative situation in the group - the
volume of acceptance, approval or disapproval by the peers.
The child finds acceptance in friendliness and in his/her
character, in kind-heartedness as the attitude to others, in
tolerance to the motives of behaviour and action of other
people, in imitating others and wishing to be imitated, in close
friendship, in common games and activities. Social status is not

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The number of the Family

Members

Coefficient %

46,7

46,7

34,3

76,7

40,0

48,6

40,0

64,0

53,3

31,1

20,0

33,0

45,0

40,0

VOU

Table 1. LEISURE TIME ACTIVITIES OF THE FAMILIES QUESTIONED

Possibilities of Value Formation

I.

II.

CHARACTERISTIC MANIFESTATIONS

NEEDS

Dependence on mother and other members of family,

acceptance of teacher as a leader
Interest in other people, often - openness and critical attitude
towards adults
Use of a lot of time for conversations and discussions communication

The right to combine independence and encouraging

support
Sincere, encouraging, friendly cooperation with
adults
Sincere answers to questions - confidence

Sensitivity towards criticism

Sensible explanations without being critical

Development of skills of evaluation

Interest in the good and the bad; wish to do everything well

A lot of praise and encouragement from the adults approval

Formation of the appreciation of beauty
- Content of beauty
The active participation in various situations

Formation of ethic values

Interest in the beautiful and the ugly

Personal interest in group activities: both spontaneous and
organized by the teacher; possibility of more lasting interests

Awareness of self-importance
Choice of ideals, formation of attitudes
and relations
Getting to know other people's values formation the understanding of values

Learning of aesthetic values

Formation of motivation

Table 2. Possibilities of Promoting Value Formation Based on the Natural Development of Junior
Schoolchildren
a constant value, it is not a fixed position, but can dynamically
change.
The teachers and the pupils contacts and interaction result
in formation and consolidation of the main orientations. By
forming his/her own value orientations the teacher also
influences the formation of the pupils value orientations: the
closer the relationship of their values, the bigger the teachers
influence on the pupil is. The most popular value of elementary
school teachers and tomorrows teachers were: education,
knowledge, interrelations among people, family. When
analysing the value formation of junior pupils, the teachers
mention the role of the childs family in this process. The
objective of the school is - to show the value of knowledge, to
teach how to learn, to help develop motivation, create notions
about the variety of values in the world. The teachers advise to
use integrated learning as a method, which develops a holistic
perception, advances creative activity, strengthen mutual
relationship. The information the child receives is significant,
therefore it is important to design and use textbooks rich in
valuable information.
Each society taken as a whole has a certain system of
values, which modifies in different social layers, as well as in
individuals. The period of childhood (up to 12 years of age)
possesses a need to develop ones own autonomous morale, so
that to enable the personality to take responsibility for the
further life and conduct. This is connected with formation of
childrens world of values, yet it is influenced by the social
environment, which is subjected to great changes in itself.
The process of realization of values is complicated in the
primary school age group, needs and their satisfaction stand in

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reciprocity with value formation. A need is a necessity for

something felt by a person. Needs may be material, spiritual or
social by character. Needs and values are interlinked: needs are
reflected in demands for satisfying the needs. Not satisfied
lower level needs do not encourage a person to acquire values
of higher level. Junior schoolchildren have mainly social and
material needs, their spiritual needs are less pronounced.
Therefore the task of upbringing is to promote the formation of
a child's spiritual needs, to create conditions for acquiring
spiritual values, for moulding and developing the notion of the
understanding of life. It is very important to satisfy the child's
needs for activity, involving him/her in different extracurricular activities. However, the questionnaire shows that the
number of schoolchildren who do not take part in any
activities, although they would like to, is growing.
A person's needs and values find their expression in the
causes and effects of his/her behaviour, in a special pattern or
kind of behaviour, in attention and reaction to stimuli, in signs
of emotional satisfaction or dissatisfaction when the result has
or has not been reached. In the behaviour of junior
schoolchildren one can notice negative conduct and
permissiveness stimulated by the press and TV which pay the
greatest attention to popularising these very kinds of conduct or
pseudo - heroes. To encourage formation of values, it is
necessary to take into consider - ration peculiarities of
children's development. A respect to the child manifests itself
in the child's right to live trough the phrase of development
he/she is experiencing. Childhood fancies and magic ideas
enable the child to prepare him/herself for his/her role in
society. At this age the child still continues to realize
him/herself in games, but he/she can be expected to do

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productive work and to reach actual success among the

decisive moments of a child's development are: the character of
an adult's participation in the child's life, his/her participation in
group activities of the activities and the stage of his/her
independent activity. Clever balancing of the above mentioned
stimulates the development of child's personality and the
formation of his/her values as well. The knowledge of the most
important facts of both psychic and spiritual life allows one to
choose the best ways of upbringing. The development of the
individual will not be hampered and the peculiarities of every
personality will respected. The ideas about the characteristics
and special needs of junior schoolchildren give possibilities to
use them in promoting value formation.
The characteristic manifestations and needs of junior
schoolchildren open up vistas for using them for promotion of
value formation.
The humane paradigm of modern Latvian education
discloses the necessity of changes in the content of education,
which is developing in accordance with the educational and
didactic demands of the period. The general didactic principles
for education reveal the basic attitude, that learning does not
mean only acquiring knowledge and skills, but also values
education. The valuing aspect of the content of primary
education (moral and aesthetical) mirrors the acquiring of
pupils valuing action experience, forming his/her own system
of values. That discloses 3 groups of values:
1.

Values connected with individual development of a

personality (awareness of his/her own individuality
and
abilities
and
adequate
self-evaluation,
purposefulness, certainty, decision, persistence,
responsibility for own behaviour).

2.

Values connected with personality interaction with

others (mutual respect and equality, honesty, loyalty,
reliability, self-possession, sensitivity and tolerance,
helpfulness, truthfulness, objectivity).

3.

Values connected with the role of a citizen and a

society member as well as with relationship among
peoples and nations (a respect towards life, freedom,
justice, mutual helpfulness, basic values of democracy
and national self-respect, care of maintaining the
cultural heritage of own nation, openness and
tolerance towards other nations and cultures).

For first group of values the research reveals that the Self
value have to be particularly actualized in the pedagogical
process. The results of the survey reveal that the significance of
the Self value increases. Practical research shows that it is
necessary to promote the adecvate comprehation of this value.
For this values group is possible to add the three most popular
pupils values: knowledge, family and money.
The value of study work and knowledge increases with the
growing unemployment in the country: part of the parents are
trying to develop a positive motivation for learning in their
children, to guarantee acquisition of good education, which in
its turn could create basis for further life. Difficulties in
meeting the material needs attach great value to money and
wealth, yet their growing role calls for attention to shifting of
values in society. Undoubtedly recognition of the family as a

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value should be appreciated. Junior pupils see a model in

certain people they meet with every day. Both girls and boys
mention Mummy as their ideal. Mummies conclusively take
the first place among all the personalities mentioned. Mother is
a model of forming good relationship with others.
There is influence of the state economical development and
families` financial situation on the high place of money in
the value scale. In the general development of child the family
plays important role. A specific factor in the process of value
formation of junior pupils is the family. Being in direct
emotional contact with the family members, the child acquires
those values which are important to his/her nearest kin.
Therefore the parents value orientation is of great importance
in the process of value formation during the school age.
Junior school pupils values reflect the developments in the
country and the attitude of the society to them. After Latvia
regained its national independence such a value as Motherland
has been actualising, however, with the hopes that life in Latvia
will rapidly improve running out, the significance of this value
for many people is decreasing, this reflects itself also in
childrens values.
The book as a value comes lower and lower on the value
scale of junior schoolchildren. This fact calls attention to
promoting the cognitive interests of schoolchildren by using
the book as in the process, junior schoolchildren recognize
good traits of character - goodness, honesty, ease to get on
with, kind - heartedness, fairness. Empathy, compassion and
lovebility are included in the value "the heart" named by
children.
A person's needs and values find their expression in the
causes and effects of his/her behaviour, in a special pattern or
kind of behaviour, in attention and reaction to stimuli, in signs
of emotional satisfaction or dissatisfaction when the result has
or has not been reached. In the behaviour of junior
schoolchildren one can notice negative conduct and
permissiveness stimulated by the press and TV which pay the
greatest attention to popularising these very kinds of conduct or
pseudo - heroes. To encourage formation of values, it is
necessary to take into consider - ration peculiarities of
children's development. A respect to the child manifests itself
in the child's right to live trough the phrase of development
he/she is experiencing. Childhood fancies and magic ideas
enable the child to prepare him/herself for his/her role in
society. At this age the child still continues to realize
him/herself in games, but he/she can be expected to do
productive work and to reach actual success among the
decisive moments of a child's development are: the character of
an adult's participation in the child's life, his/her participation in
group activities of the activities and the stage of his/her
independent activity. Clever balancing of the above mentioned
stimulates the development of child's personality and the
formation of his/her values as well. The knowledge of the most
important facts of both psychic and spiritual life allows one to
choose the best ways of upbringing. Thees the developement of
the individual will not be hampered and the perculiarities of
every personality will respected. The ideas about the
characteristics and special needs of junior schoolchildren give
possibilities to use them in promoting value formation.

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The acquiring of values` content facilitates pedagogical

conditions for self-expression of the values, created by the
teacher, which puts forward the necessity to choose suitable
methods and tools according to the child` age. In the
experimental classroom, systematically working at the
promoting or formation of values, the pupils` thoughts of what
facilitates their development of values certifies the significance
of co-operation of teacher and pupils. Mostly children name the
conversations with teachers and classmates, interesting
activities in which is possible to exchange opinions and beliefs,
getting acquainted with interesting people and their life stories,
different lessons, which differ from ordinary ones.

development of self-esteem and tolerance continues throughout

the exercises.

Living Values Educational Program (LVEP, 2000) is a

values education program for all who are. There are many good
ideas also for implementation in our country value education
system. The aims of LVEP:

To help individuals think about and reflect on

different values and the practical implications of
expressing them in relation to themselves, others,
the community and the world at large.

To deepen understanding, motivation and

responsibility with regard to making positive
personal and social choices.

To inspire individuals to choose their own

personal, social, moral and spiritual values and be
aware of practical methods for developing them.

To encourage educators and caregivers to look at

education as providing students with a philosophy
of living, thereby facilitating their overall growth,
development and choices so they may integrate
themselves into the community with respect,
confidence and purpose.

It offers a variety of experiential values activities and

practical methodologies to explore and develop personal and
social values. Called sharing our values for a better world, this
project focused on twelve universal values: peace, respect,
love, happiness, freedom, responsibility, honesty, humility,
tolerance, simplicity, cooperation and unity. The 12 higher
values described are core values fundamental to the well being
of humanity as a whole. They will touch the core of the
individual, perhaps inspiring positive change, which can
contribute to world transformation. The world will
automatically become a better place when each individual
becomes a better person.
Educators around the world are encouraged to utilize their
own rich heritage while integrating values into everyday
activities and the curriculum. In the LVEP series, reflective and
visualization activities encourage students to access their own
creativity and inner gifts. Communication activities teach
students to implement peaceful social skills. Artistic activities,
songs and movement inspire students to express themselves
while experiencing the values focus. Game-like activities are
thought provoking and fun; the discussion time that follows
those activities helps students explore effects of different
attitudes and behaviors. Other activities stimulate awareness of
personal and social responsibility and social justice. The

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III.

CONCLUSIONS

Values, their formation, existence and arrangement, their

role in a persons life is a complicated phenomenon.

Each individual has a subjective comprehension of values,

their significance is determined also by the attitude of the
society.

Education task is to help people discover their nature,

channeling all his/her efforts and aspirations of life in the
content of the values.It is highly important at school age
already to acquaint the children with values, their nature.

In the process of the formation of the values recommended

to nominate four upbringing principles: determination the
operational phase of the upbringing and the development;
the valuable properties of individual development,
emphasizing the child, not just what he is, but also about
what he should; pupils' personal ideal research and
realization capabilities with specific content and creative
imagination; dependence of the educational attainment of
the psychological, didactic, methodological aspects.

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