The promotion of moral development in early childhood education: a recent systematic review

Md Kambali, Intan Diyana and Abd Karim, Aishah Hanim and Ismail, Halim and Yusof, Ummu Hani (2026) The promotion of moral development in early childhood education: a recent systematic review. International Research Journal of Education and Sciences (IRJES), 10 (1). pp. 149-155. E-ISSN 2550-2158

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Abstract

This systematic literature review explores how moral development is cultivated in early childhood education, a pivotal stage for shaping ethical reasoning, social responsibility, and character formation. Despite growing academic interest, research on this topic remains fragmented across psychological, pedagogical, and sociocultural disciplines, hindering a comprehensive understanding of effective moral education practices. Guided by the PRISMA framework, a systematic search was conducted in the Scopus and Web of Science databases using Boolean operators and predefined inclusion criteria. The keywords "moral development" and "preschool" were applied, resulting in 39 peer-reviewed articles published within the past eight years. Critical analysis and synthesis of these studies revealed three dominant themes. The first theme, Psychological and Developmental Foundations of Moral Growth, emphasises the roles of cognitive, emotional, and behavioural factors framed by classical theories such as those of Piaget and Kohlberg. The second theme, Pedagogical and Institutional Practices in Moral Education, examines the contribution of teachers, curricula, and institutional culture in promoting moral learning through modelling, explicit teaching, and value-oriented classroom practices. The third theme, Cultural, Familial, and Societal Influences, highlights how home environments, cultural traditions, and community norms shape children's moral reasoning and prosocial behaviour. Collectively, the findings affirm that moral development in early childhood is a multifaceted process requiring integrative approaches that combine individual, educational, and contextual dimensions. Future research should advance culturally responsive pedagogies, foster collaborative engagement between educators and families, and employ longitudinal designs to enhance moral education implementation in early learning settings.

Item Type:	Article (Journal)
Uncontrolled Keywords:	Early childhood education, Kohlberg, moral development, pedagogy, PRISMA
Subjects:	L Education > LB Theory and practice of education > LB1050.9 Educational psychology
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Educational Psychology & Counseling Kulliyyah of Education
Depositing User:	Dr Aishah Hanim Abd Karim
Date Deposited:	22 Apr 2026 15:12
Last Modified:	22 Apr 2026 15:12
Queue Number:	2026-04-Q2883
URI:	http://irep.iium.edu.my/id/eprint/128399

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