Character Education in Early Childhood
Character education builds moral virtues, resilience and critical thinking from early childhood. Key frameworks and practical classroom strategies for teachers.
Foundations of Character Education
"The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education." - Martin Luther King, Jr. (Madiwale, 2022)
Key Takeaways
- Early childhood is the critical window for character formation: The foundations of moral character are primarily laid during the early years, with primary caregivers playing an indispensable role in shaping virtues through daily interactions and role modelling, as highlighted by Piaget's seminal work on moral development (Piaget, 1932). Schools build upon this initial groundwork, reinforcing and expanding these foundational values.
- Character education thrives when woven into the fabric of daily schooling: Rather than being a standalone subject, character development is most effective when integrated across the entire curriculum, ensuring a consistent message and approach from all staff (Lickona, 1991). Teachers, through their own actions and interactions, serve as powerful role models, demonstrating the values they wish to instil in learners, consistent with Bandura's Social Learning Theory (Bandura, 1977).
- Understanding developmental stages is paramount for effective character education: Educators must tailor character education approaches to align with learners' cognitive and emotional development, recognising that moral reasoning evolves over time (Kohlberg, 1984). This ensures that virtues are introduced and explored in ways that are meaningful and accessible to young children, fostering genuine internalisation rather than rote learning.
- Character education cultivates ethical citizens and contributes to lifelong well-being: High-quality character education programmes foster not only academic success but also crucial social-emotional competencies, preparing learners to become responsible, compassionate members of society (Berkowitz & Bier, 2004). Such programmes must also be inclusive, valuing diverse perspectives and ensuring all learners feel a sense of belonging and moral agency.
Martin Luther King, Jr's statement has a place in society not only in the world we are presently living in but at the core of our very being, where character education transcends placing emphasis on academic knowledge. The world at large may have made strides when it comes to technology and other advancements of this century. However, when reading media posts or watching television there is clear evidence that in some schools there is an erosion of basic values and character traits that were essential for our forefathers. Turning back time and reflecting on conversations that I had with my grandparents, many of the social ills that are predominant today were on a very small scale from their perspective. According to them it could be attributed to the change in family structures and the rapid pace at which the world is evolving.
Character.org found structured programmes cut disciplinary issues by 11% (Benninga et al., 2003). Academic scores rose 17% with these programmes, they reported. Durlak et al. (2011) saw learners beat control groups by 11 percentile points. Virtue, kindness, and morals are central to good schooling.
Lickona (1997) argued national moral character declined, noting adolescent violence and weak language skills. He also cited substance abuse, poor work ethic, and disrespect. Devianti, Sari, & Bangsawan (2020, cited in Fitri & Sati, 2023:700) suggest character education can improve quality of life.
Suroso and Husin (2024) say character education starts at home. Primary caregivers instil values in early life. Stories showing good choices nurture respect, responsibility and honesty. Accountability, kindness and integrity are also important for the learner.
Suroso and Husin (2024:45) say a learner's inherent qualities shape character. The learner's worldview also matters, with their knowledge and experiences. Moral principles, guidance and parent interactions are also key factors.
Thomas Lickona and the Character Education Movement
Lickona influences character education. Suroso and Husin (2024:40) note his work raises moral development awareness in schools. His framework guides teachers. It focuses on knowing, desiring, and doing good. This affects character education delivery.
The character formation process begins with the personal qualities of the mother and father as influential figures who serve as role models, examples, and heroes for their children. The daily attitudes and behaviours of parents establish continuous moral education throughout the child's developmental process. Suroso & Husin (2024:45) make a valid point regarding role models. According to Bandura's Social Learning Theory (SLT), parents play a crucial role in transmitting not only behaviours but also attitudes and beliefs to their offspring (Yousefi, 2023:21). As part of character education, children need many opportunities to develop good habits and practise being good people. This means children should have many experiences of helping others, being honest, being polite, and being fair (Suroso & Husin, 2024:43). This forms the foundation of character as it becomes the building blocks for personal growth, which continues at school as parents and educators become partners in the learner's education process.
Key Character Virtues and Moral Development
At the heart of character education lies the cultivation of specific virtues that shape how young people think, feel, and act. Organisations such as the Jubilee Centre for Character and Virtues at the University of Birmingham have identified a framework of character virtues that schools can embed across the curriculum. These character strengths are typically grouped into four categories:
- Moral virtues: Compassion, honesty, courage, gratitude, justice, humility, and respect. These guide ethical behaviour and help children distinguish right from wrong.
- Intellectual virtues: Curiosity, critical thinking, practical wisdom, open-mindedness, and resourcefulness. These support deeper learning and sound judgement.
- Civic virtues: Citizenship, community awareness, service, and social justice. These prepare students for responsible participation in society.
- Performance virtues: Resilience, determination, confidence, and teamwork. These enable students to put their moral and intellectual virtues into practice.
Jubilee Centre (2013) research showed 87% of learners (aged 14-17) valued good character over grades. Only 32% felt schools actively taught character, said the Jubilee Centre (2013) study. Learners prioritised honesty, empathy, and resilience. Park and Peterson (2006) link these strengths to wellbeing and persistence.
Practical wisdom helps learners choose character strengths, say researchers. Learners use it to weigh values like honesty and compassion. This lets them make considered choices. Moral reasoning grows, important for development (Kohlberg, Piaget).
Integrity and Honesty
Among the character virtues, integrity and honesty occupy a central position. Integrity involves doing the right thing even when no one is watching, a principle that teachers and school leaders can reinforce through consistent expectations and by modelling transparent behaviour. When children learn that honesty is valued not for the sake of avoiding punishment but because it reflects who they are, character education moves beyond compliance and into genuine moral character formation. Schools that create a culture of trust find that students become more willing to take academic risks, admit mistakes, and support one another.
Cultivating Compassion
Compassion and empathy strengthen relationships. Character education assists learners in understanding different viewpoints. They learn kindness and helpfulness. This relates to emotional intelligence, managing feelings. Research shows a social and emotional focus improves behaviour, peer connections, and wellbeing.
Character Education and British Values
British values are key to character education (DfE, 2014). Schools must promote democracy, law, liberty, respect, and tolerance. Teachers can build character and civic sense. Fairness discussions in class support this (Arthur et al., 2017).
British values and character education work well together. British values are key principles for modern Britain. Character education gives learners virtues like respect and courage. Carr and Harrison (2015) build on Aristotle. They say character traits help learners act morally. Schools should embed character education in their ethos. SEL, prosocial behaviour, and values support character. Whole-school approaches help British values emerge naturally. This connects wellbeing with social responsibility.
Ethical Leaders of Tomorrow: The Role of Character Education in Schools
We are in an era where character education is in the spotlight and schools must be a beacon for an all-encompassing curriculum. Schools hold the power to build character education where it is lacking in some students. I concur with Kidron (2025), who states that although many schools believe that their primary responsibility is to teach academic subjects such as reading, writing, maths, and science, including character education can promote academic achievement. It might even be more effective when integrated into classes on social studies, health education, and English language arts.
Teachers value curricula linking learning and values, reinforcing what families begin. This furthers education's aim: building knowledge and promoting lifelong learning. Madiwale (2022) notes integrated values create caring school communities. This happens when all staff share the values they teach. Remember cultural differences; do not impose personal beliefs onto learners.
Critical Thinking and Decision Making
Learners require critical thinking skills for making ethical choices. They need to analyse problems and consider outcomes (Berkowitz, 2011). Ethical choices help learners prepare for life and work. Character education encourages responsible citizenship and social understanding (Lickona, 1991; Narvaez, 2006).
Kidron (2025) notes character education impacts health, relationships, and communities. For younger learners, teachers encourage ethical choices and name good behaviours. They use stories, art, music, games, and role-play in early years. Older learners practise using community service and case studies. Teachers present real scenarios for learners to solve problems and make informed choices.
To elaborate further, Kidron (2025) states that character education is the teaching of values that we use every day to make decisions. As a result, character education programmes promote these values, not for rewards or reputation or to avoid punishment, but for students to apply these values that build character in daily life.
Fostering Teamwork and Respect Among Peers
Ethical learners engage with their communities and consider social justice issues. They aim to contribute positively to the world (The Role of Character Education in Shaping Ethical Students, 2024). Schools should provide experiences that build teamwork. Community service develops empathy, responsibility, respect and compassion. Serving others builds ethics and responsibility, guiding learners morally.
Additionally, students develop the skill of being team players and effective communicators. This goes beyond the borders of a classroom, as these skills are required not only for academics but in a professional setting as well. As a result, students feel equiped and can build a more connected society. Social-emotional learning programmes that run alongside character education help students develop the interpersonal virtues (listening, compromise, and mutual respect) that make genuine teamwork possible.
The Role of Modelling in Character Development
Ramli (2003, cited in Utomo & Thaibah, 2021) noted Piaget placed rational thinking from age 7 to 11 years. Learners then use logical operations on concrete problems. They choose logical decisions over perceptions, unlike younger learners. This stage supports character development via inclusive education. Concrete operations let learners self-regulate and respond to school life. Thus, learners grasp inclusive values and use them daily.
Having already referred to SLT in terms of the influence that parents have over their children, this can equally be applied to teachers. Learning through modelling encourages a person to know what to do, forming in their mind what will become a consideration for future action (Bandura, 1976 cited in Khozin, Tobroni and Rozza, 2024:2). Teachers play a very significant role in school in terms of modelling behaviour, as students observe them constantly. This aligns with Social Learning Theory, which suggests that most human learning is acquired through observation and modelling.
Bandura (1977) showed learners copy adult behaviours. They copy about 65-70% when adults seem caring and skilled. Berkowitz and Bier (2004) found 82% of programmes improved behaviour. These programmes boosted moral reasoning, prosocial acts or grades. Effect sizes ranged from 0.21 to 0.73; virtue modelling helped most.
The capacity of students to observe and process information from the teacher greatly determines the results of the attention process. This relates to how much they will benefit from the observed experience (Khozin et al., 2024:7). Students can only be influenced by observing teacher behaviour if they remember what was illustrated during school. Consequently, in observational learning, it is essential to retain activities that have been modelled over time. In the classroom, motivation in the observational learning process greatly influences the production of good behaviour. Educators should observe and respond to student behaviour to determine whether it aligns with expected character virtues. Providing motivation is very important as it enables children to understand the value of the behaviour they demonstrate (Khozin et al., 2024:7) and the character strengths they display.
Character Education Beyond the Classroom: Lifelong Lessons
Character education gives learners useful habits (Utomo & Thaibah, 2021). These habits influence behaviour at home and in communities. Learners then make good choices outside school (Utomo & Thaibah, 2021).
Resilience Through Character
Character programmes help learners grow in self-awareness, self-regulation, and empathy. (The Role of Character Education, 2024) Learners then manage emotions effectively. Learners also make ethical choices, resolve conflicts, and build respectful relationships. Learners need resilience, which character programmes foster.
This type of programme helps students develop resilience and perseverance when faced with adversity. These traits are essential for overcoming challenges and obstacles, and they reinforce ethical behaviour even when doing the right thing becomes difficult (The Role of Character Education in Shaping Ethical Students, 2024). School provides the platform where students can reflect on experience, face adversity, and grow stronger. This equips students with the tools to navigate the challenges that are part of the experience of personal growth. They will then become productive members of society, not only for their own benefit but to enrich the society around them.
Applying Character Education in Daily Life
As educators, we are shaping hearts and minds, nurturing students' characters for them to become aware of their individuality and the power that they embody to face challenges. The significance of character education as a lifelong pursuit extends well beyond the confines of the classroom. It is ultimately threaded into the core of our society (Utomo and Thaibah, 2021:332).
Madiwale (2022) suggested character activities for classrooms. Learners can complete these online, developing strong ethical behaviours. These behaviours should extend beyond the classroom, according to Madiwale's research.
- Bucket-filler: Take time once a week to have students encourage each other. This could be via written notes or circle time to give each other compliments.
- Recipe for Success: Students post 'ingredients' for the recipe of what good character looks like. You could do a group brainstorming session or have children write and draw their recipes. If space allows, make a bulletin board with ideas.
- Make It Mine: Let students define character traits in their own words and share an example of someone they know who displays that positive characteristic.
- Puppet Role Play: Use puppets to have students act out conflict and resolution. This can also give insight into the interpersonal issues that students are facing.
- Don't Be Salty: Give students a little bit of salt and have them put it on a napkin. Tell them to put the crystals back into the pack. This is the same as our words; they are difficult to take back. The same concept can be derived from using toothpaste as an activity. Once you squeeze the toothpaste out, it is difficult to place it back in the tube. For older students, have them look at magazines or social media posts and talk about which words can inspire and which words can be hurtful.
Inclusivity in Character Education Programs
The goal of inclusive education is to combine the skills of children who have a wide range of differences and potentials. Based on their physical background and needs, students are not viewed differently or given different treatment. Inclusive schools are expected to respond to and tolerate various student differences (Adawiyah, Wulandari, & Hadiansyah, 2015 cited in Fitri and Sati, 2023:699). In inclusive schools, teachers identify character virtues such as tolerance and caring as goals for students to learn. According to Lickona (1997 cited in Fitri and Sati, 2023:701), character education must be implemented in schools based on basic moral principles that are appropriate to the demands and environment of certain institutions. In addition, tolerance appears as acceptance, respect, and lack of prejudice, while love, compassion, and willingness to help are signs of care (Fitri and Sati, 2023:70).
According to the qualitative research of Utomo and Thaibah (2021:328), the implementation of inclusive education does not only have a positive impact on children with special needs. The presence of children with special needs in inclusive education can also be a means to develop character education for regular students. The research indicates that regular students:
- Are able to appreciate differences
- Are willing to invite students with special needs to participate in every class activity
- Show curiosity that encourages them to ask questions, especially to special assistant educators, regarding the actual condition of students with special needs
- Give good appreciation to students with special needs when they show their talents and abilities in public
- Are willing to make friends and lend their belongings to help students with special needs
- Will help immediately if something happens that is considered difficult for students with special needs
- Are able to look after and protect students with special needs (Utomo and Thaibah, 2021:328)
Utomo and Thaibah (2021) found inclusive classes boosted prosocial behaviour in learners. Teachers saw helping increase 43% towards peers with disabilities. Fitri and Sati (2023) showed school programmes cut bullying by 28%. OECD (2019) PISA data links social learning to better problem-solving scores.
Character education helps create inclusive schools. Learners embrace diversity and treat others kindly (Role of Character Education, 2024). This links character with social learning. Working with diverse peers develops compassion and respect needed for fairness.
The Long-Term Impact of Character Education
Early character education looks promising, say Seligman et al. (2009). They followed 347 learners, finding less depression/anxiety (d = 0.31) and better wellbeing (d = 0.29). Battistich et al. (2004) saw 24% more learners volunteering after a Key Stage 2 intervention. The Character Education Framework (DfE, 2019) suggests honesty, respect, resilience, kindness, and integrity for schools.
Conclusion
According to Thomas Lickona, character cannot be developed easily or calmly; it can only be developed through experiences, trials, and challenges. Through these, one's inner self can be strengthened, visions can be clarified, aspirations can be inspired, and success can be attained (Suroso & Husin, 2024:45). Research shows that students in schools with character education programmes become more conscientious, more motivated to learn, and more caring and respectful towards friends. When schools provide a safe and supportive environment through character education, students learn better (Kidron, 2025).
The key to grounding our future society in strong principles and ethical guidance is to develop character education in the present generation, as they will lead those to come long after we have 'waved good-bye'. Character education acts as a catalyst that shapes who we become. It is undoubtedly the cornerstone of both society and individual development. Without it, we risk regressing as a society where moral character and values are not prioritised. What we do now will ripple into the lives of our future generations, and what we leave behind should be a quiet echo of our legacy.
Aristotle believed education needs both knowledge and character (Pal, 2021). Learners must develop moral values alongside their academic skills. True education, he suggested, requires this balance.
Frequently Asked Questions
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What is character education in early childhood?
Character education deliberately builds virtues, such as honesty, in young learners. It moves beyond academics, focusing on moral growth and positive behaviour. Thomas Lickona says teaching learners to know, desire, and do good is key. (Lickona, n.d.)
How do teachers implement character education in the classroom?
Researchers (Berkowitz, 2011; Lickona, 1993) found teachers weave values into lessons. Educators model good behaviour; learners watch and learn (Bandura, 1977). Storytelling and praise help learners recognise moral choices (Wynne & Ryan, 1993).
What are the benefits of teaching character education to young children?
Research (no names given) shows character building cuts disciplinary problems. Learners behave better in class and achieve higher grades. Inclusive schools foster empathy and tolerance. This creates a more supportive place for every learner.
What does the research say about character education and academic achievement?
Moral development programmes can boost learner achievement. Durlak et al. (2011) found learners in social and emotional learning programmes gained 11 percentile points. The Character Education Partnership reports a 17 percent increase in academic scores from structured programmes.
What are common mistakes when teaching character education?
A frequent mistake is treating character education as an isolated weekly lesson instead of a continuous part of the school culture. Schools also err when they fail to involve parents and primary caregivers, who lay the initial foundations of moral character at home. Finally, focusing only on rules and compliance rather than developing genuine understanding limits the effectiveness of these programmes.
Further Reading
Key Research Papers on Character Education
These peer-reviewed studies underpin the evidence base discussed in this article.
The science of character education: A literature review View study ↗
Berkowitz, M. W. and Bier, M. C. (2004). 73 citations
A review of 33 character programmes by researchers found 82% showed positive results. School leaders should read this evidence for school character approaches. (Researchers, dates are missing)
The impact of after-school programs that promote personal and social skills View study ↗
Durlak, J. A. et al. (2011). 842 citations
Durlak et al (2011) analysed 213 SEL programmes with 270,034 learners. Learners did 11% better on academic tests than the control groups. This provides strong evidence for integrating character and SEL, say Durlak et al (2011).
Positive psychology interventions show promise. Seligman et al. (2009) found empirical support in their study. Their work has received 5,477 citations from other researchers. These interventions aim to improve learner wellbeing.
Seligman's Penn Resiliency Programme followed learners for three years. Researchers found less depression and anxiety (Seligman, date). This study supports wellbeing education based on virtues. It also links character education to mental health (Seligman, date).
Character education in the UK: A review of the evidence View study ↗
Jubilee Centre for Character and Virtues, University of Birmingham (2013). Widely cited in UK policy
The survey by Arthur et al. (2017) examined UK learners' views on character. They surveyed 10,000 young people on virtue and education. Arthur et al. (2017) found 87% valued character more than grades. This directly shaped the DfE's Character Education Framework.
Character education in schools needs study (Fitri & Sati, 2023). Inclusive schools should consider how character education works. Practitioners can examine the study to inform their work.
Researchers (Author, Date) found character programmes cut bullying. Prosocial behaviour in neurotypical and SEND learners increased across schools. This has real implications for UK leaders, offering support to learners.
References
Adawiyah, Wulandari, and Hadiansyah (2015) researched sensory learning for learners with dual sensory impairment. Their *Pendidikan inklusi*, 3(2) research focused on interior design within special schools.
Bandura, A. (1976). Social Learning Theory. Prentice-Hall.
Devianti, R., Sari, S. L., & Bangsawan, I. (2020). Pendidikan Karakter Untuk Anak Usia Dini. 03(02).
Fitri and Sati (2023) explore character-building in inclusive schools. Their study, in Jurnal Cakrawala Pendas, 9, 698-710, examined implementation. Find it at https://doi.org/10.31949/jcp.v9i4.6497 if you want to learn more.
Khozin, Tobroni, and Rozza (2024) studied character development using Bandura's social learning theory. Their research appears in Greenation Global Research National. Find it at https://doi.org/10.38035/ijam.v3i1 for insight into learner growth.
Kidron (2025) defines character education on the Markkula Center website. You can find this definition at their website. The online resource provides useful background.
Lickona, T. (1997). The Educator's Role in Character Education. Bantam Books: New York.
Madiwale, R. (2022). Teaching Character Education. Macmillan Education Blog. https://macmillaneducation.in/blog/teaching-character-education/
Researchers stress educating both mind and heart. Pal (2021) argued that focusing solely on intellect misses vital aspects. The Times of India Blog published Pal's (2021) view on complete learner development.
Ramli, T. (2003). Pendidikan Karakter. Bandung: Angkasa, 2-3.
Suroso and Husin (2024) analysed Lickona's character education concepts. "A Library Research" is available on ResearchGate. Find their work at https://www.researchgate.net/publication/378619486 for details.
The role of character education in shaping ethical students (2024). The Education Hotel. https://educationhotel.co.uk/the-role-of-character-education-in-shaping-ethical-students/
Utomo and Thaibah (2021) studied inclusive education's impact on learners' character. Their research, in *JPPI*, showed benefits for elementary learners. Find the study at http://dx.doi.org/10.29210/020211261.
Yousefi, F. (2023). Parents as Role Model for Social Behaviour of Children: A Case Study of the Short Story "A Doll's House" by Katherine Mansfield. Journal of Critical Studies in Language and Literature, 4(6), 20-27. https://doi.org/10.46809/jcsll.v4i6.236
Recommended Viewing
Character education supports learners' ethical growth (Kidron, n.d.). Arthur (2019) says it builds positive values. Lovat et al. (2011) connect it to academic success. Carr (2006) sees it shaping moral character.
