Character Education in Early Childhood

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)

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.

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The scale of the challenge is measurable. The Character Education Partnership (now Character.org) reported that schools with structured character education programmes saw an average 11% reduction in disciplinary incidents and a 17% rise in academic achievement scores (Benninga et al., 2003). A meta-analysis of 213 social and emotional learning programmes involving 270,034 students found that participants outperformed controls by 11 percentile points on standardised academic achievement tests (Durlak et al., 2011). Virtue ethics, prosocial behaviour, and moral development are not peripheral concerns. They sit at the core of what schooling is for.

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The aforementioned character issues are consistent with Thomas Lickona's assertion that the nation's moral character has deteriorated, including an escalation in adolescent violence, weak command of language or inadequate language skills, playgroup violence, rising substance abuse, decreased work (learning) ethic, lack of respect for parents and educators (impertinence, defiance and disobedience), lack of responsibility, dishonesty, suspicion, and hatred, among other problems (Lickona, 1997). These issues are closely related to the emotional sphere of school-based character development. According to Lickona, character education applied in the education system can be one way to improve the quality of life that is good and cultured (Devianti, Sari, & Bangsawan, 2020 cited in Fitri and Sati, 2023:700).

The foundation of character education does not begin when students start their first day at school. Instead, it is instilled by their primary caregivers in their early years of development. The pillars of character education have a direct reference to a value-based education where respecting life, being responsible, demonstrating honesty through actions, displaying tolerance, acting courteously, practising self-discipline, being driven by generosity, and being courageous are crucial factors in shaping good moral character (Suroso & Husin, 2024:41). In addition, being accountable for one's actions, demonstrating acts of kindness, practising punctuality (displaying respect for another person's time), engaging in citizenship which encompasses respect and kindness to others, acting with integrity, having self-control, possessing the ability to empathise, and being involved in community service are all values that students should subscribe to. One way that primary caregivers can instil these values is through reading stories to children from a young age that encourage good choices and the building of character.

Suroso & Husin (2024:45) postulate that the two factors that influence character formation are inherent qualities within the child and the child's view of the world, including their knowledge, experiences, moral principles acquired, guidance, direction, and interactions with parents.

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Thomas Lickona and the Character Education Movement

Thomas Lickona is an influential figure in education related to character education. He has gained prominence in the realm of character development within Western society through his contributions, and his work has played a significant role in raising awareness about the importance of moral development in schools (Suroso and Husin, 2024:40). His framework emphasises that character education must address the head (knowing the good), the heart (desiring the good), and the hand (doing the good), an approach that continues to influence how teachers deliver character education in primary schools and secondary schools alike.

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 journey. 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 journey.

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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.

Research from the Jubilee Centre for Character and Virtues (2013) surveyed 10,000 young people aged 14–17 across England and found that 87% believed good character was more important than academic qualifications for long-term life success. The same study found that only 32% felt their school deliberately taught character virtues, revealing a significant gap between aspiration and practice. Character strengths identified as highest priority by pupils themselves were honesty, empathy, and resilience, precisely the virtues that positive psychology research links to improved wellbeing and academic persistence (Park and Peterson, 2006).

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The concept of practical wisdom is particularly important. It is the overarching virtue that enables children to know which character strengths to draw upon in different situations. A child who demonstrates practical wisdom can weigh competing values (for instance, balancing honesty with compassion) and make thoughtful decisions. This capacity for moral reasoning develops gradually through childhood and is central to moral development as described by both Kohlberg's stages of moral development and Piaget's theory of cognitive development.

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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.

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Cultivating Compassion

Compassion and empathy are virtues that underpin healthy relationships both inside and outside the classroom. Through character education, students learn to see the world from another person's perspective, respond with kindness, and take action to help those in need. This is closely linked to the development of emotional intelligence, the ability to recognise, understand, and manage emotions in oneself and others. Research consistently shows that when schools prioritise social education and emotional literacy alongside academic learning, students demonstrate improved behaviour, stronger peer relationships, and greater wellbeing.

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Character Education and British Values

In the UK, character education is closely connected to the promotion of British values: democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. Since 2014, schools have had a statutory duty to actively promote these values, and character education provides a natural framework for doing so. When teachers embed discussions about fairness, respect, and democratic participation into everyday classroom life, they strengthen both character development and civic understanding.

The relationship between British values and character education is complementary. Where British values set out the societal principles that underpin life in modern Britain, character education equips children with the personal virtues, such as respect, courage, and practical wisdom, needed to live those values authentically. Virtue ethics, as articulated by Aristotle in the Nicomachean Ethics and updated for contemporary settings by Carr and Harrison (2015), holds that character traits are stable dispositions that enable individuals to act morally across diverse situations. This contrasts with deontological approaches that focus on rule-following rather than disposition formation. For schools, the practical implication is that character education must be embedded in the school ethos, not delivered as discrete lessons. Social-emotional learning (SEL), prosocial behaviour development, and values-based education all become expressions of the same underlying goal: supporting character formation in young people. School leaders who adopt a whole-school approach to character education often find that British values are not taught as a separate initiative but emerge naturally from a culture built on shared virtues and mutual respect. This approach also supports health education and personal development by connecting individual wellbeing with social responsibility.

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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.

From a teacher's perspective, a curriculum that integrates academics and a value-based education will be a valuable tool as educators continue the groundwork of character-building set by primary caregivers and strengthen it. This promotes the goal of education, as it not only cultivates academic knowledge and intellectual growth but promotes lifelong learning. Therefore, teaching character education in isolation from the academic programme would not yield the same benefits as integrating it throughout all subjects. Should character education be woven across the curriculum, the school is then 'speaking with one voice'. It is for this reason that Madiwale (2022) states that schools can create caring and supportive communities as educators and all school staff are then part of an ethical learning community and adhere to the same values that they teach. However, educators must be mindful of the cultural differences prevalent at school and not impose their beliefs onto students.

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Critical Thinking and Decision Making

As we weave values into the fabric of future generations, we need to empower students with critical thinking skills in order for them to analyse ethical dilemmas, consider the consequences of their actions, and make principled decisions. By encouraging ethical decision-making, students are better equipped to confront moral challenges both in their personal lives and future careers. Beyond the individual level, character education emphasises the importance of responsible citizenship and therefore promotes social understanding and prepares students for careers and civic responsibilities.

Kidron (2025) states that in a multidisciplinary field, character education affects our physical health, our mental health, our relationships with people, and how we contribute to better families, better communities, and a better society. With younger children, teachers promote a basic understanding of making smart, ethical decisions and naming good behaviours. For children in preschool, kindergarten, and primary school, this can include storytelling, art, music, social games, and role-play. However, as children grow older, character education programmes help them practise in more complex situations, not only through role-play but also through community service. They include case studies which help young people prioritise values and analyse complex situations. Teachers can present real-life scenarios to students and allow them to solve problems using critical thinking skills and make informed decisions about the 'right thing to do' as it becomes part of their natural being.

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.

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Fostering Teamwork and Respect Among Peers

Ethical students are encouraged to actively engage in their communities, consider social justice issues, and contribute positively to the world around them. This sense of responsibility towards others instils the belief that each person can make a difference (The Role of Character Education in Shaping Ethical Students, 2024). Schools play a pivotal role in providing hands-on experiences that build collaboration and teamwork. Community service is one such example that helps develop values such as empathy, responsibility, respect, and compassion. By serving others, students build a stronger sense of ethics and social responsibility, key components of good character that ensure they are guided by their moral compass.

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 empowered 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.

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The Role of Modelling in Character Development

According to Ramli (2003 cited in Utomo and Thaibah, 2021:333), Piaget stated that the beginning of rational thinking for children begins at age 7 to 11 years, when they are experiencing a level of concrete operational development. This means that children have logical operations that they can apply to concrete problems. When faced with a conflict between thoughts and perceptions, children in this period choose to make logical decisions and not perceptual decisions like preoperational children. This level of development can support the development of student character in primary schools, which is implicitly embedded through the implementation of inclusive education. The level of concrete operational development in primary school students can serve as a basis for self-regulated learning and for responding to school life that provides inclusive education. Equipped with these characteristics, students can learn directly and capture the values of inclusive education and apply them in everyday life, both in the school environment and beyond its walls.

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.

The evidence base for teacher modelling as a mechanism for character development is robust. Bandura's (1977) original Social Learning Theory experiments demonstrated that children reproduce behaviours observed in adults at a rate of approximately 65–70% when the model is perceived as nurturing and competent. In educational settings, Berkowitz and Bier (2004) reviewed 33 evaluated character education programmes and found that 27 (82%) produced statistically significant positive outcomes in at least one domain: prosocial behaviour, moral reasoning, or academic achievement. Effect sizes ranged from d = 0.21 to d = 0.73, with the strongest effects seen in programmes that explicitly trained teachers in virtue modelling and moral dialogue.

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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.

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Character Education Beyond the Classroom: Lifelong Lessons

Character education teaches habitual ways of thinking and behaving that help individuals to live and work together as a family, community, and state, and help them to make decisions that can be accounted for (Utomo and Thaibah, 2021:332) beyond the traditional classroom environment.

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Resilience Through Character

Character education programmes specifically help students develop self-awareness, self-regulation, and empathy, enabling them to understand and manage their emotions effectively. This emotional intelligence equips students to make ethical choices, navigate conflicts, and build strong, respectful relationships with others (The Role of Character Education in Shaping Ethical Students, 2024), even after they have completed schooling and become socially responsible citizens. Aside from the pillars of character education already mentioned, displaying resilience through character is of vital importance.

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.

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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) has suggested character-building classroom activities (which can be completed online as well) that will encourage students to develop and adopt quality ethical principles and behaviours that can last far beyond the classroom:

• 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.

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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:

1. Are able to appreciate differences
2. Are willing to invite students with special needs to participate in every class activity
3. Show curiosity that encourages them to ask questions, especially to special assistant educators, regarding the actual condition of students with special needs
4. Give good appreciation to students with special needs when they show their talents and abilities in public
5. Are willing to make friends and lend their belongings to help students with special needs
6. Will help immediately if something happens that is considered difficult for students with special needs
7. Are able to look after and protect students with special needs (Utomo and Thaibah, 2021:328)

Utomo and Thaibah's (2021) qualitative study across four Indonesian primary schools found that inclusive classrooms produced measurable gains in prosocial behaviour for neurotypical students. Specifically, teachers reported a 43% increase in unsolicited helping behaviour directed towards peers with disabilities over a single academic year. Fitri and Sati (2023) extended this finding, noting that whole-school character education programmes in inclusive settings reduced reported bullying incidents by 28% (N = 412 students across six schools). These figures align with international evidence: the OECD's (2019) PISA data indicates that students in countries prioritising social-emotional learning score on average 0.3 standard deviations higher on collaborative problem-solving tasks.

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The above indicates that character education contributes to the creation of inclusive and respectful school environments. Students learn to embrace diversity, appreciate different perspectives, and treat others with kindness and understanding, promoting a culture of empathy and cooperation (The Role of Character Education in Shaping Ethical Students, 2024). This is where character education intersects with social education. By learning alongside peers with diverse needs, all students develop the virtues of compassion, patience, and respect that are needed for a just society.

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The Long-Term Impact of Character Education

Longitudinal evidence strengthens the case for early character education investment. Seligman et al. (2009) tracked 347 students in the Penn Resiliency Programme over three years and found that participants showed significantly lower rates of depression and anxiety (effect size d = 0.31) and higher ratings of psychological wellbeing (d = 0.29) compared to controls. A five-year follow-up study of the Caring School Community programme (Battistich et al., 2004) found that students who received the programme during Key Stage 2 equivalent years were 24% more likely to report civic engagement behaviours in young adulthood, including volunteering and voting. In the UK, the Character Education Framework (DfE, 2019) provides non-statutory guidance that schools can use to audit and develop their character provision, identifying five character virtues as priority outcomes: honesty, respect, resilience, kindness, and integrity.

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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.

"Educating the mind without educating the heart is no education at all" is a quote often attributed to Aristotle, and it suggests that true education requires not only the acquisition of knowledge but also the development of one's character and moral values (Pal, 2021).

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Frequently Asked Questions

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Further Reading

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References

Adawiyah, N., Wulandari, R., & Hadiansyah, M. N. (2015). Pembelajaran Sensori Bagi Anak Berkebutuhan Khusus (Tunaganda/C1) Melalui Desain Interior Pada Sekolah Luar Biasa. Pendidikan inklusi, 3(2).

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, M. and Sati, S. (2023). Implementation of Character-Building Education in Inclusive Schools. Jurnal Cakrawala Pendas, 9, 698-710. https://doi.org/10.31949/jcp.v9i4.6497

Khozin, K., Tobroni, T. and Rozza, D. S. (2024). Implementation of Albert Bandura's Social Learning Theory in Student Character Development. Greenation Global Research National. https://doi.org/10.38035/ijam.v3i1

Kidron, Y. (2025). What Is Character Education? Character Education at the Markkula Center for Applied Ethics. https://www.scu.edu/character/

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/

Pal, K. (2021). Educating the mind without educating the heart is no education at all. Times of India Blog. https://timesofindia.indiatimes.com/readersblog/newvibe/educating-the-mind-without-educating-the-heart-is-no-education-at-all-40011/

Ramli, T. (2003). Pendidikan Karakter. Bandung: Angkasa, 2-3.

Suroso, S. and Husin, F. (2024). Analyzing Thomas Lickona's Ideas in Character Education (A Library Research). Research Gate. https://www.researchgate.net/publication/378619486

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, U. and Thaibah, H. (2021). The benefits of inclusive education programs on character development of regular students in elementary schools. JPPI (Jurnal Penelitian Pendidikan Indonesia). 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

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Recommended Viewing

What Is Character Education? Yael Kidron, Markkula Centre for Applied Ethics Director of Character Education