THE FEATURES OF PRE-SCHOOL AND PRIMARY SCHOOL CHILDREN’S VALUE FORMATION PROCESS AND THE DEVELOPMENT OF THEIR WORLDVIEWS

Value orientations are reflected in a child’s worldview. Scientists have a common opinion that a person’s worldview begins to be formed in childhood. The key purpose of the study was to analyze the data received from a survey of senior pre-school and primary-school age children with the help of an interview "Factors of a child’s choice of socially significant values", describe the features of a value formation process and measure the levels of pre-school and primary-school children’s worldviews. The structural and dynamic qualitative characteristics of “value orientations” system were represented by the unity of its components: 1) cognitive; 2) emotional; 3) behavioral. The sample consisted of children from various regions of Ukraine. The following levels were distinguished in our research based on the manifested qualitative characteristics of worldviews: a formed picture of the world (the high level); expressed worldviews (the above average one); existing worldviews (the average level); limited worldviews (the below average one); fragmentary worldviews (the low level). The data showed that the majority of Ukrainian preschool and primary-school children had the high and above-average levels of worldview formation. We analyzed emotional, cognitive, and behavioral manifestations of children’s worldviews and generalized characteristics typical for children groups formed based on the levels of worldview formation.


Introduction
One of the basic principles of pre-school education is to familiarize children with social-cultural norms, traditions, and values of the family, society and the state. According to worldwide estimations, up to 50% of children attend pre-school (UNICEF, 2019) and pre-school attendance is associated with better school readiness and academic achievement (Barnett et al., 2010).
Moral education is one of the main tasks of almost all pre-school educational programs. As a result, choosing and rational use of various methods forming children's moral values is currently an important problem of preschool education. Over time, children master the norms and rules of behavior and relationships accepted in the society, assimilate the ways and forms of interaction, expressions of attitude to people, the nature, oneself. The result of moral And the stronger these qualities are, the fewer deviations from the moral foundations accepted in society are observed, the higher is the individual's morality as it is assessed by others (Pirozhenko et al., 2020).
The analytical review of research materials on personality development has revealed that one of the leading trends in the educational situation today is the transition to a value paradigm, which provides an increased attention to the formation of a child's value semantic sphere. The  (Pirozhenko, 2017), learning opportunities and environments (Ray, 2010).
A child's personality is formed and developed during education, socialization and self-development. It is known that the basis of spiritual and moral development is the culture of the society, family and educational institutions -the environment in which the child lives, their personality is formed and developed. Culture is, first of all, a system of values enshrined in traditions. Assimilation of culture is necessary for the satisfaction of spiritual needs and the searches for higher values.
Pre-school age is a special time in personality formation, when the foundations of spiritual and moral values are laid down. During this period, an emotional attitude to spiritual and moral values is firstly formed in children. The features of preschoolers' worldview formation were considered in developmental psychology by Vygotsky (1991), Leontiev (1992). The value formation in pre-school children and their spirituality are the issues that are widely researched as well.
According to  a major obstacle to understanding the essence of spirituality is attempts to connect it only with certain areas, aspects of human life, such as religious faith, attitudes toward works of art, literature, moral issues or human relationships. To overcome this obstacle we should understand that spirituality is of the universal nature and manifested in human activities and behavior at all. So, everything that a person does, the way he/she behaves, needs and values that motivate his/her activities can be evaluated from the standpoint of spirituality.
Considering the universal, all-encompassing nature of spirituality, we can say that this feature is inevitably manifested in personal characteristics. The theoretical analysis of the essence of spirituality 2017;2020, Ukhtomsky,1996 shows that value orientations are directly or indirectly connected with a person's attitude to him/herself and other people, with morality and ethics.
Values are manifested in three forms: 1) as a social ideal, as an abstract idea existing in various spheres of social life and developed by public consciousness; such values can be universal, "eternal" (the truth, beauty, justice); 2) as artifacts of material and spiritual culture or human activities -specific object-based incarnations of social value ideals (ethical, political, legal, etc.); 3) as social values, knowledge, choices made by them (Pirozhenko et al., 2017).

Literature review
The theoretical and methodological analysis of the formation of pre-school age children's value orientations and their worldviews includes several related complementary concepts: worldview -picture of the world -attitude to reality (Pirozhenko et al., 2020).
The pre-school and primary-school age has deep potential opportunities for worldview spiritual development. If parents provide spiritual and moral support to develop their child's value sphere, values are accepted harmoniously at older ages, the vision of the world becomes positive and adequate, and behavior is prosocial (Katrenka, 2017, p. 56).
The formation of primary school children's spiritual and moral values should be monitored and timely corrective work, psychological educationand counseling of parents and teachers should be carried out. Value orientations are reflected in a child's worldview. Scientists agree in general that a person's worldview begins to be formed is childhood -in the early, pre-school period of gaining life experience.
The modern scientific literature understands "a child's worldview" as the child's inner view on the world in its integrity, diversity, relationships, and interdependencies; awareness of the importance of the world in life; the ability to see the main thing in it, to feel, to look around, to discover, to enrich one's life ideas, impressions, experience; the ability to understand the meaning and value of the world, the importance of oneself for the people around, the ability to solve problems constructively. Karpenchuk (2005) argues that a worldview is a generalized system of views, beliefs and ideals helping a person expresses his/her atti- recognized that children's healthy development includes not only their cognitive abilities but also children's physical, mental, social, and emotional well-being (Hair et al., 2006). Davies et al. (2016) studied such factors as motivation, self-regulation and physical capacities that influence children's further success in school. In the study made by Piotrowska et al. (2020) kindergarten data was compared with educational, health and protection records.
Modern researchers emphasize that environmental ideas should be formed in children from an early to preschool age and they should be taught about human and the nature and how they interact with each other and fit together (Davranova, 2021). It is essential to equip children from an early age with ecological knowledge of nature conservation and familiarize them with the nature, enriching their perception, developing their worldview, independent think- Modern researchers also discussed worldview formation and religious worldview in association with children's cognitive development, social learning, and socialization (Helve, 2015). Appleton (2020) suggested that children and adolescents need spiritual nurturing and teaching to instill a biblical worldview and to make possible the lifelong spiritual development.

Research design
To resolve theoretical and experimental issues, a set of examining tools was used that helped to analyze the system of existing real-life values in two directions -the scope and content of the value system existing in children's subculture, which was named "Field of values", and psychological features of the value formation process in preschool children, which was named "Structural and dynamic characteristics of value orientations" 2017). The used methods took into account the specific formation of pre-school children's value orientations, namely, they included the criteria to characterize them and instrumental: empathy, independence, curiosity, purposefulness, confidence, courage, persistence.
An interview "Factors of a child's choice of socially significant values" was designed to survey senior preschool and primary-school age children. The first block of this interview comprises the question for "Acquaintance.   Table 1.

Research Tools and Procedure
The standardized "Express examination of preschoolers' value orientations" method was used in this research (Pirozhenko et al., 2014, p.30-32), it was based on the methods studying human values (Rokich,1992;Peterson & Seligman, 2004).  cept; "1" point -a child chooses a picture (provided by the experimenter, or makes another choice) and explains the concept according to the situation depicted in the picture; "2" points -a child chooses a picture (provided by the experimenter, or makes another choice) and gives a generalized explanation of the concept.
The theoretical analysis and experimental study of worldviews as a factor influencing children's acceptance of value orientations allowed us to make the following conclusions: happiness, family, friendship, and the beauty of the nature were the most important socially significant values for both preschoolers and first-form schoolchildren.
Preschoolers were capable to determine consciously socially significant values and could differentiate "good" from "bad" and consciously choose "good", explaining the choice. For example: "It is impossible to be happy without a family" or "Happiness is when you have a mother, a father, a brother and a sister".
Socially significant values accepted by children on the cognitive (they could explain what it was; had corresponding ideas), emotional (they knew that was right) and behavioral (values guided them in everyday life) levels.
Through the picture of a child's world, we can "see" the formation of the child's attitudes to life, to him/herself (self -esteem, level of aspiration), to other people, which was manifested in values. Worldviews were related to all mental achievements of senior preschoolers; at the same time, worldviews were the basis and result of gained life experience and acted as an indicator of a child's psychological maturity.

Validity and Reliability
"Express examination of preschoolers' value orientations" (Pirozhenko et al., 2014, p.30-32) is a standardized test and its validity and reliability was proved in previous studies.

Results
The study showed that the majority of children  a child knows about the fluidity of life (the past, the present, the future), can express his/her views only with the help of an adult, has no clear life plans or goals, does not act according to his/her aspirations a child is emotionally unresponsive, has almost always negative mood, sometimes anxious a child tries to defend his position by dominance and force, cannot always differentiate good and evil, does not focus on possible consequences if he/she makes decisions pare the data obtained within the age groups of primary schoolchildren, we should note that they chose mostly average-rated values. Significant difference in choice assessment was revealed only for two opposite groups: children with formed worldviews and children with limited worldviews (28% and 60% of them chose low-rated values, respectively).

Discussion
The influence of the social situation (pre-school educational institution/school) on development can be considered as an external factor influencing acceptance by children of socially significant values.
Basing on the survey results, we can say the following: for six-seven year old children attending different educational institutions (pre-school and primary school), terminal and instrumental values were distributed proportionally: 6 out of 9 terminal; 3 out of 9 instrumental.
The values significant for senior preschoolers and first-form schoolchildren coincided by 50% (5 out of 9).
Even if values were different, they coincided in type (terminal or instrumental). This gives us the reason to state that "field of values" remains unchanged qualitatively during transition from pre-school and primary education. The difference between the high and above average levels of children's worldview formation was quite visible. This may be children's reaction to the adaptation period at school, when the leading type of activities is changed, intellectual load is increased, lesson system appears, as well as new children's teams.
As for characteristics of children's choice of socially significant values depending on worldview for-

Recommendations
Our findings can be used by practical psychologists as well as by teachers in pre-school institutions and primary school as a basis in their activities. Girls' and boys' levels of worldview formation should be compared as a future research project, as well as a cross-cultural study.
This research can serve as a basis for in-depth study of the spiritual sphere, a picture of the world and the influence of primary schoolchildren's value orientations on the regulation of their behavior.

Limitations
It is important to acknowledge that the present study is rich of data but comprehensive results and findings has certain limitations: geographical localization and sample. In future research, it is important to increase the number of participants.

Conflicts of Interest
The authors report that they do not have any conflicts of interest of affiliation, legal, financial, or commercial origin that could be related to the research.