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Nigar Ismayilova
Doctor of Philosophy in Pedagogy,
Acting Associate Professor
Azerbaijan State Pedagogical University
Department of Preschool Education Pedagogy
Baku, Azerbaijan
ORCID: 0000-0002-2538-9740
https://10.5281/zenodo.17012302
Keywords: preschool age, environment, national and moral values, development, society
Abstract. The preschool age is a crucial stage in the formation of a child’s personality, their understanding of the world, and their acquisition of basic socio-cultural knowledge. During this period, children’s introduction to the surrounding world should not be limited only to the realms of nature and objects, but should also encompass the nation’s moral and spiritual values, traditions, cultural heritage, and the system of ethical norms. The teaching of national and spiritual values can be implemented through instilling patriotism, respect, cultural behavior, commitment to family values, as well as by engaging with traditional games, folk tales, and bayatis (traditional Azerbaijani quatrains). This approach not only shapes the child’s attitude toward the environment but also fosters their awareness of national identity, supports socialization, and contributes to their development as a morally rich personality. For example, while studying natural phenomena, referring to folk proverbs, national legends, and providing information about national clothing and music can increase children’s interest and enrich their national-spiritual worldview. Consequently, integrating national and spiritual values into the process of familiarizing children with the surrounding world not only broadens their knowledge but also nurtures their moral development, creating the foundation for raising them as citizens devoted to their homeland and people.
Introduction
In the modern era, the crucial role of national and spiritual values in shaping society and educating future generations is indisputable. Instilling these values in children from an early age is one of the key factors in their personal development, as well as in strengthening their attachment to national identity and culture. The preschool period represents a highly sensitive stage during which the child begins to comprehend the surrounding world, acquire fundamental concepts, and become acquainted with moral and spiritual values. The information presented to children and the behavioral models taught during this stage play a decisive role in determining their future worldview and system of values. For this reason, the delivery of national and spiritual values through the “Familiarization with the Environment” lessons conducted in preschool educational institutions holds special significance. https://www.elibrary.az/docs/jurnal/jrn2017_1014.pdf
Within this context, the purpose of the present study is to examine how national and spiritual values are instilled in preschool children during the process of understanding the surrounding environment, to explore the pedagogical foundations of this process, and to assess its social significance.
Main part. Heydar Aliyev considered it essential to expand the content of education and align it with the requirements of independent Azerbaijan and the moral values of its people. For this reason, he insisted on teaching the Azerbaijani language, literature, history, nature, traditions, and religious values through textbooks. Taking into account the strong educational influence of meaningful knowledge, Heydar Aliyev stated: “Every young person of independent Azerbaijan, receiving an education at school, must have a thorough knowledge of the history of their people and nation from ancient times to the present day. Without this knowledge, they cannot be true patriots. Without this knowledge, they cannot take pride in their belonging to their nation at any level. But it is not only history — our rich literature must also be known. We must take pride in our language. Language is the foundation of every nation’s national identity. Therefore, every young person must know their native language — the Azerbaijani language, the modern Azerbaijani language — down to its finest nuances and make use of it.” [Aghayev, 2016]
National and spiritual values refer to the system of moral, ethical, and cultural principles derived from a nation’s history, religious worldview, traditions, and national identity. These include qualities such as love for family, respect for elders, care for the young, patriotism, diligence, cleanliness, and honesty. Integrating such values into the educational process fosters a sense of national identity in children and lays the groundwork for shaping them into responsible and socially beneficial individuals. National and spiritual values are universal and national moral norms formed throughout a people’s history, reflected in their culture, traditions, language, religion, and worldview. These values are the pillars that preserve a nation’s identity, morality, and unity. Their core components include:
— Native language;
— National customs and traditions;
— Patriotism;
— Family values;
— Moral norms;
— Respect for people and nature;
— Islamic religion and its moral principles (of particular significance for Azerbaijan).
— Although national and spiritual values may adapt to changing socio-economic conditions over time, their essential purpose remains constant — to cultivate morality, patriotism, and a sense of responsibility as productive citizens. Several key directions stand out in this regard:
— 1. Psychological and Pedagogical Characteristics of the Preschool Period — During this stage, children learn about the surrounding world through imitation, observation, and play. Since their memory and imagination are strong, the values presented to them can leave a lasting impact. Therefore, teaching national and spiritual values through games, poems, stories, music, and literary works yields more effective results.
— 2. The Potential of the “Familiarization with the Environment” Lesson — This lesson provides initial knowledge about living and non-living nature, the social environment, and culture. It also serves as a channel to teach children about:
— National holidays (Novruz, Qurban Bayram, Republic Day, etc.);
— National clothing, cuisine, and musical traditions;
— Folk tales and national heroes;
— Love and loyalty to the homeland;
— Family and community values;
— Formation of moral qualities.
As İsmayılova (2025) notes, “Novruz Bayram helps children learn about their traditions and understand the importance of preserving them. This holiday also nurtures respect for nature, appreciation for labor, and a sense of civic responsibility. Children come to understand that this holiday is a celebration of cleanliness, agriculture, and work, thereby fostering their sense of social responsibility.”
3. Methods of Instilling National and Spiritual Values
— Applying interactive methods in the teaching and upbringing process (games, dramatization, group work);
— Using materials related to cultural heritage (folk tales, proverbs, songs, stories about national heroes);
— Introducing national symbols and attributes (flag, emblem, anthem);
— Collaborating with families and the community — engaging parents in the process ensures the continuity of the values being taught.
4. The Role of the Preschool Teacher-Educator — At this age, the preschool teacher-educator serves both as an instructor and as a role model for children. Their speech, behavior, and attitude toward values are fundamental factors in shaping these qualities in children. The teacher-educator must also employ modern and creative methods to cultivate children’s interest in national values. This can be approached in several directions:
4.1. The First Presenter and Model of Values
Preschool children observe and imitate the teacher-educator’s behavior, speech, and interpersonal interactions. Therefore, the teacher-educator must personally demonstrate respect for national and spiritual values and reflect them in their own conduct by:
• Displaying respectful and kind attitudes;
• Promoting honesty and diligence;
• Treating children with love and care.
4.2. Content Selection and Structuring the Program with a National Spirit
The teacher-educator should select topics, stories, poems, and visual materials that convey national and spiritual values. For example, a lesson on “Novruz Bayram” can combine both environmental awareness and information about a national holiday. Topics such as “Carpet Weaving,” “Family Values,” and “National Heroes” provide rich resources for this purpose.
4.3. Increasing Children’s Interest in Learning
To effectively teach national and spiritual values, the teacher-educator should use interactive methods such as games, excursions, drawing activities, and artistic projects. This approach maintains the child’s attention and helps them retain what they have learned. Various methods include:
A) Presenting Values Through Play
• Introducing national values in a game format appealing to children;
• Incorporating national costumes and folk instruments into games to both stimulate interest and enhance memory retention.
B) Through Fairy Tales and Legends
• Conveying values such as heroism, loyalty, and honesty through engaging Azerbaijani folk tales;
• Selecting stories that promote national values during storytelling sessions to strengthen emotional engagement with learning.
C) Through Handicrafts and Art
• Showing children examples of folk art and involving them in practical creative activities;
• This not only develops fine motor skills but also increases interest in national heritage.
D) Familiarization with National Music and Dance
• Introducing children to national music and dances makes the learning process more enjoyable and memorable. For instance, learning the “Yalli” dance helps children develop coordination skills while fostering cooperation within the group.
E) Cooperation with Parents and Families
• Encouraging family members to speak about national values and create a home environment consistent with these principles increases the child’s interest;
• Organizing events about holidays and traditions in collaboration with families strengthens the child’s bond with these values.
F) Emotional Presentation by the Teacher-Educator
• Presenting values through role-play, dramatization, and thought-provoking questions captures children’s attention. For example, asking “Let’s learn what bravery means — who do you think is brave?” can spark curiosity.
1.4. Individual Approach and Inclusivity
Every child is unique. The teacher-educator should consider each child’s individual interests and abilities when conveying national and spiritual values. This ensures an inclusive and compassionate learning environment.
1.5. Cooperation with Parents
The teacher-educator should maintain close cooperation with parents to encourage the consistent reinforcement of these values at home by:
• Holding parent meetings;
• Organizing events dedicated to family values, etc.
1.6. Pedagogical Responsibility in Preserving National and Spiritual Values The teacher-educator not only imparts knowledge but also shapes the citizens of the future. Therefore, indifference to national values is unacceptable. In their pedagogical activity, they must be purposeful, systematic, and value-oriented in their guidance.
Сonclusion
In conclusion, it can be stated that teaching national and moral values to preschool-aged children is of particular importance not only for their intellectual development but also for their moral and ethical growth. These values contribute to fostering in children a sense of love and respect for their homeland, family, and national-cultural heritage. The “Acquaintance with the Surrounding World” activity provides broad opportunities for the natural and effective implementation of this process. The assimilation of national values by children becomes more effective not only during classroom activities but also within a collaborative environment involving the family and society. In this regard, strengthening cooperation between educators and parents, as well as applying a creative and nationally spirited approach to the teaching and upbringing process, is of great significance.
Reeferences
- Ağayev Ə.Ə. (2016). Nəsillərə örnək insan. Bakı: “Mütərcim”, s. 27
- İsmayılova N.R. (2025). Məktəbəqədər yaşlı uşaqların ailədə tərbiyəsi. Bakı, ADPU-nun nəşriyyatı, s. 182
- Qasımova, S.M. (2020). Məktəbəqədər təhsildə milli kimliyin formalaşmasında dəyərlərin rolu. Pedaqoji Elmlər Jurnalı, (4), səh. 57-63
- https://www.elibrary.az/docs/jurnal/jrn2017_1014.pdf