FORMING POSITIVE MORAL QUALITIES IN PRESCHOOL CHILDREN THROUGH THEATRICAL ACTIVITIES: PATRIOTISM, HONESTY, AND KINDNESS

This thesis examines the pedagogical potential of theatrical activities (staging, dramatization, role-playing) as an effective means of shaping positive moral qualities—specifically patriotism, honesty, and kindness—in preschool children (ages 3–7). Drawing on Vygotsky’s theory of play and social development, Bandura’s social learning theory, and the principles of socio-emotional learning (SEL), the study argues that theatrical activity creates a unique “emotional–moral laboratory” in which children can experience, practice, and internalize core values in a safe and engaging context. Through action research conducted in three preschools in Uzbekistan (N=120 children), qualitative and observational data were collected to analyze changes in children’s moral reasoning, empathic behavior, and value-oriented language. Results indicate that a structured program of patriotic, honesty-themed, and kindness-centered dramatizations led to a measurable increase in prosocial behaviors, more nuanced understanding of social virtues, and stronger identification with national and ethical narratives. The study concludes with practical recommendations for preschool educators on designing value-based theatrical activities that align with national educational goals and universal moral development.

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