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Chapter 1

Introduction

Situational Analysis

Early childhood is a period of rapid development, and regardless of psychological

and social abilities, young children have great plasticity and strong imitation ability.

Early childhood is a critical period for individual learning; so preschool teachers must

give young children appropriate moral education at this time. To ensure good moral

education, preschool teachers must be familiar with the importance, teaching concepts,

and methods of moral education to promote the moral development of young children

(Shin, 2021).

Moral development in children may be considered one of the central aspects of

socialization. It is a process through which children learn to differentiate wrong from

right based on society’s social and cultural laws and norms. Parents and teachers play an

important role in teaching morals to children. Teaching morals at a young age can help

raise responsible citizens. However, the understanding and implementation of moral

values in children depend on the environment they are raised in and their physical, social,

emotional, and cognitive skills (Gongala, 2024).

Values are the fundamental beliefs, behaviors and attitudes that have been approved

and accepted as what is good by society for a long time. In the most general sense, they

are considered as the virtues that a person holds in his or her life. However, philosophers,
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researchers, practitioners and many others have defined and addressed values from

different perspectives concerning the respective discipline or contexts. Generally, values

are viewed as inner realities of an individual that are reflected through habits, behaviors,

beliefs, expectations and relationships. Values lay the foundation for an individual’s

pattern of thinking and way of acting. They play a vital role in how one makes decisions,

choices and builds perceptions and attitudes (Kelum, et al., 2021).

Values such as altruism, respect, tolerance, truth, cooperation, uprightness,

cooperation, politeness, perseverance, friendship etc. are formed from kindergarten

through systematic and organized activities. Teachers use stories to familiarize children

with a nucleus of values adequate to their ages in activities of language education or

education for society or in extracurricular activities which lay emphasis on axiological

education, on prosocial behaviour, on the socio-emotional development of children. The

stories used have various ethical content and moral messages children can easily identify

(Echinacea-Vasluianu, 2023).

Value education is very important to shape a child to become successful in the future.

The attitude, behavior, and overall perception of the child change, and for the good.

There are many advantages to value education it helps students to make their own

decision without any hesitation and it develops a positive mind and a good attitude

(Parmar A., 2024).

Value education is an element of holistic learning that extends beyond academic

achievement. It shapes individuals’ character, instills ethical principles, and helps them

make responsible decisions. In an increasingly complex world, where children are

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exposed to a myriad of influences, value education becomes the foundation for fostering

integrity, respect, and empathy, helping young minds grow into well-rounded individuals.

The importance of value education lies in its ability to create a balance between

intellect and character. It supports children in developing interpersonal skills, reducing

behavioral issues, and cultivating a sense of responsibility toward others. Through

thoughtful curriculum design and role modeling, schools can create environments that

empower students to adopt positive behaviors that extend well beyond the classroom.

Core values are the fundamental beliefs that influence how individuals behave and

interact with others. They include concepts such as honesty, respect, empathy,

responsibility, and compassion. These values help individuals form strong relationships

and make positive contributions to their communities. In education, core values are

integrated into learning to support students’ development as responsible and ethical

individuals. Integrating core values into the educational curriculum is crucial for

developing well-rounded students. It goes beyond academic success and contributes to a

child’s overall development. When schools prioritize values in education, students learn

essential life skills that prepare them for real-world challenges (Lane, 2022).

Early childhood is the right time to introduce and grow moral education so that later,

children become good people (Rukiyati, et al., 2022). Teachers play a crucial role in

shaping the curriculum and daily practices, influencing the implementation of values

education. It is essential for teachers to have the necessary knowledge and specialized

skills to effectively instill values in young children. Competent teachers in values

education are vital as making the right decisions in this regard is crucial for the future
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outcomes of students. Teachers should enhance their professional practices and involve

other stakeholders in fostering value-based education (Baig, Begum., 2023).

One way to share values in young children is thru storytelling because storytelling has

been part of human life for as long as we know. Stories are special in making people

aware of their shared values and they call to action to protecting these values

(Slingerland, Kooijman, et al., 2021). Sharing stories has been one of the most common

means of knowledge transmission from generation to generation. Storytelling is probably

one of the oldest forms of teaching. In early childhood classrooms, a storytelling session,

where a teacher tells a story to the children, can capture the children’s interest and

motivation, and by connecting the story to their everyday life and prior experience

(Maureen, 2021).

In other country like Australia, “values are the motives for action, and, as such they

ultimately determine the specific consequences…” whereas in sociology and

anthropology “values are considered to be the basic determinants of social action…”

The Australian Curriculum promotes the role of values education; however, the

difficulty lies in the way it incorporates values into the three-dimensional curriculum and

its rationale for values education. Even though the Melbourne Declaration on Educational

Goals for Young Australians has influenced the construction of the Australian

Curriculum (MCEETYA), the Australian Curriculum does not encapsulate values as

explicitly as the Melbourne Declaration. It can be argued that unlike in the Melbourne

Declaration, values in the Australian Curriculum are not represented transparently in its

three-fold overarching goals: confident and creative individuals, active and informed
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citizens, and successful learners. Values education in curriculum is complex, and though

it can occupy a prominent role it can be obscured in the given and the hidden curriculum.

Values have a significant role in the Australian Curriculum design and its related

elements are clearly visible in several domains of the Curriculum. For example, aspects

of values are located in the four of the seven general capabilities: Ethical Behaviour,

Intercultural Understanding, Personal and Social Capability, and Critical and Creative

Thinking. The cross-curricular priorities also involve addressing Australian Values (such

as compassion, fair go, equality, freedom etc) and extending students’ horizons through

an understanding of Australia’s original custodians, the Indigenous people and their

histories, promoting environmental sustainability and connecting to Asian cultures. These

skills can also be harnessed effectively to increase students’ awareness and engagement

with values when they are part of a strategic pedagogical approach (Gunawardena,

Brown, 2021).

In Indonesia, there are eighteen-character values must be developed in schools and the

community: religiosity, honesty, tolerance, discipline, hard work, creativity,

independence, democracy, curiosity, national spirit, love for the motherland, respect for

achievement, friendship, love for peace, love for reading, care for the environment, care

for society, and responsibility. It is also possible to explore specific moral values that

originate from Pancasila's fundamental values, such as piety, mutual cooperation, and

consensus. In line with this view, the design of learning in geade1 has determined five

aspects of development that must be done by teachers when educating their students:

cognitive development, social-emotional development, moral and religious development,

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language development, and art development. All aspects must be developed so that early

childhood can foster optimal development according to age (Rukiyati, et al., 2022).

Values in education have changed throughout history. Values can change over time

and shift with the cultural context. For instance, in Norway, the Kindergarten Act of 1983

asserted that kindergartens should give children “an upbringing according to basic

Christian values,” while the most recent edition states that kindergartens should “build on

fundamental values in the Christian and humanist traditions … which are entrenched in

human rights law.” As such, the most recent formulation provides a broader basis of

values related to the Universal Declaration of Human Rights (Gunnestad, et al., 2022).

Norwegian early childhood education values holistic development of children,

emphasizing play, active learning, respect for diversity, and professional growth of

educators. These concepts build a rich and inclusive environment for children's growth

and learning.

The Philippine have Values Education Program of the Department of Educations, and

it’s developed in 1988. Values education as a part of the school curriculum is the process

by which values, attitudes and habits are formed as the learner interacts with his

environment under the guidance of the teacher. It involves different kinds of teaching-

learning process. First, in terms of subject matter, values have direct and immediate

relevance to the personal life of the learner. Second, the process involves not just

cognitive but all the faculties of the learner. The teacher must appeal to the heart and the

total human person instead of only to the mind. And third, one learns values the way

children learn many things from their parents. Children identify with parents, and this
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identification becomes the vehicle for the transmission of learning. Hence, the teacher’s

personal values play an important role in values learning. This program aims to develop

well-rounded Filipinos who are self-actualized and possess a strong sense of human

dignity. It seeks to foster individuals who are responsible members of their communities

and committed to environmental sustainability. Furthermore, the program aspires to

cultivate productive citizens who contribute to the economic well-being of their families

and the nation. Ultimately, the program aims to develop individuals with a deep sense of

nationalism and a commitment to global solidarity, all while embodying a strong faith in

God as a reflection of their spiritual core. (DepEd 2020).

Values education has emerged as a vital component in fostering the holistic

development of children. It focuses on instilling core values and principles in young

minds, guiding their behavior, decision making, and social interactions. Values education

aims to cultivate positive character traits, ethical awareness, empathy, and a sense of

responsibility in children, enabling them to navigate life's challenges with integrity and

compassion. Values education can contribute to addressing pressing social issues in the

Philippines. Challenges such as poverty, corruption, environmental degradation, and

social inequality require a holistic approach that goes beyond academic knowledge.

Values education can empower children to become agents of positive change, equipping

them with the necessary values, attitudes, and skills to address these issues in their

communities (Dr. Marsha, 2024).

The National Chaplain of the Philippine in the province of La Union stated in their

official module that Values must be the fundamental knowledge of every Filipino child. It
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must be taught along with the rudiments of arithmetic and language. The abilities weigh

more importance than just having an ability. Values must be the driving force of every

skill and talents; this assures that all of humanity’s learned capabilities are directed

towards the betterment of his fellow. The education of the mind. This is why lawmakers

of the past sought for the establishment of compulsory values education subjects in all

levels of nation’s education system, such as House Bill No. 2477 of the Sisteen Congress,

which bases upon Article XIV, Section 3 of the Constitution. They stated also about

Values Integration that it was a method by which values are introduced and incorporated

in day-to-day living. It is to teach a Filipino on how to integrate values in his endeavors,

work ethics, leadership, and homebuilding.

According to Ryan Tamoria, values are personal and social qualities that are generally

desirable. These qualities influence and guide the motive and intention of a person’s

choice of action. The number of values taught and nurtured in the heart of a young man

will decide what he would be. With the right values teaching, he can be a ‘man of

principle’ and with a lack of it, he may become a ‘man of compromise’. As such, it is

therefore important that Values along with Morality be integrated into learning system of

the Filipino.

Values Education is the education of ‘life’ itself. Thus, it must be taught as long as

man lives. To graduate from values education is to graduate from life itself. The Filipino

must not only be a recipient of Values Formation from his youth, but also of a sustained

and continuous Values Integration. Hence, the call of the Implementing Rules of

Republic Act No. 6713 for a continuous and parallel effort in educating and promoting a
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high standard of ethics for Filipino. More often than not, a person does things the wrong

way, not because he intends it to be, but rather he does not know how it should be. Such

is one of the reasons why values education is needed to be taught is a continuous manner.

Every single day brings a greater challenge to very Filipino. These daily challenges call

the need for the wisdom that comes from God and daily guidance from a fellow Filipino

who would educate how life should be lived in a right way. (Tamoria, 2020).

This study has not been undertaken yet, they have not given attention to values across

all subjects in Grade 1 and there is a need for more research on how cultural contexts

influence the adaptation of values education approaches.

Framework

The following theories served as the researcher’s basement in supporting the study, these

are Moral Development Theory, Collectivism Theory, Basic Human Values Theory

moreover every Theory was used by recent related studies which is discussed below.

The first theory is Moral Development Theory, developed by the American. In 1956,

psychologist Lawrence Kohlberg focused on the thought process that occurs. When one

determines if a behavior is right or wrong. So, the theoretical emphasis is on how one

decides to respond to a moral problem, rather than what one decides or what actually

does.
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This approach emphasizes that learners can learn thought stories. When children hear

stories that show characters doing good deeds, they learn what is right and wrong.

Through storytelling in a book, they can easily understand and remember it.

Additionally, Collectivism Theory was discovered by Jean-Jacques Rousseau in 1762.

Collectivism focuses on teaching children's important values and beliefs that are shared

by the Filipino community. with the help of using stories in early childhood education, so

that they can appreciate them even more as they grow up. This helps in our study by

showing how collectivist principles can be applied in education to shape the values and

behaviors of young learners.

In the context of the Philippines, collectivism manifests through cultural values that

emphasize community and family ties. Educators can use them by integrating them into

early childhood education, especially by using stories with children. The story that

contains Filipino values makes the children interested in participating in situations that

show their cultural heritage this makes the moral lessons more relevant and effective

(Alampay, 2024)

Lastly, Basic Human Values Theory is a theory of cross-cultural psychology and

universal values developed by Shalom H. Schwartz in 1992. Basic Human Values Theory

is a theory of cross-cultural psychology and universal values developed by Shalom H.

Schwartz in 1992, an eminent social psychologist, has made noteworthy contributions to

our understanding of human values and their influence on behavior and attitudes. The

Theory of Basic Human Values can help us to understand why stories are important in

early childhood can instill important values such as goodness in Filipino children.
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By teaching these values early on, children can develop a strong moral compass and

sense of identity rooted in their culture. The use of stories in early childhood education,

educators in the Philippines should appreciate the Filipino values in children. This will

help children develop strong values that will guide their behavior as they grow older.

This method helps them in their daily life.

Storytelling is a very effective educational tool that can effectively convey cultural

values and lessons. The stories not only attract children's imaginations but also provide

an understanding of complex concepts such as empathy, cooperation, and respect within

their cultural framework (Boris, 2023).

This research study focuses on exploring the real-world experiences of first-grade

children in the Philippines with an emphasis on instilling Filipino values in first-grade

settings. This study will involve analyzing the content of first-grade stories in all books of

DMMMSU-LES to identify the most prevalent Filipino values depicted. Figure 1

illustrates the documentary analysis process, which involves collecting information about

values in books and stories. The next step involves data analysis of all the values present

in the stories of DMMMSU-LES book as part of the research study. Lastly, the values

alignment will be used to identify the values depicted in all the book stories of first-grade

students use in DMMMSU-LES.

Paradigm
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DOCUMENTING FILIPINO VALUES:

A CONTENT ANALYSIS OF FIRST
GRADE STORIES ACROSS VARIOUS
SUBJECT

DOCUMENTARY ANALYSIS

Document all Filipino values of first-

grade stories across various subject

DATA ANALYSIS

Look for the Filipino values in the first-grade stories

across various subject to see if it is connected to the
matatag curriculum

VALUES ALIGNMENT

Systematically aligning the values of Grade 1 stories in LES with the National
Objectives, directly reflecting the essential values outlined in the MATATAG
Curriculum.

Fig.1 POM (proposed Original Model)

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Statement of the problem

This study aims to document the Filipino Values integrated in the stories across the

various subjects in grade one.

This specifically it seeks to answer the following research questions:

1. What Filipino values are commonly depicted in Grade one stories across various

subjects?

2. How are Filipino values represented through characters, plot and setting in Grade

1 stories?

3. How do Grade 1 stories align with the National Educational Objectives in

promoting Filipino values?

Definition of Terms

Children's stories refer to the role of children's literature in shaping young minds and

influencing their values. These stories are like a fun and exciting way to help children

learn about things like respect, being kind, and taking responsibility for their actions.

Core-Values are the foundation or cornerstone of values, this was also the National motto

of the Philippines which is Maka-Diyos, Maka- Tao, Maka- Kalikasan at Maka- Bansa.
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Documenting is the instrument will be using by the researchers to gather the Filipino

values that was included in the story.

Filipino values are the shared beliefs and principles that are important to Filipinos. They

are often rooted in family, community, religion, and respect for elders.

Grade one is the designated grade level for the researchers, and they decisively gather

vital information from its subjects and books to support their study. This foundational

level is essential for obtaining the insights they need.

Setting is an area coverage of the study.

Values are the things we believe are good or bad, right or wrong. They guide our choices

and actions.

Values education is the process of teaching children about values and how to make good

choices. Stories can be a great way to do this. Values education is all about teaching kids

about important beliefs and principles, as well as helping them learn how to make wise

decisions.
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Chapter 2

Methodology

Research Design

This study is Exploratory Sequential Design employing Mixed Method Research.

According to Creswell, J. W. (2014), an exploratory sequential design starts with

qualitative data collection and analysis and builds to quantitative data collection and

analysis, which leads to interpretation. In this design, the qualitative results are used to

develop a new instrument or taxonomy for quantitative strand. Researchers have used the

exploratory sequential design mixed method for many years across a variety of

disciplines.

The exploratory sequential in mixed method is the most applicable design for this

study that blends qualitative data and quantitative that provides the researchers with

relevant and accurate information and engages the content analysis of the story which are

at the center of the research objective since the main objective of this study is to

documenting the Filipino values integrating grade one stories across the various subjects

in DMMMSU-Laboratory Elementary School.

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Source of Data

This study explores the captivating storybooks from different subjects used in grade

one at DMMMSU—Laboratory Elementary School. These stories not only enhance the

learning experience but also impart essential values that are crucial for the development

of young learners, making this research significant and impactful. In grade one there are

seven subjects, but it has only five books.

Instrumentation and Data Collection

The researchers will utilize existing or secondary data as their research instrument to

gather information. They will develop this tool through a comprehensive and systematic

review of the literature relating to the primary subject of their research. Guided by the

statement of the problems, the researchers will be selecting the items or indicators

included in the instruments. The secondary data will focus on the integrating stories

found in the various subjects of grade one to their five books, providing valuable insights

into the subjects taught at this level. The grade one five books are’ Paano Magpakabuti’

GMRC Book, ‘Kayaman’ Makabansa Book, ‘Essential English for active learners’

Reading and Literacy book, ‘Mastering Handwriting’ Activity book in Writing, and

‘Math for life’ Mathematics Book

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Data Analysis

Analyzing the values of the stories, we will be using content analysis. A Content

Analysis is a research tool use to determine the presence of certain words, themes, or

concepts within some given qualitative data (i.e. text). Using content analysis, researchers

can quantify and analyze the presence, meanings, and relationships of certain words,

themes, or concepts.

To analyze the values of the stories, the researchers will get the characters, plot, and

setting, to know the values inside the stories.

Ethical Considerations

Before embarking on their study, the researchers will proactively seek permission

from the DMMMSU-LES grade one adviser to borrow necessary books and collect

essential information that will significantly enhance their research efforts.

During the process, the researchers will approach information gathering with complete

impartiality, ensuring that the values embedded in the stories of each first-grade subject's

book are clearly highlighted and understood.

After the researchers conduct the study, the values gathered from each story in the

Grade One book will be thoroughly analyzed to explore their connection with the values

promoted in our national curriculum, the MATATAG Curriculum. By doing so, we can
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ensure that these important values are being effectively instilled in our children, fostering

their growth and development.

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