Coexistence and Values: Key Learnings in Early Childhood

Abstract

This article analyzes the relevance of moral development as a foundation for school coexistence during early childhood, focusing on children aged 4 to 5 from an educational institution in the province of Santa Elena, Ecuador. A qualitative approach with a phenomenological methodology was employed, using interviews and observation sheets as primary instruments, analyzed through Atlas.ti software. The results show that, at this stage, children are in a transitional process between heteronomous and autonomous morality, which demands specific pedagogical strategies that promote respect, empathy, and cooperation.The study is grounded in the moral development theories of Piaget and Kohlberg and highlights the central role of educators in mediating ethical learning. Several effective strategies for fostering moral awareness from an early age are identified, including values clarification and the discussion of moral dilemmas. The research concludes that school coexistence cannot be separated from moral development and emphasizes the need to incorporate values education as a cross-cutting axis in early childhood education, in order to shape responsible, critical, and socially committed citizens.