Relationship Between Value Orientations and Emotion Understanding in Preschoolers

Introduction

Preschool age is characterised by the intensive development of the child's emotional and personal sphere due to active entry into society. There is increasing mastering of social relations and roles, and accumulation of social experience - primarily through role-play which is the main form of socialisation and the leading activity at this age (Vygotsky, 1966; Elkonin, 1999). In it, initiative is developed, and the formation of all the basic neo-formations, including emotional competence, takes place (Veraksa et al., 2023).

The study of personal development of young preschoolers is important for understanding the features of their adaptation in society - both directly at this age, and later in terms of predictors of certain socialisation scenarios. Some aspects of this problem are already well developed - for example, it is known that a high level of understanding of emotions at preschool age is a predictor of school performance and successful adaptation to school (Veraksa et al., 2021).

All studies of preschool age today require taking into account the special specifics of the social situation of children's development – notably the influence of the digital age on the development of motivational-emotional, cognitive and other spheres of preschoolers' psyche (Project et al., 2024). It is known that preschoolers on average use digital devices quite actively - every day or almost every day (Kornienko et al., 2022). Their prolonged use during the day (3-4 hours and more) as well as the consumption of age-inappropriate content negatively affects the personal development of preschoolers (Veraksa et al., 2024). It is noted that a large amount of ‘screen time’ can increase the level of aggressive behaviour and decrease, on the contrary, the level of prosocial behaviour (Veraksa et al., 2021). In addition, the development of emotion understanding, emotional regulation, curiosity, psychological well-being, and executive functions suffer (Veraksa et al., 2024). In addition, the psychological community is concerned about the abundance of advertising promoting high consumption norms (Rani, 2023). In modern Russian reality, this problem becomes especially relevant due to the processes of value transformation of society and weakening of the socialising function of the family (Gurieva et al., 2024).

In connection with the above, the aim of the study was to investigate the relationship between the understanding of emotions and value orientations in order to more fully reveal the peculiarities of personal development of modern preschool children.

Emotion Understanding in Preschool Children

In this study, we relied on the definition of emotion understanding as the ability to understand the nature, causes and consequences of one's own emotions and the emotions of others, which includes such cognitive aspects as explaining the nature and causes of emotions, predicting emotions and knowing strategies to manage them in everyday life (Pons et al., 2004; Bukhalenkova et al., 2024).

Based on the extensive literature on the development of children's emotion understanding, Pons and colleagues identified three key stages in the development of children's emotion understanding: understanding external causes of emotion, understanding mental causes, and developing reflective emotion (Pons et al., 2004). In the early preschool years, a component of emotion understanding such as understanding external causes develops, which includes the ability to recognise emotions, to understand that emotions can be caused by external situations and that different people may express different emotions in the same situation because of their different desires (Veraksa et al, 2021; Pons et al, 2004). According to the model of Harris as shown by Pons this is the first stage of the development of emotion understanding that children go through between the ages of 3-4 and 5-6 years (Pons et al., 2004). At the second stage, from 5-6 to 7-8 years of age, children learn to understand the mental causes of emotions, namely understanding the possibility of hiding emotions and the influence of people's beliefs on their emotional experiences, as well as experiencing emotions from the actualisation of memories. The reflection component usually emerges between the ages of 7-8 and 10-11. At this time, children develop the ability to master the reflexive processes underlying emotion regulation, and understanding of mixed and moral emotions. According to this model, the three components of development are hierarchically related to each other. That is, mastering the external aspects of emotion understanding is a prerequisite for understanding the internal, psychic causes of emotions and, in turn, both of these levels of understanding are necessary for the transition to the stage of reflexion (Pons et al., 2004).

Thus, a certain degree of understanding of emotions caused by external and internal causes can be expected in young preschool age, but not yet to the same extent as in senior preschool or early school age (Pons et al, 2004).

Value Orientations in Preschool Children

Values are social formations that, on passing through the process of appropriation and becoming elements of the internal structure of personality, perform the function of managing human behaviour and activity (Leontiev, 1996). A value is not necessarily associated with a particular idea, but serves as an individual life orientation (Luzina, 2000). In this regard, individual values can be considered as personal reference points that allow each person, based on his/her experience, abilities and upbringing, to distinguish between important and unimportant aspects of the world of things and phenomena.

Value orientations are a set of priorities that determine a child's behaviour and his/her attitude to the world around him/her (Prikhozhan & Tolstykh, 2005). Value orientations in the understanding, close to the one in which they are studied in adults, are mainly studied at the ages starting from primary school. However, for preschool children, the method of diagnosing value orientations namely ‘Three Wishes’ (Veraksa, 2012; Prikhozhan & Tolstykh, 2005), which is widely known both in domestic psychology (Oparnikova & Danilova, 2018) and foreign psychology (O'Donnell, 2020) allows us to identify in a general way a number of parameters that can be considered as value orientations for this age group. These parameters are as follows:

1. Material values - the desire to possess things that provide comfort and fulfilment of needs.

2. Cognitive values - interest in knowledge, desire to learn and explore new things.

3. Communicative values - the importance of communication, establishing contacts and interacting with others.

4. Family values - the importance of family, attachment to relatives and respect for family traditions.

5. Status values - orientation to achieve a high social position, recognition and success among peers.

6. Value of gaining new experience - readiness to experiment, openness to new impressions and events.

7. Human values - awareness of the importance of such concepts as goodness, justice, mercy and tolerance.

8. Learning values - motivation to study, aspiration to acquire knowledge and develop intellectual abilities.

More general value orientations include orientation towards oneself and others as a conventional dichotomy between egoistic and altruistic orientations. The latter means readiness to act in other people's interests without obvious benefit for oneself, whilst egoistic orientation implies the subject's predominant absence of such motivations (Kashirskaya, 2023; Prikhozhan & Tolstykh, 2005). Altruism as a readiness for selfless help develops in preschool age, and closer to the senior preschool age (Evans et al., 2013).

A study using the Three Wishes methodology, conducted in the early 2000s, showed that 53 per cent of primary school pupils expressed humanistic aspirations, such as the desire for world peace or universal happiness (Prikhozhan & Tolstykh, 2005). Although these motives remained rather declarative, not supported by real ways of achieving goals and borrowed from adults, it is believed that such values contribute to the development of positive social motivation and form a harmonious worldview (Burlakova, 2022; Kovalyova, 2016).

Recent studies on primary school children show different picture. For this age group, the consumer sphere comes to the forefron. (Martsinkovskaya & Poleva, 2017). There are studies that can be referred to that are directly comparable in terms of giving results from the same age group. One study by Klopotova examined the value orientations of modern preschoolers, comparing this with the results of an earlier study by Repina carried out in the 1970s-1980s (Klopotova 2017). The modern study involved 200 senior preschool children attending kindergartens in the city of Moscow. It was found that 83 per cent of the children’s expressed desires were addressed directly to themselves, with 84 per cent of these desires relating to obtaining material values (Klopotova 2017). Unlike the children who participated in Repina's study, modern preschoolers were less likely to seek a variety of toys, preferring one-type items, emphasising quantity (‘a lot’) and novelty (‘new’). Tablets, touchscreen phones and computer games were among the most frequent desires.

In addition, unlike their peers of the last century, many of today's children expressed a desire to have money, not for family needs, but solely for personal use. This is consistent with other studies that show the dominance of material values related to entertainment and consumption at preschool age (Golovnya, 2018; Avdulova & Khuzeyeva, 2013). This trend was traced in the Golovnya’s study where among the desires of senior preschoolers, the most expressed were material values (44%). Next in the degree of expression were altruistic (23.8%), status (11.4%), communicative (10.9%) and cognitive values (9.9%).

Thus, domestic studies demonstrate that the key changes in the personal structure of modern preschoolers are expressed in the strengthening of egocentric orientation, manifested in the desire to satisfy their own needs. In addition, there is a shift in the focus of interests of preschoolers towards material values. Prospective directions for further research are the study of interrelations between values and emotional sphere within the framework of the identified trends.

The Relationship Between Emotion Understanding and Value Orientations Preschoolers

Children's understanding of emotions is usually analysed through the lens of beliefs and desires (Pons et al, 2004). Research shows that children first learn to explain and predict the behaviour of others based on their desires (Wellman, 1990). By the age of three, they are able to realise that a person can feel joy or sadness depending on whether their wishes have been fulfilled. shown that preschoolers understand and experience joy when they perform actions that are useful to others, be it helping others, successfully fulfilling duties, or acting justly (Zaporozhets et al., 1985).

In children aged 3-4 years, the cognitive ability to understand their own mental states and mental states of others, including emotions, thoughts, desires, and beliefs, begins to develop. This ability is called ‘theory of mind’, ‘theory of consciousness’ or ‘mental model’ (Almazova et al., 2018; Sergienko et al., 2009). It continues to be formed throughout the preschool period (Sergienko et al., 2009). Studies that focus on the theory of consciousness focus on children's initial knowledge of basic mental states such as desires, beliefs, knowing or not knowing about something, thinking, intentions, and others (Rivera Valdez & López Cortés, 2024). When preschoolers are asked to explain simple human actions, they, similar to adults, usually provide explanations based on the character's knowledge, desires, and beliefs. Children even apply similar psychological explanations to cases involving emotional reactions to explain why people feel happy, sad, or surprised. By the age of 4-5, children continue to improve their understanding of the mental world of others, mastering more complex internal states such as thoughts, beliefs, perceptions and knowledge, enabling them to draw deeper conclusions about human actions. This means that it is the preschool period, when significant transformations in the development of the theory of consciousness are observed, that is of greatest interest for the study of value orientations and the understanding of emotions. It is important to emphasise the view that different aspects of the theory of consciousness develop not linearly, but in parallel (Sergienko et al., 2009). Thus, the development of value orientations and understanding of emotions occurs simultaneously.

The analysis of the literature suggests that behind the connection between emotion understanding and value orientations lies the influence of the level of development of the ability to understand emotions on the nature of desires. It can be assumed that the primary role at this stage is played by the understanding of emotions caused by external components, and accordingly, children are presumably most inclined to focus on external components for positive emotions when formulating desires.

The choice of the purpose of this study is conditioned by the fact that the issue of studying the peculiarities of understanding emotions in young preschoolers and their connection with value orientations remains insufficiently studied (O'Donnell, 2020). This issue is of great importance, as the development of understanding of emotions and the formation of a system of values are significant elements of the formation of a child's personality (O'Donnell, 2020). Studying these processes will provide a deeper understanding of the mechanisms of interaction between children's emotional experiences and internal attitudes, which may contribute to the development of effective methods of early education and support for psycho-emotional health.

Based on the existing ideas about value orientations and understanding of emotions by young preschool children, the following tasks were formulated:

1. To study the value orientations of preschool children.

2. To study the relationship between value orientations and the ability to understand emotions in children aged 4 years.

Methods

Participants

The study sample consisted of 321 children aged 40 to 67 months (M = 54.61; SD = 4.42) who attended the middle groups of kindergartens in the following Russian cities: Moscow (24.3% of the sample), Sochi (4.4% of the sample), Kazan (47% of the sample), and Barnaul (24.3% of the sample). The sample included 46.7% of boys. The participation of children from different regions of Russia makes the sample more representative, besides minimising the influence of socio-cultural peculiarities.

Procedure

Measures

The method ‘Three Wishes’ (Veraksa, 2012; Prikhozhan & Tolstykh, 2005) was used to study the child's value orientations. The child was presented with a drawing of a flower with three petals and was instructed that the flower was magical and each petal had a wish. The child was then asked what they would wish for and why.

When interpreting the child's answers, the directionality of the child's wishes and value orientations were taken into account (Veraksa, 2012; Prikhozhan & Tolstykh, 2005).

When assessing the directionality of desires, three types were distinguished: 1) egocentric (‘I want a slime because it is fun to play with’), 2) altruistic (‘I want my mother to be all right’), 3) socially desirable (‘I want to be obedient because my mother tells me off’). A refusal or inability to come up with a desire was also recorded.

Value orientations were categorised into the following: 1) material (‘I want two toys to play with’), 2) cognitive (‘I want to learn to play chess because I don't know how to play it yet’), 3) communicative (‘I want to play with friends’), 4) family (‘I want my dad to come home early from work, because I am bored without him’), 5) status (‘I want a fast car to overtake everyone’), universal (‘I want everyone not to get sick’), 6) educational (‘I would like to study well’) or 7) related to gaining new experience (‘I want to fly away in a balloon’). (Veraksa, 2012; Prikhozhan & Tolstykh, 2005)

If a child's wish was assigned to one of the selected types (wish orientation or value orientation), 1 point was awarded. Thus, each category had a range of values from 0 to 3 points.

The Test of Emotional Comprehension (TEC) (Pons & Harris, 2000), adapted for a Russian-speaking sample (Veraksa et al., 2021), was used to assess emotion understanding ability. The methodology was conducted in an electronic format on tablets. The tasks were illustrated stories accompanied by a narrative. After the story, the child was asked how the main character in the story felt and was asked to choose one of four pictures at the bottom of the screen that represented the main character's facial expression. The methodology includes three components, each with a score range from 0 to 3: 1) External, 2) Mental, and 3) Reflection. The total emotion comprehension score is also calculated as the sum of the child's scores on the three components (range of values from 0 to 9 points).

Children performed the tasks individually with the tester in a quiet room in the kindergarten where they were studying. One meeting of 15-25 minutes was organised with each child. All techniques were presented to the children in the same established order: the Test of Emotional Comprehension was administered first, followed by the Three Wishes. The assessment was carried out by undergraduate and postgraduate students of the Faculty of Psychology at Lomonosov Moscow State University, each of whom received special training and instruction prior to conducting the tests. Children were diagnosed only if their parents or their legal representatives signed a signed consent. All children received a small gift (sticker) for their participation.

Statistical Analysis

IBM SPSS Statistics 26 and Microsoft Excel 2016 software packages were used to analyse the data. The sample distribution has a character different from normal (Kolmogorov-Smirnov criterion, p-value <0.001). Mean values, standard deviations and frequency distribution were given as descriptive statistics. Conjugacy tables (Pearson Chi-square test) were used to analyse the joint frequency distribution of value orientations in children of different genders and to assess its statistical validity, Mann-Whitney U-test to assess the differences between children of different genders in the expression of the ability to understand emotions, correlation analysis using the τ-Kendall coefficient was used to assess the relationship between the components of understanding emotions and value orientations due to the small variation in the values of the variables.

Results

Characteristics of the Sample by the Studied Indicators

According to the obtained results (Table 1), children's value orientation was most often egocentric (98.1%) and least often socially desirable (1.9%). In terms of value orientations, children's answers were most often related to material values (96.9%) and most rarely to universal values (0.3%); no orientation towards educational values was found in children's answers.

Table 1

Descriptive statistics for the “Three Wishes” method

It was found that girls in the sample were more likely to have desires related to family values relative to boys (Chi-square = 5.145, p = 0.023). When analysing sex differences on the emotion understanding technique, it was found that girls had higher values on the External component (U=10439.5, p = 0.002) and on the total score on the technique (U=10974, p = 0.023) compared to boys.

Analysis of Relationships Between Value Orientations and Components of Emotion Understanding

The analysis of correlations between the components of emotion understanding and the directionality of children's desires (τ-Kendall coefficient) showed that refusal or inability to come up with a desire correlated negatively with the general level of emotion understanding (τ = -0.099, p = 0.041); social desirability correlated negatively with the reflexive component of emotion understanding (τ = -0.110, p = 0.038) and the general level of emotion understanding (τ = -0.100, p = 0.041). No significant correlations were found for the indicators of egocentrism and altruism.

Analyses of the relationships between the components of emotion understanding and children's value orientations revealed that communicative values were positively correlated with the component Mental for emotion understanding (τ = 0.168, p = 0.001), and status values were positively correlated with the component External (τ = 0.130, p = 0.013) and the general level of emotion understanding (τ = 0.115, p = 0.020). No significant correlations were found for the indicators of the other groups of values.

Discussion     

The purpose of the present study was to examine the specificity of the relationships between value orientations and the level of understanding of emotions in 4-year-old children.

The data obtained show that children's desires were predominantly egocentric in nature (98.1%) and less often socially desirable (1.9%). These results confirm that egocentricity is one of the main characteristics of the emotional and personal sphere of preschoolers. Modern research indicates an increased desire of modern preschoolers to satisfy their own needs, which is consistent with the findings of Klopotova (2017). Altruistic attitudes were manifested much less frequently, since the tendency to unselfishly help others begins to form only in the process of growing up, especially closer to the senior preschool age (Evans at al., 2013; Zaporozhets et al., 1985).

Analysis of children's answers regarding value orientations has shown that most of them were related to material values (96.9%) and most rarely to universal values (0.3%), while educational values were not revealed in children's answers. These results demonstrate that preschoolers' value priorities are largely focused on material goods. This conclusion is consistent with the results of modern research, which has noted an increase in the number of desires related to money, wealth, and success among young preschoolers (Klopotova, 2017). Similar observations are confirmed in other scientific works (Golovnya, 2018, Martsinkovskaya & Poleva, 2017; Avdulova & Khuzeyeva, 2013), where the prevalence of material values related to entertainment and consumption is also recorded.

According to the results of this study, children's inability to fantasise and make up wishes is associated with a low level of understanding of emotions. This is consistent with the data of studies devoted to the development of the theory of consciousness in preschool children, which emphasise the synchronous development of its various aspects, including value orientations and understanding of emotions (Sergienko et al., 2009). The obtained result confirms the close relationship between the child's ability to formulate his/her own desires and the state of his/her emotional sphere. Thus, four-year-old children have not yet sufficiently developed the theory of consciousness, and therefore they are unable to realise their desires and understand emotions (Sergienko et al,, 2009).

The number of children's desires associated with social desirability is negatively correlated with the general level of emotion understanding and the most complex reflexive component of emotion understanding in particular. This correlation can be explained by the fact that social desirability shows a child's inability to recognise and express their true desires, substituting them with socially approved reactions. As a result, children may experience difficulties in understanding and interpreting their inner experiences, which reduces their overall emotional competence, which is also consistent with research on the development of theory of consciousness in children, which has shown that four-year-old children have a theory of consciousness in the formative stage, so they are not yet able to fully realise their desires and understand emotions (Sergienko et al., 2009).

The results of our study indicate a positive correlation between communicative values and children's understanding of the mental (internal) causes of emotions. This result can be explained by the fact that children's orientation towards communication and establishing friendships with peers can contribute to the development of understanding of emotions, as such ‘horizontal’ social interactions help to better understand the inner world of both the child himself and the people around him (for example, when children need to agree with each other on what they will play based on the desires of each of them). Status values, in contrast, are related to understanding external causes of emotion and general levels of emotion understanding, as children who demonstrate a desire for high social status derive positive emotions from external causes - achievement, recognition and approval from others. These findings are consistent with previous research that emphasises that emotion understanding plays a key role in managing one's own feelings, building peer relationships, adapting to social environments and resolving interpersonal conflicts (Liew & Zhou, 2022).

Conclusion

The results of the conducted study allowed us to establish that the desires of young preschool children are mainly focused on material goods, while universal values are still weakly expressed. At the same time, children's value orientations were significantly related to the development of the ability to understand emotions.

This study shows the need to develop effective strategies for interacting with children to create favourable conditions for their personal growth, successful social adaptation and integration into the system of values of Russian society, which meets the requirements of the Federal Educational Standard of Preschool Education (FESPE) (Buyanov et al., 2023). In order to achieve these goals, it is important to discuss emotions with children in a playful way, as well as to pay attention to the formation of values beyond material values, using, for example, fairy tales and stories.

Limitations

This study did not take into account cultural differences between children from different regions, nor did it take into account socio-demographic characteristics of families, such as parents' education and financial status, and the preschooler's family composition, which can have a significant impact on values and emotional development (Kårstad et al., 2016). In addition, the results regarding wishful thinking may not reflect children's inability to express their true desires openly, but rather their imaginative development and difficulties in formulating a wish within the strictly regulated testing conditions. In such situations, children may prefer to choose familiar answer options, avoiding the need to create new ones. Thus, a comprehensive consideration of all the above factors can significantly enrich our knowledge about the development of value orientations and emotional sphere in preschool children.

In the future, it is planned to conduct a longitudinal study that will allow us to track changes in the interrelations of value orientations and understanding of emotions throughout the preschool age.

Ethics Statement

The study was reviewed and approved by the Ethics Committee of Lomonosov Moscow State University (report no 2024/01/31).

Informed Consent from the Participants’ Legal Guardians (if the participants were minors)

Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin.

Author Contributions

D.B. designed and directed the project; U.G. and O.M. developed the theoretical framework and drafted the manuscript, performed the analysis of children’s answers and statistical data and designed the figures; D.B. aided in interpreting the results and worked on the manuscript. All authors discussed the results and contributed to the final manuscript.

Conflict of Interest

The authors declare no conflict of interest.

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