Moral Education in Romanian Preschool Education: Between Informal Practices and Curricular Ambiguity

Abstract

This study investigates preschool teachers’ perceptions of moral education in Romanian kindergartens, focusing on the balance between formal curricular approaches and informal relational practices, the moral values and skills considered essential for preschool-aged children, the role of educational stakeholders, perceived challenges, and improvement strategies. The research was conducted on a sample of 757 preschool teachers from Romania using a structured questionnaire. Data were analyzed using nonparametric statistical procedures (Wilcoxon, Friedman, Cochran’s Q, and McNemar tests), chi-square tests of association, and Spearman correlation coefficients. The results indicate that moral education in preschool settings is predominantly implemented through informal educational practices embedded in everyday interactions and classroom relationships, while explicit curricular approaches remain insufficiently developed. Teachers tend to prioritize civic and socially observable behaviors, as well as relational values such as friendship, empathy, and politeness. Family was perceived as the most important partner in children's moral development and was strongly associated with the educational role of the kindergarten. The study also reveals significant disparities between urban and rural settings regarding educational resources and curricular opportunities related to moral education. Socio-cultural challenges, particularly inconsistent family support and the perceived negative influence of media environments, were identified as more problematic than institutional or curricular limitations. The findings suggest the need for stronger curricular support for moral education in early childhood education, enhanced teacher training, and integrated interventions based on experiential learning and collaboration among kindergartens, families, and communities. More broadly, the Romanian case aligns with a wider international trend toward the informalization of moral education within contemporary early childhood education systems.