ABSTRACT
The purpose of the study is two-fold. Firstly, to understand conceptions and manifestations of values practices in children. Secondly, to employ a Value-Based Reflective Framework (VBRF) designed to impart values in children through reflective thinking, dialoguing, and writing to enhance value development. VBRF encapsulates 14 values and acts as a teacher's guide to conduct reflective classroom sessions. Fifty-nine primary school children between the ages of eight and eleven studying at an international school participated in this study. 14 reflection sessions in four months of duration were carried out with the support of the researchers and the homeroom teachers. After each reflection session, children responded to open-ended questions that elicited their understanding of values and practices. The narrative descriptions collected were analyzed using a content analysis approach to report the findings. The findings revealed that most of the children have a well-developed conception of values, and they reported that the VBRF framework helps them learn new values, an easy and exciting approach for mindful practice of values, and the sense of enjoyment they derived in dialoguing, communicating, and writing during reflection sessions. Altogether, the study is unique. It has implemented a novel and practical approach to reflective practices in building values in children, calling for teachers, parents, and educators to utilize reflective practices for value development in children.
