Previous research has provided valuable insights into value development during
middle childhood. This study examines changes in personal values among Swiss
primary school children, with a particular focus on benevolence, which has been
identified as the most important value for children. Using data from the VALISE
project and its follow-up project, we conducted a two-point longitudinal
comparison of value change in children from grades 1-2 (N= 1,342 children, Mage
at T1: 6.82) to grade 6 (Nanticipated = 600 children, Mage: 12). Our research addresses
two key areas: First, the change in values, especially benevolence, between early
and late primary school years. Second, the relationship between children's values
and observed prosocial behavior. To analyze value change between the two time
points, we calculated value change scores for benevolence and other values. Our
findings provide insights into how values evolve during this critical period of child
development and highlight the connection between children's personal values
and their actual prosocial behaviors. Preliminary results show that children's
value priorities are quite stable over time, with self-transcendence (benevolence
and universalism values) being the most important values. This comprehensive
approach contributes to the broader discussion on how values can be effectively
fostered in educational settings to promote societal well-being. The results have
implications for educational policy and practice, particularly in designing
interventions to nurture positive values and prosocial behavior in young children.
Understanding these developmental changes can inform the creation of age
appropriate value education programs and help educators tailor their approaches
to support children's moral development throughout primary school.