This study examines dramatization as an educational approach that supports the development of moral understanding in the early years of primary schooling. The research focuses on the relationship between literary narrative, embodied participation and guided pedagogical reflection, showing how these elements create a learning environment in which pupils can engage with moral ideas in a meaningful and emotionally resonant way. The experimental component was carried out in close collaboration with Dr. Teodora Valeva, an acknowledged expert in children’s literature and senior assistant professor, whose original tale and book provided the artistic foundation of the pedagogical model. As the author of numerous works for young readers, she contributed both professional insight and creative authenticity to the development of the initiative. Her narrative framework offered a coherent imaginative world through which pupils encountered situations of moral significance that were accessible, vivid and relevant to their emotional experience. The study involved pupils from “Anton Strashimirov” Primary School in Burgas city who took part in observation, role engagement and discussion related to the moral themes of the tale. The cooperation of their teachers Tsvetelina Dimitrova and Darina Planinska ensured a supportive and authentic environment in which pupils responded openly and thoughtfully. Their participation allowed for the identification of clear shifts in the way children interpreted kindness, responsibility and empathy. Through the process of taking on roles, pupils developed a more precise sense of the motives guiding the characters and a more deliberate understanding of the moral implications of each action. The results of the experimental work confirm that literary experience combined with attentive pedagogical guidance strengthens the capacity for moral reasoning and contributes to the formation of early value orientation. Dramatization emerges as an approach that invites pupils to explore the meaning of human behaviour and to relate the observed patterns to their own moral choices. It links the aesthetic and emotional aspects of literary engagement with the cultivation of moral sensibility and demonstrates the potential for a productive partnership between higher education and the school community. The project reveals substantial opportunities for further development of dramatization within educational practice and in the preparation of future teachers, since artistic and narrative forms continue to show their ability to foster moral awareness through genuine personal involvement.