Spiritual Development of Children and Education Richardson states that as educators the spiritual development of children should be such that keeps the "door open to the spiritual nature of children" and that provides the child's spiritual nature nourishment so that it has the opportunity to develop. Richardson states that spirituality cannot be 'taught' to children per se but that spiritual education should be made available.
Ruth Wilson (2010) in the work entitled "The Spiritual Life of Children" writes that there is an expanding body of evidence which "indicates that children have spiritual capacities and experiences which shape their lives in powerful and enduring ways." (p. 24) Included in these capacities and experiences are those of: (1) wonder; (2) wondering; (3)relational spirituality; and (4) wisdom. (p. 24) It is suggested in the theories relating to development of cognition that young children do not have the necessary "intellectual capacity for meaningful reflection and thus cannot have a genuine spiritual life." (Wilson, 2010, p. 24)
In countries such as England, Australia, the United States and New Zealand there is a growth in the interest of ensuring that "spirituality is addressed within the curriculum of both primary and secondary education in both state and church related settings." (Hyde, 2008, p. 16)The National Curriculum Council and the Office for Standards in Education both relate in their handbooks that the curriculum should contribute to the student's spiritual development. The focus of the spiritual dimension in the United States has been on the idea of "holistic development" (Hyde, 2008, p. 16) and as such education is "envisaged not just in terms of a transmission of knowledge but is also inclusive of other non-cognitive dimensions of learning." (Hyde, 2008, p. 16) Where the focus in Australia and New Zealand is related to the child's well being and resilience.
Richardson (2010) notes that presently in education the spiritual development of the child is practically ignored. However, related is a ...
Myers (nd) reports a study that analyzed the extent "to which faith-based preschools promote spiritual development in preschoolers" and states recommendations that include the following:
(1) Christian colleges and seminaries offer courses in children's spirituality for those in leadership in faith-based organizations and churches.
(2) Professional organizations such as ACSI and NAEYC provide conference sessions in children's spirituality that relate to all program practices that promote children's spiritual development.
(3) Christian publishing companies such as LifeWay, Group, Standard Publishing, etc., provide sessions in children's spirituality in their curriculum training conferences; and (4) Individual preschool program make training opportunities on children's spirituality a part of their in-service education on a regular basis.
The work of Grajczonek (2010) reports that there is no way to "articulate either a clear singular definition for spirituality or the nature of spirituality's relationship with religion or religiosity as many describe both aspects in a variety of ways" however it is reported that there are two primary implications in regards to designing the framework of religious education that can be gained from the literature: (1)…
Richardson states that as educators the spiritual development of children should be such that keeps the "door open to the spiritual nature of children" and that provides the child's spiritual nature nourishment so that it has the opportunity to develop. Richardson states that spirituality cannot be 'taught' to children per se but that spiritual education should be made available.
SPIRITUALITY IN YOUNG CHILDREN'S TEMPERAMENT AND SELF-CONTROL: THE CULTURAL INFLUENCE The objective of this study is to address the cultural contexts relating to spirituality in young children's temperament and self-control. Child-Well Being Outcomes Jesus grew in wisdom Jesus grew in stature Jesus grew in grace Einoth's work entitled "Building Strong Foundations World Vision's Focus on Early Childhood Development and Child Well-being" published by World Vision 2010 reports that World Visions biblical bases for the definition of
SPIRITUALITY IN YOUNG CHILDREN'S TERPERAMENT AND SELF-CONTROL RATUIONALE Historically, school systems not only permitted but encouraged religious instruction and children were enabled to integrate their spiritual views in the processing of the feelings about the events of the world ultimately allowing them to have well developed moral and philosophical bases for themselves and their interactions with the world around them. The result is that educators were enabled in assisting students in their
Religion and Education Religious development in children and adults alike have been research areas that have historically been of interest to those involved in the developmental psychology arenas such as theorists of religious development, religious educators, and designers of religious education curricula in various settings. However, religious development did not receive a great deal of consideration during the early phases of growth in the psychology or the schools of human behavior
Child Labor Define child and labor separately. Child labor in the United States has long been a subject of concern. The U.S. enacted strict child labor statutes in 1938 (Labor, 2009), and has continued to enforce that law. However, there remain problems at home in the U.S. And abroad. The United States seeks to enforce the law, but there are times when it is difficult to catch perpetrators of violations. However, the
The most fundamental theorist in this area is Jean Piaget. Additionally, Piaget demonstrated one of the first scientific movements in the filed, with the utilization of direct observation as the best tool for understanding. (Piaget, 1962, p. 107) Piaget also believes, and his theories reflect that children play a very active and dynamic role in development through interaction with their environment and active role imitation. (Piaget, 1962, p. 159) Sensory-motor
Montessori approach to teaching / learning involves strategies that seek to develop the whole child. What are the Montessori strategies and how to they work? What are the criticisms, and which of those are valid? This paper reviews and critiques those strategies and evaluations of Montessori, based on the available literature. According to the Montessori website the strategy in the Montessori classroom is to place the children not by grades but