Spiritual development of children and education

Spiritual Development of Children and Education

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 private school known as the Village located in Royalston, Massachusetts which is attended by children ranging in ages from 4 to 12 years of age. 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.

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) First, it is important for the purpose of designing a relevant and appropriate religious education framework that seeks to develop young children's spirituality within a religious context in the early years, that a shared understanding or description is articulated for the particular or specific context of that religious education framework.; and (2) it is not only important that the framework be responsive to, and relevant for, the development of young children's spirituality as articulated for that particular context, but also that the framework captures and reflects that context's philosophy, ethos and mission."

Myers (nd) Reports the increasing diversity of the multicultural and multireligious society of Australia and states that teachers need to consider the spirituality and spiritual development of young children and that this is a "more appropriate and relevant starting point for the religious education program. The Latin word 'religare' means to "bind" in the formalized or organized understanding and cam to be a word used that means the religious binding of self to "a community of people by swearing oaths and making commitments." (Myers, nd) The terms religious and spiritual must be distinguished and their relationship with one another understood since all humans have the characteristic of spirituality whereas religion means that the individual's particular religion." (Myers, nd) Additionally stated is that the understanding "…of the distinction and relationship between these two dimensions has implications for any framework that will inform religious education in settings such as Catholic child care centers and early years settings." (Myers, nd)

KEY POINTS OF LITERATURE REVIEWED

Richardson (2010)

Spiritual development of children ignored in education

Spiritual development of children should be enabled though keeping the door open to spiritual development.

Hyde (2008)

There is a growth in the interest of child spiritual development in the educational forum in the U.S., England, Australia and New Zealand.

The National Curriculum Council and the Office for Standards in Education both state in their handbooks that curriculum should contribute to the spiritual development of the child.

The United States focuses on holistic development while the focus in Australia and New Zealand is on the well being and resilience of the child.