Spiritual Development in Schools with No Faith Affi liation: The Cultural Ambivalence Towards Children’s Spirituality in England

2013 ◽  
pp. 35-46
Keyword(s):  
Spiritual Development ◽  
Children's Spirituality

scholarly journals Inculcation Religiosity in Preschoolers Local content curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 201-216
Author(s):  
Muhammad Munadi ◽  
Watik Rahayu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Religious Education ◽  
Spiritual Development ◽  
Well Being ◽  
Children's Spirituality ◽  
Childhood Education ◽  
Spiritual Well Being ◽  
Santa Maria

Millennial era life is a big challenge, humans need a strong footing to face all the problems. Religion is God's guidance that becomes the handle of life and it is important to instill religious beliefs early on. The purpose of this study was to find the cultivation of religiosity in preschool children in Kindergarten Aisyiyah Branch and Kindergarten Santa Maria in Kartasura Regency. This study uses qualitative methods with data collection tools, namely interviews, direct observation, and document analysis. Data validated using triangulation of methods and sources. The results showed that the religiosity of planting in the TK Aisyiyah Kartasura branch had more burdens than in the Santa Maria Kindergarten. While its nature is more balanced between vertical ritual content and horizontal content in TK Aisyiyah Kartasura branches compared to TK Santa Maria. The cultivation of moral education is carried out through a step-by-step process starting with teaching to say and answer greetings (Islam), saying good morning and evening to non-Muslims and inviting children to always pray in every activity. Vertical ritual planting in TK Aisyiyah Kartasura branch has more burden through the practice of prayer, memorizing prayers and memorizing short letters from the Qur'an all in Arabic compared to TK Santa Maria only emphasizes the memorization of prayer in Indonesian. Keywords: Inculcation religiosity, Pre-schoolers, Local content curriculum References: Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Arce, E.-M. (2000). Curriculum for Young Children: An Introduction. (New York: Delmar Thomson Learning. Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Benson, P. L., Scales, P. C., Syvertsen, A. K., & Roehlkepartain, E. C. (2012). Is youth spiritual development a universal developmental process? An international exploration. Journal of Positive Psychology, 7(6), 453–470. https://doi.org/10.1080/17439760.2012.732102 Bridges, L. J., & Moore, K. a. (2002). Religion and Spirituality in Childhood and Adolescence. Child Trends, 1–59. Retrieved from http://www.childtrends.org/wp-content/uploads/2002/01/Child_Trends-2002_01_01_FR_ReligionSpiritAdol.pdf Davies, T. (2019). Religious education and social literacy: the ‘white elephant’ of Australian public education. British Journal of Religious Education, 41(2), 124–133. https://doi.org/10.1080/01416200.2017.1324758 Departemen Pendidikan dan Kebudayaan Depdikbud. (2007). Pedoman Teknis Penyelenggaraan Pos PAUD:(Direktorat PAUD, 2006) Direktorat PAUD Grand Design Program Pendidikan Anak Usia Dini Non- formal tahun 2007-20015. Indonesia. Eva L., E. (2013). Introduction to Early Childhood Education. Belmont: Wadsworth. Fisher, J. (2013). Assessing spiritual well-being: Relating with God explains greatest variance in spiritual well-being among Australian youth. International Journal of Children’s Spirituality, 18(4), 306–317. https://doi.org/10.1080/1364436X.2013.844106 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 Henderson, A. K. (2016). The Long Arm of Religion: Childhood Adversity, Religion, and Self-perception Among Black Americans. Journal for the Scientific Study of Religion, 55(2), 324–348. https://doi.org/10.1111/jssr.12262 Holloway, S. D. (1999). The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan. ERCP Early Chilhood Research and Practice, 1(2). Retrieved from http://ecrp.illinois.edu/v1n2/holloway.html Kienstra, N., van Dijk-Groeneboer, M., & Boelens, O. (2018). Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching. Religious Education, 113(2), 203–215. https://doi.org/10.1080/00344087.2017.1403788 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63–77. https://doi.org/10.1080/03057240.2017.1374244 Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children : A Case Study in Class SD Muhammadiyah. 6(1), 1–12.

Young Children and Spirituality

Education ◽  
2021 ◽  
Keyword(s):  
Young Children ◽  
Spiritual Development ◽  
Cultural Landscape ◽  
Primary Source ◽  
Well Being ◽  
Religious Practice ◽  
Present Review ◽  
Childhood And Adolescence ◽  
Age Group ◽  
Children's Spirituality

The term ‘spirituality’ is notoriously challenging to define, partly because it is reliant on translating inner feelings and experiences into words or other modes of expression, which will be interpreted in a multitude of ways depending on the audience’s own inner spiritual and cultural landscape. In describing spiritual concepts, we are reduced to using terminology such as ‘self-transcendent,’ ‘sacred,’ ‘awe-inspiring,’ or ‘connecting’ as we attempt to communicate ethereal experiences and beliefs. The difficulties with expressing spirituality are further compounded when applying the notion to young children. Typically, when we refer to ‘young children’ we mean children aged from birth to eight years. What then, is spirituality for this age group? The extant studies about young children’s spirituality are interested in how young children operate holistically. This makes an extremely important contribution as the spiritual dimension can be lacking in many studies about holism in which spirituality might be conflated with culture or well-being. Scholars of children’s spirituality contemporaneously understand this age group to primarily experience the world (and therefore potentially spiritual experiences) though their bodies. As such, readers are reliant on those scholars’ observations and interpretations of when and how children experience reverence and wonderment, and even the divine, based on young children’s nonverbal expression as much as what they say. Descriptive accounts are frequently the primary source of data and are often the only mechanism a reader can use to assess the credibility of a researcher’s claims. This makes for a field of research that is not without its challenges. A further challenge is untangling spirituality from religion or religious practice and understanding them each as constructs that are often interwoven but that can exist without the other. The intent in the present review brings together literature that has attempted to address the sticky terrain of children’s spirituality with three primary foci, which are (1) spirituality as distinct from religion, (2) young children as those aged eight years old or younger, and (3) enough descriptive detail for the reader to probe the authors’ assertions about children’s spirituality. While there are considerably more sources addressing spirituality in publication than what is represented here, there is a paucity which foregrounds these three factors. A final note is that two significant themes have not been addressed here: (1) ecospirituality and children’s relationships to nature, and (2) young children’s spiritual development. While many of the articles in the present review refer to these two themes, they have not been special foci as they are thoroughly addressed in a separate Oxford Bibliographies in Childhood Studies article “Spiritual Development in Childhood and Adolescence” by W. George Scarlett.

Social Ecology of Young African American Adolescents' Spiritual Development

2008 ◽  
Author(s):  
Jacqueline S. Mattis ◽  
Carolyn Watson ◽  
Sheri-Ann Cowie ◽  
Daisy Jackson
Keyword(s):  
African American ◽  
Spiritual Development ◽  
Social Ecology ◽  
African American Adolescents

Effects of Spiritual and Secular Mentoring on Religious and Spiritual Development

2008 ◽  
Author(s):  
Heather M. Kemp ◽  
Elizabeth Anderson ◽  
Lydia Sagar
Keyword(s):  
Spiritual Development

SOUTH AFRICA IN THE CINEMATIC IMAGINARY: THE STORY OF A WHITE YOUTH IN SKIN

2017 ◽  
Vol 14 (2) ◽  
pp. 170-178
Author(s):  
Khatija Bibi Khan
Keyword(s):  
South Africa ◽  
Spiritual Development ◽  
Black People ◽  
White Youth ◽  
Multiple Selves ◽  
Social Imaginaries ◽  
South Africans ◽  
Rapid Production ◽  
New Critics ◽  
Good Number

The rapid production of films of diversity in post-1994 South Africa has unfortunately not been matched by critical works on film. Part of the reason is that some of the films recycle old themes that celebrate the worst in black people. Another possible reason could be that a good number of films wallow in personality praise, and certainly of Mandela, especially after his demise. Despite these problems of film criticism in post-1994 South Africa, it appears that some new critics have not felt compelled to waste their energy on analysing the Bantustan film – a kind of film that was made for black people by the apartheid system but has re-surfaced after 1994 in different ways. The patent lack of more critical works on film that engages the identities and social imaginaries of young and white South Africans is partly addressed in SKIN – a film that registers the mental growth and spiritual development of Sandra’s multiple selves. This article argues that SKIN portrays the racial neurosis of the apartheid system; and the question of identity affecting young white youths during and after apartheid is experienced at the racial, gender and sex levels.

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