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Journal articles on the topic 'Children’s spirituality'

To see the other types of publications on this topic, follow the link: Children’s spirituality.

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

Lee, John Chi-Kin. "Children’s spirituality: personal reflections on International Journal of Children’s Spirituality (IJCS)." International Journal of Children's Spirituality 26, no. 1-2 (April 3, 2021): 1–8. http://dx.doi.org/10.1080/1364436x.2021.1879504.

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2

Mbo'oh, Ruth. "Pengaruh Pendidikan Agama Kristen dalam Keluarga terhadap Spiritualitas Anak." MANTHANO: Jurnal Pendidikan Kristen 1, no. 1 (March 29, 2022): 85–94. http://dx.doi.org/10.55967/manthano.v1i1.12.

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Abstract: Parents have a significant role in children’s spiritual life. Through guidance, direction and instruction in Christian Religious, children recognize and having a fellowship with God that will impact their spirituality. Parent’s exemplary in implementation of family Christian Religious Education enable children to apply faith values had been taught. This research aimed to examine the influence of Christian Religious Education in family conducted by the parents to the children’s spirituality. The study used quantitative approach with correlational survey method. The result showed that there was an influence from Christian Religious Education in family to the children’s spirituality. The more parent’s role in doing Christian Religious Education tasks in family, the more is children’s spiritual growth.Abstrak: Orang tua memiliki peran yang signifikan dalam kehidupan spiritualitas anak. Melalui bimbingan, tuntunan dan pembinaan dalam Pendidikan Agama Kristen, anak mengenal Tuhan, dan memiliki persekutuan dengan Tuhan dan berdampak pada spiritualitasnya. Keteladanan orang tua dalam pelaksanaan Pendidikan Agama Kristen keluarga menajdikan anak dapat mengimplementasikan nilai-nilai iman yang diajarkan. Penelitian ini bertujuan untuk menguji pengaruh Pendidikan Agama Kristen keluarga yang dilakukan orang tua terhadap spiritualitas anak. Penelitian mengunaan pendekatan kuantitaif menggunakan metode survei korelasional. Hasil penelitian menunjukkan bahwa terdapat pengaruh Pendidikan Agama Kristen keluarga terhadap spiritualitas anak. Semakin berperan orang tua dalam melaksanakan tugas Pendidikan Agama Kristen keluarga, maka akan membuat anak bertumbuh dalam spiritualitasnya.

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3

Mbo'oh, Ruth. "Pengaruh Pendidikan Agama Kristen dalam Keluarga terhadap Spiritualitas Anak." MANTHANO: Jurnal Pendidikan Kristen 1, no. 1 (March 29, 2022): 85–94. http://dx.doi.org/10.55967/manthano.v1i1.12.

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Abstract: Parents have a significant role in children’s spiritual life. Through guidance, direction and instruction in Christian Religious, children recognize and having a fellowship with God that will impact their spirituality. Parent’s exemplary in implementation of family Christian Religious Education enable children to apply faith values had been taught. This research aimed to examine the influence of Christian Religious Education in family conducted by the parents to the children’s spirituality. The study used quantitative approach with correlational survey method. The result showed that there was an influence from Christian Religious Education in family to the children’s spirituality. The more parent’s role in doing Christian Religious Education tasks in family, the more is children’s spiritual growth.Abstrak: Orang tua memiliki peran yang signifikan dalam kehidupan spiritualitas anak. Melalui bimbingan, tuntunan dan pembinaan dalam Pendidikan Agama Kristen, anak mengenal Tuhan, dan memiliki persekutuan dengan Tuhan dan berdampak pada spiritualitasnya. Keteladanan orang tua dalam pelaksanaan Pendidikan Agama Kristen keluarga menajdikan anak dapat mengimplementasikan nilai-nilai iman yang diajarkan. Penelitian ini bertujuan untuk menguji pengaruh Pendidikan Agama Kristen keluarga yang dilakukan orang tua terhadap spiritualitas anak. Penelitian mengunaan pendekatan kuantitaif menggunakan metode survei korelasional. Hasil penelitian menunjukkan bahwa terdapat pengaruh Pendidikan Agama Kristen keluarga terhadap spiritualitas anak. Semakin berperan orang tua dalam melaksanakan tugas Pendidikan Agama Kristen keluarga, maka akan membuat anak bertumbuh dalam spiritualitasnya.

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4

Sagberg, Sturla. "Taking a children’s rights perspective on children’s spirituality." International Journal of Children's Spirituality 22, no. 1 (January 2, 2017): 24–35. http://dx.doi.org/10.1080/1364436x.2016.1276050.

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5

Wills, Ruth. "International Association for Children’s Spirituality." International Journal of Children's Spirituality 18, no. 1 (February 2013): 131–32. http://dx.doi.org/10.1080/1364436x.2013.771887.

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6

Champagne, Elaine. "16th International conference on children’s spirituality: questioning the relationship between children’s spirituality and traditions." International Journal of Children's Spirituality 22, no. 3-4 (October 2, 2017): 361–64. http://dx.doi.org/10.1080/1364436x.2017.1384128.

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7

Goodliff, Gill. "Embracing children’s spirituality: glimpsing spiritual moments in children’s play." International Journal of Children's Spirituality 22, no. 3-4 (September 25, 2017): 358–60. http://dx.doi.org/10.1080/1364436x.2017.1379654.

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8

Robinson, Christine. "Young children’s spirituality: A focus on engaging with nature." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 339–50. http://dx.doi.org/10.1177/1836939119870907.

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The mandated early childhood framework in Australia requires educators working in early childhood services to attend to children’s spirituality. Also, one of the five outcomes in this framework tasks educators with promoting children’s connectedness with and contribution to the world, including natural environments. In this paper I present findings from a qualitative investigation to determine educators’ understandings and practices around promoting young children’s spirituality in the context of religious childcare centres in Western Australia aligned with a focus on nature engagement. A social constructivist theoretical perspective with a phenomenological and interpretivist paradigm framed the research. Interview and observational data were collected and analysed through interpretative phenomenological analysis revealing that educators were able to articulate the connection between spirituality and engagement with nature in childhood. However, in practice, educators rarely offered opportunities for children to experience nature. Recommendations include the provision of professional development in the area of children’s spirituality and its connection with nature along with the creation of guidelines on pedagogical practices that afford children opportunities to engage with their spirituality through nature.

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9

Watson, Jacqueline. "15th International Conference on Children’s Spirituality." International Journal of Children's Spirituality 21, no. 3-4 (October 2016): 271. http://dx.doi.org/10.1080/1364436x.2016.1235089.

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10

Ayres, Deborah A. "First International Conference on Children’s Spirituality." International Journal of Children's Spirituality 5, no. 2 (December 2000): 243–44. http://dx.doi.org/10.1080/713670917.

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11

Moore, Kelsey, Carlos Gomez-Garibello, Sandra Bosacki, and Victoria Talwar. "Children’s Spiritual Lives: The Development of a Children’s Spirituality Measure." Religions 7, no. 8 (July 25, 2016): 95. http://dx.doi.org/10.3390/rel7080095.

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12

Boynton, Heather M., and Christie Mellan. "Co-Creating Authentic Sacred Therapeutic Space: A Spiritually Sensitive Framework for Counselling Children." Religions 12, no. 7 (July 12, 2021): 524. http://dx.doi.org/10.3390/rel12070524.

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Social work values client-centered holistic approaches of care, yet there is a lack of approaches addressing spirituality in counselling with children. Children’s spirituality and conceptualization have been disenfranchised. Children’s spiritual experiences, ways of knowing and perceptions are important to attend to when supporting them through an impactful life event such as trauma, grief, or loss (TGL). Parents may not fully understand or have the capacity to attend to their child’s spirituality. Counsellors appear to lack knowledge and training to attend to the spiritual needs and capacities of children. This article offers some research findings of children’s spirituality deemed to be vital for healing from TGL and counselling. It provides an understanding of some of the constructs and isolating processes described by children, parents and counsellors related to children’s spirituality in TGL. It also will present a spiritually sensitive framework specifically attuned to the spiritual dimension and creating spaces of safety and hope when working with children. The implications of not addressing the critical spiritual dimensions in practice for children are discussed, and recommendations for continued research and training for further theoretical development and future social work practice are offered.

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13

Harris, Kathleen I. "Embracing Make Believe Play and Theories of Early Childhood: Understanding Children's Spirituality and the Spiritual Essence of a Young Child." International Journal of Integrative Pediatrics and Environmental Medicine 1 (May 12, 2014): 12–21. http://dx.doi.org/10.36013/ijipem.v1i0.3.

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Young children are born with a unique development that captures the spiritual essence of wonder and signature style of their own capabilities, strengths, interests, personality, temperament, and learning styles. Spiritual moments experienced by young children are often direct, personal, and have the effect, if only for a moment, of uplifting us by capturing the essence of spirituality through playful moments. Children’s spirituality involves questioning, exploring, and belonging by building close relationships in comfortable environments and from caring caregivers who provide a secure environment and routine in which to grow and nurture in. Spirituality, together with the efficacy of make-believe play invites young children to be awakened with an awareness of community and purpose with the world around them. Each new discovery made by a young child is a potential source of wonder and delight. Through a child’s imagination and make believe play, teachers and parents may be given opportunities to be aware of this aspect and witness their spirituality. In this paper, children’s spirituality is defined and the characteristics of spirituality are discussed connecting to the dynamics of play for young children and the contributions of major early childhood theorists to the growth and understanding of children’s spirituality are featured.

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14

Baring, Rito. "Children’s image of God and their parents: explorations in children’s spirituality." International Journal of Children's Spirituality 17, no. 4 (November 2012): 277–89. http://dx.doi.org/10.1080/1364436x.2012.746935.

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15

Wright, Andrew. "Understanding children’s spirituality: theology, research and practice." International Journal of Children's Spirituality 18, no. 3 (August 2013): 294–95. http://dx.doi.org/10.1080/14703297.2013.797164.

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16

Cervantes, Joseph M., and Alexis V. Arczynski. "Children’s spirituality: Conceptual understanding of developmental transformation." Spirituality in Clinical Practice 2, no. 4 (2015): 245–55. http://dx.doi.org/10.1037/scp0000037.

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17

Moore, Kelsey, Victoria Talwar, and Sandra Bosacki. "Canadian children’s perceptions of spirituality: diverse voices." International Journal of Children's Spirituality 17, no. 3 (August 2012): 217–34. http://dx.doi.org/10.1080/1364436x.2012.742040.

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18

Moriarty, Micheline Wyn. "Sport and children’s spirituality: an Australian perspective." International Journal of Children's Spirituality 18, no. 1 (February 2013): 103–17. http://dx.doi.org/10.1080/1364436x.2013.771116.

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19

Clayton, Mark, and Jan Aldridge. "Fifteen-minute consultation: Not the whole story—considering children’s spirituality and advance care planning." Archives of disease in childhood - Education & practice edition 104, no. 4 (September 28, 2018): 170–72. http://dx.doi.org/10.1136/archdischild-2017-314525.

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In a society of diverse views, faiths and beliefs, what can paediatric palliative care contribute to our understanding of children’s spirituality? By failing to recognise and respond to their spirituality in this work, we risk missing something of profound importance to children and their families. We overlook their search for wholeness in the absence of cure and fall short of offering truly holistic care. This paper explores how developments in advance care planning and related documentation are addressing these issues. Since children’s spirituality is elusive and rarely explored in practice, it aims to clarify our understanding of it with a variety of examples and contains suggestions for hearing the voice of the child amid the needs of parents and professionals.

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20

Mountain, Vivienne. "Four links between Child Theology and children’s spirituality." International Journal of Children's Spirituality 16, no. 3 (August 2011): 261–69. http://dx.doi.org/10.1080/1364436x.2011.617729.

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21

Eaude, Tony. "Fundamental British values? Possible implications for children’s spirituality." International Journal of Children's Spirituality 23, no. 1 (December 28, 2017): 67–80. http://dx.doi.org/10.1080/1364436x.2017.1419939.

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22

Hlatshwayo, Gugulethu M., Nithi Muthukrishna, and Melanie Martin. "‘Inhliziyo ekhombisa uthando’: Exploring children’s conceptions of spirituality." Journal of Psychology in Africa 28, no. 1 (January 2, 2018): 56–61. http://dx.doi.org/10.1080/14330237.2018.1426809.

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23

Ann Mercer, Joyce. "Capitalizing on children’s spirituality: parental anxiety, children as consumers, and the marketing of spirituality." International Journal of Children's Spirituality 11, no. 1 (April 2006): 23–33. http://dx.doi.org/10.1080/13644360500503282.

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24

Sung, Chang Hwan. "A Suggestion of Children’s Education Applying Spirituality Index Theory and the Fourth Dimensional Spirituality." Journal of Youngsan Theology 42 (December 31, 2017): 335–70. http://dx.doi.org/10.18804/jyt.2017.12.42.335.

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25

Trousdale *, Ann M. "Intersections of spirituality, religion and gender in children’s literature." International Journal of Children's Spirituality 10, no. 1 (January 2005): 61–79. http://dx.doi.org/10.1080/13644360500039709.

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26

Roux, Cornelia. "Children’s spirituality in social context: a South African example." International Journal of Children's Spirituality 11, no. 1 (April 2006): 151–63. http://dx.doi.org/10.1080/13644360500504462.

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27

Kennedy, Anne, and Judith Duncan. "New Zealand children’s spirituality in Catholic schools: teachers’ perspectives." International Journal of Children's Spirituality 11, no. 2 (August 2006): 281–92. http://dx.doi.org/10.1080/13644360600797297.

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28

Champagne, Elaine. "Living and dying: a window on (Christian) children’s spirituality." International Journal of Children's Spirituality 13, no. 3 (August 2008): 253–63. http://dx.doi.org/10.1080/13644360802236490.

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29

Boynton, Heather Marie. "Children’s spirituality: epistemology and theory from various helping professions." International Journal of Children's Spirituality 16, no. 2 (May 2011): 109–27. http://dx.doi.org/10.1080/1364436x.2011.580727.

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30

King, Jason, and Sara Lindey. "Mister Rogers’ environmentalism: children’s spirituality in a trash apocalypse." International Journal of Children's Spirituality 24, no. 2 (April 3, 2019): 155–65. http://dx.doi.org/10.1080/1364436x.2019.1624508.

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31

Baracz, Weronika. "SHAPING SPIRITUALITY THROUGH CHILDREN’S LITERATURE INTENDED FOR PRIMARY SCHOOL – DISCUSSION OF SELECTED EXAMPLES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 30–38. http://dx.doi.org/10.17770/sie2018vol1.3303.

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The aim is to learn about the spirituality like a part of education. Spirituality is understood as values, attitudes and traditions choosing by man. It also refers to the integral, holistic upbringing of the human being. In this article, attention is paid to the comprehensive, multidimensional pupil development. This objective will be achieved by analyzing selected children's books. Short outline of the research problem and novelty.

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32

Moore, Kelsey, Victoria Talwar, Carlos Gomez-Garibello, Sandra Bosacki, and Linda Moxley-Haegert. "Children’s spirituality: Exploring spirituality in the lives of cancer survivors and a healthy comparison group." Journal of Health Psychology 25, no. 7 (November 6, 2017): 888–99. http://dx.doi.org/10.1177/1359105317737605.

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This study found that children with a history of cancer had higher scores on certain measures of spirituality compared to their healthy peers. Health history was found to significantly moderate the relations among spirituality and outcome variables, such as depression and anxiety. Furthermore, parent–child dyadscancerhad more highly correlated scores than parent–child dyadshealthyon both the Depression subscale and the Existential Well-Being subscale, whereas parent–child dyadshealthyhad more highly correlated scores than parent–child dyadscanceron the Duality factor. Limitations and future directions are discussed.

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33

Abo-Zena, Mona M., and Allegra Midgette. "Developmental Implications of Children’s Early Religious and Spiritual Experiences in Context: A Sociocultural Perspective." Religions 10, no. 11 (November 15, 2019): 631. http://dx.doi.org/10.3390/rel10110631.

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Religious and spiritual experiences have implications for many aspects of development across the lifespan, including during early childhood. A focus on religion and spirituality expands beyond a discrete domain of social science (e.g., cognitive development) and involves developmental, social-psychological, affective and emotional phenomena, and personality. This conceptual paper contributes to the literature regarding the understudied role of religion and spirituality in the lives of young children and their families in order to contribute to a comprehensive study of human development. After a concise review of the literature on religious development, this paper draws from the sociocultural perspective and illustrative examples of lived experiences to frame young children’s religious participation and gives particular consideration to religious minorities. While the sociocultural perspective captures the range of children’s experiences, this manuscript introduces the understudied role of emotion as a motivator for children’s selection of experiences. The paper concludes with implications for practitioners and suggestions for future research, practice, and policy.

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34

Porter, Fran. "The faith of girls: children’s spirituality and transition to adulthood." Journal of Beliefs & Values 33, no. 2 (August 2012): 243–45. http://dx.doi.org/10.1080/13617672.2012.695054.

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35

Moriarty, Micheline Wyn. "A conceptualization of children’s spirituality arising out of recent research." International Journal of Children's Spirituality 16, no. 3 (August 2011): 271–85. http://dx.doi.org/10.1080/1364436x.2011.617730.

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36

Trousdale, Ann. "The faith of girls: children’s spirituality and transition to adulthood." International Journal of Children's Spirituality 17, no. 3 (July 25, 2012): 255–56. http://dx.doi.org/10.1080/1364436x.2012.704230.

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37

Adams, Kate, and Pauline Lovelock. "Nurturing children’s spirituality in schools: challenges and opportunities, Birmingham, UK." International Journal of Children's Spirituality 21, no. 3-4 (October 2016): 302–4. http://dx.doi.org/10.1080/1364436x.2016.1237350.

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38

Hyde, Brendan. "Pathic knowing, lived sensibility and phenomenological reflections on children’s spirituality." International Journal of Children's Spirituality 23, no. 4 (October 2018): 346–57. http://dx.doi.org/10.1080/1364436x.2018.1526168.

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39

Dillen, Annemie. "Children’s spirituality and theologising with children: the role of ‘context’." International Journal of Children's Spirituality 25, no. 3-4 (October 1, 2020): 238–53. http://dx.doi.org/10.1080/1364436x.2020.1843412.

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40

유선희. "Study on Children’s Spirituality Education of Jerome W. Berryman: Critical Reflection on Cognitivism of Children’s Education." Journal of Christian Education in Korea ll, no. 32 (November 2012): 167–97. http://dx.doi.org/10.17968/jcek.2012..32.006.

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41

Semchuk, Svetlana. "USE OF INFORMATION TECHNOLOGIES IN THE SPIRITUAL FORMATION OF THE YOUNG GENERATION." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 35–41. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232748.

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The article considers the problem of formation of spiritual needs of preschool children and the influence of modern information technologies on this process in particular. It gives a retrospective analysis of the views of scientists on the problem of the impact of information technology on the spiritual development of preschool children. It reveals the terminological concepts “spiritual education”, “Internet addiction”, “information technology”, “cyber threat”. Psychological regularities and features of spiritual formation of preschool children are described. The article describes the signs of “Internet addiction” of preschool children: elevated state of being on the Internet; impaired memory and attention; irritability from not being allowed to use the computer; constant browsing of various sites; unwillingness to communicate with family and friends for the sake of being on the Internet; sitting at the computer for hours, which leads to sleep and food deprivation. The main aspects of the spiritual qualities of children, which are formed under the influence of information technology, are revealed. It is determined that computer games are cultural forms of childrenʼs spirituality in the process of upbringing and education, along with childrenʼs games. The article reveals the functions of computer games. They are educational (promotes mastering of letters, develops reading skills, elementary mathematical concepts, etc.); educational (forms spiritual values, installs moral and ethical rules of conduct); developmental (aimed at the formation of general mental abilities, memory, thinking, attention); communicative (ensures the development of the dialectic of communication); entertaining (aimed at getting pleasure, enjoyment, getting the desired result). The article finds that the use of computer games in the classroom develops children’s curiosity, stimulates them to achieve their goals, helps children better master the material, identifies gaps in knowledge and eliminates them. Keywords: information technology, Internet, Internet addiction, preschool child, computer games, spiritual education, children’s spirituality, spiritual needs.

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42

Grasmane, Ina, and Anita Pipere. "The Psychopedagogical Intervention for the Development of Children’s Spiritual Intelligence: The Quest for the Theoretical Framework." Acta Paedagogica Vilnensia 44 (September 1, 2020): 81–98. http://dx.doi.org/10.15388/actpaed.44.6.

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The scientific topicality of this study undergirds the demand for innovative, theoretically and empirically grounded program of psychopedagogical intervention for the development of children’s spiritual intelligence. The task for the spirituality research today is building of scientifically sound definitions, theoretical models and constructs of spiritual development. Currently the terminology in this field is rather vague; guidelines for the application of spiritually oriented terminology in research and intervention practice are missing. The paper aims toward the theoretical analysis of concepts like spirituality, spiritual intelligence and spiritual development as well as toward the description of the theoretical approaches determining the up-to-date research related to phenomena and processes in the field of spiritual development. The authors focus on cognitive-developmental, social ecology and dynamic systemic approach to the theoretical analysis of the spiritual development. Thus, the envisaged psychopedagogical intervention will be grounded on comprehensive investigation in relation to the concepts of spirituality, spiritual intelligence, and spiritual development as well as on determination of targets and methods for the development of spiritual intelligence.

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43

Lee, Nam Hee, So Yeon Park, and You Jin Park. "Research on Children’s Spirituality Assessment : Focusing on Relationship Exploration Using Play." Korean Journal of Christian Counseling 31, no. 2 (May 31, 2020): 145–81. http://dx.doi.org/10.23909/kjcc.2020.05.31.2.145.

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44

Schweitzer *, Friedrich. "Children’s right to religion and spirituality: legal, educational and practical perspectives1." British Journal of Religious Education 27, no. 2 (March 2005): 103–13. http://dx.doi.org/10.1080/0141620042000336602.

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45

Wright, Andrew. "‘On the expiration of speech’: children’s spirituality in time of war." International Journal of Children's Spirituality 15, no. 3 (August 2010): 209–18. http://dx.doi.org/10.1080/1364436x.2010.508816.

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46

Baring, Rito V. "Peacemaking at home in the world: grounding children’s spirituality in peace." International Journal of Children's Spirituality 18, no. 4 (November 2013): 318–34. http://dx.doi.org/10.1080/1364436x.2013.849660.

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47

Yust, Karen-Marie. "Digital power: exploring the effects of social media on children’s spirituality." International Journal of Children's Spirituality 19, no. 2 (April 3, 2014): 133–43. http://dx.doi.org/10.1080/1364436x.2014.924908.

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48

Ingersoll, Heather Nicole. "Making room: a place for children’s spirituality in the Christian church." International Journal of Children's Spirituality 19, no. 3-4 (October 2, 2014): 164–78. http://dx.doi.org/10.1080/1364436x.2014.979774.

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49

Keating, Noel. "Children’s spirituality and the practice of meditation in Irish primary schools." International Journal of Children's Spirituality 22, no. 1 (December 8, 2016): 49–71. http://dx.doi.org/10.1080/1364436x.2016.1264928.

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50

Chi-Kin Lee, John. "Children’s spirituality, life and values education: cultural, spiritual and educational perspectives." International Journal of Children's Spirituality 25, no. 1 (January 2, 2020): 1–8. http://dx.doi.org/10.1080/1364436x.2020.1790774.

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