Children’s spirituality: personal reflections on International Journal of Children’s Spirituality (IJCS)

Lee, John Chi‐Kin

doi:10.1080/1364436x.2021.1879504

“…Education seeks to cultivate moral individuals who live lives of value and meaning and who have spiritual values (Shih, 2020a;Shih et al, 2020). Each child has a human right to a spiritual voice (because he/she matters), so the whole child (and person) and spiritual practices are important (Lee, 2021). In practice, the mass media, religious communities, cultures, youth, peer groups, volunteer organizations, families, and especially education have a significant influence on moral building (Badeni Badeni and Sri Saparahayuningsih, 2021).…”

Section: Discussionmentioning

confidence: 99%

Moral education in Taiwanese preschools: Importance, concepts and methods

Shih

¹

2021

Policy Futures in Education

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Early childhood is a period of rapid development and growth, and regardless of physical, psychological, and social abilities, young children at this stage have great plasticity and strong imitation ability. Childhood is a critical period for individual learning; so preschool teachers must provide young children with appropriate moral education at this time. This paper is to discuss the importance of moral education for young children in Taiwan, analyze the relevant literature, and review the teaching concepts and methods of moral education. Moral education of young children is important because the ultimate goal of early childhood education is to shape the character of young children; so its content must focus on moral education, which cultivates moral values in young children. Moral education also develops an understanding of empathy and social responsibility for young children. This paper argues that preschool teachers must (1) respect young children’s moral subjectivity; (2) understand that early childhood is a critical period in which moral behavior is shaped, and (3) organize young children’s moral teaching from the concrete to the abstract. In terms of the optimal teaching methods, this paper proposes that preschool teachers use: (1) moral storytelling, (2) instructional media, (3) picture books, (4) discussion of moral issues, (5) peer learning, (6) moral narratives, (7) modeling moral behavior, (8) incorporate young children’s life experience, and (9) invite young children’s parents to participate in moral education. This study contributes to the literature on early childhood moral education and provides an insight into the praxis of moral education for young children in Taiwan.

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“…Different, dominant discourses on identity development are supported by families, religious institutions and schools. As mentioned earlier and supported by Lee (2021), less than adequate support by families forces teachers and schools to provide these necessary opportunities for spiritual and religious development. The extended lockdown and school closure brought about by the COVID-19 pandemic deprived many learners of personal and face-to-face contact with teachers, thereby possibly also denying them opportunities to develop on spiritual and religious levels.…”

Section: The Link Between Spirituality Religiosity and Resiliencementioning

confidence: 97%

“…Cole (2011, p. 5) reflects on the value of spirituality for children and conceptualises it as 'a child's development of self that includes a search for meaning, transcendence, wholeness, and purpose'. Lee (2020Lee ( , 2021 expands on this description by characterising spirituality in children as inherent rationality and connectedness that include creativity, transcendence and spiritual experience.…”

Section: The Family As Spiritual Caregivermentioning

confidence: 99%

“…Embracing the few opportunities that teachers do have to contribute to the spiritual and religious development of learners not only creates communal transcendent experiences for individuals with different backgrounds and beliefs but also contributes to the nurturing of moral values and spiritual multilingualism that transcend the frameworks and practices of institutional religions (Lee 2020(Lee , 2021Roux 2006). Events such as the global COVID-19 pandemic have again shed light on the value and importance of this aspect of holistic health management and development in schools Kelley et al 2022).…”

Section: Development Of Spirituality and Religiositymentioning

confidence: 99%

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Preface

Malindi,

Hay,

Makhalemele

2023

Owards a Holistic Approach to Support Learners at Risk of Interrupted Development: Midst- And Post-Covid-19 Interventions

0

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication by two technical expert reviewers who did not include the volume editor(s) and were independent of the volume editor(s), with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

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“…According to Roman, Mthembu and Hoosen (2020), the family unit is the keystone of humanity and an important social determining factor of holistic health management. Spiritual support is a constant sense of sustenance during times of prosperity, as well as during challenging times (Lee 2021). As such, families offer continued support and care to children and the elderly and provide extended support during times of illness and need.…”

Section: Introductionmentioning

confidence: 99%

An integrated vision of overcoming the developmental disruptions of COVID-19

Malindi,

Hay,

Makhalemele

2023

Owards a Holistic Approach to Support Learners at Risk of Interrupted Development: Midst- And Post-Covid-19 Interventions

0

View full text Add to dashboard Cite

Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication by two technical expert reviewers who did not include the volume editor(s) and were independent of the volume editor(s), with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

show abstract

Children’s spirituality: personal reflections on International Journal of Children’s Spirituality (IJCS)

Cited by 10 publications

References 33 publications

Moral education in Taiwanese preschools: Importance, concepts and methods

Moral education in Taiwanese preschools: Importance, concepts and methods

Preface

An integrated vision of overcoming the developmental disruptions of COVID-19

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