Connections, Virtues, and Meaning-Making: How Early Childhood Educators Describe Children’s Spirituality

Mata-McMahon, Jennifer; Haslip, Michael J.; Schein, Deborah

doi:10.1007/s10643-020-01026-8

Cited by 12 publications

(3 citation statements)

References 31 publications

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“…Self-concept, which refers to a person's view of himself in various aspects, including intellectual, emotional and social, is an important basis in forming self-confidence [3], [23]. In a religious education environment, where moral and spiritual values are at the core, a deeper understanding of self can encourage students to be more confident in applying religious knowledge in everyday life [24], [25]. This is in line with the goals of Islamic education which not only focuses on cognitive aspects, but also on the formation of strong character and noble morals.…”

Section: Correlation Analysis Of Self-concept With Students' Self-con...mentioning

confidence: 99%

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

Azizi,

Shittu,

Fawwaz

2024

J. Pend. A. Isl. Ind

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Purpose of the study: This research aims to determine the relationship between self-concept and self-confidence of students in the Islamic Religious Education Study Program. Methodology: The data collection used was a quantitative approach, which was carried out using a questionnaire method which was distributed to 75 respondents. Then to find out the relationship between variables X and Variable Y, use Product Moment. Main Findings: The results of the research analysis show that there is a positive and significant relationship between self-concept and self-confidence of students in the Islamic Religious Education Study Program, this is proven by the results ro of 0.234 which is consulted with the r table value at a good error level of 1% (0.296) or 5% (0.227) which means ro is greater than or equal to r table. Novelty/Originality of this study: This study highlights the importance of self-concept in building the self-confidence of Islamic Religious Education students, offering new insights for educators to develop more effective teaching strategies.

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Section: Correlation Analysis Of Self-concept With Students' Self-con...mentioning

confidence: 99%

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

Azizi,

Shittu,

Fawwaz

2024

J. Pend. A. Isl. Ind

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“…Interest in spirituality, particularly within educational discourse, has grown in recent years, yet a consensus on the term is yet to be reached (Mata-McMahon, Haslip, and Schein 2020;Robinson 2019). Scholarly literature tends to refer to characteristics and expressions of the term 'spirituality' rather than to attempt a definition (Adams 2009;Eaude 2009;Harris 2007).…”

Section: Spirituality: Characteristics Of a Contested Termmentioning

confidence: 99%

“…The sense of relationality inherent in spirituality is commonly referred to in existing literature (Adams, Bull, and Maynes 2016;Giesenberg 2007;Hay and Nye 2006;Long 2000;Mata-McMahon, Haslip, and Schein 2020). The early empirical work of Hay and Nye (1998) established that a sense of connectedness to others and the world, also referred to as relationality, is 'one of the core motifs of spirituality' (Bussing et al 2010, 27).…”

Section: A Sense Of Relationality With Others and With The Worldmentioning

confidence: 99%

To be ‘formed’ and ‘informed’: early years’ educators’ perspectives of spirituality and its affordance in faith-based early learning centres

Robinson

2020

International Journal of Children's Spirituality

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How U.S. Early Childhood Educators Understand Children’s Spirituality: A Framework of Essence, Origin, and Action

Mata-McMahon,

Haslip,

Hossain

2024

Early Childhood Educ J

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This study explores in-service early childhood educators’ understanding of children’s spirituality. Utilizing the recently validated instrument, Early Childhood Educators’ Spiritual Practices in the Classroom (ECE-SPC), responses to the question, “What do you understand children’s spirituality to be?” were analyzed. Participants included 318 educators working in secular educational settings with children ages zero to eight years across 36 U.S. states. Findings reveal a multilayered understanding of children’s spirituality. Through a grounded theory approach to data analysis using in-vivo codes in initial and axial coding, participants’ responses were organized in a response framework comprised of three main categories of understanding spirituality: (1) as Essence in itself (f 208), (2) as its place of Origin (f 122), and (3) as Actions in relation to others or as ways in which it is practiced (f 86). This framework contributes to constructing a shared understanding of children’s spirituality to build efforts toward promoting holistic development and intentionally nurturing the spiritual domain.

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Connections, Virtues, and Meaning-Making: How Early Childhood Educators Describe Children’s Spirituality

Cited by 12 publications

References 31 publications

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

The Relationship between Self-Concept and Self-Confidence in Islamic Religious Education Study Program Students

To be ‘formed’ and ‘informed’: early years’ educators’ perspectives of spirituality and its affordance in faith-based early learning centres

How U.S. Early Childhood Educators Understand Children’s Spirituality: A Framework of Essence, Origin, and Action

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