Teacher, I had a dream: a glimpse of the spiritual domain of children using project-based learning

Harris, Kathleen I.

doi:10.1080/1364436x.2013.858665

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…In particular, the variable of sharing value and leadership significantly predict character values. This is confirmed by the research of Kyong-Jee Kim (2020), Kathleen Harris (2013) dan Farida (2019). The sharing value character and leadership that are not in the first priority dominate the character formation of elementary school students through project based learning during the pandemic which is conducted through online.…”

Section: Table 3 Mean and Deviation Standard Of Character Valuesmentioning

confidence: 59%

Instilling Positive Character Values through Project-Based Learning for Private Elementary School Students in Lampung Province, Indonesia

Arrasyid¹,

Herawati

Yulianti³

2022

JPP

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Instilling Positive Character Values through Project-Based Learning for Private Elementary School Students in Lampung Province, Indonesia. Objective: The research objective was to analyze the influence of the application of the project based learning model during the pandemic on the character values of third grade students of private elementary school. Methods: The research used a quasi-experimental method. A sample of 95 students was determined by random sampling technique. Character value data were collected using an open questionnaire with 12 statements. Data were analyzed by using paired sample t-test. Findings: Based on the reliability test, all aspects have a value of 0.973. The value of student character after being taught by project based learning was higher than before with a sig.0.000 <0.05. The character values of third grade of private elementary school students are formed from the aspects of generosity, cooperation, and leadership that are built with problem-based learning.

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Section: Table 3 Mean and Deviation Standard Of Character Valuesmentioning

confidence: 59%

Instilling Positive Character Values through Project-Based Learning for Private Elementary School Students in Lampung Province, Indonesia

Arrasyid¹,

Herawati

Yulianti³

2022

JPP

View full text Add to dashboard Cite

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“…In addition, Champagne (2008) states that adults must listen to the richness and depth that childhood experiences of spirituality can offer. Similarly, Harris (2013, p. 14) states ‘to awaken spiritually, children and young people need examples and guidance’ suggesting the need for adults, and in the context of this research, educators, to be knowledgeable and skilful in how to attend to children’s spiritual capacities.…”

Section: Young Children’s Spirituality: the ‘What’ And The ‘How’mentioning

confidence: 95%

“…The relational focus of spirituality discussed by De Souza (2016a) can manifest as relationship with the self, with others, with the world or for some, with a transcendent. Spirituality can also be viewed as a capacity that requires awakening in order to develop (Champagne, 2008; Harris, 2013; King, 2013) and as a construct that crosses cultural boundaries (Harris, 2016). Literature connects the construct of spirituality with the development of well-being (De Souza, 2016a; Howell, Passmore & Buro, 2013), imagination and creativity (King, 2008), identity (MacDonald, 2009; Sifers et al, 2012), belonging (Eaude, 2003) and the sense of meaning and purpose an individual has in their life (Benson, Scales, Syvertsen & Roehlkepartain, 2012).…”

Section: Young Children’s Spirituality: the ‘What’ And The ‘How’mentioning

confidence: 99%

Young children’s spirituality: A focus on engaging with nature

Robinson

2019

Australasian Journal of Early Childhood

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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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“…For example, Adams (2003) and Potgieter, van der Walt and Wolhuter (2009) have researched children's spiritual dreams, many of which involve communication with a divine being. Harris (2013) later explored how dreams can be used in the classroom through project based learning. Pettersen (2015) entered into dialogue with children about angels, which she argues can be used as a tool for entry into a spiritual pedagogy.…”

Section: Divine Encounter From Different Perspectivesmentioning

confidence: 99%

From darkness to light: children speak of divine encounter

Lovelock

Adams

2017

International Journal of Children's Spirituality

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Studies have shown that children share both positive and dark spiritual experiences. The former dominates the literature but whilst the need to address the dark side of spirituality has been raised it has not, as yet, been dealt with as widely as the more positive aspects (de Souza 2012). This paper draws on an empirical study with 44 children aged 8-11 who were interviewed in school after visiting a sacred space. Three key themes arising from their conversations are covered in this paper: divine encounter; physical feelings and fear. It is argued that the most appropriate way of understanding these phenomena is to draw on different fields and disciplines, notably although not exclusively theology, psychoanalysis, psychology and neuroscience are considered. The paper concludes that it is important to recognise both the light and dark and the blurred boundaries between them, in addition to different ways of perceiving them, in order to understand the whole child.

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Teacher, I had a dream: a glimpse of the spiritual domain of children using project-based learning

Cited by 6 publications

References 17 publications

Instilling Positive Character Values through Project-Based Learning for Private Elementary School Students in Lampung Province, Indonesia

Instilling Positive Character Values through Project-Based Learning for Private Elementary School Students in Lampung Province, Indonesia

Young children’s spirituality: A focus on engaging with nature

From darkness to light: children speak of divine encounter

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