International Journal of Childrens Spirituality最新文献_第8页

Discovering attentive presence: children as agents for spiritual change in the curatorial of worship 发现专注的存在：儿童是崇拜策划中精神变革的推动者

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2020-01-02 DOI: 10.1080/1364436X.2019.1711025

Trudie E. Morris

引用次数: 1

Editorial: Children’s spirituality, life and religious education: Socio-cultural and religious traditions and perspectives 社论:儿童的灵性、生活和宗教教育:社会文化和宗教传统和观点

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2020-01-01 DOI: 10.1080/1364436X.2020.1832296

C. Lee

引用次数: 1

Adult leadership and the development of Children’s Spirituality: exploring Montessori’s concept of the prepared environment 成人领导力与儿童精神的发展——蒙特梭利的“准备环境”观探析

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1685949

Karen Bennetts, J. Bone

引用次数: 4

International association for children’s spirituality 2020 international symposium children’s spirituality: keeping the conversation going 28-30 July – Liverpool Hope University (UK) 国际儿童精神协会2020国际儿童精神研讨会：保持对话7月28-30日-利物浦希望大学（英国）

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1685730

引用次数: 0

Editorial 社论

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1701784

Karen-Marie Yust, A. Gellel, R. Wills

引用次数: 0

Empirical studies of socio-psychological conditions of formation of ideas about the spiritual ideal in primary school children 小学儿童精神理想观念形成的社会心理条件实证研究

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1672626

L. Pomytkina, L. Moskalyova, Yuliia Podkopaieva, Sergiy Gurov, S. Podplota, Viktoriia Zlahodukh

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引用次数: 2

Invisible companions: encounters with imaginary friends, gods, ancestors and angels 隐形伙伴：与想象中的朋友、神、祖先和天使的相遇

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1687134

K. Adams

引用次数: 3

Re-enchanting education and spiritual wellbeing: fostering belonging and meaning-making for global citizens 重塑教育和精神健康:培养全球公民的归属感和意义创造

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1701783

Jennifer Mata-McMahon

引用次数: 3

Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of ‘Frog Street Curriculum’ 精神形态与社会情感学习课程并行——“青蛙街课程”的语境分析

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1672629

Kathy Frady

{"title":"Spiritual Formation Parallels to Social-Emotional Learning Curriculum: A Contextual Analysis of ‘Frog Street Curriculum’","authors":"Kathy Frady","doi":"10.1080/1364436x.2019.1672629","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1672629","url":null,"abstract":"ABSTRACT Social-emotional learning skills are desirable for healthy child development just as literacy and mathematical skills are desirable for academic development. Because three-year-old children are expected to participate in socially acceptable behaviour in society, many faith-based early learning centres use a curriculum that provides social-emotional learning skills. ‘Frog Street’ is an early learning curriculum that focuses on five learning domains: physical development, cognitive development, language development, approaches to learning, and social-emotional development. The portion of the curriculum devoted to social-emotional is based on ‘Conscious Discipline’ which is a programme that develops social and emotional intelligence. While neither ‘Conscious Discipline’ nor ‘Frog Street’ was designed to promote Christian spiritual formation in young children, the social-emotional component of Frog Street, built from Conscious Discipline, can allow teachers in faith-based early learning centres, who choose to do so, to incorporate elements of Christian spiritual formation alongside the impartation of social-emotional skills.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1672629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49472058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ spirituality as an element of social action. An interpretative phenomenological analysis of primary teachers’ understanding and expression of spirituality 教师精神作为社会行动的一个要素。小学教师对灵性的理解与表达之解释性现象学分析

IF 1.3 2区哲学

International Journal of Childrens Spirituality Pub Date : 2019-10-02 DOI: 10.1080/1364436x.2019.1684880

Aidan Gillespie

{"title":"Teachers’ spirituality as an element of social action. An interpretative phenomenological analysis of primary teachers’ understanding and expression of spirituality","authors":"Aidan Gillespie","doi":"10.1080/1364436x.2019.1684880","DOIUrl":"https://doi.org/10.1080/1364436x.2019.1684880","url":null,"abstract":"ABSTRACT Spirituality is a contested term in education.Within professional education contexts, spirituality is understood and defined in numerous ways, some of which are ambivalent towards explicit expressions of spirituality. This study, emerging out of a successful doctoral thesis, seeks to examine one aspect of spirituality and the intersection between spirituality, professional identity and teaching practice. The findings point towards a new definition of spirituality directly related to the teaching profession; explicitly ‘spirituality comprises of moments of connection and profundity which lead to change’. Five primary school teachers took part in the study and through narrative accounts, demonstrated their understanding of their spirituality and how this related to their professional practice. The findings demonstrate the ways in which the teachers understood their role and the ways in which spirituality informed their practice which was both challenged and supported within the profession.","PeriodicalId":45218,"journal":{"name":"International Journal of Childrens Spirituality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1364436x.2019.1684880","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43829282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3