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The Phenomenon of Preschool Children's THE PHENOMENON OF PRESCHOOL CHILDREN’S SPIRITUALITY . A thesis presented for the requirement for PhD, Doctor of Philosophy at Queensland University of Technology By Anna Giesenberg DipKGT, B.Ed.E.Ch, M.Ed. Supervisor: Associate Professor Dr John Lidstone Associate Supervisor: Dr Peter Bond Anna Giesenberg, 2007 Giesenberg, Anna (2007) “The Phenomenology of Preschool Children’s Spirituality” An abstract of a PhD study looking at young children’s spirituality. School of Cultural and Language Studies in Education, Queensland University of Technology, Brisbane, Australia. Spirituality is discussed as seen in literature from the disciplines of psychology, religion, education, nursing, politics and philosophy. Special emphasis is placed on how spirituality is viewed in regard to young children. From the disciplines mentioned, an overall definition of spirituality – at least for adults - is derived: “Spirituality is an innate ability to show awareness or consciousness of the surrounding world shown through wonder, a sense of compassion, and love towards this world and everything in it, and for some people a relationship with a transcendent being, who can also be immanent in the individual.” Findings are described from a field study of 12 months duration where 56 children, aged 3-7 years, from 4 different early childhood settings were followed on a fortnightly basis. The children were able to express aspects of spirituality in their play, discussions and artwork, such as paintings and drawings. The children were asked to paint and draw their experiences of selected pieces of chamber music, of a beautiful day, of love, and of dreams. In addition children were observed in their interactions with peers. The data were analysed using a combination of Grounded Theory methodology and Phenomenology. The main finding is that young children “live in” their spirituality, and that young children are very aware of their surroundings and are able to express abstract concepts such as love, beauty, wonder and compassion. Young children’s spirituality differs from adults in one major aspect: that they do not express a relationship with a transcendent being. It appears that spirituality may be innate as described by Montessori (1949), Hegel (1807) and Descartes (in Luria & Vygotsky, 1998). Suggestions for dealing with young children and their spirituality are made for the early childhood educator. Suggestions for further studies related to young children’s spirituality are also made. Hegel, G.W.F. (1807). The Phenomenology of Mind. Translated by J.B. Baillie, 1931. London: George Allen & Unwin LTD, second edition, printed 1977. Also available on: http://www.class.uidaho.edu/michelsen/ToC/Hegel%20Phen%ToC.htm Luria, A.R. and Vygotsky, L.S. (1998) Ape, Primitive Man and Child. Essays in the History of Behaviour. Translated by Evelyn Rossiter. USA: Paul M. Deutsch Press. Montessori, M. (1949). The Absorbent Mind. Oxford, UK: Clio Press. (1988 reprint). Figure 1: The Quampie Story (Martin 2006). i Reprinted with permission of the author. A man told his grandson: “A terrible fight is going on inside me – a fight between two wolves. One is evil, and represents hate, anger, arrogance, intolerance and superiority. The other is good, and represents joy, peace, love, tolerance, understanding, humility, kindness, empathy, generosity, and compassion. This same fight is going on inside you, inside every other person, too.” The grandson then asked: “Which wolf will win?” The old man replied simply: “The one you feed”. Anon. (http:/www.religioustolerance.org/negative.htm) ii STATEMENT OF ORIGINAL AUTHORSHIP: The work in this thesis has not been previously submitted for a degree or diploma at any higher education institution. To the best of my knowledge and belief, the thesis contains no material previously submitted or written by another person except where due reference is made. Signature ___________________________________ Date __________________ iii Acknowledgments: Kristian Giesenberg John Lidstone Peter Bond Karen Martin Felicity McArdle Shan Sharp John Fanshawe Rosemary Perry Susan Wright Staff, Parents and children at Brisbane Montessori School Nundah Kindergarten Kurilpa Childcare Centre Gangani Kindergarten Articles and conference presentations made by Anna Giesenberg in relation to the research presented in this thesis: Giesenberg, A. (1997). “The Child’s Right to Spiritual Development. Article 27.” Paper presented at the First Asia-Pacific Conference on Children’s Rights: Children’s Rights: The Next Step. Conference Papers, Vol. 1. Brisbane 2-5, April, 1997. 124-144. Giesenberg, A. (2000a). Spiritual Development and Young Children. European Early Childhood Education Research Journal. 8,2. 23-37 Giesenberg, A. (2000b). Young Children and Spirituality. Bedrock. Oct/Nov 2000. 20- 22. Giesenberg, A. (2000c). Divine: Young Children and Spirituality. Paper presented at the Association of Woman Educators, Biennial National Conference, Cairns. 28-30 September 2000. Giesenberg, A. (2001). Young Children and Spirituality. Montessori Matters. Winter 2001. 13-14. Giesenberg, A. (2002b). Research Ethics into Children’s World. Paper presented at A Symposium on Ethics in Early Childhood, Creche & Kindergarten Association of Queensland, Townsville. 28-29 July 2002. iv Index Page Mirraboopah’s model of a person’s spirituality i Hungry wolves ii Statement of original authorship iii Acknowledgments iv Index v List of Appendices viii List of Figures ix List of Illustrations ix List of Tables xi Chapter 1: Introduction to study. 1 1.1 Personal Background 1 1.2 Aim of study 3 1.3 Phenomenology as Research Method 4 1.4 The Participants 4 1.5 Spirituality in many areas 5 1.6 A definition of spirituality 7 1.7 Overview of the Thesis 7 Chapter 2: Literature review. 9 2.0 Introduction to disciplines describing spirituality 9 2.1 Psychology and spirituality 10 2.1.1 Clinical-psychological Spirituality 10 2.1.2 Humanistic psychology and spirituality 14 2.1.3 Spirituality and consciousness 16 2.1.4 Connections between spirituality and psychology 20 2.2 An holistic model of the human being 26 2.3 Religion and spirituality 29 2.3.1 Spirituality in various religious beliefs 30 2.3.2 Religious spirituality, a summary 32 2.4 Spirituality in politics and philosophy 33 2.4.1 Spirituality in politics 33 2.4.2 Aboriginal landrights and spirituality 41 2.4.3 New Age spirituality 43 2.4.4 Gendered spirituality 46 2.4.5 Spirituality in Phenomenology 50 2.4.6 Spirituality and Philosophy 52 2.4.7 Spirituality, Consciousness and Soul 54 2.5 Nursing and spirituality 57 2.5.1 Spirituality in general nursing 58 2.5.2 Spirituality in death, dying and grief 60 2.6 Spirituality in Near-Death-Experiences and reincarnation 63 2.6.1 Spirituality in Near Death Experiences 64 2.6.2 Spirituality in reincarnation outside religious beliefs 66 2.7 Education and spirituality 2.7.0 Why education is a major discipline dealing with spirituality 69 2.7.1 Spirituality in educational research 69 v 2.7.2 Teaching strategies 74 2.7.3 Wonder as a spiritual characteristic 78 2.7.4 Spirituality in the Montessori educational setting 81 2.7.5 Spirituality in Steiner schools 84 2.7.6 Spiritual education in Sunday schools 89 2.8 A summary of spirituality in schools 91 2.9 Towards Defining Spirituality 2.9.0 Introduction 92 2.9.1 Psychology and spirituality 92 2.9.2 Religion and spirituality 93 2.9.3 Spirituality in politics and philosophy 94 2.9.4 Spirituality in nursing, death, NDEs and reincarnation 95 2.9.5 Education and spirituality 96 2.9.6 Defining spirituality 97 Chapter 3. Research Method 3.0 Introduction 98 3.1 Choosing a methodology 98 3.2 The selected sites for the study 101 3.3 The participants 102 3.4 In the field 103 3.4.1 Major challenges 106 3.5 Data analysis 107 3.6 Methodologies: Phenomenology and Grounded Theory 109 3.6.1 Grounded Theory 110 3.6.2 Phenomenology 110 3.7 Collecting the data: from the children 113 3.7.1 Using Music 115 3.7.2 Asking children to paint or draw “love, “a dream”, and a “beautiful day” 116 3.7.3 Observing the children at play 119 3.8 Collecting the data: From the parents and the teachers. 121 3.8.1 Rating Scales for parents 121 3.8.2 Conversations with parents 122 3.8.3 Collecting the data: From the teachers 123 3.9 The Psychology of Children’s Paintings and Drawings 123 Chapter 4 Young Children and Spiritual Behaviour. 4 Introduction 125 4.0 Rating Scales 125 4.1 Watching a natural phenomenon 126 4.2 Showing love towards another person 128 4.3 Showing awareness of mysterious things 129 4.4 Expressing hope about the future 130 4.5 Wondering about things he/she doesn’t understand 131 4.6 Expressing joy 132 4.7 Talking about God or Supreme Being 133 4.8 Talking about heaven or life after death, or previous lives 134 4.9 Displaying creative abilities 135 4.10 Listening carefully to self and others 138 4.11 Talking about ‘soul’ or ‘consciousness’ 140 4.12 Showing interest in world events & their effects on people 141 vi 4.13 Showing interest in life and death 142 4.14 Concluding remarks about Rating Scales 144 Chapter 5. Data from the Children 5.0 Introduction to Children’s Data 145 5.1 The Children 146 5.2 Children’s spirituality and music 150 5.3 Concluding remarks about children’s experiences of music 156 5.4 What is “Love” for the young child? 157 5.5 Concluding remarks about ‘love’ and spirituality 162 5.6 Dreaming. 163 5.7 Concluding remarks about dreams and spirituality 168 5.8 It’s a beautiful day! 168 5.9 Concluding remarks about beauty and spirituality 173 5.10 Spirituality in play.
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