Children’s spiritual development: Analysis of program ...

CHILDREN'S SPIRITUAL DEVELOPMENT: ANALYSIS OF PROGRAM PRACTICES AND RECOMMENDATIONS FOR EARLY CHILDHOOD PROFESSIONALS Joyce Eady Myers, B.A.

Dissertation Prepared for the Degree of DOCTOR OF EDUCATION

UNIVERSITY OF NORTH TEXAS December 2009

APPROVED: George S. Morrison, Major Professor Richard Fossey, Committee Member Lloyd Kinnison, Committee Member Nancy Nelson, Chair of the Department of

Teacher Education and Administration Jerry R. Thomas, Dean of the College of Education Michael Monticino, Dean of the Robert B. Toulouse School of Graduate Studies

Myers, Joyce Eady. Children's spiritual development: Analysis of program practices and recommendations for early childhood professionals. Doctor of Education (Early Childhood Education), 147 pp., 16 tables, 2 figures, references, 156 titles.

The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were faith-based early childhood teachers and administrators from seven states. Early childhood professionals representing 11 Christian faith traditions completed written surveys or online surveys. A total of 201 faith-based educators completed the survey; 20 respondents participated in semi-structured interviews. The concurrent triangulation mixed-method design provided data on 8 program dimensions which support children's spiritual development: prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context.

I analyzed quantitative data using descriptive and inferential statistics. All items were examined using mean, standard deviation, frequency, and percentages. Qualitative data gathered from semi-structured interviews were coded and analyzed using NVivo8? qualitative analysis software (QSR International, Inc., Cambridge, MA, ). From this data I identified the extent to which faithbased preschool programs support children's spiritual development through the practices of prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context.

Data analyses revealed statistically significant differences in faith-based teachers' hours of training in children's spiritual development across all program practice dimensions. A key finding of the study was that training in children's spiritual

development is important regardless of the education level of the early childhood professional. Qualitative data indicated no standardized spiritual development training in faith-based preschools represented in this study. The mixed-method analysis revealed that the 8 program practice dimensions were not always connected in a framework that supported children's spiritual development. Recommendations for professional practice include a program framework to support children's spiritual development in faith-based preschool programs; training for faith-based early childhood professionals in children's spiritual development; and formulating a definition of children's spiritual development.

Copyright 2009 by

Joyce Eady Myers

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ACKNOWLEDGEMENTS I would like to acknowledge the people who have supported me in this educational journey. First of all, I express my appreciation to Dr. George Morrison, my dissertation chair. His guidance, encouragement, and support were invaluable. I thank him for always challenging me to do my best. Additionally, I'd like to thank my committee members, Dr. Richard Fossey and Dr. Lloyd Kinnison for their insights and support. This milestone in my educational journey was made possible by the support and encouragement of family and friends. First of all, I acknowledge my husband, Dr. Ernest Myers, Jr., for his unwavering support, encouragement and love. His constant encouragement sustained me throughout this project. To Dr. Ernest Myers, Sr., and June Myers, my in-laws, I express gratitude for their confidence in me. To my sons, Ernest Myers, III, and Robert Myers, I thank you for keeping my humble and encouraging me. To my sister, Jill Mitchell, I express thankfulness for her steadfast support. I would like to thank my friends, Kevin Dartt for being a wonderful study partner, and Jody Capehart for her unwavering words of encouragement. Lastly, I'd like to acknowledge my parents, Robert and Eva Joe Eady. Though now deceased, they instilled in me a love of learning and always encouraged and supported me in my quest of an education. Finally I would like to thank the teachers and administrators of all the faith ? based programs who participated in this project. You went above and beyond to participate in the project, to answer my questions, and to encourage this research. Without your help, the study would not have been possible. Most of all I'd like to

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acknowledge the grace of God who makes all things possible. This study is about helping young children come to know Him and love Him. It is my sincere hope that through this project more young children can "grow in the grace and knowledge of our Lord and Savior Jesus Christ. To him be glory both now and forever! Amen." (2 Peter 3:18).

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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS ...............................................................................................iii

LIST OF TABLES ...........................................................................................................vii

LIST OF FIGURES........................................................................................................ viii

Chapter

1. INTRODUCTION......................................................................................................... 1

Importance of Preschool Education ............................................................................. 3

The Whole Child .......................................................................................................... 4

Spiritual Development and the Social Sciences .......................................................... 7

Definitional Issues in Spiritual Development................................................................ 8

Spiritual Development and Stage Theories ................................................................. 9

Faith Development..................................................................................................... 11

Theology of Children's Spirituality.............................................................................. 12

Recent Thought in Spiritual Development ................................................................. 13

Statement of the Problem .......................................................................................... 31

Research Questions .................................................................................................. 31

Overview of Methodology .......................................................................................... 32

Definitions of Key Terms............................................................................................ 33

Summary ................................................................................................................... 34

2. REVIEW OF LITERATURE....................................................................................... 35

Early Childhood Education ........................................................................................ 35

The Whole Child ........................................................................................................ 35

Historical Background of Children's Spiritual Development ....................................... 36

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Theology.................................................................................................................... 44 Supporting Children's Spiritual Development ............................................................ 46 3. METHODOLOGY ...................................................................................................... 57 Research Design ....................................................................................................... 57 Participants................................................................................................................ 57 Instrumentation .......................................................................................................... 58 Variables and Measurements .................................................................................... 64 Data Collection .......................................................................................................... 64 Data Collection .......................................................................................................... 64 Data Analysis............................................................................................................. 66 4. RESULTS.................................................................................................................. 69 Introduction................................................................................................................ 69 Quantitative Study ..................................................................................................... 69 Descriptive Statistics.................................................................................................. 70 Qualitative Study........................................................................................................ 87 Research Questions ................................................................................................ 100 5. DISCUSSION .......................................................................................................... 109 Summary ................................................................................................................. 109 Summary of Results ................................................................................................ 111 Conclusions ............................................................................................................. 122 Recommendations................................................................................................... 129 REFERENCE LIST...................................................................................................... 136

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