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, http://www.qsrinternational.com). From this data I identified the extent to which faith-based 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.

Thesis (MTh)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study attempts to contribute to search for a more ministry appropriate framework that will cause children’s ministry to be more holistic and sustainable. It explores the 40 Developmental Asset framework of the Search Institute for more sustainable children’s ministry. The research question has been formulated as follows: Can the 40 Developmental Asset framework contribute to a more sustainable Children’s ministry.? The purpose of the study is to: • Firstly try and determine what contribution this framework can make to sustainable children’s minsitry. • Secondly make children’s workers more aware of the good ministry practices outside their context and paradigm and to give guidelines of the use of such pracitce. • Thirdly to contribute to more academic thought and discussion about children’s ministry in a South African context. In chapter one the research problem is defined and the research methodology discussed. Chapter two pays attention to certain challenges for children’s ministry in a South African context after which discussions about factors that influences children’s ministry, follows. A discussion about current ministry models and metaphors for children’s ministry is also done. The conclusion of this exploration is that these ministry models mainly accommodate children in one context, namely the church and largely ignores the other contexts of children’s lives. These contexts include their home, school, friends and the larger community of which they are part of and therefore does not accommodate children’s ministry in a holistic sustainable manner. In chapter three a more detailed discussion of the asset framework and its potential for sustainable ministry follows. The current age we live in urges the church to return to her missional calling by attempting to reach out to children that is not part of the church, meaning it should attempt to be more inclusive in its ministry efforts to children. Chapter four describes the research methodology followed in this study and discusses the themes identified in the interpretation of the data derived from the research. In chapter five conclusions based on the research are made. These conclusions include that • More academic research about children’s minsitry is needed; • Children’s ministry is and inclusive ministry; • Contextualization of the asset framework is possible; • The responsibillities to build assets in children is everyone’s responsibillity; • That a more appreciative attitude towards children should be cultvated and practiced; The conclusion of the study is that the 40 Developmental Asset framework should be considered as a possible framework for more sustainable ministry. The reason being that it accomodates all the contexts of children’s lives and is thus more inclusive of contexts and the addresses the whole being of children. / AFRIKAANSE OPSOMMING: Die studie poog om mee te werk in die soeke na ‘n meer praktykgerigte raamwerk vir kinderbediening wat meer holisties en volhoubaar is. Die studie stel ondersoek in na die benutting van die 40 Batesraamwerk van die Search Instituut vir ʼn meer volhoubare kinderbediening. Na aanleiding van die navorsingsprobleem word die navorsingsvraag soos volg geformuleer: Kan die 40 Batesraamwerk bydra tot ’n meer volhoubare kinderbediening? Die doel van die studie is om: • Eerstens te probeer vasstel watter bydrae die Veertig Ontwikkelingsbates tot ’n meer volhoubare kinderbediening kan maak;. • Tweedens kinderwerkers meer bewus te maak van ander goeie bedieningspraktyke buite hulle eie konteks en denkraamwerk, en ook riglyne te bied oor die gebruik van so ’n raamwerk; • Derdens mee te help tot akademiese nadenke oor kinderbediening binne die Suid Afrikaanse konteks. In hoofstuk een is die navorsingsprobleem en metodiek van die navorsing bespreek. Ten einde die navorsingsvraag te probeer beantwoord, word daar in hoofstuk twee heel eerste aandag gegee aan die bespreking van enkele uitdagings met betrekking tot kinderbediening in Suid-Afrika, ‘n bespreking oor invloede op kinderbediening volg waarna moontlike modelle en metafore vir kinderbediening in ’n Suid-Afrikaanse konteks verken word. Die konklusie van die verkenning is dat die bedienningsmodelle kinders meestal slegs binne die konteks van die kerk “ontvang” maar dat die res van die kontekste waarin kinders leef byvoorbeeld die huis, skool, vriende en die gemeenskap baie min of glad nie kinders holisties en volhoubaar akkomodeer nie. In hoofstuk drie word die 40 Batesraamwerk meer breedvoerig bespreek en die redes waarom dit as raamwerk vir meer volhoubare kinderbediening oorweeg behoort word, verken. Hierdie tydsgewrig vereis dat die kerk deur kinderbediening misionaal behoort op te tree teenoor ander kinders wat nie deel is van die gemeente nie. Hoofstuk vier beskryf die navorsingsmetodologie wat gevolg is in die studie en bespreek temas wat geïdentifiseer is tydens die interpretering van die data verkry uit die ondersoek. In hoofstuk vyf word gevolgtrekkings en konklusies gemaak uit die studie in geheel. Die vernaamste bevindinge is dat: • Meer akademiese navorsing oor kinderbediening nodig is; • Kinderbediening ‘n inklusiewe bediening is; • Langtermynoplossings vir kinderbediening nodig is; • Kontekstualisering van die 40 Batesraamwerk moontlik is; • Die verantwoordelikheid om bates te bou, by almal berus; ’n Meer waarderende houding teenoor kinders nodig is.Die konklusie van die studie is dus dat die 40 Batesraamwerk wel oorweeg behoort te word as raamwerk vir meer volhoubare kinderbediening aangesien dit al die kontekste waarin kinders leef, aanspreek en dus meer inklusiewe bedieningsbenadering ten opsigte van konteks maar ook menswees kan bevorder.

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).