Religious Education Of Children Research Articles

Application of Montessori Educational Approach to Religious Education: The case of Godly Play

Maria Montessori çocuk eğitimi konusunda hem teorik hem de uygulamalı birçok çalışma gerçekleştirmiştir. Montessori’nin çalışmaları incelendiğinde hem çocuk eğitiminde hem de -çok bilinmemekle birlikte- din eğitiminde özgün girişimlerde bulunduğu görülür. Çalışmamız; Montessori’nin din eğitimi konusundaki uygulamalarını farklı yönleri ile ele almayı, Jerome W. Berryman’ın geliştirdiği Godly Play yaklaşımını teorik temeller ve uygulama süreçleri açısından incelemeyi amaçlamaktadır. Bu amaç doğrultusunda nitel araştırma yöntemi kullanılmıştır. Veriler doküman inceleme yolu ile toplanmıştır. Araştırma sonucunda, Montessori’nin yaklaşık 20 yıl kaldığı Barselona’da kurduğu okulda uygulamalı din eğitimine ayrı bir önem verdiği görülmüştür. Sistematik ve teorik bir din eğitiminin değil, çocukların gelişim düzeylerine göre düzenlenmiş uygun bir çevrede ve okul ortamında, tecrübeye ve çalışmaya dayalı bir din ve maneviyat eğitiminin mümkün olduğunu uygulamalı olarak göstermiştir. Onun eğitim anlayışını daha sistematik bir hale getiren Berryman, bazı yönleriyle Montessori geleneğinden ayrılmakla birlikte, temelde Montessori’ye dayanan erken çocukluk dönemi din eğitiminin Protestan yorumunu geliştirmiştir. Bu yaklaşımda; İncil kıssalarının sınıf ortamında uygun materyaller ile sergilenebileceği ve bunların çocukların dünyasına dâhil edilebileceği iddia edilir. Bunu sağlamak için ayinlerden ziyade çocukların Tanrı’nın kelamı ile baş başa kalacakları ve ilgili materyalden kendi anlamlarını çıkaracakları Montessori sınıfları düzenlenmiştir. Çalışma sonucunda söz konusu yaklaşımın uygun yöntem ve içerik düzenlemeleri ile diğer dinler için de kullanılabileceği görülmüştür.

POLA PENDIDIKAN AGAMA DALAM KELUARGA JAMA’AH TABLIGH DI DESA BOLANG KECAMATAN DAYEUHLUHUR KABUPATEN CILACAP

The results of the study found that the responsibility of religious education of children in the family of Tablighi Jama'ah differed in terms of several conditions, namely first, when parents were not going to khuruj where both parents were responsible for children's education; secondly, when the father goes khuruj, then the mother is responsible for everything including children's education; third, when both parents go khuruj, then the responsibility of the child is left to other family members such as grandparents or their first adult children; and fourth, when the child goes to khuruj, where parents are responsible for children's religious education both mother and father. The pattern of the religious education in the Tablighi Jama'ah family in the village of Bolang is formed from several similarities held in the implementation of religious education, one of which is the daily activity that is carried out by the Tablighi Jama'at family. Al-Qur'an becomes one of the material given to children in the ta'lim. Children are taught how to read the Qur'an and memorize short letters such as Surat al-Falaq, al-Ikhlas, and so on. In addition to al-Qur'an, in this ta'lim there is a special study in the Tablighi Jama'ah, which is reading the book of fadhilah ‘amal, and the last is mudzakarah six characteristics.

Between Turk and Muslim: children and the Qur’an courses after the 1928 Alphabet Law

ABSTRACTThis paper examines how the religious education of Turkish children in the “old letters” became an area of everyday contestation between the state and families and communities in the late 1920s and 1930s. Since children were seen as the nation’s future, state authorities were adamant about teaching the new generation the new alphabet and were equally interested in preventing them from learning the old alphabet. While schools began using the new Turkish alphabet in the 1928–1929 academic year, the informal neighbourhood Qur’an courses held in mosques and private homes became a fiercely contested site between a state determined to socialise children into secular nationhood (partly) by preventing them from learning the Arabic letters, and families and imams who were committed to giving children religious education (necessitating the study of the Arabic alphabet so the Qur’an could be read in its original Arabic). Combining primary sources from previously untapped Ministry of the Interior documents concerning the monitoring in Anatolian towns of these informal courses with insights from the subaltern school on everyday forms of resistance, this article sheds light on a dimension of the 1928 alphabet reform that ties together questions of alphabet change, national and religious identities, education, and childhood.

Religion and Positive Youth Development: Challenges for Children and Youth with Autism Spectrum Disorder

While previous research confirms the role religion can play in positive youth development, much existing research leaves out consideration of underrepresented populations. One important underrepresented population is children and youth with autism spectrum disorder (ASD), which now impacts one in 59 children in the United States. Using qualitative data collected from in depth, semi-structured, face-to-face interviews of 53 parents/caregivers, in this article, we analyze barriers and opportunities in religious education for children and youth with autism spectrum disorder. We analyze factors impacting whether parents perceive their children to have a supportive and appropriate religious education experience or an unsupportive and alienating experience. We also provide recommendations for congregations and argue for inclusion of children with autism spectrum disorder in future research on religion and positive youth development.

Religious education of children in interfaith marriages

ABSTRACT Various religious groups impose strict restrictions on their members marrying someone outside their faith, especially when it comes to Muslims marrying members of other religions. However, travelling in pursuit of higher education and employment has made it possible for people marry to outside their religious affiliation regardless of religious dogma and teachings. Since the 1970s, Turks have been migrating to the UK for various reasons such as job opportunities, and political conflicts happening in their homeland. The increasing number of marriages outside of the Turkish Muslim group has made it necessary to focus on the religious and ethnic identity formation of children in interfaith marriages of couples who are Turkish Muslims and non-Muslims and have at least one child between the ages of five and twenty. This case study examines responses of 32 couples and 15 children collected through questionnaire forms and interviews. The findings demonstrate that gender, religious and ethnic identity, level of religiosity, and the dominant culture have influenced parents’ identity and that of their children. While the parents try to minimise their differences by focusing on moral values, most children develop double consciousness, which can lead to hyphenated identity or syncretism.

Erken Çocukluk Dönemi Din Eğitimi Yaklaşımları Üzerine Karşılaştırmalı Bir Analiz

Erken çocukluk döneminde din ve ahlak eğitimi ile ilgili uygulamalar ülkemizde ve dünyada çeşitli açılardan tartışılmaktadır. Söz konusu tartışmaların odağında hem bu tür bir eğitimin imkânı hem de içeriği yer almaktadır. Farklı ülkelerde uzun yıllardır uygulanmakta olan erken çocukluk dönemi din eğitimi yaklaşımlarının etki alanlarını ve uygulama sonuçlarını ortaya koymanın bu tartışmalara farklı bir bakış açısı kazandırması kaçınılmazdır. Bu bağlamda makalenin amacı dünyada uygulanmakta olan The Good Shepherd, The Godly Play, The Gift to the Child ve Waldorf yaklaşımının ahlak eğitimi ile ilgili boyutunu, gelişim özellikleri, din eğitimi yaklaşımları, öğrenme ortamları, yöntem, materyal, yaş, içerik ve değerlendirme açılarından karşılaştırmaktır. Erken çocuklukta din eğitimi teorilerini kıyaslamayı amaçlayan bu makale doküman incelemesi yöntemiyle hazırlanmıştır. Yaklaşımlar incelendiğinde; tamamının oyun ve eğitsel oyuncakları öğretimin merkezine alarak kişilerarası iletişim, doğa ve toplum bilinci gibi konulara odaklandıkları görülmektedir. Godly Play ve The Good Shepherd yöntemleri belli bir dine ait temel hikaye ve özellikleri aktarmaları bakımından dini öğrenme yaklaşımına uygunken; The Gift to the Child ve Waldorf yaklaşımları ise herhangi bir dini öğretiyi benimsememeleri yönüyle dinden öğrenme yaklaşımına uygun gibi görünmektedir. Godly Play ve The Good Shepherd yöntemlerinde materyal ve yöntemlerin Montessori yaklaşımına uygun olarak belirlendiği görülürken, The Gift to the Child ve Waldorf herhangi bir yaklaşıma bağlılık göstermez.

Religiosity in the system of value orientations of schoolchildren

The article analyzes the results of a sociological study of the place of religiosity in the value orientations of schoolchildren. 703 students of 8-10 grades were interviewed in Zaporozhye in December 2016. Religion is considered one of the sources and pillars of moral consciousness. An important part of religiosity is the transmission of religious values from generation to generation. The level of religiosity can be studied with the help of empirical sociological studies, which allow us to objectively and quantitatively evaluate this level. According to the study, it is argued that religion is on the periphery in the ranking of the life values of adolescents in Eastern Ukraine. From the list of 15 values, the point of religiosity took the penultimate fourteenth place, yielding only to the value of “having power”. In sum, the stations “Rather important” and “Very important” regarding the significance of religious values were chosen by 32.4% of respondents. The data on the value preferences of religious schoolchildren compared to the value preferences of non-religious schoolchildren are given. For religious schoolchildren such values as: the development of their abilities, self-realization, obtaining higher education, family, wealth accumulation and high incomes, achieving a high position in society, gaining respect among people matter more than for nonreligious ones. This does not contradict the provisions of M. Weber and G. Allport. It is concluded that the indicators of social morality are somewhat higher among religious schoolchildren than among nonreligious ones. Religious schoolchildren are more conservative, but their achievement values of life success and material wealth are higher than achievement values of non-religious schoolchildren. One of the reasons for the relatively low level of religiosity among schoolchildren in Eastern Ukraine is the lack of attention of parents to the religious education of children.

PERANAN PEREMPUAN DALAM MEMBINA KESADARAN BERAGAMA ANAK

Children are a gift from Allah SWT that is always expected by every family. However, not everyone (parents) can take good care of their children according to what is commanded by Allah through religious teachings. For various reasons and reasons, parents no longer pay attention to children's religious education. In the end, the negative impact will be felt by parents even more so for their own children. To be able to form a religious awareness of children, the mother as the first person known to the child, then the mother needs to provide an understanding of the religious dimension of children is important, the child is essentially a mandate from Allah SWT that must be grateful, and we as Muslims must carry out the mandate with good and right. The way to be grateful for the gift of God in the form of children is through caring for, caring for, and educating and coaching the characters properly and correctly, so that they will not become weak children, both physically and mentally, and weak in faith and weak in their worldly lives. The aim of education is to be a perfect Muslim, who has faith and fear Allah. Mother as a parent is the first primary educator for children, before the child knows the outside world, first the child knows the mother and after that his father is the closest person to the child. As for women's efforts in fostering religious awareness as follows: to destroy personality, to form good habits , forming civilizations in the Muslim world and helping to encourage them to encourage things that lead to obedience to God and educate them with different ways of worship. Like prayer, recitation, prayer at home and at school.

PERENAN PENDIDIKAN ORANG TUA DALAM MENINGKATKAN MUTU PENDIDIKAN AGAMA ANAK DI MADRASAH TSANAWIYAH NASYRUL ULUM PAMEKASAN

The purpose of Islamic religious education is identical to the purpose of life of every human or Muslim. The implementation of education aims to humanize humans, glorify them because science utilizes reason with all its intelligence in order to achieve what it aspires to. Therefore, the success or failure of an educational process will also be influenced by the surrounding environment, namely the family in this case is the parents. Based on this background, the researcher is interested in examining the activities mentioned above. This research activity uses qualitative research with informants, the teachers are researchers who meet in the field, then guardians of students / parents and some students in the field. Based on the reviews in advance both through liberty research and fild research, it can be concluded as follows: 1) Parental education is the first and foremost education to humanize and socialize human children. 2) Education of parents as the smallest social unit provides basic stamps and foundations for the development and improvement of the quality of children's religious education. 3) Behavior in the family will give inpact or a contagious influence on the community environment.

Pendidikan Agama Anak Nelayan di Desa Meucat, Kecamatan Samudera, Kabupaten Aceh Utara

This study entitled "The Religious Education of the Fishermen’s Children of Meucat Village of Samudera Sub-district of Aceh Utara District" formulated several research questions, they are: 1) How is the quality of the religious education of the children of the fishermen in Meucat Village? 2) What are the strategies employed by the parents in providing the religious education in Meucat Village? and 3) What are the challenges faced by the parents in their effort to fulfill their children's religious education in Meucat Village? The study used a qualitative approach with an analytical descriptive method, aiming to describe and analyze the social phenomena, events, social activities, attitudes, beliefs, perceptions, and thoughts of individuals and groups. The subjects of this study were the children of fishermen, the fishermen, the teachers of Islamic Religious Education, the village head, and the community figures of Meucat Village, Samudera Sub-district, North Aceh District.

PENDIDIKAN AGAMA BAGI ANAK DALAM KELUARGA DI GAMPONG ANEUK GALONG BARO, ACEH BESAR

Religious Education in family environment is the education that’s given by parent to their children in their family environment for building children’s personality become a good muslim by changing their attitude and their behaviour that appropriate with Islamic Education. The aims of the study was to know parent’s manner in training their children about religious in Gampong Aneuk Galong Baro. This research was conducted by using descriptive qualitative methode and the isntrument of the data was interview, observation and documentation. The finding of this study was revealed that religious education for children in family environment of gampong Aneuk Galong Baro was be begun with the aqidah education (aqidah is not attitude but the faith ), because aqidah (the faith) was the core of someone’s basic faith that must be instilled to the children early. Furthermore,it was the worship education ( ibadah). In the worship education parents focus on teaching their children about praying, reading Holy Qur’an and also fasting. The last, parents teach their children about attitude ( Akhlak) because the result of the faith and good worship, it can be seen in their daily attitude

Pengaruh Pendidikan Agama dalam Keluarga dan Teman Sebaya terhadap Budaya Religius Siswa SMA se-Kecamatan Muara Muntai Kutai Kartanegara

The religious culture is one of the main elements in the effort to bring children toward religious education, and that education begins with the family, then the family of religious education in particular will be key also in the formation of religious culture in children or students. Education key lies in spiritual education in the sense of nuanced religiuitas education, religious education for children. Because of religious education in the family can make the students motivated to behave religion in school. Education is either associated with Allah (hablumminallah) and relationships with other human beings (hablumminannas) and also the human relationship with the environment. This research was conducted with a quantitative approach that is descriptive correlational that is looking for a relationship and influence of the independent variables religious education in the family (X1) peers (X2) the religious culture of the dependent variable (Y), both individually and together. The results of this study indicate that each independent variable has a positive correlation and influence signifikan namely religious education in the family (0,266) and the religious culture of schools (0,356). Are connected with the same significant difference between religious education in families with peers in religious culture with a value of R 0,368, R2 0,135. This means that the percentage contribution of the influence of the independent variables (religious education in the family and peers) on the dependent variable (religious culture) of 13,5% From the results of numerical analysis it can be described that religious education in the family and peers have an influence on religious culture and the influence of peers is greater than religious education in the family's religious culture.

Parental Involvement in Elementary Children's Religious Education: A Phenomenological Inquiry

ABSTRACTBiblical texts mandate parental involvement in children’s religious education. Researchers consider it important as well. Through analysis of interviews, site documents, and a focus group this phenomenological study seeks to provide a rich description of parents’ experience with involvement in the religious education of their elementary children. This research offers an original portrait of parental involvement in religious education (PIRE). This phenomenology presents eight themes that depict various aspects of PIRE. The resulting phenomenology of PIRE is discussed is the context of the body of research on parental involvement and religious education.

The Activity of Protestant Communities in the Altai Territory in the Mid-1970s — 1980s

The article is devoted to the study of peculiarities of the Altai Territory Protestant churches’ position in the in the mid-1970s — 1980s. During the period in question, state-confessional relations were modernized, both in the USSR on the whole and in the Altai Territory in particular. The active process of registration of Evangelical Christian Baptist organizations (adherents of the All-Union Council), Mennonite and Lutheran communities took place. The authorities also tried to control the religious organizations (Council of Churches of Evangelical Christian Baptists, Pentecostal Church), who did not agree to legalize their activities, allowing them to hold church services in the same place and at same time. The relation of the state to the religious groups in the region is analyzed in the article. The article also reveals peculiarities of Protestant communities’ position, especially the registration process, economic, demographic changes within the communities and religious education of children. It is concluded that during the analyzed period there has been a change in the state-confessional policy in relation to Protestant organizations; the registration of communities is resumed; there was a revitalization of the Pentecostal, Lutheran and Seventh-day Adventist churches.

Релігійний напрям соціально-педагогічної підтримки дитинства й материнства в сучасній Україні

У статті розглянуто релігійний напрям соціально-педагогічної підтримки дитинства й материнства в сучасній Україні.З’ясовано, що завдяки масштабній діяльності УГКЦ в Україні звернено увагу на інститут родини – при храмах створюють катехитичні школи, родинні центри, організовують катехитичні реколекції, сімейні форуми та ін., основне завдання яких – катехизація дітей і дорослих, педагогічна підготовка батьків до виховання власних дітей на засадах гуманізму, милосердя, доброчинності, отримання кваліфікованої поради психолога, лікаря та ін.

Rozwój metody narracji w wychowaniu religijnym dzieci w poglądach polskich pedagogów

Developing the Method of Narrative in the Religious Education of Children in the Views of Polish Pedagogues

ODPOWIEDZIALNOŚĆ RODZICÓW CHRZEŚCIJAŃSKICH ZA MORALNO-RELIGIJNE WYCHOWANIE DZIECI W I–II WIEKU

The texts of the Apostolic Fathers are a clear testimony to the fact that the responsibility for themoral and religious education of children is borne not only the ecclesial community, but above all itrests on the parents. They are before God and the community of believers in Christ are responsiblefor their educational activities in relation to their children. The main objective of these activitieswas shaping attitudes in the young man widely understood piety known in the biblical traditionas the fear of God. In this work, it is also important cooperation of young people conscious of greatgoals to achieve common. The effects of the educational process undertaken by Christian parentsbecame apparent in the attitude of the heroic witness during the persecution.

PENERAPAN PENDIDIKAN AGAMA ISLAM PADA ANAK USIA DINI DI PAUD NURUL ISLAM KOTA PAGAR ALAM

This research raises the issue of Implementation of Islamic religious education in early childhood in Nurul Islam Early Childhood School of Pagar Alam. This study used qualitative research methods to understand the phenomenon of what is experienced by research subjects. Techniques of data collection that used were interviews, observation and documentation. From the results of this study, it indicated that the implementationof Islamic religious education in early childhood in Nurul Islam Early Childhood School of Pagar Alam by guiding and implementing the teachings of Islam prescribed, like teaching good morals to children, fardlu prayers properly, training children to learn the Qur’an by Iqro.Inhibiting factors in implementing early childhood religious education is an internalfactor, in the form of awareness and understanding of each individual to perform religious teachings, such as the five daily prayers, learn to read the Qur’an and doing good to others. While external factors, the form of guidance and attention from parents, relationships in the community around them, and the education obtained from the school. The efforts to overcome the obstacles in implementing early childhood religious education is to provide exemplary and attention and affection to the child, so they can follow what was ordered by parents and teachers

Teaching Religious Education for Children Based on Infallibles Sire (PBUH)

This research is based on qualitative research plan and by using content analysis method, tries to explain the relationship between religious educations within the tradition infallibles education. With the aim of religious education seeks to review and to clarify the principles of the main pillars of Islam's religious education and to achieve objectives, principles and methods of religious education. Some results suggest that, Islamic philosophy and religious education should be based on the development of human nature and away from coercion and violence. The potential should be actualized. New understanding of Islamic texts and sources should be appropriate to the circumstances, needs and innovation. Among the educational objectives associated with religion, the Qur'an and the tradition of Imams (as) is in the context of the student's life; to strengthen religious issues and use appropriate methods to fulfill make their religious understanding. DOI: 10.5901/mjss.2016.v7n3s3p350

Violence Against Rural Women in Assuit Governorate Randa Youssef Mohammed; Mohammed Gamal El-Din Rashed

There`s no doubt that woman, every time and everywhere, has a very important role in society. Like man, woman participates in developing process. She is responsible for raising responsible future generations. She is the wife who manages home. She is the mother, sister, daughter and wife. in spite of that woman is exposed to all kinds of violence from man (husband, father, brother, etc.). This violence takes various forms, including physical, psychological, sexual, economic. circumcision. early marriage. denial of education, denial of inheritance and inequality between the boy and the girl in Education. Violence against woman, in almost all societies, is a very complicated issue. It is a worldly problem that exceeds cultural and geographical boundaries. The rural society is greatly influenced by this problem. The woman in Assiut governorate (place of study), like woman allover Egypt, is expised to all forms of violence. Through real statistics taken from family court in Assiut governorate it is clear that the problem of violence is in continuous growth. As a result it was important to have a study about all forms of violence against rural woman in the governorate, know the reasons and the circumstances of this violence, woman`s reaction, what the results of this on her and her children, and try to find solutions to limit violence against her. Data have been collected from rural ladies who have problems in the family court. The result shows us a relevant physical, psychological, sexual, economic violence. Results showed a variety of reasons pushing man to treat her violently like : customs and traditions, religious conceptions misunderstanding, bad behaviors, nervous, avarice, Parental involvement, husband character weakness, work stress, Lack of employment opportunities, poverty, and illiteracy. Woman's known reactions are crying, and leaving husband's home and going to her familiy's home and as a result she becomes sad, lack of self confidence and hatred to all men. Women saied that children is the victim of this violence whether the couple divorced or not. The children become in a ver bad mode, lack of self confidence , always Vulnerable to disease, failure in school and fear from others. As the results show, Woman is exposed to violence from her own family members; from her father, brother, and mother like: discrimination between boy and girl in treatment, early marriage, obligatory marriage, and circumcision. Results also showed that Women are harassed in the streets, transportation, hospitals, and governmental offices in Assiut governorate. Of the most important solutions to address violence against women are good education, the right religious education for children, men in the family have to know their role, the existence of strict laws to punish the husband or the harasser and the female literacy.