Relevant bibliographies by topics / Children's spiritual development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Children's spiritual development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children's spiritual development"

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Deborah Schein. "Nature's Role in Children's Spiritual Development." Children, Youth and Environments 24, no. 2 (2014): 78. http://dx.doi.org/10.7721/chilyoutenvi.24.2.0078.

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Halstead, J. Mark, and Susan Waite. "Nurturing the Spiritual in Children's Sexual Development." International Journal of Children's Spirituality 6, no. 2 (August 2001): 185–206. http://dx.doi.org/10.1080/13644360120068691.

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Waite, J. Mark Halstead, Susan. "Nurturing the Spiritual in Children's Sexual Development." International Journal of Children's Spirituality 6, no. 2 (August 1, 2001): 185–206. http://dx.doi.org/10.1080/13644360124584.

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Helm, Judy Harris, Stacy Berg, and Pam Scranton. "Documenting Children's Spiritual Development in a Preschool Program." Christian Education Journal: Research on Educational Ministry 4, no. 2 (November 2007): 268–78. http://dx.doi.org/10.1177/073989130700400206.

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Arweck, Elisabeth, and Eleanor Nesbitt. "Spirituality in Education: Promoting Children's Spiritual Development through Values." Journal of Contemporary Religion 22, no. 3 (October 2007): 311–26. http://dx.doi.org/10.1080/13537900701637452.

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Rosa, Ade Tutty R. "The Effect of Communication Technology Development on the Intelligence of Children through Educational Value System Management." International Journal of Emerging Issues in Early Childhood Education 1, no. 1 (May 29, 2019): 1–15. http://dx.doi.org/10.31098/ijeiece.v1i1.14.

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The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.
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Rosa, Ade Tutty R. "The Effect of Communication Technology Development on the Intelligence of Children through Educational Value System Management." International Journal of Emerging Issues in Early Childhood Education 1, no. 1 (January 21, 2020): 1–15. http://dx.doi.org/10.31098/ijeiece.v1i1.40.

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The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.
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Eaude, Tony. "Strangely familiar?—teachers making sense of young children's spiritual development." Early Years 25, no. 3 (November 2005): 237–48. http://dx.doi.org/10.1080/09575140500251764.

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Adizova Nigora Bakhtiyorovna and Adizova Nodira Bakhtiyorovna. "The role of the fun genre in children's spiritual development." Middle European Scientific Bulletin 4 (September 24, 2020): 38–40. http://dx.doi.org/10.47494/mesb.2020.4.37.

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In this article, one of the oldest, traditional, widely used independent poetic forms of Uzbek children’s folklore is that fun genre is an important source for the study of the genre’s evolution of folk singing. The literary content, the poetic form, the system of images
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Eaude, Tony. "Shining Lights in Unexpected Corners: New angles on young children's spiritual development." International Journal of Children's Spirituality 8, no. 2 (August 2003): 151–62. http://dx.doi.org/10.1080/13644360304630.

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Dissertations / Theses on the topic "Children's spiritual development"

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Myers, Joyce Eady. "Children's Spiritual Development: Analysis of Program Practices and Recommendations for Early Childhood Professionals." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12169/.

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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.
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Myers, Joyce Eady Morrison George S. "Children's spiritual development analysis of program practices and recommendations for early childhood professionals /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12169.

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Eaude, David Anthony. "Beyond awe and wonder : a study of how teachers understand young children's spiritual development." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270069.

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Thomson, Donna R. Morrison George S. "Growing in favor with God young children's spiritual development and implications for Christian education /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9823.

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Thomson, Donna R. "Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9823/.

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Experts do not agree on the definition of spiritual development although positive spiritual development benefits society in many ways. Without agreement on the definition of spiritual development and a common understanding of spiritual development, parents, teachers, and pastors who are entrusted with the task of fostering positive spiritual development in Christian settings face the challenges of determining what spiritual development is (definition), the desired goals (culmination) of spiritual development, and the most effective ways to meet those goals (context and content). The purpose of this study was to use data, from the social sciences and Christian points of view, to inform Christian education programs and arrive at recommendations for fostering young children's spiritual development. Data sources include textual literature from the social science and Christian points of view. In addition, the researcher gathered interview data from twenty children's pastors. Research results included: 1. It is possible that spirituality is associated with sensory awareness. 2. Examining spirituality as sensory awareness may lead to focusing on innate qualities of spiritual capacity with a more focused inclusion of children with special needs in faith-based programs, a God-given conscience, and consideration that children may be born with spiritual gifts to express their spiritual nature. 3. Congregations/parishes under utilize intergenerational activities, time for quiet and reflection, and opportunities to talk to children about spiritual matters.
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au, Glenn Cupit@unisa edu, and Christopher Glenn Cupit. "Spiritual development and the public educative care of children: a critical evaluation of biblical and dynamic systems perspectives." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.114720.

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A useful model of spiritual development in the public educative care of children must: specify the meaning and nature of spirituality; clarify its relationship to an underlying ontology; identify in what sense spirituality is developmental; be consistent with a justifiable paradigm of human development; explain the role and status of such spiritual development with a secular system of educative care; and specify practical implications flowing from these matters. Using narrative criticism within an evangelical framework, the biblical descriptions of spirituality and childhood were critically examined as a basis for such a model. Biblical spirituality was developmental and was identified with encounters, usually naturally mediated, between human spirits and God's Spirit, and spirits which alienate from God's Spirit. All children, without qualification of belief, community, rite or age, were identified as spirits who share a special relationship with God's Spirit both ontologically and experientially. Biblical childhood was not defined chronologically but functionally by inability to take responsibility for one's own spiritual life because of openness to God's and other spirits. Principles of 'magician systems' in Dynamic Systems Theory parallel phenomena of human development and those commonly designated as spiritual. Consequently, a dynamic model of spiritual development is proposed which is consonant with biblical teaching and grounded in an established scientific paradigm. This indicates that spirituality is an inescapable aspect of any educative care setting or system and need not be introduced as though children lack it. Spiritually salient aspects of educative care will lead children to spiritual encounters which are derivative of a positive life affirming principle or fundamentally destructive and alienating. These aspects encompass the spiritual ontology of the setting, the children, the personnel, the physical environment, the nature and quality of relationships, the curriculum, religious activities, the nurture provided, and the wider context, all of which are of spiritual moment.
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McCreery, Elaine. "Promoting children's spiritual development in education : a review of the literature and an exploration of teachers' attitudes." Thesis, Roehampton University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326828.

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Thomas, Charles Nolan. "The relationships between cognitive deficits and spiritual development." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Hoopes, Marva L. "The power of story in the spiritual development of children." Thesis, Biola University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589727.

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In a child's life, the church has minimal time to make a maximum impact. The time children are in church must not be wasted, but should be spent in valuable and life changing ways. Stories have long been included in Christian education, but is the practice of telling stories something that is continued merely because "we've always done it this way," or is there merit in continuing their use? Story is a wildly popular theme in Christian education today and children love stories, but there is more to a story than mere amusement? Parents and Christian educators wrestle with questions such as "How do stories have lasting meaning and life changing influence on children's lives?" "How can stories be used to affect children's spiritual growth?" "What kinds of stories should be included?" These are important questions to consider as Christian educators set pedagogical goals and specific methodology is followed.

This research attempts to address these questions by investigating empirical, theoretical, and theological literature related to two domains: (a) what characterizes the spiritual life and development of children, and (b) how story can be used by Christian educators and parents to benefit the instruction and spiritual growth of children. Beginning with an analysis of the spiritual life of children, it will then be shown how story affects the whole person, rendering it a very powerful medium. Using Luke 10:27 as an organizing principle, story is analyzed as to how it affects the heart, the affective realm; the soul, the spiritual realm; strength, the behavioral realm; the mind, the cognitive realm; and loving neighbor as oneself, the social realm. These realms, together, comprise a faith that involves a totality of commitment. Recommendations are then made as to how parents and Christian educators can use the power of story to benefit the instruction and spiritual growth of children. The use of story can be a spark for children's spiritual growth and holds great potential benefit for the church and for the children who are a part of the community of faith.

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Poleski, Patricia A. "The spiritual development of the child in the Rite of Christian Initiation of Adults." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Books on the topic "Children's spiritual development"

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Children's spiritual, moral, social and cultural development: Primary and early years. Exeter: Learning Matters, 2006.

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Eaude, Tony. Children's spiritual, moral, social and cultural development: Primary and early years. 2nd ed. Exeter: Learning Matters, 2008.

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Eaude, Tony. Children's spiritual, moral, social and cultural development: Primary and early years. 2nd ed. Exeter: Learning Matters, 2006.

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McCreery, Elaine. Promoting children's spiritual development in education: A review of the literature and an exploration of teachers' attitudes. Roehampton: University of Surrey Roehampton, 2000.

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Heath, Harriet. Answering that of God in our children. Wallingford, Pa: Pendle Hill Publications, 1994.

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On target: Creating a faith development plan for your church. Joplin, Mo: College Press Pub., 2005.

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Hill, Glenda. To what extent can "circle time" influence the spiritual, moral, social and cultural development in children in the primary years? London: Roehampton University, 2004.

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Legacy of the heart: The spiritual advantages of a painful childhood. New York: Simon & Schuster, 1992.

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Legacy of the heart: The spiritual advantages of a painful childhood. New York: Simon & Schuster, 1993.

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Antonov, Vladimir. Ecopsychology: Harmony of communication with nature, psychic self-regulation, spiritual heart, spiritual development, man and god destiny, meaning of life, upbringing of children, art. chakras. kundalini, ecopsychologists cognize and study god. [Charleston, S.C.]: CreateSpace, 2008.

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Book chapters on the topic "Children's spiritual development"

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Oh, Soojin S., and Hirokazu Yoshikawa. "Examining Spiritual Capital and Acculturation across Ecological Systems: Developmental Implications for Children and Adolescents in Diverse Immigrant Families." In The Impact of Immigration on Children's Development, 77–98. Basel: KARGER, 2011. http://dx.doi.org/10.1159/000331029.

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Trousdale, Ann M. "The Role of Literature in Children’s Spiritual Development." In International Handbooks of Religion and Education, 1225–35. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_86.

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Grigg, Russell, and Sioned V. Hughes. "The wider world and children’s spiritual, moral, social and cultural development." In Teaching Primary Humanities, 155–78. Second edition. | New York : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315206462-7.

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Boyatzis, Chris. "Agency, Voice, and Maturity in Children’s Religious and Spiritual Development." In The Study of Children in Religions, 19–32. NYU Press, 2011. http://dx.doi.org/10.18574/nyu/9780814776469.003.0002.

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"The wider world and children’s spiritual, moral, social and cultural development." In Teaching Primary Humanities, 197–220. Routledge, 2014. http://dx.doi.org/10.4324/9781315833255-15.

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Pennington, Madeleine. "Children of the Light." In Quakers, Christ, and the Enlightenment, 69–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895271.003.0003.

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Chapter 3 is the first of six chapters which meticulously trace the development of the Quakers’ Christology—the central theological shift affecting the movement during this period—in conversation with those outside the movement. The first Quakers professed an electrifying belief in the full, spiritual presence of Christ within the individual. This was not strictly a rationalist or a spiritualist dissenting position; nor was it a doctrine of celestial flesh. Rather, it was a highly spiritualized understanding of Christ which should be understood in context as an outworking of a Reformed theological culture and the broader Christological crisis of the sixteenth and seventeenth centuries. Christ was understood to be fundamentally spiritual in nature, and the ‘Light within’ and ‘Christ’ were viewed as ontologically equivalent. However, this understanding was vehemently criticized as an attack on the historical Jesus; the earliest period of Quakerism was marked by hostility rather than dialogue
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Berezivska, Larysa, and Barbara Kalinowska-Witek. "V.O. Sukhomlynsky’s Ideas About Reading as a Means for Development of a Child’s Spiritual Needs Culture." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 459–74. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch029.

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The article reveals the ideas of a prominent Ukrainian teacher, scientist, children’s writer, director of Pavlysh secondary school Vasyl Oleksandrovych Sukhomlynsky regarding reading as a means of forming a culture of a child’s spiritual needs (to read, to study, to work, to defend the Motherland, etc.). The system of interconnected components of the process of forming the culture of pupils’ spiritual needs (quality teaching of literature, extracurricular reading, literary and creative circles, etc.) developed by the teacher has been characterized. These ideas of a humanist teacher are promising for further study and creative use in school practice.
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"Child Poverty in Rural Areas." In Sociological Perspectives on Sustainable Development and Poverty Reduction in Rural Populations, 130–58. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-4646-8.ch006.

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Evidence from around the world suggests that children experience poverty as a condition that is damaging to their mental, physical, emotional, and spiritual development. This chapter sheds light on the ways in which poverty impacts rural children and what poverty reduction means in the lives of African children. While children suffer the worst outcomes overall, children in rural areas are significantly more deprived than urban children. The three deprivations which overlap to impact rural children under two years old the most are water, protection (i.e., security), and housing. For these reasons, there are compelling economic, social, and moral grounds that compel us to evaluate child poverty in rural areas in order to understand its severity and urgently find relevant policy solutions.
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Modise, Matshediso Rebecca. "Leadership and Stakeholder Involvement in Creating a Non-Violent Early Childhood Development (ECD) School Environment in South Africa." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 233–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch013.

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This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.
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Dombo, Eileen A., and Christine Anlauf Sabatino. "Trauma and Its Sequelae in Children and Adolescents." In Creating Trauma-Informed Schools, 9–23. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.003.0002.

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The most current research on trauma and child development demonstrates that there are significant risk factors for school success. At the same time, resilience and protective factors help other children overcome these obstacles. Chapter 2 explores the effects of trauma on children and adolescents. Data from the Adverse Childhood Experiences Study, as well as other academic and epidemiological studies, are used to address the negative impact of traumatic experiences on child development. The neurobiology of trauma is explored along with other bio-psycho-social-spiritual effects of abuse, neglect, and other adverse experiences affecting children in the United States. Internalizing and externalizing disorders present in children who experience abuse are also addressed.
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Conference papers on the topic "Children's spiritual development"

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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.

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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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Zavrazhin, S. A., and A. A. Timerbulatova. "Opportunities and Risks of the Development of Spiritual Abilities of Children." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.107.

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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.

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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Agapov, Valerii Sergeevich, and Liubov Georgievna Ovda. "Comparative Analysis of Desires and Ideals in the Structure of the Value Sphere of the Personality of Younger Schoolchildren." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96994.

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The article presents the generalized results of a comparative empirical study of the manifestation of desires and ideals in the structure of the value sphere of the personality of younger school choldren in secular (n=218) and orthodox (n=212) schools. The orientation of meeting the needs of younger schoolchildren and its classification is shown. The analysis of the identified ideals and role models of modern younger schoolchildren is compared with the results of a study of the ideals of children in Germany and America conducted in the early twentieth century. General and specific results of comparative analysis of empirical data are presented. The author proves the need to develop and implement in the practice of spiritual and moral education programs of psychological and pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren in cooperation with the school, family and Church. At the same time, the methodological significance of the anthropological principle of education with its religious-philosophical, psychological and pedagogical aspects is emphasized.
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Rudnytska-Yuriichuk, Iryna. "Main Principles of Using Audiovisual Method in Teaching the Native Language to Children of Pre-School Age in the Ukrainian Diaspora of The USA and Canada." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/29.

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In the national educational system of the Ukrainian diaspora of the USA and Canada the pre-school period covers the first stages of extra-familiar education, where establishing of child’s consciousness and connecting to spiritual values of the Ukrainian nation are taking place. Efficiency of this process depends on multiple factors. A significant role among them is played by didactic provision of educational-instructional process in pre-school educational institutions of various kinds whose main aim is to form national consciousness of the pupils through acquiring the Ukrainian language, as well as mastering contents of Ukrainian Studies subjects. Pedagogues at Ukrainian pre-school institutions in diaspora conditions clearly understand that the task of bringing up a child before the age of 6 implies providing them with various, beneficial for growing and useful for them, qualities. That is why teachers contribute to children acquiring such knowledge, abilities and skills which would help them to successfully prepare for elementary school in the future. Since the main task of Ukrainian pre-school education lies in development of a child’s personality by means of Ukrainian Culture studies, a pedagogue (teacher) has to know Ukrainian and all subjects well.
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