Factors affecting the spiritual development of young children in Christian faith based pre-schools in the Oyo State of Nigeria

Abstract

Many Christian faith-based preschools in the Oyo State of Nigeria are realising that spiritual development is an essential part of young children’s natural growth and should be given due attention. Accordingly, activities at preschools should be geared to support young children’s spiritual development. In conjunction with the administrators, the preschool teachers at Christian faith-based schools are charged with the responsibility of attending to the spiritual development of young children in their care. This research study examined factors affecting the spiritual development of young children in the Oyo State of Nigeria by employing a qualitative method with phenomenological research design. The research highlighted realities via developmental theories regarding the spiritual development of young children; government’s stand on the spiritual development of young children; how spiritual development of young children is facilitated in an early childhood setting; the benefits of spiritual development during early childhood; and the implications of spiritual development for practice in the Oyo State of Nigeria. Data were gathered through semi-structured interviews, observation of practices and document analyses of the records of four preschools. All were purposefully selected, including the twenty teachers and four administrators. The results of the research revealed that all the pre-school teachers who showed interest in fostering spirituality in young children should gain experience, understanding and training in best practices. It was also found that although the Nigerian government has policies and curricula for early childhood education (ECE), these do not include spirituality or faith-based teaching. Further, to exacerbate the situation, the government does not monitor and evaluate the implementation of policies and ECE curricula. This study discovered that preschool teachers have a general understanding of how to enhance the spiritual development of young children by drawing on their own (i.e. the preschool teachers’) personal spiritual development processes, which should be complemented by formal training. The benefits of spiritual development in young children include the inculcation of sound moral values, feelings of joy, academic excellence, unity and development in the community, the development of committed future leaders and the promotion of national peace. The research study recommends that the government of Nigeria intervene in early childhood education by providing financial support and formal training for preschool teachers in the area of spiritual development of young children and by motivating administrators and preschool teachers to be more cooperative and creative in including spiritual development in their school’s curriculum.

Dikolo tše di ntši tšeo di theilwego tumelong Nageng ya Oyo ya Nigeria di lemoga gore kgolo ya semoya ke karolo ye bohlokwa kgolong ya tlhago ya bana ba banyenyane gomme e swanetše go fiwa tlhokomelo ye e swanetšego. Ka gona, mešomo ya dikolong tša bomapimpana e swanetše go dumelelana le thekgo ya kgolo ya bana ba ba banyenyane moyeng. Gammogo le basepediši, barutiši ba dikolo tša bomapimpana ba dikolo tše di theilwego tumelong ya Bokriste ba filwe maikarabelo a go hlokomela kgolo ya semoya ya bana ba banyenyane tlhokomelong ya bona. Dinyakišišo tše di hlahlobile dintlha tšeo di amanago le kgolo ya semoya ya bana ba banyenyane Nageng ya Oyo ya Nigeria ka go šomiša mokgwa wa go šomiša dipalopalo ka mokgwa wa go sekaseka wa tlhathollo ya ponagalo. Dinyakišišo di lebišitše tlhokomelo go dinnete ka diteori tša tlhabollo mabapi le kgolo ya semoya ya bana ba banyenyane; boemo bja mmušo mabapi le kgolo ya semoya ya bana ba banyenyane; kgolo ya semoya ya bana ba banyenyane e sepetšwa bjang maemong a bongwana; dikholego tša kgolo ya semoya nakong ya bongwana; le ditlamorago tša kgolo ya semoya bakeng sa go itlwaetša Nageng ya Oyo ya Nigeria. Datha e ile ya kgoboketšwa ka dipoledišano tša go se beakanywe pele ga nako, tekodišišo ya ditlwaelo le go sekaseka dingwalo tša direkoto tša dikolo tše nne tša bomapimpana. Ka moka ba kgethilwe ka nepo go akaretšwa barutiši ba masomepedi le basepediši ba bane. Dipoelo tša dinyakišišo di utolotše gore barutiši ka moka dikolong tša bomapimpana bao ba bontšhitšego kgahlego ya go matlafatša bomoya go bana ba banyenyane ba swanetše go ba le boitemogelo, kwešišo le tlhahlo ka ditlwaedi tše kaone. Go hweditšwe gape gore le ge e le gore mmušo wa Naigeria o na le dipholisi le mananethuto bakeng sa thuto ya bana ba mengwaga ya ka fase (ECE), tšona ga di akaretše bomoya goba thuto ye e theilwego tumelong. Go feta moo, go mpefatša seemo, mmušo ga o hlokomele le go sekaseka phethagatšo ya dipholisi le mananethuto a ECE. Dinyakišišo tše di humane gore barutiši ba dikolo tša bomapimpana ba na le kwešišo ye e akaretšago ya go matlafatša kgolo ya semoya ya bana ba banyenyane ka go itirela ditshepedišo tša bona tša tlhabollo ya semoya (k,g.r tša barutiši ba sekolo sa bomapimpana ), tše di swanetšego go tlaleletšwa ke tlhahlo ya semmušo. Mehola ya tlhabollo ya semoya go bana ba banyenyane e akaretša go ruta melao ya maitshwaro ye e nepagetšego, maikutlo a lethabo, maemo a godimo dithutong, kopano le hlabologo setšhabeng, tlhabollo ya baetapele ba ka moso ba ba ineetšego le tšweletšopele ya khutšo ya setšhaba. Dinyakišišo di digela gore mmušo wa Nigeria o tsene ka bogare thutong ya bomapimpana ka go fana ka thekgo ya ditšhelete ya semmušo bakeng sa barutiši ba sekolo sa bomapimpana lekaleng la tlhabollo ya semoya ya bana ba banyenyane le ka go hlohleletša basepediši le barutiši ba sekolo sa bomapimpana gore ba šomišane mmogo kudu le gore ba be le bokgoni bja go akaretša tlhabollo ya semoya lenanethutong la sekolo sa bona.

Izikole eziningi zezinkulisa ezisekelwe okholweni lwesizwe sase-Oyo eNigeria ziqaphela ukuthi ukukhula ngokomoya ongcwele kuyingxenye ebalulekile yokukhula kwemvelo kwezingane ezincane futhi kufanele kunikezwe ukunakwa okufanele. Ngokunjalo, imisebenzi ezikoleni zezinkulisa kufanele ihloselwe ukuxhasa ukukhula kwezingane ezincane ngokomoya ongcwele. Ngokubambisana nabaphathi, othisha basezikoleni zezinkulisa ezikoleni ezisekelwe enkolweni yobuKristu bathweswe umthwalo wokunakekela ukukhula kwezingane ezisencane abazinakekelayo ngokomoya ongcwele. Lesi sifundo socwaningo sihlola izici ezithinta ukukhula ngokomoya ongcwele kwezingane ezisencane esizweni sase-Oyo eNigeria ngokusebenzisa indlela yekhwalithi enendlela yokuhumusha yokuhlaziya kocwaningo. Ucwaningo luqhakambise amaqiniso ngokusebenzisa imibono yokuthuthuka maqondana nokukhula ngokomoya ongcwele kwezingane ezincane; ukuma kukahulumeni ngokukhula ngokomoya ongcwele kwezingane ezincane; ukuthi ukukhula okungokomoya ongcwele kwezingane ezincane kusizwa kanjani esimeni sezingane ezisencane; izinzuzo zokukhula ngokomoya ongcwele ngesikhathi sobuntwana; kanye nemiphumela yokukhula ngokomoya ongcwele ekusebenzeni esizweni sase-Oyo eNigeria. Imininingwane yaqoqwa ngezingxoxo ezihleleke kancane, ukubhekwa kwemikhuba kanye nokuhlaziywa kwemibhalo yamarekhodi ezikole zezinkulisa ezine. Zonke zakhethwa ngenhloso, kufaka phakathi othisha abangamashumi amabili nabaphathi abane. Imiphumela yocwaningo iveze ukuthi bonke othisha basenkulisa abakhombise intshisekelo yokukhuthaza ngokomoya ongcwele ezinganeni ezincane kufanele bathole ulwazi, ukuqonda nokuqeqeshwa ngemikhuba emihle. Kutholakale nokuthi yize uhulumeni waseNigeria enezinqubomgomo nezifundo zemfundo yezingane ezisencane (i-ECE), lokhu akubandakanyi okungokomoya ongcwele noma imfundiso esekwe enkolweni. Ngaphezu kwalokho, ukubhebhethekisa lesi simo, uhulumeni akabheki futhi ahlole ukusetshenziswa kwezinqubomgomo nezifundo ze-ECE. Lolu cwaningo luthole ukuthi othisha basenkulisa banokuqonda okujwayelekile kokuthi bangakuthuthukisa kanjani ukukhula ngokomoya ongcwele kwezingane ezincane ngokuzidweba ngokwabo (okusho othisha basezinkulisa) izinqubo zomuntu siqu zokuthuthuka ngokomoya ongcwele, okufanele zihambisane nokuqeqeshwa okusemthethweni. Izinzuzo zokukhula ngokomoya ongcwele ezinganeni ezisencane zifaka ukugxilwa kokuziphatha okuhle, imizwa yenjabulo, ukwenza kahle kakhulu ezifundweni, ubumbano nentuthuko emphakathini, ukuthuthukiswa kwabaholi besikhathi esizayo abazinikele kanye nokugqugquzela ukuthula kwezwe. Isifundo socwaningo siphakamisa ukuthi uhulumeni waseNigeria angenelele emfundweni yezingane ezisencane ngokunikeza ukwesekwa kwezezimali kanye nokuqeqeshwa okusemthethweni kothisha basenkulisa endaweni yokukhula ngokomoya ongcwele kwezingane ezisencane nangokukhuthaza abaphathi kanye nothisha basenkulisa ukuthi babambisane futhi babe nobuciko ekufakeni ukukhula ngokomoya ongcwele ezifundweni zesikole sabo.

Ọ̀pọ̀lọ́pọ̀ àwon ilé-ìwé ẹ̀pa ti Onígbàgbọ́ nínú Ìpínlẹ̀ Ọ̀yọ́ ti Nàijíríá ti ń mọ̀ wípé ìdàgbà lẹ́ẹ̀mí jẹ́ ara àti kòṣémàní fún ìdàgbà àwọn ọmọdé eléyìí tí ó yẹ kí á fún ní àbojútó tí ó yẹ. Gẹ́gẹ́bẹ́ẹ̀, àwọn iṣẹ́-akitiyan tí àwọn ilé-ìwé ẹ̀pa ṣètò rẹ̀ gbọ́dọ̀ jẹ́ eléyìí tí ó wàa láti fọwọ́sowọ́pọ̀ pẹ̀lú dídàgbà àwọn ọmọdé lẹ́ẹ̀mí. Ní àsopọ̀ pẹ̀lú àwọn aláàkóso, àwọn olùkọ́ ilé-ìwé ẹ̀pa ti àwọn ilé-ìwé àwọn Onígbàgbọ́ Kìrìstẹ́nì ní ojúṣe àti máa dáhùn sí dídàgbà lẹ́ẹ̀mí àwọn ọmọdé tí ó wàa ní ìkawọ́ wọn. Nítorínà, ètò ẹ̀kọ́ ìwáàdí yíi se àyẹ̀wò àwọn oun tí ó ní ipa lórí ìdàgbà àwọn ọmọdé lẹ́ẹ̀mí nínú Ìpínlẹ̀ Ọ̀yọ́ ti Nàijíríà nípa ṣíṣàmúlò ọ̀nà kan tí ó dára pẹ̀lú ṣíṣe ìtúmọ̀ ìyànnàná àgbékalẹ̀ kan. Ètò ẹ̀kọ́ ìwáàdí ṣàfihàn àwọn òtítọ́ nípasẹ̀ àwọn àgbékalẹ̀-ìmọ̀ ìdàgbà tí ó níṣe pẹ̀lú dídàgbà àwọn ọmọ lẹ́ẹ̀mí, ìdúró Ìjọba lórí ìdàgbà àwọn ọmọdé lẹ́ẹ̀mí, bí dídàgbà àwọn ọmọdé lẹ́ẹ̀mí ṣe lè jẹ́ eléyìí tí ó lẹ́ẹ̀tọ́ ní òwùrọ́-ọjọ́ ìgbéayé èwe, àwọn ànfàní dídàgbà lẹ́ẹ̀mí ní òwúrọ̀-ọjọ́ ìgbéayé èwe, àti àwọn ipa tàbí àtunbọ̀tán dídàgbà lẹ́ẹ̀mí fún iṣẹ́-ṣíṣee ní Ìpínlẹ̀ Ọ̀yọ́ ti Nàijíríà. Àkójọpọ̀ ọ̀rọ̀ wáyé nípasẹ̀ ìfọ̀rọ̀wánilẹ́nuwò ètò-ológbele, ṣíṣe àkíyèsí àwọn iṣẹ́, àti yíyànnàná àwọn ìwé-àkosílẹ̀ ti ilé-ìwé ẹpa mẹ́rìn-in. Gbogbo wọn ni ó jẹ́ yíyàn pẹ̀lú ète pẹ̀lú Ogún Olùkọ́ àti aláàkóso mérìn-in. Àwọn èsì láti inú ètò ìwáàdí fihàn wípé gbogbo àwọn Olùkọ́ ilé- ìwé epa tí ó fi inú dídùn hàn sí ìmúnṣẹlẹ̀ ìgbéayé lẹ́ẹ̀mí nínú àwọn ọmọdé gbọ́dọ̀ ní ìrírí, òye àti ìkẹ́ẹ̀kọ́ nínú iṣẹ́ tí ó dárajù. Ó tún di rírí wípé bí ó tilẹ̀ jẹ́ wípé Ìjọba Nàijíríà ní àwọn ìlànà fún lílò àti àlàkalẹ̀ ẹ̀kọ́ fún ẹ̀kọ́ òwúrọ̀-ọjọ́ ọmọdé àti àbojútó, àwọn eléyìí kò ní ìgbéayé ẹ̀mí tàbí ìkẹ́ẹ̀kọ́ tí ó dálé ìgbàgbọ́ nínú. Síwájú, láti ní àrídájú ìlọsókè ìṣẹ̀lẹ̀ náà, Ìjọba kòṣe àbojútó, àti àgbéyẹ̀wò ìmúṣẹ ìlànà fún lílò àti àlàkalẹ̀ ẹ̀kọ́ ECCE. Ètò ìwáàdí yíi ṣàwárí rẹ̀ wípé àwọn olùkọ́ ilé-ìwé ẹpa ní òye gbogboogbò bí ìdàgbà lẹ́ẹ̀mí àwọn ọmọdé ṣe lè yáa ní Kánkán síi nípa ṣíṣe iṣẹ́ lórí (Àwọn Olùkọ́ ilé-ìwé ẹpa) ìlànà dídàgbà lẹ́ẹ̀mí ti ara ẹni eléyìí tí óyẹ kí ìkẹ́ẹ̀kọ́ ilé-ìwé ó tì lẹ́yìn. Àwọn ànfàaní dídàgbà lẹ́ẹ̀mí nípa àwọn ọmọdé nii, mímún àwọn ẹ̀kọ́ ìwà rere iyebíye wàa nínú ọmọdé, ìmọ̀lára ti ayọ̀, ìṣọ̀kan nínú àwùjọ, mímún Àlàáfíà orílẹ̀-èdè tẹ̀síwájú, pípèsè àwọn adarí Ọjọ́ iwájú tí ó ní ìfàrajìn, yíyige nínú ẹ̀kọ́, àti ìdàgbà àwùjọ. Ètò ìwáàdí náà ṣe ìṣèdúró wípé kí ìjọba dásí ètò ẹ̀kọ́ òwúrò-ọjọ ìgbéayé èwe nípa fífún wọn ní ìfọwọ́sọwọ́pọ̀ nípa owó, ètò ìkẹ́ẹ̀kọ́ àìgbẹ̀fẹ̀ fùn àwọn Olùkọ́ ilé-ìwé epa pàtàkì jùlọ ní agbọndan tí ìdàgbà lẹ́ẹ̀mí ti àwọn ọmọdé àti ríru àwọn aláàkóso sókè àti àwọn olùkọ́ ilé-ìwé epa láti túnbọ̀ lè fọwọ́sọwọ́pọọ̀, kí wọn sì leè ronú àgbékàlè ọ̀tun nípa fífi dídàgbà lẹ́ẹ̀mí sínú àlàkalẹ̀ ẹ̀kọ́ àwọn ilé-ìwé.