Investigation into New Zealand early childhood teachers' perspectives on spirituality and wairua in teaching
The New Zealand early childhood Te Whāriki Curriculum's vision statement draws attention to the responsibility teachers have to create environments in which children can develop holistically; including spiritually. This paper outlines the findings from a small qualitative research project that...
| Auteur principal: | |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
[2018]
|
| Dans: |
International journal of children's spirituality
Année: 2018, Volume: 23, Numéro: 3, Pages: 275-290 |
| Classifications IxTheo: | AG Vie religieuse BT Religions traditionnelles océaniennes CB Spiritualité chrétienne KBS Australie et Océanie NBE Anthropologie ZF Pédagogie |
| Sujets non-standardisés: | B
Spirituality
B Early childhood education B wairua |
| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | The New Zealand early childhood Te Whāriki Curriculum's vision statement draws attention to the responsibility teachers have to create environments in which children can develop holistically; including spiritually. This paper outlines the findings from a small qualitative research project that explored teachers' perspectives on their understanding of spirituality and wairua' and the role they have in fostering these aspects in children's development. Participants were in agreement that the concept of wairua and spiritualty are interwoven with both being about the spirit, soul, inner being, heart, the sum of who you are. Participants were in agreement that fostering this aspect of a child's development was part of a teacher's responsibility. All respondents identified implications for their practice which included having environments that were inviting, stress free, engaging and filled with natural resources. The study highlighted that their initial teacher education programmes failed to cover these aspects in spirituality in any depth. |
|---|---|
| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
|
| Persistent identifiers: | DOI: 10.1080/1364436X.2018.1460333 |