RT Article
T1 To be ‘formed’ and ‘informed’: early years’ educators’ perspectives of spirituality and its affordance in faith-based early learning centres
JF International journal of children's spirituality
VO 25
IS 3/4
SP 254
OP 271
A1 Robinson, Christine
LA English
PB Taylor & Francis
YR 2020
UL https://www.ixtheo.de/Record/1744539707
AB This investigation focussed on educators’ own personal understandings and experiences in spirituality as well as their understandings of, and practices in, promoting children’s spirituality. The context was faith-based early learning centres in Western Australia (WA) that cater for 3 and 4 year old children. The educators in these faith-based centres were the focus of the research presented in this paper. Early learning centres require their educators to implement the mandated document Belonging, Being and Becoming: The Early Years Learning Framework which outlines pedagogical principles, practices and learning outcomes to assist educators in attending to children’s holistic development, including their spirituality. Interviews, observations and planning documents were analysed through Interpretative Phenomenological Analysis and Qualitative Content Analysis, respectively. Findings demonstrate a clear need for educators to experience personal spiritual formation as well as information on pedagogical practices to promote children’s spirituality.
K1 Australia
K1 Spirituality
K1 early learning
K1 early years
K1 Educators
K1 Faith-based
DO 10.1080/1364436X.2020.1848810