To be ‘formed’ and ‘informed’: early years’ educators’ perspectives of spirituality and its affordance in faith-based early learning centres
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...
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
2020
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| Dans: |
International journal of children's spirituality
Année: 2020, Volume: 25, Numéro: 3/4, Pages: 254-271 |
| Classifications IxTheo: | AG Vie religieuse AH Pédagogie religieuse CB Spiritualité chrétienne KBS Australie et Océanie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Spirituality
B Faith-based B early years B Australia B Educators B early learning |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | 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. |
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| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
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| Persistent identifiers: | DOI: 10.1080/1364436X.2020.1848810 |