Abstract/Notes: Spiritual nurturing includes the recognition that children have valuable ways of knowing, such as pondering, sacred listening, intuition, and dreams and visions. Children nurtured in spiritual ways of being are supported through the traits of creativity, compassion, love, gratitude, affirmation, contemplation, and silence. These attributes are inherent in children, but are often discouraged and diminished by adults and traditional forms of education. How can teachers make their classrooms harbors for spiritual safety? One way in which the elements of a child's spirit can be explored and nurtured in the elementary classroom (and beyond) is through writing activities. This article describes writing activities which provide a sampling of ideas easily incorporated into any classroom and can be modified if needed for the age of the children and structure or preference of the teacher.

Language: English

ISSN: 1054-0040

Abstract/Notes: Spirituality and religion can also have overlap (Tisdell, 2008). Since many people grew up in a particular religion, it became part of the foundation of their lives, whether or not they still practice the religion as an adult. Present in the teachers' actions were meaning and purpose, facets of spirituality. [...]they were developing spiritual qualities that facilitated the implementation of the Montessori Method as Montessori recommended (Wolf, 1996, 2017). [...]Sierra touched on supporting the child's "sense of freedom" and working "to have a deeper understanding of the whole child." [...]whatever word they spoke, and whatever action they took, they were cognizant that the children were observing.

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: Spirituality is an important dimension of the holistic development of young children, much like autonomy, resilience and responsibility. Unfortunately, it often remains as a forgotten area in early childhood education in many cultures (Zhang, 2012). Many people simply could not articulate the concept of spirituality concretely and some may confuse it with religion. Sokanovic and Muller (1999) pointed out that the definition of the term spirituality has little consensus of opinion throughout society, and has even, in specialised fields such as education, academia and religion sectors, various definitions. To explore the specific meaning of spirituality would be not only meaningful but of great significance for our understanding of the tenet of early childhood education and the national curriculum of New Zealand, Te Whāriki. Furthermore, spirituality is also a frequently discussed topic in many philosophies of early childhood education. For example, spiritual self or inner spirituality is recognised by Froebel and Pestalozzi (Froebel Web, 2014; Bruehlmeier, 2014), while spiritual development is further explored and integrated in teaching practices by Montessori and Steiner (Weinberg, 2009; Ullrich, 1994). Therefore, the task of this article is to try to define the term “spirituality” in the context of early childhood education, and explore spirituality as presented in the work of two early childhood theorists. Later, this article will also critically examine the aspect of spirituality in my own childhood education in China, and in relation to other contexts.

Language: English

ISSN: 1179 - 6812

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Abstract/Notes: includes comparison of Montessori and Catechesis of the Good Shepherd approaches

Language: English

Language: English

Language: English

ISSN: 1071-6246