For example, the vision of In conclusion, spirituality is a very important dimension of the holistic development of children in the context of early childhood education. Case studies were constructed in three different settings – a Montessori casa, … Viewing from the lens of spirituality, Steiner and Montessori’s theories place the most importance on the dimension of spiritual development in early childhood education, compared to other theorists. 0000011354 00000 n
However, both the Office for Standards in Education, Children’s Services and Skills (OFSTED) and the National Curriculum Council issued papers declaring that Nowadays, there is a growing awareness of the importance of spirituality for the whole life of human beings (Zhang, 2012). Similarly, Oberski (2011) believes that the explicit recognition of the fundamental spirituality of human beings in nature is the foundation of Steiner-Waldorf (SW) education.
Attention to spirituality is proposed to be a means of restoring and supporting well‐being in early childhood educational contexts.
(Ministry of Education, 1996, p.41). Unfortunately, it often remains as a When looking into the definition of spirituality, although many attempts have been made in the literature (see, for example, Sokanovic & Muller, 1999; King, 2013), no consensus has been reached yet. Attention to spirituality is proposed to be a means of restoring and supporting well‐being in early childhood educational contexts. 0000010314 00000 n
If you have any concerns about the conduct of this research, please contact Professor Sylvia V Rumball, Chair, Massey University Campus Human Ethics Committee: Palmerston North (telephone: 06 350 5249; email: We use cookies to improve your website experience. The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, Te Whāriki. Creating relational spaces: Everyday spirituality in early childhood settings. Try. 44 39
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The link between spirituality and the quality of a holistic life in terms of emotional soundness, physical well-being, relationships, social interaction and connectedness are increasingly recognised (for example, Johnstone, Glass, & Oliver 2007, as cited in Zhang 2012). The inspiration you all provided was invaluable. If you have any concerns about the conduct of this research, please contact Professor Sylvia V. Rumball, Chair, Massey University Campus Human Ethics Committee, Palmerston North (telephone 06 350 5249, email We use cookies to improve your website experience. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. 0000054407 00000 n
To be spiritual is to be inclusive it is about stillness, practice and being, yet it is also about action in the world, about learning and sharing. Spirituality is highly valued and considered in building programmes for children. Case studies were constructed in three different settings — a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. Exploring trauma, loss and healing: Spirituality, Te Whāriki and early childhood education.
The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, I would like to thank the children, parents and teachers in each setting who shared space, time and food with me and also to thank Professor Joy Cullen and Dr Judith Loveridge, Massey University. Our curriculum, Te Whariki, does not define spirituality or how a child is 'healthy in spirit' despite it being part of the core aspiration for children. According to Zhang, the World Health Organisation recognises spirituality as where “self-wholeness and stability” comes from (Boero et al., 2005, as cited in Zhang 2012). Ever since the foundation of the People’s Republic of China, the Chinese Communist Party professed atheism under the guidance of Marxist-Lennist theory, criticising religious belief as Referring to the education system in China, Watson, Souza and Trousdale (2014) point out that “[o]ne key issue in the education system is the dominating examination-oriented culture,” which turns most students almost into “examinations machines” (p. 168).
Te Whāriki is for young children and is not like a school curriculum. No one can be confronted with the cosmic miracle and not see that there is more to life than our everyday experiences. 0000043081 00000 n
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If your service is interested in exploring more about everyday spirituality, you might go to the link at the bottom of this slide and read the article.