Early Childhood Educators' Perceptions of Nurturing Spirituality in Secular Settings

Autor/inn/en	Mata-McMahon, Jennifer; Haslip, Michael J.; Schein, Deborah L.
Titel	Early Childhood Educators' Perceptions of Nurturing Spirituality in Secular Settings
Quelle	In: Early Child Development and Care, 189 (2019) 14, S.2233-2251 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mata-McMahon, Jennifer) ORCID (Haslip, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1445734
Schlagwörter	Spiritual Development; Teacher Role; Curriculum; Teaching Methods; Classroom Environment; School Schedules; School Culture; Moral Values; Interpersonal Relationship; Values Education; Early Childhood Education; Early Childhood Teachers; Play; Natural Resources; Metacognition; Social Development; Emotional Development; Religion; Creative Activities; Reggio Emilia Approach + Suchen Sie Ihr Suchwort? Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Schulzeiteinteilung; Schulkultur; Schulleben; Moral value; Ethischer Wert; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Werterziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Spiel; Natural Ressource; Natürliche Ressource; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Entwicklung; Gefühlsbildung; Reggio-Pädagogik
Abstract	In-service early childhood educators (n = 33) completed a survey describing their perceptions towards: (a) how educators draw on personal spirituality to support their role in the classroom, (b) what curricular activities, interactions or experiences educators believe relate to nourishing children's spirituality, (c) how the classroom environment or schedule may support children's spirituality, and (d) how school culture may be related to supporting children's spirituality. Findings suggest that educators believe opportunities for creative expression and free play, engagement with nature, contemplative practices (e.g. mindfulness), relationship building and moral/character development are related to nourishing children's spirituality. Expressions of personal spirituality for the surveyed educators include treating colleagues and children well, intentionally providing a good example for children, use of contemplative practices and connecting with nature. There was substantial overlap found between developmentally appropriate practice and the activities educators reported as nurturing a child's spirit. Findings suggest that discussing the spiritual nature of child development may help educators protect and enhance high-quality early learning environments in secular settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01