ABSTRACT

In an attempt to provide holistic education and care, expand the view of young children’s development to include the spiritual, and make connections with the found benefits of play for all areas of development, this article looks at 33 surveyed U.S. early childhood educators’ perceptions on nurturing spirituality through open-ended and free play. Data collected from the open-ended questions of an online survey were analyzed looking at 22 mentions of play as a mean to support spirituality. Findings show that 45.5% of surveyed teachers mentioned play as a way intentionally used in the classroom to nurture children’s spirituality. It is posed that developmentally appropriate approaches to early childhood education would be enhanced by including spirituality in their understanding of the child, as well as intentionally nurturing spirituality in educational settings, by providing free, child-centered, child-directed play and opportunities for children to experience spiritual moments, defined as feeling wonder, awe, joy, and inner-peace.

Abstract

Even though interest in children’s spirituality has increased in the past decade, there still remains a lack of consensus among scholars as to how it is defined. Likewise, little is known about how educators understand children’s spirituality. This study examines how 33 early childhood educators, working in secular educational settings, understand children’s spirituality. Multiple definitions of children’s spirituality from existing literature are explored and contrasted with the study findings to explore how wider consensus about this phenomenon can be achieved. Findings show that most early childhood educators surveyed have a multilayered understanding of children’s spirituality and most commonly believe children’s spirituality includes building connections, practicing virtues, and making meaning. To lessor degrees, educators also mentioned God and religion, self-awareness, mindfulness and presence, humanness and inner feelings. When describing children’s spirituality, surveyed educators placed more emphasis on inter-personal character traits related to the heart, as defined in the Circumplex Model of the VIA Classification. The study has important implications for scholars and practitioners who seek to examine or promote young children’s spirituality, and by extension, support the important processes of relationship building, virtue development and the ways in which we understand how children construct meaning about their lived experience, their own selves and the world around them.

Keywords Early childhood educators · Children’s spirituality · Secular settings · Definition of children’s spirituality