Skip to main content
SpringerLink
Log in

Connections, Virtues, and Meaning-Making: How Early Childhood Educators Describe Children’s Spirituality

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, K., Bull, R., & Maynes, M.-L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children's spirituality. European Early Childhood Education Research Journal,24(5), 760–774.

    Google Scholar 

  • Bellous, J. E., & Csinos, D. M. (2009). Spiritual styles: Creating an environment to nurture spiritual wholeness. International Journal of Children's Spirituality,14(3), 213–224.

    Google Scholar 

  • Benson, P. L. (2006). The science of child and adolescent spiritual development: Theoretical and field-building challenges. In E. C. Roehlkepartain, P. E. King, L. Wagener, & P. L. Benson (Eds.), The handbook of spiritual development in childhood and adolescence (pp. 484–498). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Berryman, J. W. (2005). Play as a means of grace in religious education. In C. Ota & C. Erricker (Eds.), Spiritual education: Literary, empirical and pedagogical approaches. Brighton: Sussex Academic Press.

  • Binder, M. J. (2011). ‘I saw the universe and I saw the world’: Exploring spiritual literacy with young children in a primary classroom. International Journal of Children's Spirituality,16(1), 19–35.

    Google Scholar 

  • Bone, J., Cullen, J., & Loveridge, J. (2007). Everyday spirituality: An aspect of the holistic curriculum in action. Contemporary Issues in Early Childhood,8(4), 344–354.

    Google Scholar 

  • Bosacki, S. L. (2001). Theory of mind or theory of the soul? The role of spirituality in children's understanding of mind and emotions. In J. Erricker, C. Ota, & C. Erricker (Eds.), Spiritual education: Cultural, religious, and social differences: New perspectives for the 21st century. Brighton: Sussex Academic Press.

  • Bredekamp, S. (2016). Effective practices in early childhood education: Building a foundation. Boston: Pearson.

    Google Scholar 

  • Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems and unitization and intercoder reliability and agreement. Sociological Methods & Research,42(3), 294–320.

    Google Scholar 

  • Carpenter, W. A. (2003). Jacob’s children and ours: Richard of St Victor’s curriculum of the soul. Educational Horizons,82(1), 44–54.

    Google Scholar 

  • Champagne, E. (2003). Being a child, a spiritual child. International Journal of Children's Spirituality,8(1), 43–53.

    Google Scholar 

  • Charmaz, K. (2006). Constructing Grounded Theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth to Age 8 (3rd ed.). Washington, DC: NAEYC.

    Google Scholar 

  • Daly, M. C. (2004). Developing the whole child: The importance of the emotional, social, moral, and spiritual in early years education and care. Lampeter, Ceredigion, Wales: The Edwin Mellen Press.

    Google Scholar 

  • de Souza, M. (2005). Engaging the mind, heart and soul of the student in religious education: Teaching for meaning and connection. Journal of Religious Education.,53(4), 40–47.

    Google Scholar 

  • Drew, W., Nell, M., & Bush, D. (2013). From play to practice: Connecting teacher’s play to children’s learning. Washington, DC: NAEYC.

    Google Scholar 

  • Eaude, T. (2003). Shining lights in unexpected corners: New angles on young children's spiritual development. International Journal of Children's Spirituality,8(2), 151–162.

    Google Scholar 

  • Elkins, D. N. (1998). Beyond Religion. Wheaton, IL: Quest Books Theosophical Publishing House.

    Google Scholar 

  • Fowler, J. W. (1995). Stages of faith: The psychology of human development and the quest for meaning. San Francisco, CA: Harper Collins.

    Google Scholar 

  • Giesenberg, A. (2007). The phenomenon of preschool children's spirituality (Doctoral dissertation, Queensland University of Technology).

  • Glaser, B. (1992). Basics of grounded theory analysis: Emergence versus forcing. Mill Valley, CA: Sociology Press.

    Google Scholar 

  • Greenfield, C. F. (2018). Investigation into New Zealand early childhood teachers’ perspectives on spirituality and wairua in teaching. International Journal of Children's Spirituality,23(3), 275–290.

    Google Scholar 

  • Harris, K. I. (2007). Re-conceptualizing spirituality in the light of educating young children. International Journal of Children's Spirituality,12(3), 263–275.

    Google Scholar 

  • Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal,46(3), 249–264.

    Google Scholar 

  • Hart, T. (2003). The secret spiritual world of children. Makawao, HI: Inner Ocean Publishing.

    Google Scholar 

  • Hay, D., & Nye, R. (2006). The spirit of the child (Revised ed.). London: Jessica Kingsley Publishers.

    Google Scholar 

  • Holder, M. D., Coleman, B., & Wallace, J. M. (2010). Spirituality, religiousness, and happiness in children aged 8–12 years. Journal of Happiness Studies,11(2), 131–150.

    Google Scholar 

  • Hyde, B. (2019). Connecting to life: A new, emerging learning disposition within a Godly Play educational framework. Journal of Religious Education,67(2), 115–125.

    Google Scholar 

  • Hyman, C., & Handal, P. J. (2006). Definitions and evaluation of religion and spirituality items by religious professionals: A pilot study. Journal of Religion and Health,45(2), 264–282.

    Google Scholar 

  • King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children's Spirituality,18(1), 4–17.

    Google Scholar 

  • Kubler-Ross, E. (1999). The tunnel and the light. New York: Marlowe & Company.

    Google Scholar 

  • Lavrakas, P. J. (ed). (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781412963947.n228.

  • Lerner, R. M., Alberts, A. E., Anderson, P. M., & Dowling, E. M. (2006). On making humans human: Spirituality and the promotion of positive youth development. In E. C. Roehlkepartian, P. E. King, L. Wagener, & P. L. Benson (Eds.), The handbook of spiritual development in childhood and adolescence (pp. 60–72). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Mata, J. (2012). Nurturing spirituality in early childhood classrooms: The teacher's view. In M. Fowler, J. D. Martin, & J. L. Hochheimer (Eds.), Spirituality: Theory, praxis and pedagogy (pp. 239–248). Oxford: Inter-Disciplinary Press.

    Google Scholar 

  • Mata, J. (2014). Sharing my journey and opening spaces: Spirituality in the classroom. International Journal of Children’s Spirituality,19(2), 112–122.

    Google Scholar 

  • Mata, J. (2015). Spiritual experiences in early childhood education: Four kindergarteners, one classroom. New York: Routledge.

    Google Scholar 

  • Mata-McMahon, J. (2017). Spirituality and humour: Making connections for early childhood education. International Journal of Children’s Spirituality,22(2), 170–178.

    Google Scholar 

  • Mata-McMahon, J. (2018). What do kindergarteners’ spiritual experiences and expressions look like in a secular classroom? In B. Espinoza, J. R. Estep, & S. Morgenthaler (Eds.), Story, formation, and culture: From theory to practice in ministry with children (pp. 235–252). Eugene, OR: Pickwick Publications.

    Google Scholar 

  • Mata-McMahon, J., Haslip, M. J., & Schein, D. L. (2018). Early childhood educators’ perceptions of nurturing spirituality in secular settings. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1445734.

    Article  Google Scholar 

  • Mata-McMahon, J. (2019a). Finding connections between spirituality and play for early childhood education. International Journal of Children’s Spirituality,24(1), 44–57.

    Google Scholar 

  • Mata-McMahon. (2019b). Exploring connections between humor and children’s spirituality. In E. Loizou & S. Recchia (Eds.), Research on young children's humor: Theoretical and practical implications for early childhood education (pp. 223–241). Cham, Switzerland: Springer.

    Google Scholar 

  • Miles, M. B., Huberman, A. M., & Sadaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Miller, J. P. (2000). Education and the soul: Toward a spiritual curriculum. Albany: State University of New York Press.

    Google Scholar 

  • Montessori, M. (1949). The absorbent mind. Adyar, India: Theosophical Publishing House.

    Google Scholar 

  • Montessori, M. (1963). The secret of childhood (B. B. Carter, Trans.). Bombay, India: Orient Longmans.

  • Myers, B. K., & Myers, M. E. (1999). Engaging children's spirit and spirituality through literature. Childhood Education,76(1), 28–32.

    Google Scholar 

  • Niemiec, R. M. (2014). Mindfulness and character strengths. Boston, MA: Hogrefe Publishing.

    Google Scholar 

  • Oman, D., Shapiro, S. L., Thoresen, C. E., Flinders, T., Driskill, J. D., & Plante, T. G. (2007). Learning from spiritual models and meditation: A randomized evaluation of a college course. Pastoral Psychology,55(4), 473–493.

    Google Scholar 

  • Palmer, P. J. (2003). Teaching with Heart and Soul: Reflections on Spirituality in Teacher Education. Journal of Teacher Education,54(5), 376–385.

    Google Scholar 

  • Palmer, P. J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscapes of a Teacher's Life (10th Anniversary). San Francisco: Jossey-Bass.

    Google Scholar 

  • Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press, Oxford.

  • Plante, T. G. (2008). Using spiritual and religious tools in psychotherapy. Washington, DC: American Psychological Association.

    Google Scholar 

  • Rogers, G., & Hill, D. (2002). Initial primary teacher education studies and spirituality. International Journal of Children’s Spirituality,7(3), 273–289.

    Google Scholar 

  • Schein, D. (2012). Early childhood educators’ perceptions of spiritual development in young children: A social constructivist grounded theory study (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3547107).

  • Schein, D. (2014). Nature's role in children's spiritual development. Children, Youth and Environment’s,24(2), 78–101.

    Google Scholar 

  • Schein, D. (2017). Inspiring wonder, awe, and empathy: Spiritual development for children. Saint Paul, MN: Redleaf Press.

    Google Scholar 

  • Singleton, A., Mason, M., & Webber, R. (2004). Spirituality in adolescence and young adulthood: A method for a qualitative study. International Journal of Children's Spirituality,9(3), 247–262.

    Google Scholar 

  • Sobel, D. (Ed.). (2015). Nature preschools and forest kindergartens: The handbook for outdoor learning. Saint Paul, MN: Redleaf Press.

    Google Scholar 

  • Steele, K. (2004). In what ways can religious education contribute to citizenship education? Retrieved from https://www.farmington.ac.uk/documents/new_reports/TT165.pdf.

  • Steiner, R. (1926/1982). The essentials of education. London: Rudolf Steiner Press.

  • Surr, J. (2011). Links between early attachment experiences and manifestations of spirituality. International Journal of Children's Spirituality,16(2), 129–141.

    Google Scholar 

  • Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology,21, 49–63.

    Google Scholar 

  • VIA Institute on Character. (2019). Spirituality. Retrieved from https://www.viacharacter.org/character-strengths/spirituality.

  • Watson, J. (2017). Every child still matters: Interdisciplinary approaches to the spirituality of the child. International journal of children's spirituality,22(1), 4–13.

    Google Scholar 

  • Wilber, K. (2006). Integral spirituality: A startling new role for religion in the modern and postmodern world. Boston, MA: Integral Books.

    Google Scholar 

  • Wilson, R. A. (2008). Developing the whole child: Celebrating the spirit of each child. Retrieved from https://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=545.

Download references

Author information

Authors and Affiliations

  1. Early Childhood Education, University of Maryland Baltimore County (UMBC), 1000 Hilltop Circle, Sherman Hall, Wing A, 412, Baltimore, MD, 21250, USA

    Jennifer Mata-McMahon

  2. Early Childhood Education, Drexel University, Philadelphia, USA

    Michael J. Haslip

  3. Champlain College, Burlington, USA

    Deborah L. Schein

Authors
  1. Jennifer Mata-McMahon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michael J. Haslip
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Deborah L. Schein
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jennifer Mata-McMahon.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Mata-McMahon, J., Haslip, M.J. & Schein, D.L. Connections, Virtues, and Meaning-Making: How Early Childhood Educators Describe Children’s Spirituality. Early Childhood Educ J 48, 657–669 (2020). https://doi.org/10.1007/s10643-020-01026-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-020-01026-8

Keywords

Search

Navigation