One teacher’s journey towards a spiritual pedagogy – an auto ethnographical narrative of epistemological beliefs and practice
The Early Years Learning Framework (EYLF) for Australian presents a holistic view of early childhood education that recognises the dimensions of learning and development as being interwoven and interrelated. Spiritual development, spiritual wellbeing and spiritual identity are outlined in this docum...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2024
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| In: |
International journal of children's spirituality
Year: 2024, Volume: 29, Issue: 2, Pages: 49–62 |
| RelBib Classification: | AH Religious education CB Christian life; spirituality |
| Further subjects: | B
phenomenon of self
B Identity B spiritual pedagogies B Being B Early Childhood Education |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a The Early Years Learning Framework (EYLF) for Australian presents a holistic view of early childhood education that recognises the dimensions of learning and development as being interwoven and interrelated. Spiritual development, spiritual wellbeing and spiritual identity are outlined in this document as essential components of early childhood education. However, enacting a spiritual pedagogy can be challenging for many early childhood teachers. Using an auto-ethnographical approach, this paper explores my journey as a teacher in realising my own epistemological stance, which draws on Bruner’s phenomenon of ‘self’ as a framework for understanding children’s being as it is positioned within the context of spirituality. Autoethnography allowed analysis of my lived experience, to provide an avenue for others to consider their own experiences in similar ways. The findings from this paper can support other early years educators to recognise ways that spirituality is already incorporated into their pedagogical practices. | ||
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