Is spirituality in ECEC a valued component or pushed aside? A discourse analysis
Year: 2024
Type: article
Abstract: Contemporary discourses regarding children’s spirituality in ECEC professional publication streams (academic and practitioner readership) were analysed, with consideration of impacts of these discourses on practice in the early years sector. Many established theoretical concepts regarding children’s spirituality were not evident in the early years texts analysed, suggesting that those theories are either not relevant, not accepted or simply not on the radar of early years specialists. Tacit acceptance of a young child’s spirituality was evident, alongside a focus on ensuring spiritual rights and wellbeing, rather than efforts to nurture or enhance a child’s spirituality. Whilst discourse analysis revealed that spirituality is viewed positively and as a valued component of a young child’s development and wellbeing, inclusion of spirituality in ECEC internet sources and academic literature is minimal, suggesting that in practice, spirituality is pushed aside in contemporary early years practice. More research is needed to understand how these discourses may impact upon early years practice, and to investigate the perspectives of practitioners and parents about spirituality in contemporary early childhood education and care.
Author: S. E. Holmes
Institution: Liverpool Hope University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Funder: Culham Centre for Fusion Energy
OpenAlex ID: W4402877045