While the literature on childhood spirituality is scarce, some research indicates that wonder and awe play a role in promoting the spiritual development of young children. Also recognized in the literature is the understanding that nature is often the impetus for this wonder and awe in young children. Do educators working with young children make the connection between nature engagement and spiritual development? This question was addressed in a study conducted in Australia where the mandated early childhood education framework calls for educators to promote both children's spirituality and their connectedness with and contribution to the world, including natural environments.
Researchers used observations of practice and semi-structured interviews to collect data for this study. Observations were conducted over two full days in eight early childhood classrooms over a two-month period. The goal of the observations was to discover what actually occurred in the classrooms -- including both the indoor and outdoor environment -- in relation to promoting children's spirituality, compared with information gathered during the interviews. Nine educators, across the eight rooms, participated in the interviews. The interviews occurred after the classroom observations and lasted approximately one hour each. Interview questions addressed the educator's own understandings and experiences relating to spirituality, as well as their understandings about children's spirituality.
In describing their own personal spirituality, the educators tended to emphasize their relationship with – or connectedness to – the “World” rather than with “Self” or “Other.” The “World,” in this case, included the natural environment. Interview responses also indicated that the educators “had some understanding that young children's spirituality encompassed a sense of relationality with the natural world.” Observational data, however, indicated that “educators rarely offered opportunities for children to experience nature.” In practice, the educators emphasized relational experiences with human others rather than with the natural world.
This research indicates that early childhood educators require professional development support to better understand how children's spirituality could be promoted through engagement with nature. Also needed is the development of guidelines for pedagogical practices that afford children opportunities to engage with their spirituality through nature-based experiences.
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