Kathleen I. Harris

Re‐conceptualizing spirituality in the light of educating young children

What is meant by spirituality in relation to a young child? Palmer (2003) asserted that spirituality is an elusive word with a variety of definitions—some compelling, some witty, some downright dangerous. The spirituality of a young child involves actively living by being connected to a natural source within the moral universe and affectively belonging with relationships that are interconnected within a child’s culture and community. Children’s spirituality is transformational by inspiring others and directive by facilitating and encouraging peers by connecting with others within a classroom community. This paper discusses a re‐conceptualization of children’s spirituality through autobiographical experiences and self‐reflection that embrace early childhood relationships and involve interconnected transformational and directive spiritual experiences. These spiritual experiences build trustful, moral, relational learning moments in an early childhood classroom with peers.

Teacher, I had a dream: a glimpse of the spiritual domain of children using project-based learning

Children’s dreams have the potential to awaken feelings, question attitudes and inspire new learning experiences to deepen awareness of spiritual development. Both guidance and spiritual environments created by nurturing educators and parents foster dreams that captivate and motivate children to increase their spiritual self-awareness, leading them to ask open-ended questions about what is real and what is make-believe. This paper offers a discussion of the importance of children’s dreams accompanied by teaching opportunities using project-based learning to channel creative thinking and interconnecting within a child’s culture and community, promoting balance, integrity and reciprocal relationships. Project-based learning has the capability to offer responsive and holistic support of the spiritual domain of children within a caring, welcoming community. Using project-based learning in classrooms shapes the agenda to stimulate wonder, ask inquiring questions and promotes creativity and encourages multiple ways to represent thinking in graphic, written and oral language.

Children’s spirituality and inclusion: strengthening a child’s spirit with community, resilience and joy

The vision of inclusion speaks to the minds, hearts and spirits of children with disabilities. A meaningful inclusive atmosphere exists when children with and without disabilities are physically engaged and interact with one another as a community in a variety of activities. Spirituality for children with disabilities within an inclusive early childhood classroom requires an education that is intellectual, emotional, social, moral and spiritual. In this type of environment, children with disabilities and peers can flourish in a warm and welcoming community. This paper contributes to the literature and asserts the importance of the ‘forgotten’ dimension of early childhood special education. Learning strategies to inform teachers and parents for establishing an inclusive welcoming classroom for children with disabilities are offered by exploring a spiritual curriculum emphasising holistic education with peers through strengths-based projects, small group work and peer-mediated interventions for supporting the interests of each child and developing the capacity to develop resilience and joy.

Heroes of resiliency and reciprocity: teachers’ supporting role for reconceptualizing superhero play in early childhood settings

Abstract Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities.

Let’s play at the park! family pathways promoting spiritual resources to inspire nature, pretend play, storytelling, intergenerational play and celebrations

Abstract Contemporary interest from scholars examining spirituality have suggested that young children have an innately rich spiritual dimension that can be nurtured when they are given opportunities to express it or when such expressions are recognised. Based on direct observations in natural settings, this article addresses the importance of children’s spirituality and how outdoor play spaces, especially community parks, can contribute to a child’s spiritual development through enriching activities in nature, pretend play, storytelling and intergenerational play. The article also aims to encourage consideration of a variety of strategies that can be used to support the holistic development of a young child and nurture children’s spirituality. Supporting a child’s spiritual development with playful activities in outdoor spaces can help to identify the child’s interests, strengths and creativity through relationships that shape bonds with both families and community.

Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners

Although developmentally appropriate practice (DAP) has strong merits, there are considerations pertaining to its development and implementation which must be raised. In order for educators to include diverse voices of young children, the time has come for a new conversation to unfold introducing developmentally universal practice (DUP). With this new discourse, DUP would be considered a framework for early childhood pedagogy by supporting creative possibilities for teaching and learning, providing leadership and guidance for children, and addressing issues regarding diversity and inclusion. DUP would focus on intentional high-quality activities and promote equal access for young children, birth to age 8. This evaluative paper will address characteristics of DUP and using DUP for a variety of learners both from diverse cultural and/or linguistic backgrounds. A section is also devoted to relational pedagogy and preparing teachers to teach DUP with instructional strategies for early learning environments.

Promoting Alphabet Knowledge Using Peer-Mediated Intervention A Dynamic Duo for Early Literacy Development

Another busy morning begins in Miss Emily’s inclusive kindergarten classroom. The 5and 6-year-old children in the class have diverse learning needs; some have speech and hearing impairments. Children are sitting in a circle with nametags in front of them, eagerly waiting for circle time to begin. As part of the morning welcome, Miss Emily holds up corresponding nametags for identifying initial letter sounds in children’s names. “Here’s Ryan’s name. It starts with the sound /r/. Ryan, can you point to the letter /r/ in your name?” Ryan looks at the nametag and then turns to his friend sitting next to him. Billy takes Ryan’s hand and points to the /r/ in his name. Ryan makes the /r/ sound in his name for Miss Emily. Billy smiles at Ryan and Miss Emily says, “The R makes the /r/ sound at the beginning of Ryan’s name. Great job, Ryan!” One of early childhood teachers’ first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Development of early literacy skills has been a prominent concern among educators, administrators, and families (Bennett-Armistead, Duke, & Moses, 2005; Cook, Klein, & Tessier, 2008; Dickinson & Tabors, 2001). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children’s cognitive development and, therefore, are a main focus for early childhood educators (Dickinson & Tabors, 2001; Neuman, 2006). Knowing how to quickly recognize and visually discriminate letters plays a direct role in a child’s ability to acquire the basic literacy skills necessary for academic success (Shidler & Harrigan, 2010). This article addresses the importance of alphabet knowledge in early literacy development and suggests peermediated intervention (PMI) as an evidence-based intervention strategy helping educators to promote alphabet knowledge and social skills among young children with disabilities.

A Teacher's Journey to Mindfulness: Opportunities for Joy, Hope, and Compassion

Many mindfulness techniques and goals have natural connections for teachers, especially teachers of young children. Helping students expand their awareness beyond themselves, focus their attention, visualize, and be kind to one another are key aspects of a teachers responsibilities. Mindfulness supports teachers as they focus on positive emotions and making the most of opportunities to connect with children, and consequently increases the positivity of the classroom. Teaching mindfulness practices in early childhood classrooms allows young children to be creative, live in the present moment, and develop the positive, winning attitudes they need for success in the future.

Companion Angels on a Leash: Welcoming Service Dogs into Classroom Communities for Children with Autism.

Love, affection, acceptance, and companionship to children, these are just some of the benefits of a service dog for children. Yet there is much that these remarkable animals can do. From opening doors for children with cerebral palsy to warning a child with diabetes of low blood sugar, the abilities of a properly trained service dog are wide and varied. As explored in this article, service dogs can be especially beneficial in improving the educational experience of children with special needs, such as autism, by calming them when they experience anxiety, redirecting harmful behaviors, and generally increasing their independence. They can also help develop character traits, such as generosity, responsibility, empathy, and patience, that can be applied to human relationships in the classroom and beyond. Although service dogs are not pets—they are working animals—their role in improving the lives of children with autism and other disabilities puts them in a category that is all their own.

Focus on Family: Peer Play Dates: Making Friends and Facilitating Prosocial Skills

The big day has finally arrived. Four-year-old Becky waits patiently by the window watching the cars in the neighborhood cul-de-sac. Mom smiles as she looks at the play room. The room is organized so that Becky and her new friend Annabelle will have enough space to move freely and make choices about play items without distractions. The age-appropriate toys are interactive and will build on Becky’s and Annabelle’s interests to promote conversations, turn-taking, and make-believe play. The dramatic play area is ready with dress-up clothes and dramatic-play sets to facilitate play interactions. There is also a table with puzzles, markers for coloring, and Lego blocks. As the doorbell rings, Becky shouts, “Annabelle is here, Mommy.” During the visit, a new friendship is formed as the children enjoy authentic experiences that involve playing, negotiating, and participating in the real world.