Nurturing children's spiritual development in early childhood context

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The notion of the spiritual dimension of humanity has developed for centuries, mostly linked with religion, faith or divine nature of an invisible higher being. It is only in more recent times that spirituality has been investigated beyond the religious domains. As an innate ability of human being, spirituality links to our awareness and consciousness of the surrounding worlds through curiosity, wonder, a sense of compassion and love. The Covid-19 pandemic has urged us to rethink education and develop more holistic approaches to children’s learning considering the ultimate importance of mental health and wellbeing. Addressing children’s spiritual development arises as an urgent call in these challenging times. The lack of recognition of spiritual development as part of young children's learning in the Early Years Foundation Stage (2021) in England is a stark contrast to the significance of spirituality for young children. This article provides space for open dialogues among early childhood educators to enable deeper thinking and understanding of their crucial role in nurturing young children’s spiritual development.


  • spirituality, early childhood educators, Froebelian perspective, play, engagement with nature, holistic learning and wellbeing

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