But First, Spirituality
Spirituality and Religious Education in Western Australian Catholic Early Learning Contexts
Bibliographic Data
| ID | 3591851 |
|---|---|
| Authors | Christine Robinson (0000-0002-8938-2994, The University of Notre Dame Australia, corresponding author) |
| Year | 2023 |
| Volume | 14 |
| Issue | 2 |
| Pages | 269 |
| Publication date | 2023-02-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Religions (JOURNAL) |
| Journal identifiers | ISSN: 2077-1444 • E-ISSN: 2077-1444 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/rel14020269 |
| OpenAlex | W4321250370 |
| Language | EN |
| Citations received | 7 |
| References cited | 20 |
In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compulsory years of the Catholic school sector. RE is advocated as a curriculum subject, timetabled for and assessed alongside other subjects and focussed on developing religious knowledge and understanding. In addition to the RE lesson, faith development, or catechesis occurs through the intersection of RE and other faith-based activities in the Catholic school. In the early learning centre that caters for children prior to compulsory schooling, there is no formalised RE curriculum and educators are tasked with raising the religious awareness of children as opportunities arise. This paper presents findings from research that explored educators' understandings of, and practices in, promoting children's spirituality specifically in connection to RE. As a result, the paper advocates for spirituality as the starting point for developing young children's religious beliefs. In addition, it become evident through this investigation that understandings of spirituality, religiosity and RE continue to be complex and educators require assistance to disentangle these if they are to intentionally promote children's spirituality, and subsequently, their religious beliefs
Curriculum · Epistemology · Faith · Pedagogy · Religiosity · Religious education · Sociology · Spiritual development · Spirituality · Diverse Education Studies and Reforms · Education and Islamic Studies · Psychology · Religious Education and Schools · Social Psychology
Preschool teachers’ perceptions of spirituality in Türkiye
Expanding the framework
The experience and expression of spirituality in childhood
Tracking the evolution of citizenship and religious education studies
Problems experienced by Christian religious education teachers in Indonesia
Understanding children’s spirituality
The Perceptions of Early Career Teachers Regarding the Teaching of Religious Education in Catholic Schools in Western Australia
Re‐conceptualizing spirituality in the light of educating young children
Sharing my journey and opening spaces
Happiness, emotional well‐being and mental health – what has children’s spirituality to offer
To be ‘formed’ and ‘informed’
Toddler Spiritual Formation and the Faith Community
Spiritual development in the classroom
The spiritual potential of childhood
The potential of ‘wonder’ to engage children’s spirituality
Spiritual styles
Exploring trauma, loss and healing
The rise of the child's voice; the silencing of the spiritual voice
Embedding Reflexivity Within Experiential Qualitative Psychology
Spiritual Development in Childhood and Adolescence
Giving voice and making sense in interpretative phenomenological analysis
| Citations per year | 7 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |