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Recent documents have prompted early childhood educators to consider children from beyond a developmental perspective.
One such perspective is spirituality. But can such an individual concept be painted with a broad brush? Can it be made meaningful beyond the context of more traditional religion?
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The NSW Curriculum Framework defines spirituality as being 'about reverence for life and appreciation of beauty in nature and creative endeavours' (p. 72). Spirituality is personal and individual. Some adults find spirituality in a belief of – and communion with – a divine presence. Spirituality can also be invoked everyday in nature, such as an appreciation of a spider-web jewelled with water droplets, a perfectly smoothed pebble or a baby frog. Creative arts experiences also provide opportunities for spiritual growth. This may be through 'making': painting watercolours or composing rain music with a glockenspiel. Or 'appreciating': enjoying the rhythm of poetry or the tactile quality of sculpture. What resonates with one person will not necessarily touch the spirit of another.
Key considerations for incorporating spirituality into early childhood programs
- Simplicity: by clearing away the clutter a program can provide opportunities for thinking. Do children always need to be busy and engaged in activities that emphasise achievement or problem-solving? Cloud-watching or sitting around a flickering candle-light can provide a framework for daydreaming.
- Solitude and silence: rooms and playgrounds need to provide space for a sanctuary where a child can have a sense of being away from others, where being quiet and having a rest from 'doing' is promoted. Although collaborative learning (the belief that intellectual discovery is a social process) has become a central focus of contemporary programs, the opportunity to engage in some solo experiences also has its value.
- Observation: by drawing attention to natural detail, such as the texture of bark or the shimmer of a peacock feather, adults can encourage children to develop the languages necessary for the expression of responses and reflections.
- Reflection: arts experiences such as drawing; painting; drama; as well as therapeutic activities, such as water-play or gardening, all give opportunities to develop reflective skills.
- Analysis: consider how and why we make friends, patterns on leaves vary and music can change the way we feel. Adults can encourage children to search for their own solutions – rather than just give what they believe to be the 'correct' answer.
- Wonder: provide intriguing and beautiful objects as display. Dahlberg (1999) describes wonder as the starting-point for philosophy and pedagogy.
The value of slowness...
When I first started out as a teacher, my mentor said that the most important thing, above all, was spending quality time just being with children: playing, watching a video, reading, sitting, joking and just relaxing could be as educational as a highly rigorous maths lesson. I thought she was living in a delusional world and that she was probably due for retirement, but as I get older and more experienced I am beginning to see the wisdom in her view point.
Children of the twenty-first century have lives that are packed with educationally sound learning opportunities but where is the time to worry about the development of children as rounded, happy and well-adjusted human beings? Taking time to slow down is something that educators all need to learn and learn to value. Building relationships, appreciating others and providing time when wonder and understanding of the world can be shared are the most rewarding and satisfying parts of being an educator, and they are the moments that children will always remember.
In twenty years time I'll be kidding my self if I think a student of mine is going to be saying, 'Ah, that Mrs. de Nys, she taught me to decode words brilliantly'. There is a good chance, however, that this student may one day mention the really special first grade teacher she had all those years ago. The one who taught her the value of good communication and the priceless joy brought by cosy afternoons spent snuggled up in the beanbags reading beloved books with a dear friend.
Sharn de Nys
Year One classroom teacher
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Why introduce spirituality in early childhood programs?
Childhood experiences shape our adulthood. Spirituality must also be influenced by early opportunities. Art critic Robert Hughes recalled that childhood fishing experiences provided important strategies for leading a rich life. He explained that fishing required patience, developed a focused appreciation of the immediate environment as a microcosm of the world and gave time to consider the small things – such as moss on a rock – as well as bigger issues, such as environmental degradation. Most importantly, Hughes contended, it gave an opportunity to practise analysis and introspection.
How ready are young children for analysis and introspection?
Perhaps children are even better placed for honest reflection than adults: young children do not assume they have a solution to every problem. The world is a place of mystery, curiosity and daily surprise for children. The notion of absolute truth is not yet entrenched and so a young child can feel free to ask questions that do not have a single answer, or even any answer. Questions such as 'how do you become someone's friend?', 'who looks after the world?', 'do butterflies know that they are beautiful?' indicate an interest and reverence for life.
Recently, at the Australian Centre for the Moving Image (ACMI) in Melbourne, groups of people were invited into a small, dark room to take part in an interactive installation. Several beams of light were directed to the floor from above. Each participant was guided to place a white, shallow bowl under the beam.
The reward was an ever-changing, moving image of the sea projected onto the bowl: schools of tiny silver fishes, wave patterns, coral; all moving, all changing. There was a palpable sense of awe for each person as the surprise revealed itself. The experience drew attention to the beauty and power of nature, and the clever approach imparted a strong personal connection.
The adults and children held more than the bowl in their hands. They held the world. It was an enriching experience that provoked thought and resonated with the essence of what it is (or could be) to be human.
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Spirituality is being reinvented. The inner-self is the one area of life in which we have real control and can make changes. Appreciating and honouring the natural world and making spirituality visible through the arts are both ways to significantly enrich human life.
Michele Roberts
School of Education
The University of Newcastle
References and further reading
Dahlberg, G. (1999). Paper presented at Unpacking Conference, Macquarie University, Sydney.
Hughes, R. (1999). A jerk on one end: Reflections of a mediocre fisherman. New York: Ballantine Publishing Group.
New Zealand Ministry of Education. (1996). Te whariki: The national early childhood curriculum. Wellington: Learning Media
Stonehouse, A. (2001). NSW Curriculum Framework for Children's Services. Sydney: NSW DoCS.
Tasmania Department of Education. (2004). Essential connections: A guide to young children's learning. Department of Education, Tasmania.
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