Teacher voice for reflections on practice: using the voice-centred relational method to determine early childhood teachers’ understanding of spirituality
This article presents a methodological exercise using the voice-centred relational method to show how two Australian early childhood educators recognise and address spirituality in children’s learning and wellbeing. The relational voice-centred methodology is outlined and applied to two of the trans...
| Auteurs: | ; |
|---|---|
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Taylor & Francis
2022
|
| Dans: |
International journal of children's spirituality
Année: 2022, Volume: 27, Numéro: 2, Pages: 79-96 |
| RelBib Classification: | AG Vie religieuse AH Pédagogie religieuse KBS Australie et Océanie |
| Sujets non-standardisés: | B
Spirituality
B Wellbeing B voice-centred relational method B Early childhood educators |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This article presents a methodological exercise using the voice-centred relational method to show how two Australian early childhood educators recognise and address spirituality in children’s learning and wellbeing. The relational voice-centred methodology is outlined and applied to two of the transcripts of participants from an exploratory project originally involving three educators. The analysis revealed that while these participants understood spirituality in ways consistent with the literature, there is a disconnect between key statements of the regulatory framework and their daily practice, leaving them uncertain as to how to reference and document this feature of children’s development. |
|---|---|
| ISSN: | 1469-8455 |
| Contient: | Enthalten in: International journal of children's spirituality
|
| Persistent identifiers: | DOI: 10.1080/1364436X.2021.2024153 |