Nurturing the spiritual child: Compassion, connection and a sense of self

Transcription

1 Nurturing the spiritual child: Compassion, connection and a sense of self Patrice Thomas and Vanna Lockwood Research in Practice Series

2 About Early Childhood Australia Early Childhood Australia actively promotes the provision of high-quality services for all young children from birth to eight years and their families, and supports the important role of parents. Early Childhood Australia is also the national umbrella organisation for children s services and a leading early childhood publisher. About the series The Research in Practice Series is published four times each year by Early Childhood Australia. The series aims to provide practical, easy to read, up-to-date information and support to a growing national readership of early childhood workers. The books bring together the best information available on wide-ranging topics and are an ideal resource for children s services workers and others interested in the care and education of young children. Series Editor Edition Editor Graphic Design Photographs Nick Craven Pam Linke Marie Lake Andrew Sikorski Invitation to authors If you are interested in writing for the Research in Practice Series or any other Early Childhood Australia publication, please contact the Publications Section for further information on the preparation of manuscripts and for a copy of the guidelines for contributors. Membership, publishing and general enquiries Early Childhood Australia Inc. PO Box 7105 Watson ACT 2602 T: (02) F: (02) Sales line: (freecall) E: eca@earlychildhood.org.au publishing@earlychildhood.org.au Copyright 2009 All rights reserved by Early Childhood Australia Inc. Material herein must not be reproduced in any form without the written permission of Early Childhood Australia Inc. Registered for posting as a publication PP232100/00036 ISSN ISBN ISBN Printed by Goanna, Canberra About the Authors Patrice Thomas Patrice Thomas is an early childhood lecturer, author and stress management consultant who is passionate about bringing mindfulness, peace and wellbeing into the personal and professional lives of others. Vanna Lockwood Vanna Lockwood has taught for more than 20 years in early childhood, TAFE and university settings. She currently teaches at St Peter s Community Preschool, and works as an early childhood consultant and university professional experience supervisor. Thank you to the children, families and staff of St Peter s Community Preschool.

3 Contents 1 Understanding spirituality 5 Defining spirituality in an educational context 6 Why embrace spirituality with young children? 11 Preparing for working with spirituality in the service 13 Pathways for embracing spirituality in early childhood 17 Putting the spirit into practice 25 Conclusion 26 References Nurturing the spiritual child: Compassion, connection and a sense of self i

4 Understanding spirituality A man told his grandson: A terrible fight is going on inside me a fight between two wolves. One is evil and represents hate, anger, arrogance, intolerance and superiority. The other is good, and represents joy, peace, love, tolerance, understanding, humility, kindness, empathy, generosity and compassion. This same fight is going on inside you, inside every other person, too. The grandson then asked: Which wolf will win? The old man simply replied: The one you feed. Anon. ( In the 21st century, society is grappling with the impact of global concerns such as economic and social crises, climate change, natural disasters and the impact of technologies on day-to-day living. Our uncertain world will continue to change, placing more pressures on children. Programs that embrace the spiritual yearnings and ponderings of young children will lead the way in ensuring that early childhood settings are meeting children s needs in holistic ways, and helping them: to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society (New Zealand Ministry of Education, 2006, p. 9). 1 Research in Practice Series Volume 16 Number

5 While many families and adults now recognise the importance of spirituality, they are searching for ways to support, nurture and affirm young children s experiences of spirituality in daily life. Further, there is a growing concern about the detrimental effects on children of our hurried, materialistic society. Often, adults observe fundamental gaps in children s lives, but are often at a loss as to what to do about this. When we ignore spirituality in our daily programs, we inadvertently nullify and overlook children s inner knowing, strengths and spirits. Within this contemporary context we present one perspective of what spirituality for young children might represent in early childhood settings. The origins of our thinking about the importance of nurturing children s spiritual lives emerged from work undertaken by Thomas (1994) and Thomas and Shepherd (2000), where notions of children s rights to being (as opposed to having every moment of their days organised by adults) and the daily importance of spirit and soul time were proposed. The concept of an ecology of relaxation (Thomas, 2002; Thomas & Lockwood, 2003), where staff and parents develop a philosophy and environment for children that incorporates experiences of self-awareness, peace, stillness, slowness and relaxation, enables children s spirituality to be observed and nurtured. This philosophy is founded on the belief that we learn through our relationships, sensitively responding to each other and acknowledging the expressions of our spiritual selves daily. there is a growing concern about the detrimental effects on children of our hurried, materialistic society. Nurturing the spiritual child: Compassion, connection and a sense of self 2

6 In the early childhood years, children talk about their spiritual beliefs and understandings. What they do and how they approach the world are also evidence of their spirituality. Kessler (2000, cited in Grajczonek & Ryan, 2007, p. 11) identified some key experiences relating to young children that reflected their inherent need to nourish their spirits. These include: The yearning for deep connection Jai demonstrates a significant interest in animals and shows that he is developing spirituality in his fascination with, empathy for and desire to care for/love insects and lizards in the playground. His teachers respond to this by pointing out his gentleness and respect for all living things as a model for the other children. The longing for silence and solitude One rural preschool has provided a beautiful, quiet refuge for children in the room. Karl, a sensitive child who is sometimes overwhelmed by the busy-ness and noise of the day, is frequently observed seeking quiet time alone in this corner, called the angel space. 23 Research in Practice Series Volume 16 Number

7 The paths to spiritual experience and nurturance are many. Such experiences are inextricably integrated with: being observant and in touch with nature experiencing stillness, quiet and wonder belonging and relationships reflection and creativity an appreciation of simplicity (Elkind, 1992; Jenkins, 1995; Wolf, 1996). We hope the exploration of ideas around spirituality and young children will encourage early childhood practitioners to start formulating their own ideas about supporting children s spirituality in their setting. Children s definitions of the spirit Your spirit is in your heart A balloon floating into the sky God is inside me Spirit means we are all the same person My nana s spirit is in heaven When I float on a cloud (a visualisation story done at preschool) Flying like a bird Nurturing the spiritual child: Compassion, connection and a sense of self 34

8 Defining spirituality in an educational context Reflection The word is tainted, ambiguous and difficult to pin down or use with confidence, leaving teachers wondering what exactly they are supposed to be developing (Mason, 2000, p.2). The nature of spirituality makes it difficult to define. However, by considering its expression in educational contexts, we can gain more clarity. Bone, Cullen and Loveridge (2007) state that spirituality is a concept that resists definition; it means different things to different people. Nonetheless, it is often linked to compassion and the experience of joy. It is also about the search for connection in our lives. While these aspects of spirituality can be explored in non-religious ways, spirituality and religion have many shared characteristics. One of the most significant aspects defining spirituality and religion is the search for meaning in life. Today many people are searching for meaning within and outside of formal religious teachings and organisations from many cultures and philosophies. Some individuals find spiritual fulfillment and connectedness through their belief in a higher power some call God. Religion, for some, is a vehicle for spirituality. Whether expressed through religion or in other ways, children s search for meaning, connection and joy in life their spirituality needs to be nurtured by adults. Adams, Hyde and Woolley (2008) assert that spirituality can introduce mystery and wonder into daily events and encourage teachers to embrace aspects that are often taken for granted in early childhood settings. It is essential that we acknowledge, respect and respond to children and families who value spirituality and/or religion as integral to their way of living. Similarly, it is just as important to respect families who do not believe in religion or a higher being. One of the most significant aspects defining spirituality and religion is the search for meaning in life. 5 Research in Practice Series Volume 16 Number

9 Why embrace spirituality with young children? Inclusivity In the 2006 census, 81 per cent of Australians identified themselves as having a religious or spiritual affiliation (Australian Bureau of Statistics, 2006). To recognise and value the cultures children bring with them, we must ensure that their spiritual life is also recognised. In secular settings this is often overlooked, and we need to ask ourselves if this is being truly inclusive. We need to find ways to explain to children that families and communities have many different ways of looking at the world, practise different rituals and live their lives in ways which reflect this. We can refer to the many positive values that are common in religious and spiritual practice, such as kindness, care for others, respect and connection. Children are interested in exploring these ideas with adults and other children. It is important that as educators we respond to this in a sensitive and thoughtful way. Case study Two four-year-olds were discussing the spirit as they played in the sandpit at their preschool. Maya asked Stanley where a person s spirit was. As he thought about it, Maya suggested that it was in your feet. Stanley replied that it was too squishy in there, and that he thought a person s spirit was in their heart. The teacher s initial response was to listen without interrupting the flow of this discussion. One of the children asked the teacher where she thought the spirit was. The teacher responded by reflecting what the children had said, and added that people find their spirits in different ways, depending on what they believe. She said the spirit could be in our hearts like Stanley said, or we could feel it around us. Some people go to a church, temple or mosque to get in touch with the spirit, while other people feel the spirit in nature, such as hearing the sound of waves crashing on the beach. To recognise and value the cultures children bring with them, we must ensure that their spiritual life is also recognised. Nurturing the spiritual child: Compassion, connection and a sense of self 6

10 Allowing children to talk, paraphrasing what they ve said, encouraging them to listen to each other, recognising that people have different beliefs and that it s not OK to put down other children because of their different beliefs are all ways for educators to thoughtfully respond to diversity around religion and spirituality just as they do around other matters. When educators truly believe that children are spiritual beings, we can thoughtfully explore significant life events for their possible meaning. For example, many children are keen to discuss the death of someone close to them, such as a grandparent. By taking the time to genuinely listen, we can learn not only about children s feelings but also about their understandings of death, life after death, heaven, hope, remembrance and celebration of life. We are also helping them to develop their understanding. Reflection When Peta s grandfather died, she told the class how she knew he was in heaven and that made her feel happy. 7 Research in Practice Series Volume 16 Number

11 EXPERT -APPROVED EARLY CHILDHOOD RESOURCES Every Child magazine Ideas, inspiration and innovation A vast range of topics and perspectives on a current theme which varies from issue to issue. Provides service-based activities, snapshots and profiles written by the field, for the field. Australian subscription (4 issues) Individual: $50 Institution*: $100 Research in Practice Series Practical, on-the-ground support Experts provide easy-to-read guides on a unique approach or topical issue. Offers new ideas and advice for all service-based early childhood carers and educators. Australian subscription (4 issues) Individual: $45 Institution*: $100 Australasian Journal of Early Childhood All the latest research and debate Australasia s foremost scholarly journal within the early childhood field. Research-based articles analysing theory and practice, encouraging critical discussion among practitioners, academics and students. Australian subscription (4 issues) Individual: $70 Institution*: $200 Everyday Learning Series Creative ways to enliven children s everyday experiences For everyone involved in the care of children in the home environment. Each issue explores one topic, providing in-depth practical advice to make the ordinary extraordinary, while supporting children s growth and development. Australian subscription (4 issues) Individual: $40 Institution*: $100 Past issues and free samples available see online for details. Subscribe now: phone (freecall) or eca@earlychildhood.org.au Don t forget: subscriptions for early childhood professionals are tax deductible. *Institutions price: For a tertiary institution or group of services, including government entity, statewide service, NGO, multi-service provider etc. Subscribe today

12 Nurturing the spiritual child: Compassion, connection and a sense of self By embracing children s spirituality, early childhood educators and carers create new possibilities for optimism, mindfulness and contentment. Nurturing the spiritual child: Compassion, connection and a sense of self offers practical ways to encourage a sense of spirituality in early childhood settings. Authors Patrice Thomas and Vanna Lockwood suggest that children s spirituality is evidenced in their sense of self, the connections they establish with others and their search for meaning in life. Educators and carers can support and encourage these aspects of a child s life to increase wellbeing, compassion and inclusivity. Nurturing the spiritual child provides: strategies for embracing spirituality in programs activities for practising spirituality with children case studies from centres that have embraced spirituality. Nurturing children s spiritual development strengthens an understanding of and interaction with their own life, the lives of others and the changing world they live in. Volume 16 No Research in Practice Series Early Childhood Australia Inc. PO Box 7105 Watson ACT 2602 T: (02) F: (02) E: eca@earlychildhood.org.au