Based on qualitative research and interactions with both children and adults, Jennifer Mata argues that educators should be responsible for addressing children's spirituality in the classroom and for re-introducing these topics into early childhood education.
Based on qualitative research and interactions with both children and adults, Jennifer Mata argues that educators should be responsible for addressing children's spirituality in the classroom and for re-introducing these topics into early childhood education.
Jennifer Mata, Ed.D., is Assistant Professor of Early Childhood Education at the College of Education, DePaul University, USA. She received a doctorate in early childhood education from Teachers College, Columbia University, and has worked in the field of early childhood education since 1995. Dr. Mata has been an infant and toddler, preschool, and kindergarten teacher in both monolingual and bilingual settings in the U.S. and abroad, and was formerly Associate Professor at Universidad Metropolitana in Caracas, Venezuela. Her research interests stem from children's spirituality and teacher preparation to moral development and bilingual and bicultural education.
Inhaltsangabe
Introduction Part I: Making the Case for Spirituality Chapter One: Why Spirituality? Chapter Two: What is Spirituality? Chapter Three: Spirituality - How can it be nourished? Part II: Through the Spiritual Experiences of Children Chapter Four: Studying Children's Spirituality Chapter Five: Ellen: "I can spell your name!" Chapter Six: Anna: "You can't do that! Can I help?" Chapter Seven: Mark: "Uhm, uhm, uhm, dance to the music." Chapter Eight: Matt: "I don't know." Chapter Nine: Looking for Commonalities and Differences in Children's Spirituality Part III: What does this mean for Early Childhood Education? Chapter Ten: Answering Guiding Questions and tying it back to Theory and Research Chapter Eleven: What needs to be done by Teachers and Early Childhood Education Programs? References Appendix A Semi-Structured Individual Activity Protocol Appendix B Photographs Presented in the Individual Activity Appendix C Semi-Structured Group Activity Protocol Appendix D Questions Guiding Informal Conversations
Introduction Part I: Making the Case for Spirituality Chapter One: Why Spirituality? Chapter Two: What is Spirituality? Chapter Three: Spirituality - How can it be nourished? Part II: Through the Spiritual Experiences of Children Chapter Four: Studying Children's Spirituality Chapter Five: Ellen: "I can spell your name!" Chapter Six: Anna: "You can't do that! Can I help?" Chapter Seven: Mark: "Uhm, uhm, uhm, dance to the music." Chapter Eight: Matt: "I don't know." Chapter Nine: Looking for Commonalities and Differences in Children's Spirituality Part III: What does this mean for Early Childhood Education? Chapter Ten: Answering Guiding Questions and tying it back to Theory and Research Chapter Eleven: What needs to be done by Teachers and Early Childhood Education Programs? References Appendix A Semi-Structured Individual Activity Protocol Appendix B Photographs Presented in the Individual Activity Appendix C Semi-Structured Group Activity Protocol Appendix D Questions Guiding Informal Conversations
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