Overview

This book brings together leading academics and practitioners to provide research-informed strategies for nurturing young children as spiritual beings. Globalization and performativity have led to a narrowing of education in early years settings and schools, and this book considers the types of knowledge and capabilities children and educators need to address the challenges this presents. The chapters explore and critique existing practices in a range of areas including sustainability, inclusion, relationships with parents, ethics of care, and the role of the arts. Written by contributors based in Australia, Canada, Malta, the UK and the USA, the book offers theoretical discussion and practical strategies to help educators nurture young children’s spirituality emphasising holistic approaches and caring relationships as an antidote to current neoliberal discourse.

Full Product Details

Author:   Dr Elizabeth Rouse (Deakin University, Australia) ,  Dr Brendan Hyde (Deakin University, Australia) ,  Dr Tony Eaude (independent scholar, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Dimensions:   Width: 15.60cm , Height: 2.80cm , Length: 23.40cm
Weight:   0.454kg
ISBN:  

9781350411760

ISBN 10:   1350411760
Pages:   280
Publication Date:   28 May 2026
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Manufactured on demand  

Table of Contents

Introduction: Understanding the Changing Context of Early Years Education in a Globalized World, Elizabeth Rouse (Deakin University, Australia), Brendan Hyde (Deakin University, Australia) and Tony Eaude (University of Oxford, UK) Part I: New Understandings of Children’s Spirituality 1. Relationality, Connectedness and Play: The Spiritual Dimension of Young Children’s Friendships?, Kate Adams (Institute of Childhood and Education, Leeds Trinity University, UK) 2. Constructing Understandings of Spirituality in Australian Early Years Immersive Nature Play Programmes, Fran Hughes (University of New England, Australia) 3. Exploring U.S. Early Childhood Educators’ Understanding of Spirituality and How it Can Be Fostered in Teacher Preparation, Jennifer Mata-McMahon (University of Maryland, Baltimore County, USA) 4. The Influence of Kirtan on the Foundation of Spirituality in a Sikh Early Years Setting, Japjit Kaur Pnaiser (Newman University, UK) 5. No Degree Required: Tracing the Contours of the Theological Imaginations of Young Children, Dave M. Csinos (Atlantic School of Theology, Halifax, Canada) Part II: How the Lens of the Spiritual Child Alters Our Understanding of Children and How To Nurture Them 6. Sustainability, Spirituality and Early Childhood: It’s All About Relationships, Wendy Ellyatt (The Flourish Project, UK) 7. Encouraging Curiosity, Creativity, Imagination and Playfulness as a Counter to Performativity Throughout the Early Years, Tony Eaude (Independent researcher, affiliated with University of Oxford, UK) 8. Engaging Children’s Capabilities for Learning Capabilities, Joyce E. Bellous (retired) (McMaster University, Canada) 9. ‘It’s All Just a Big Family’: Building Relationships With Parents to Foster Children's Spiritual Wellbeing, Elizabeth Rouse (Deakin University, Australia) and Fay Hadley (Macquarie University, Australia) 10. Fostering Spirituality in Infants and Toddlers: Reciprocity and Relationality for Creating Spiritual Connections, Nicole Downes (Deakin University, Australia) and Elizabeth Rouse (Deakin University, Australia) Part III: Environments, Curricula and Pedagogies 11. Conceptualizing Children’s Spirituality for Equity and Inclusion: Celebrating Strengths, Community and Friendships, Kathleen Harris (Seton Hill University, USA) 12. Creating and Sustaining Inclusive, Hospitable Environments To Nurture Young Children Holistically, Tony Eaude (Independent researcher, affiliated with University of Oxford, UK) 13. Shifting the Landscape – From Performativity to a Consideration of Spatial Affordances, Brendan Hyde (Deakin University, Australia) 14. Locating Spirituality at the Core of the Reggio Emilia Approach for Early Childhood, Kathianne Farrugia (Department of Early Childhood and Primary Education, University of Malta, Malga) and Adrian-Mario Gellel (Department of Early Childhood and Primary Education, University of Malta, Malta) 15. Spirituality and the Arts in Early Childhood Education: The Cultural Considerations Companion for Enriched Engagement, Catherine Oxworth (Federation University, Australia) and Bin Wu (Swinburne University, Australia) 16. Reframing Play through the Spiritual Lens, Christine Robinson (University of Notre Dame, Australia) Conclusion:Challenges and Opportunities Ahead, Elizabeth Rouse (Deakin University, Australia), Brendan Hyde (Deakin University, Australia) and Tony Eaude (University of Oxford, UK) Index

Reviews

""This is an important volume for the field of Early Childhood internationally. With the voice of the child central to the premise, it presents a range of insights and practices that highlight how practitioners might encourage young children to navigate identity and relationships within an increasingly complex world."" --Dr. Ruth Wills, Early Chilldhood lecturer, Liverpool Hope University, UK ""A thought-provoking read for all educators, leaders and researchers in early childhood. The editors have curated a collection of chapters that challenge the dominant culture of globalization and performativity by re-orienting the vision of the child as a spiritual-being. The chapters weave together the case for spirituality in its myriad of experiences and expressions in childhood, drawn together by the common thread of questioning assumptions whilst promoting the spiritual child."" --Christine Robinson, Associate Dean, University of Notre Dame, Australia ""This is a well-timed and well-researched book which, through a spiritual lens, will inform policies and practices in Early Childhood Education. It reminds educators of their ethical responsibility to encourage respectful and authentic relationships, thereby nurturing the whole child and promoting learning and wellbeing for all children in their care."" --Marian de Souza, Retired, formerly Honorary Associate Professor, Federation University, Australia.

Author Information

Elizabeth Rouse is Associate Professor in Education, Early Childhood at Deakin University, Australia. Brendan Hyde is Senior Lecturer in Education, Pedagogy and Curriculum at Deakin University, Australia. Tony Eaude is an independent researcher, affiliated with Oxford University, UK.

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