How U.S. Early Childhood Educators Understand Children’s Spirituality: A Framework of Essence, Origin, and Action

Abstract

AbstractThis study explores in-service early childhood educators’ understanding of children’s spirituality. Utilizing the recently validated instrument, Early Childhood Educators’ Spiritual Practices in the Classroom (ECE-SPC), responses to the question, “What do you understand children’s spirituality to be?” were analyzed. Participants included 318 educators working in secular educational settings with children ages zero to eight years across 36 U.S. states. Findings reveal a multilayered understanding of children’s spirituality. Through a grounded theory approach to data analysis using in-vivo codes in initial and axial coding, participants’ responses were organized in a response framework comprised of three main categories of understanding spirituality: (1) as Essence in itself (f 208), (2) as its place of Origin (f 122), and (3) as Actions in relation to others or as ways in which it is practiced (f 86). This framework contributes to constructing a shared understanding of children’s spirituality to build efforts toward promoting holistic development and intentionally nurturing the spiritual domain.