Spirituality and child protection in early childhood education: a strengths approach

Abstract

In recent international and Australian early childhood curriculum guidelines and child-protection policies, the need for teachers of young children to foster spirituality has been highlighted. However, what this might mean in practice has not been widely explored. This article addresses the more controversial issue of spiritual abuse and the right of children to protection in terms of spiritual development. We present a critique of current definitions taken from research and policy documents. Qualitative data provide the research background. Vignettes are presented to give examples of what spiritual harm might look like in practice. Finally, a strengths-based approach is introduced and strategies are suggested in order to explore the potential of the Strengths Approach (a social justice approach originating from social service practice) to aid early years’ teachers to create spiritually protective learning environments. This approach recognises and values children’s holistic development and wellbeing and supports them to appreciate, engage with and question the world around them with a resilient spirit.

Keywords:

• spirituality
• early childhood
• spiritual abuse
• strengths approach
• resilience

Acknowledgements

The authors would like to thank the CRN (Collaborative Research Network – Charles Sturt University, Monash University and Queensland University of Technology) for support while writing this article.

Disclosure statement

No potential conflict of interest was reported by the authors.