Spirituality in the Early Years - CEO Rockhamptonrokreligiouseducation.com/.../draft_spirituality_in_the_early_years... · Spirituality in the Early Years Young children’s spirituality

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CATHOLIC EDUCATION: DIOCESE OF ROCKHAMPTON

Spirituality in the Early Years

Young children’s spirituality and their spiritual and religious development are of central relevance and importance to who they

are and who they will become.

All children are innately spiritual.

Their identity, sense of belonging and sense of meaning, as well as their purpose in life are all inextricably intertwined with, and affected

by, their spirituality and the ways through which that spirituality might be nurtured.

QCEC, Framework for the Early Years Spiritual Development in the Catholic Tradition.2010, p.2

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R o c k h a m p t o n

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Acknowledgements

Religious Education Team

Di-Anne Rowan Assistant Director Mission

Gail Davis Religious Education Consultant

Teaching and Learning Religion

Dr Jim Hanley Religious Education Consultant Secondary Colleges

Jocelyne Benoit Religious Education Consultant Primary Schools

Brett Halter Religious Education Consultant

Personal and Social Development Education

Special thanks to: Dr Jan Grajczonek, Senior Lecturer Religious Education, ACU, for her input and critique. Kath Byrne, Diocesan Co-ordinator Pre-prep & OSHC, for her support and direction. Julia-Mai Greene, Pre-prep teacher, Our Lady of the Sacred Heart School, Springsure for her input. Jane Dickson, Pre-prep teacher, St Joseph‟s School, Barcaldine, for her input.



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Contents

Introduction 4 Outcome: Children have a strong sense of their innate spirituality 8 Examples of evidence and practice 9

Children have a sense of wonder about their identity 10 Children have a sense of wonder about the present moment-

of people, events, experiences and surroundings 11 Children have a sense of wondering at the big questions

about life and the divine as they respond with a sense of awe and wonder to the intangible, an event, an experience

or natural phenomena. 12 Teaching and learning resources 13

Examples of Focus areas using QKLG template 14

Storytelling techniques 17

Godly Play 20

Prayer Strategies 23 Appendix 1: Songs and rhymes to assist in raising religious awareness 26 2: Music Websites 29

3: Literature Resources 29

References 30



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Introduction As outlined in the Melbourne Declaration on Educational Goals for Young Australians, the period from birth to eight years sets the foundation for every child‟s social, physical, social, emotional, personal, creative, cognitive, linguistic and spiritual development. It is the time when brain development is most active and when all children‟s experiences are critical as they impact on later outcomes in life. Children who participate in quality early childhood education are more likely to become:

successful learners,

confident and creative individuals and

active and informed citizens.1

Catholic schools cherish each child as a special miracle and aim to create an environment which enables them to experience the joy and wonder of our world. This document, Spirituality in the Early Years, aims to assist teachers in nurturing and developing the innate spirituality of children in the early years. It will provide an important support to educators as they engage in developing in young children an understanding of and relationship with God.

The primary purpose of the Catholic early childhood centre is to provide an all-encompassing family atmosphere that supports the awakening and nurturing of spirituality in the child bringing them to an awareness of God, gospel values and their place in the world. This is achieved within a loving Christian environment where religious concepts and activities are age and developmentally appropriate. Devising teaching methods is important but nurturing the spiritual life of children is much more about the realities of human relationships than it is about detailed lesson plans.2 Children in the early years learn most effectively through play-based experiences. Play involves a range of opportunities to explore, imagine,

investigate and engage in purposeful and meaningful experiences. It is through play-based experiences that

children make sense of their world, as they engage with others and their environment. These learning opportunities are child-initiated, with peer interaction and negotiated by the child with educators and parents.

1 Ministerial Council on Education, Employment, Training and Youth Affairs, Melbourne Declaration on

Educational Goals for Young Australians, Ministerial Council on Education, Employment, Training and Youth

Affairs. Victoria, 2008, p. 11. 2 D Hay & R Nye, The Spirit of the Child, rev edn, Jessica Kingsley Publishers, London, 2006, p.148



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The task of nourishing spirituality is one of releasing, not constricting children‟s understanding and imagination.3 The Spirituality in the Early Years document is a Rockhampton Catholic Education Diocesan resource that is to be used as a guide to assist teachers with planning in a Catholic school early years setting working with children from 3-5years of age. It is intended to complement, support and enhance the following documents:

Melbourne Declaration on Educational Goals for Young Australians On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years.

Belonging, Being & Becoming The Early Years Learning Framework for Australia (EYLF) As part of the National Reform Agenda for Early Childhood the Australian government has developed an Early Years Learning Framework (EYLF) to provide support for early years educators in the implementation of effective early years‟ programs. This framework is for all early years educators and is for children from birth to five years of age.

Queensland Kindergarten Learning Guideline (QKLG) The Queensland Studies Authority (QSA) has developed the Queensland Kindergarten Learning Guideline (QKLG) to align with the Early Years Learning Framework. The Guideline provides early years teachers with advice for interacting with children, planning, monitoring and assessing, and sharing information in kindergarten contexts.

Framework for Early Years Spiritual Development in the Catholic Tradition In 2010 the QCEC Pre-prep Taskforce in collaboration with Dr Jan Grajczonek (ACU) developed a Framework for Early Years Spiritual Development in the Catholic tradition that early childhood education and care services may use with the approval of the relevant Bishop. The Framework defines spirituality and explores practical ways to nurture young children‟s spiritual and religious development.

Religion Syllabus P-12. Catholic Education Office, Diocese of Rockhampton. This Syllabus provides support and direction for teachers who are involved in the classroom teaching of Religion from the Prep Year to Year 12.

3 Hay & Nye, p. 149.



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The Spirituality in the Early Years document sits adjacent to the Queensland Kindergarten Learning Guidelines. It is designed to be used by early years teachers when planning, to complement the understandings in the Queensland Kindergarten Learning Guidelines. Both of the documents, Spirituality in the Early Years and the Queensland Kindergarten Learning Guidelines are informed by the Principles, Practices and Outcomes in the Belonging, Being & Becoming The Early Years Learning Framework.

Melbourne Declaration on Educational Goals for

Young Australians

Belonging, Being & Becoming - The Early

Years Learning Framework.

Queensland Kindergarten Learning

Guide

Framework for Early Years Spiritual

Development in the Catholic Tradition




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The QCEC Framework for Early Years Spiritual Development in the Catholic Tradition acknowledges that:

Young children‟s sense of belonging is integral to their spirituality.

Young children‟s spirituality is at the heart of their being, that is, who they are now in the present time.

The implicit and explicit nurturing of young children‟s spiritual development is essential to their becoming, as they learn to become relational, resilient and active members of their families and communities.4

The Spirituality in the Early Years document adds the dimension of Spirituality to the characteristics of children‟s lives that are fundamental to Belonging, Being & Becoming - The Early Years Learning Framework.

4 QCEC, Framework for Early Years Spiritual Development in the Catholic Tradition, 2010, p.2.

Spirituality

Spirituality is the natural dimension in life that includes: thinking and feelings about the transcendence;

ideas about a creator or creative force in the cosmos; human values;

sense of meaning and purpose in life; love and care for self and others;

sense of stewardship for the earth and its flora and fauna. Spirituality is the way in which a spiritual/moral dimension enters into, or is implied in, the thinking and behaviour of

individuals. Rossiter, G. 2010, p.7

Belonging Experience belonging-knowing where and with whom you

belong is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider

community. Belonging acknowledges children's interdependence with others and the basis of relationships in

defining idenities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children

are and who they can become.

Being Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children's lives. It is about the present and them knowing themselves, building relationships with others, engaging with life's joys and complexities, and

meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also

about the present.

Becoming Children's identities, knowledge, understandings, capacities, skills and relationships change during

childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early

years as young children learn and grow. It emphasises learning to participate fully and actively in society.




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OUTCOME – Children have a strong sense of their innate spirituality The outcomes listed in Belonging, Being & Becoming - Early Years Learning Framework are:

Children have a strong sense of identity.

Children are connected with and contribute to their world.

Children have a strong sense of wellbeing.

Children are confident and involved learners.

Children are effective communicators.

Spirituality in the Early Years adds another outcome to that list.

Children have a strong sense of their innate spirituality.

CHILDREN HAVE A STRONG SENSE OF THEIR INNATE SPIRITUALITY It is believed that all children have an innate spirituality that they are born with and which is not dependent upon any religious affiliation.5 It is also apparent in our society today that we can no longer presume that children have had any prior religious experiences or understanding before entering a Catholic early childhood setting. It is therefore more appropriate and relevant that young children‟s spirituality, found in their own experiences and education, is a more appropriate starting point. Young children‟s spiritual development is recognised and acknowledged as an equally important and essential aspect of their wellbeing as are their personal, cognitive, physical, emotional and social developments.6

Young children‟s spiritual sensitivity can be identified in the following descriptions: A sense of Belonging with someone or something; a sense of belonging to a group and the drive to help others. A sense of wonder about their identity. Who am I? Where do I fit in? A sense of Being completely absorbed in whatever they are doing; attending to the here and now. A sense of wisdom in their awareness of the present moment. A sense of Becoming as they wonder at the big questions about life and the Divine, as they respond imaginatively and with awe and wonder to various complex issues, events and phenomena.

5 J Grajczonek, Spiritual Development and Religious Education in the Early Years: a Review of Literature,

QCEC, p.15. 6 QCEC, Framework, 2

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Examples of evidence and practice for educators

Outcome: Children have a strong sense of their innate spirituality Children have a sense of wonder about their identity Children have a sense of wonder about the present moment- of people, events, experiences and surroundings Children have a sense of wondering at the big questions

about life and the divine as they respond with a sense of awe and wonder to the intangible, an event, an experience or natural phenomena.

Key components of learning in this outcome are expanded to provide examples of evidence that educators may observe in children as they learn. Examples of practice to promote children‟s learning are also included.

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Children have a sense of wonder about their identity.

This is evident, for example, when children: willingly contribute ideas and thoughts as a valued member of the group help others plan and carry out tasks respond positively to encouragement from others express ideas about their identity in relation to their family, school, community and/or country demonstrate an ability to listen to others and be open to others‟ ideas and opinions are willing to express their emotions and to

recognise different feelings explore their own and others‟ needs, feelings and ideas through discussion, roleplays, stories and interactions express their feelings, needs and ideas with consideration for the feelings, needs and ideas of others reflect on their actions and consider consequences for others negotiate peaceful and inclusive practices with others respond positively from their growing awareness of themselves as part of the goodness of God‟s creation celebrate and share personal successes and new

learning.

Educators promote this learning, for example, when they: develop a climate within which all children can grow and flourish, respect others and be respected create a community of friends with kind, compassionate and respectful relationships give children voice by asking for their opinions, likes and dislikes; as well as giving children choices of activities in which the group might partake and opportunities to make decisions for the group encourage children to manage conflict peacefully and model specific strategies by which they could achieve this give children the opportunity to understand human feelings and emotions, the way they affect people and how understanding them can be helpful give children time and explicit guidance to reflect and learn from reflection accommodate difference and respect the integrity of individuals encourage children to reflect on their disappointments and frustrations give time and space to create specific discussions in which children are invited to express their own feelings and emotions, likes and dislikes, gifts etc. assist children to come to know themselves and what it means to listen to their hearts assist children to become empathetic, compassionate and loving by showing them how to listen with their hearts use children‟s literature to explore feelings and have children reflect and discuss their reactions support and develop children‟s religious beliefs in ways that are personal and relevant to them model language to describe and celebrate

diversity.

Add your own examples from your context:



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Children have a sense of wonder of the present moment - of people, events, experiences and surroundings.

This is evident, for example, when children: talk about events of the church liturgical year e.g

Easter and Christmas interact, listen attentively and respond to others

when engaging with religious texts and stories express in diverse ways their emerging

understandings of elements, characters and

events in religious texts participate with reverence in shared prayer within

the group investigate and communicate the social, religious

and cultural practices of people with respect and dignity

identify some ideas and practices that may be unfair and suggest new possibilities

express understandings in diverse ways about choices and consequences

explore and interact positively with people‟s diversity through conversations

identify the capabilities, including talents, needs

and interests of self and others

Educators promote this learning, for example, when they: encourage children to pay attention to their

responses to a variety of stimuli both physical and emotional

give time and space for children to be still, meditate and pray

encourage children to pay attention to their

responses to a variety of sensory stimuli in which they engage on a regular basis such as painting, modelling, sand play, constructing, music, etc.

give children the opportunity to explore values and religious beliefs, particularly Christian beliefs and gospel values, as well as those representing children from other religious traditions, and the ways in which those beliefs and values affect people‟s lives.

discuss with children the various values developed in children‟s literature and scripture stories.

identify characters‟ values in their responses to various situations in children‟s literature and scripture stories.

read and discuss bible stories and stories of other

spiritual traditions model a variety of types of prayer including song,

meditation, movement, private and group prayer explore different contexts and situations for

prayer explore prayers from other religious traditions, in

particular those represented in the centre/class. use teachable moments to discuss, question and

challenge biases and unjust behaviour through discussions, role play and texts

use teachable moments to challenge and draw attention to injustice and to explore appropriate solutions

plan experiences that build on the social and

cultural practices of children

Add your own examples from your own context



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Children have a sense of wondering at the big questions about life and the divine as they respond with a sense of awe and wonder to the

intangible, an event, an experience or natural phenomena.

This is evident, for example, when children: notice and appreciate the beauty and mystery of

the universe communicate their own understanding of the

Divine through a variety of mediums

display awe and wonder of features and changes in familiar natural environments

share personal understandings, pose questions and wonder about creation and God

willingly share or discuss their own and others‟ understandings about God

experiment in different ways to imaginatively represent experiences and ideas about God and Jesus

appreciate and identify the features and needs of living things in familiar environments

share or discuss others‟ understandings about

creation e.g. Dreaming stories.

Educators promote this learning, for example, when they: stimulate their imagination with story, scripture,

gestures and symbols allow children to question and wonder aloud

about their experiences, events and the natural world

give time for children to experience and be immersed in a rich natural environment

provide an environment that promotes and encourages a sense of curiosity

encourage them to wonder about God and Jesus and explore the many images of God and Jesus provided in scripture

explore images of the Divine from other religious traditions represented in the group

use teachable moments to stimulate and challenge their thinking about the Divine, life and their place in creation.

Add your own examples from your context:



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Teaching and Learning Resources

Examples of Learning using the Queensland Kindergarten Learning Guideline proforma

All about Me

You and Me

God‟s World

Storytelling Techniques

Godly Play

Prayer Strategies



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All about me – children have a sense of wonder about their identity

Small group possibilities:

Stories to read and wonder about:

Whoever you are by Mem Fox.

Guess how much I love you by Sam McBratney.

Investigate scripture stories using the Godly Play technique : The Good Shepherd

Also introduce the children to Jesus – Jesus was born into a family.

Investigate the story of Jesus birth – look at both Matthew and Luke Infancy narratives and ask wondering questions.

Assessment & monitoring opportunities:

Review evidence of learning collected over time in a portfolio

of learning.

What does this evidence tell me about this child’s developing

knowledge, skills and dispositions?

How is their learning progressing?

What does this mean for future decisions?

Observe children as they engage in play, real-life

engagements and routines and transitions.

Engage in learning conversations with children and parents.

Reflections/Forward planning:

Children’s wondering questions

I wonder who made me?

I wonder why we all look different?

I wonder how much God loves the world around us?

I wonder what I was like as a baby?

I wonder what Jesus was like as a baby?

I wonder what Jesus’ house looked like?

Teacher reflections

How am I recognizing the unique qualities of each child?

Am I aware of different cultures and religions in the group?

Am I inclusive of families from other cultures – the different foods eaten, colour of skin, beliefs about Jesus and God?

How prepared am I to discuss the different styles of families?

Do I have enough resources to facilitate investigating the life of Jesus as a child?

Routines & transitions:

Activities

Explore ways we can show love for ourselves: e.g. eating

healthy foods, exercising regularly, feeding our spirit.

Use puppets/ to identify and express emotions.

Thank you prayers for the things that make you special.

Match baby photo to student/ match shoes to students.

Action songs all about me – John Burland, Monica Brown,

Andrew Chinn, Michael Mangan.

Chuck Brown and the Chuckle berries – God made hugs for Two.

Recognize your name.

Real-life engagements:

Have mirrors, tape measures or wool, magnifying glasses to

investigate physical attributes. I wonder why we are all

different.

Measure and compare hand size, foot size, height – I wonder

how big Jesus’ feet were?

Create a class book – Things we love - I wonder what Jesus

loves? Create a word wall of actions that show love.

Take photos of children doing the things they love. I wonder

what Jesus loved to do?

Take photos of the children and use them to make a collage.

Investigate homes using ICT and books, and wonder about

the type of home Jesus grew up in.

Play: Dramatic Play items such as home furniture, prams, baby dolls, baby rugs, baby toys, good food and kitchen utensils.

Face puzzles

Emotions memory card game.

Create face masks showing different emotions.

Add appropriate dress ups to role play Mary, Joseph and the baby Jesus.

Add to construction/ manipulation items to make fences and sheep pens.

Decorate name cards using any collage items.

Add church items (e.g. candle, chalice, paten, altar cloth) to

Dramatic Play.



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You and Me – children have a sense of wonder about the present moment

Reflections/Forward planning: Children wondering questions I wonder if Jesus had to help Mary at home? I wonder what Jesus liked to do with his family? I wonder why God made all our families different? I wonder why we have so many bones in our body? I wonder what I will be when I grow up? Teacher reflections Does everyone here feel valued and supported? Is mutual respect visible here? Is this a place where individuals can express feelings, ideas, aspirations and dreams? Do I model respectful, positive interactions to children, parents and colleagues? Do I treat others with dignity, consideration and regard? How do we support children in resolving conflict and treating others respectively? Do children discuss and contribute to rules and boundaries in this living and learning environment? Do children and families perceive their cultural and /or religious heritage as being respected and valued in this environment? Is a prayerful atmosphere regularly experienced? Do I know enough about the cultural aspects of first century Palestine families to share with the children?

Routines & transitions: Establish and follow a greeting and farewell ritual with the class each day. Develop class prayers of petition asking for God‟s help to be loving and compassionate. Use songs about God and/or Jesus to move and pray Start each day with a prayer experience either through spontaneous prayers, music or meditation. Have children pray the Sign of the Cross. Invite children from other faith traditions to share some of their prayers. Develop rules that promote the values and teaching of love and compassion.

Real-life engagements: Develop an understanding of the community in which they live by inviting local people to come and share the story of how they contribute to the community through service. Investigate the roles of others in the community. Look at Mary‟s role as mother of Jesus, Joseph‟s occupation of carpenter, Peter as fisherman etc. Engage with the culture of the local community through arts, craft, literature, dance and music.

Play: Incorporate authentic resources e.g. gardening tools, wood work table, musical instruments, into the play environment. Role play ways to be a good friend. Children make puppets to use in imaginative scenarios that illustrate love and compassion. Create a sacred space outdoors for children to be able to sit and not be disturbed. Involve students in providing symbols for this space e.g. wind chimes, pillows, mats.

Small group possibilities: Use the Curtain up, Curtain down strategy to demonstrate good and bad choices and their consequences. Children use feelings stones to describe the different types of feelings they experience. Using the Godly Play stories of Good Samaritan, the Good shepherd have children wonder about the loving ways of God. Using children’s literature, investigate the good and bad choices the characters make in the stories. Children explore what words and actions might show love.

Assessment & monitoring opportunities: Review evidence of learning collected over time in a portfolio of learning. -What does this evidence tell me about this child’s developing knowledge, skills and dispositions? -How is their learning progressing? -What does this mean for future decisions? Observe children as they engage in play, real-life engagements and routines and transitions. Engage in learning conversations with children and parents.



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God’s world-children have a sense of wondering about life and the divine

Small group possibilities:

Stories to read and wonder about

Where does God live?

All the places to love. – Patricia Mac Lachlan

Wonderful Earth – Nick Butterworth & Mick Inkpen

Window, Belonging. - Jeanine Baker Books

Rainbow Fish- Marcus Pfister

Grandad’s Prayers of the Earth – Douglas Wood

Sacred stories from other faith traditions – Indigenous dreamtime stories

Chinese creation stories

Assessment & monitoring opportunities:

Review evidence of learning collected over time in a portfolio of

learning.

What does this evidence tell me about this child’s developing

knowledge, skills and dispositions?

How is their learning progressing?

What does this mean for future decisions?

Observe children as they engage in play, real-life engagements

and routines and transitions.

Engage in learning conversations with children and parents

Reflections/Forward planning:

Children wondering questions

I wonder why God made the world?

I wonder how God knew what to make?

I wonder what we can do to look after this world? I wonder why God made things of different shapes, sizes and colours?

Teacher reflections

What opportunities are provided for children to demonstrate learning?

How can I be more responsive to the teachable moments that occur through interactions with the environment?

Am I inclusive of other faith and cultural backgrounds?

Is this a place where individuals are valued for their uniqueness? Am I being sensitive to each child‟s emotions?

Routines & transitions: Songs: Thank you God for the gift of Creation (Great Gifts CD)

Activities

Can you guess what animal I am thinking about – give clues for them to guess.

Keep a weather chart and report daily on its changes.

Use nature sounds to indicate time to sit on carpet or to move to another area.

Match leaves to their outlines.

Care for class pets.

Care for class garden. Prayers of praise and thanks for the gifts of creation.

Real-life engagements:

Sensory Prayer walk around the playground or school grounds –

stopping at interesting points to say some words of thanks to God-

e.g. stop at the flowers and thank God for their colour, size, smell;

stop at the tuckshop and thank God for the people who help us at

our school etc. Create a WOW – Ways of Wondering - book. At the end of each

day what was a Wow moment that happened to you.

Create a real garden with different fragrant plants/herbs add

gentle sounds from wind chimes etc. – add a mat for the children to

sit and enjoy the garden quietly.

Have children identify their favourite place to visit – beach,

mountain, farm, bush, forest, and use words to describe the awe

and wonder of that place.

Using ICT look at photos of the earth from space – Google space,

iPad, iPod touch, iPhone applications.

Play: Engage in water play .

Provide natural materials for collage.

Explore the properties of wind through kite making, paper planes,

pinwheels, cloud watching.

Collect different leaves and using paint create leaf prints.

Use clay and natural materials as sensory stimulus.

Play with indigenous musical instruments.

Role play indigenous creation stories – add props to dramatic play

area such as puppets.



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Storytelling Techniques

Introducing scripture to young students, if the experience is to be both rewarding and educational, needs to be interactive and play-based.

Participation Participation of children in the telling of the story allows them to become more actively involved with the story or to fix certain elements of it in their minds. Participation may be verbal using "chants" (the children repeating after the leader); or in the children "acting out" portions of the story; or having a "conversation" with the children as you tell it.

Visual aids Visual aids are best when the story includes unfamiliar elements or the stories are more complicated. Sometimes a picture is worth a 1,000 words e.g. homes in first century Palestine, characters from Biblical stories in their traditional dress. Other visual aids include models, paper-folding, chalkboards, maps, etc.

Process Drama In view of the developmental stage of early years‟ students, language needs to be introduced in a variety of interactive ways to enhance students‟ familiarity with, and understanding of, such language. The implementation of process drama into the early years‟ classroom offers a creative and interactive means to introduce and develop biblical contexts and language to young children.7

Children may require some prior familiarity with the story, its characters, events and setting. They may also require some prior familiarity with certain aspects of the story such as the places. Process drama is concerned with student‟s involvement. It is not to be a polished dramatic performance as at its core is spontaneity, interaction and participation.

Process drama is a dramatic form that facilitates teachers‟ confidence in and use of drama in the classroom. It involves the following series of steps:

setting the stage: topic, role and focus

curtain up: getting started on with the play: co-ordinating the play directing the action: techniques and conventions curtain down: bringing the drama to an end.8

7 J Grajczonek, M Ryan eds., Religious Education in Early Childhood, Lumino Press, Hamilton, 2007, p117



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Chorus Plays A Chorus Play is a dramatized presentation of a Scriptural story with both individual characters and a chorus. The chorus allows for whole group participation. Chorus plays not only help with the presentation of Scripture but also with its interpretation.

Puppets There are a number of types of puppets that can be easily used and made: hand puppets with mouths; hand puppets with arms (a rod added for arms); Muppets; marionettes, etc. Simple puppets can be made from a sock, a paper bag, or simply cut out figures on popsicle sticks.

Giant Puppets Each student is allocated a character from a story or play script to create as a Giant Puppet. Every student in the class should participate in the puppet play. Students use a large paper bag of the type used for groceries. These are available from specialty craft stores, party supply stores. Students can create two facial expressions for their character by using both sides of the bag. Students use craft materials to create their paper bag puppet: wool, coloured paper, crayons, cotton wool etc. The entire bag is used to depict the character‟s face. The bottom of the bag is the top of the character‟s face. The opening of the bag is the bottom of the character‟s face

Grab Bag strategy In the Grab Bag strategy students select items for inclusion in a Grab Bag (pillow case, paper bag etc.) that represent a specific text. The student places the items in the bag and present an oral retell of the story or text bringing out each item, one at a time.

Storytelling with Props Storytelling can be enriched with the use of props. It is an easy way to make reading more fun. Once you have read a story give it another layer by using a prop to retell the story. By retelling stories with props it helps: • draw children in • capture their attention • bring opportunities for learning • help children to associate the text and understand the story • help children learn the joy of stories.

8 Grajczonek & Ryan Religious Education, p120



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Pocket Apron and other story time Aprons Purchase an inexpensive apron and decorate with fabric paint and add some extra pockets on to the front of the apron. Sing this little song before you start looking through the pockets.

1 little, 2 little, 3 little pockets, 4 little, 5 little , 6 little pockets,

7 little, 8 little, no more pockets... In my story time apron.

Put items from a scripture story into the pockets to use to tell the story. For example: The Good Shepherd – Picture of shepherd, small play sheep, small wooden toy fence pieces. The Nativity (Luke‟s version) – shepherds, angels, sheep, straw, donkey, star. The Nativity (Matthew‟s version) – wise men, star, camel, three gifts, Mary, Joseph, baby Jesus. Jesus blesses the children – pictures of young children, Jesus, Jesus‟ disciples. Felt apron Attach felt onto the apron front and use your felt board story pieces on the apron front to re-tell the story. Keep your necessary pieces for the story in your apron pockets. Mystery pictures As the story progresses, a series of meaningless lines, shapes and artwork, done with poster paints or chalk on an appropriate surface "turn" into objects and words emphasizing points in the story.



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Godly Play

Godly Play is a term coined by Jerome Berryman9 to describe an approach to children's spiritual formation that is based on creating a sacred space in which to present the stories of faith, wonder about them together, and then allow the children open-ended opportunities, usually with art supplies, to engage the story on their own terms.

This is play. It is Godly. Godly Play is unique. It is what Jerome Berryman calls his interpretation of Montessori religious education. It does not tell children “how to do it” or exactly what they should believe. Instead, it gives them a way to discover how to come close to the mystery of God‟s presence in their lives. The goal of Godly Play is to teach children the art of using the language of the Christian tradition to encounter God. In Godly Play, the invitation is given not for play in general but for play with the language of God and God‟s people; sacred stories, parables, liturgical actions and silences. Through this powerful language, through our wondering, through the community of players gathered together, we hear the deepest invitation of all: an invitation to come and play with God.10 By engaging children through play in sacred stories they are invited to begin lifelong wondering about the God of love revealed through Jesus. The Godly Play process includes:

gathering the children in a circle telling the story using manipulative objects wondering questions that are open ended

I wonder what part of the story you like best. I wonder what part of the story is about you, or who you are in

the story I wonder if there is any part of the story we can leave out and

still have all the story we need.

responding by using craft materials, books, pictures, etc.

9 Jerome Berryman, an Episcopal priest, based in Colorado, who developed Godly Play along a Montessori

educational model as a way of eliciting the spirituality that is already their Godly inheritance. 10

J Berryman, The Complete Guide to Godly Play, vol. 1, Living the Good News, Colorado, 200, p.12



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Ideas for Wondering Questions with Parables: Parables don‟t look at the world in an everyday sort of way. They prompt us to begin anew to make sense of life without the ordinary cultural limits. With parables there is no single answer. There are many right answers. The fundamental wondering questions for the parables are variations on: “I wonder what this could really be?” The wondering can go on and on, and the direction it takes will depend on the children who are gathered that day and what their needs are.

The Mustard Seed (Matt 13: 31-32, Lk 13: 18-19)

I wonder what the person who put the tiny seed in the ground was doing

while the seed was growing? I wonder if the person had a name? I wonder if the person was happy to see the birds? I wonder if the person can take the shrub that grew so big it was like a tree

and put it back inside the tiny seed?

Ideas for Wondering Questions for Sacred Stories: The wondering that follows a sacred story is about our deep identity. This type of wondering engages the great story of Scripture to give our own stories context and a larger meaning. When the story is finished there is a pause. The teaching material remains in the centre of the circle for the children to continue looking at as they wonder.

I wonder what part of this story you like best?

I wonder what part of the story is the most important?

I wonder where you are in the story? I wonder what part is about you?

I wonder if there is any part of the story we can leave out and still have all the story we need?

Ideas for Wondering Questions for Liturgical Stories: This kind of wondering connects what children learn in a Catholic school and their experience of worship in the church. To probe how things work in the church you might ask:

I wonder how many places you can find this colour in the church?

I wonder who put the colour there?

I wonder which colour is the most important?11

For more information please see The Complete Guide to Godly Play series of books.

11

J. Berryman, Teaching Godly Play, Morehouse Education Resources, Denver, p.45-52



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Wondering Questions for significant Church seasons Lent and Easter

I wonder how things grow? I wonder why some things change when they grow?

I wonder what it was like to know Jesus? I wonder how chickens know when it is time to hatch? I wonder how God shows love? I wonder how the people felt when Jesus died? I wonder how Jesus felt when the people were yelling at him? I wonder how the women felt as they ran to tell the other disciples that Jesus was alive? I wonder how the disciples felt when they heard Jesus was alive? I wonder how Jesus friends felt when he said “Do not be afraid?”

Advent and Christmas I wonder how Mary felt when she saw the angel?

I wonder what an angel looks like? I wonder what an angel sounds like? I wonder how Mary and Elizabeth felt about their babies? I wonder how excited they were? I wonder what Mary and Elizabeth did while they were together? I wonder what great things God has done? I wonder how it felt to be in Bethlehem that night? I wonder how Mary felt when she saw her tiny baby? I wonder how the shepherds felt when they heard the angels singing? I wonder what it is like to be visited by a wise one? I wonder how Jesus felt about all the people who came to visit him?

I wonder what gift you would give baby Jesus?



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Prayer Strategies Capture the moment Childrens‟ spiritual development is a significant aspect of their wellbeing and wholeness. Both implicit and explicit nurturing of children‟s spiritual development is of utmost importance. Such nurturing requires a holistic approach providing the language, ways and means that enable young children to respond to and express their spirituality as they interact with others and their world. The teacher therefore has a responsibility to take every opportunity to make such experiences explicit for the children. This may be done simply, every day by modelling God talk for the students. e.g. when commenting on a flower, instead of the usual what a magnificent colour or isn‟t it beautiful? The teacher could add Someone wonderful made that or Thank you God for all these beautiful flowers. God is a mystery beyond language, concepts and stories. For young children the images of God as Love and God as Creator help them to make connections through prayer, awe, imagination and wonder. Creating a sacred space for prayer and reflection A prayer focus should form a prominent part of the Early Years classroom. The area should be accessible and uncluttered, added to or changed regularly to reflect what is happening in relation to the learning that is taking place in the classroom and the liturgical season. The children should have a sense of ownership and be encouraged to share the responsibility for creating and keeping the sacred space. The following list contains symbols for a prayer focus but there are many possibilities for what can be added depending on the experiences and activities of the class. Cross. At this age level it is best to talk to children about how the cross reminds believers of Jesus who loves believers and who will always help us to do things that are hard. Jesus shows us how to love and care for others. Bible. The Bile is a special book and we treat it with reverence and respect. We can listen to God by reading the Bible. We learn about Jesus‟ life through stories in the Bible. Candle. We light our class candle to remind us that Jesus is still with us as we listen to the Word of God in the Bible. Jesus will always be a light to guide us. Coloured fabrics. It is appropriate to use coloured cloths that reflect the liturgical season as part of the focus.



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Some general suggestions for incorporating prayer into the Early Years classroom.

Provide a range of bibles in the reading area for children to access in an incidental way.

Display posters and art works based on religious themes or illustrating life in Jesus‟ time.

Visit the Church to investigate symbols and items that relate to the liturgical

season.

Ask your Parish Priest or APRE to speak to the children about symbols displayed in the church and around the school.

Visit the Church and practise the appropriate behaviours e.g. using the holy

water font, making the sign of the cross, kneeling, sitting quietly.

Involve the childrens‟ families in prayer by inviting them to pray and share their prayers with you in the classroom, at assemblies and liturgies.

Involve the childrens‟ families in prayer by sending home material to be

shared. This could be in the form of a prayer book to which each family adds a prayer page.

Choose symbols for a class cross. Construct the cross.

Plan and execute a prayer celebration with your class.

Establish prayer routines with the class. Make a list of the times you pray as a

class: at the start of the day, before meals, incidentally, at play time, at the end of the day etc. Use symbols to illustrate your list.

Teach and sing songs to Jesus and God using contemporary artists such as

John Burland, Michael Mangan, Andrew Chinn, and Monica Brown.

Make time each day for students to acknowledge each other‟s good works during the day.

Practise using prayers that require responses e.g.

o Leader: The Lord be with you. Response: And with your spirit. o Leader: Peace be with you. Response: And with your spirit.

Use a prayer mat to create a class prayer space and to pray.

Bamboo place mats make great individual prayer mats.

A piece of cloth, changed to reflect the colour of the liturgical season, can be

used as a shared, whole class prayer mat.



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Christian Meditation Meditation is about coming to stillness of mind and body. Despite all the distractions of the modern world, this silence is perfectly possible for people of today. Meditation is experiential. We need to experience mediation to start to understand. The recommended time for child mediation is one minute per year of chronological age. Meditation is a way of self-knowledge and self-acceptance. This is a first step towards knowledge of God. Ten helpful hints for the teacher:

1. Ask students to sit in a comfortable position. But do not be so comfortable that you fall asleep.

2. Ask students to quiet their bodies. Then quiet the mind. Become aware that

you are in God‟s presence. God is around you now in this room. God is also inside you.

3. Ask students to close their eyes. Continue to sit straight with your spine

upright, relax the muscles of your body. Breathe normally from your stomach. Breathe slowly in and out.

4. When the students have become quiet, you may ring a bell, or chime or simply say, “We begin our meditation now.”

5. The children are to repeat the mantra prayerfully throughout the meditation period. As the teacher, you keep track of the time and ring the bell when the period comes to an end.

6. Do not look down on their faith. It may be simpler than yours, but it is most likely sincere. Their faith may be very deep and so be a source of inspiration.

7. Do not impose your own prayer guidelines on the children. Furthermore do not do anything that would limit their concept of God or extinguish their spontaneous expression of their relationship with God.

8. Do not give children the impression that they can only pray at certain times or in certain places. And do not give the impression that meditation is the only way to pray or even the best way to pray. There are many ways to pray, and they all lead us to genuine communication with God.

9. Do not over-explain or meditate for the child. Instead, invite the children to discover God‟s love for themselves. Let their prayer be their own, not yours.

10. Always show respect for the children and take their religious questions seriously. Show respect for the child‟s privacy and dignity. 12

12

Ernie Christi Coming Home. A guide to Teaching Christian Meditation to Children. John Garratt Publishing,

Mulgrave, Vic, 2008, p. 61.



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Appendix 1 Songs and rhymes to assist in raising religious awareness We thank you God We thank you God For this beautiful day We thank you God That we can play We thank you God For showing us the way We thank you God For listening to what we say We thank you God We can light a candle We can light a candle God can light a star Each is fine and wondrous Shining where they are God made me and all of you (Tune: London Bridge)

God made me and all of you All of you All of you, God made me and all of you. God loves us! God made frogs and birdies too Birdies too Birdies too God made frogs and birdies too Cheep! Cheep! Cheep! School thank you (Tune: Mary had a little lamb)

Thank you God for friends at school Friends at school friends at school thank you for my friends at school who play with

me each day. Thank you God for my teachers My teachers My teachers Thank you God for my teachers Who help me each day. Song of Thanks (Tune: If you‟re happy and you know it)

If you‟re happy and you know it Thank God (Thanks God!) If you‟re happy and you know it Thank God (Thanks God!) If you‟re happy and you know it Then you really ought to show it If you‟re happy and you know it Thank God (Thanks God!) There was a man... (Tune: BINGO)

There was a baby born one night and Jesus was his name-o J-E-S-U-S, J-E-S-U-S, J-E-S-U-S, And Jesus was his name –o! Jesus is our Friend (Tune: London Bridge is Falling Down)

Jesus is our friend today Clap your hands, shout hooray Jesus is our friend today

We love Jesus! Jesus is our friend today Stomp your feet, shout hooray Jesus is our friend today We love Jesus! Jesus is our friend today Turn around, shout hooray Jesus is our friend today We love Jesus!



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Echo prayer God made the land God made the sea God made the trees And the birds that fly And God made Me A Care Prayer (Tune: Twinkle Twinkle little star)

Lord, Lord you care for me. You make so many things I can see Flowers, animals and trees so tall For me to play with and enjoy, Lord, Lord you care for me, You make so many things I can see. Thank you God for trees (Tune: Hokey Pokey)

God made the land And God made the trees God made it all, as far as we can see. A boab here and a gumtree there, Thank you God for trees! God made the land And God made the trees God made it all as far as we can see. A river fig here and a callistemon there Thank you God for trees. (Substitute the names of local trees where necessary)

The world God made (Tune: The Wheels on the Bus)

Kangaroos in the desert go Hop, hop, hop, Hop, hop, hop, Hop, hop, hop. Kangaroos in the desert go Hop, hop, hop All around the camp. The crows in the desert go Ark, ark, ark, Ark, ark, ark, Ark, ark, ark. The crows in the desert go Ark, ark, ark All around the camp. The fins on the barra go Splash, splash, splash Splash, splash, splash Splash, splash, splash. The fins on the barra go Splash, splash, splash All through the waves. The jaws of the crocodile go Chomp, chomp, chomp, Chomp, chomp, chomp, chomp, chomp, chomp. The jaws of the crocodile go Chomp, chomp, chomp As it eats its prey.



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God sends love (Tune: Jingle Bells)

God sends love From above

We send love to God. Hear us pray Every day We send prayers to God With our love We will share All our thoughts with God He will hear and answer prayers And keep us in His care.13 Happily we Pray (Tune: Row your boat)

Love, love, love is God. Love is God all day. Happily, happily, happily, happily Happily we pray! Joy, joy, joy, joy is God. Joy is God all day. Happily, happily, happily, happily, Happily we pray! Hope, hope, hope is God. Hope is God all day. Happily, happily, happily, happily, Happily we pray!14

13

K Comstock and N Metcalf, Sing your Prayer, E.

T. Nedder Publishing, Barnhart, MO p11. 14

Comstock, Sing Your Prayers,

J-E-S-U-S (Tune: Bingo)

There was a child With a friend and Jesus was his name, Oh! J-E-S-U-S J-E-S-U-S J-E-S-U-S And Jesus was his name, Oh! There was a world That needed love and Jesus was his name, Oh! J-E-S-U-S J-E-S-U-S J-E-S-U-S

And Jesus was his name, Oh

29 | P a g e

Appendix 2

Music Websites

www.butterflymusic.com.au...Andrew Chinn’s website (school intranet licence

available)

www.litmusproductions.com...Michael Mangan’s website (school intranet licence

available)

www.emmausproductions.com …Monica Brown

www.johnburland.com...John Burland’s website (school intranet licence

available)

www.asonevoice.com.au

Appendix 3

Literature Resources

Aboriginal and Islander Virtual Story Books

Dreaming stories

Echoing the Word Website. This website includes Children‟s literature reviews written by Jan Grajczonek. Jan reviews the literature and includes suggestions on how they can be used in the classroom. Subscription necessary.

http://www.butterflymusic.com.au/

http://www.litmusproductions.com/

http://www.emmausproductions.com/

http://www.johnburland.com/

http://www.asonevoice.com.au/

http://www.slq.qld.gov.au/find/virtualbooks/atsi

http://www.dreamtime.auz.net/default.asp?PageID=46&n=TIDDALIK+the+Frog

http://www.echoingtheword.com/index.shtml



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References Archdiocese of Brisbane. Religious Education Support Resource for the Early Years. Catholic Education. Archdiocese of Brisbane, 2010. Berryman, J. The Complete Guide to Godly Play, Vol 1, Living the Good News, Colorado, 2005. Berryman, J. Teaching Godly Play. How to Mentor the Spiritual Development of Children. Morehouse Education Resources, Denver, 2009 Christie, E. Coming Home. A guide to Teaching Christian Meditation to Children. John

Garrett Publishing, Mulgrave, Vic, 2008. Comstock, K. and Metcalf, N. Sing Your Prayers. E. T. Nedder Publishing, Barnhart,

MO, 2005. Department of Employment and Workplace Relations (2009). Belonging, being and

becoming: An early years learning framework for Australia. Retrieved from http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx#key documents

Grajczonek, J. and Ryan, M. eds. Religious Education in Early Childhood. Lumino Press, Hamilton, Qld, 2007.

Grajczonek, J. Spiritual Development and Religious Education in the Early

Years: A Review of the Literature. Queensland Catholic Education Commission, Brisbane, 2010

Hay, D. With Nye, R. The Spirit of the Child (rev. ed.), Jessica Kingsley Publishers, London, 2006.

Ministerial Council on Education, Employment, Training and Youth Affairs. Melbourne Declaration on Educational Goals for Young Australians, Ministerial Council on Education, Employment, Training and Youth Affairs, Victoria, 2008. Queensland Catholic Education Commission, Framework for Early Years Spiritual Development in the Catholic Tradition, QCEC, n.d. Queensland Government, Queensland Kindergarten Learning Guidelines, Queensland Studies Authority, Brisbane. 2010. Queensland Government. Early Years Curriculum Guidelines, Queensland Studies Authority, Brisbane, 2006. Rossiter, G. A case for a „big picture‟ re-orientation of K-12 Australian Catholic

school religious education in the light of contemporary spirituality. Journal of Religious Education, 58 (3), 2010.

Spirituality in the Early Years - CEO Rockhamptonrokreligiouseducation.com/.../draft_spirituality_in_the_early_years... · Spirituality in the Early Years Young children’s spirituality

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