1st Edition

The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care

Edited By Arniika Kuusisto Copyright 2022
    564 Pages 11 B/W Illustrations
    by Routledge

    564 Pages 11 B/W Illustrations
    by Routledge

    Understanding the place of religion in Early Childhood Education and Care is of critical importance for the development of cultural literacy and plays a key role in societal coherence and inclusion. This international handbook provides a comprehensive overview of the place of religion in the societal educational arenas of the very youngest children across the globe. Drawing together contributions from leading international experts across disciplinary backgrounds, it offers a critical view of how to approach the complexities around the place of religion in Early Childhood Education and Care.

    Through its four parts, the book examines the theoretical, methodological, policy and practice perspectives and explores the complex intersections of transmission of "cultural heritage" and "national values" with the diverse, changing societal contexts. Each chapter contributes to an increased understanding of how the place of religion in Early Childhood Education and Care can be understood across continents, countries and educational systems.

    The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care is an essential resource for academics, researchers, students and practitioners working in Early Childhood Education, Sociology of Childhood, Religious Education and other related fields

    Chapter 1

    The Place of Religion in Early Childhood Education and Care

    Arniika Kuusisto

    Part I: THEORY

    Chapter 2

    The Re-Imagined Other: Postcolonial Perspectives on the Place of Religion in Early Childhood Education

    Liam Francis Gearon and Arniika Kuusisto

    Chapter 3

    The Interaction of Religion and Culture as a Basis for Religious Education in Early Childhood Education: An Integrative/Integral Approach

    Jari Ristiniemi

    Chapter 4

    Subjectification as an Educational Goal in Religious and Worldview Education in Early Childhood Education and Care

    Saila Poulter and Katja Castillo

    Chapter 5

    Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools

    Lovisa Bergdahl

    Chapter 6

    Ideal Caring Bodies: On the Intersections between Religion and Gender in ECEC

    Anette Hellman

    Chapter 7

    Children’s Right to Religion and Religious Education: Access to Religious Education in Early Childhood as a Human Right

    Friedrich Schweitzer

    Chapter 8

    Human Rights Issues Related Teaching Religion in Early Childhood Education – a Case from Denmark

    Eva Lindhardt and Cecilia Decara

    Chapter 9

    Religious Education as a Societal Resource in Immigrant Societies: "Contact Zones" and "Safe Spaces" in Early Childhood Education

    Kathrin Winkler

    Chapter 10

    Professional and Personal Values in the Role as Religious Educators in Kindergartens in Norway

    Kathrine Moen

    Chapter 11

    The Evolved Developmental Niche and the Neurobiology of Spiritual Development

    Mary S. Tarsha and Darcia Narvaez

    Chapter 12

    Is the Sand Alive? Posthuman Experimentation with/in South African Early Years Teacher Education

    Karin Murris, Luzia Aparecida de Souza, Heloisa da Silva and Rose-Anne Reynolds

    Part II: METHOD

    Chapter 13

    Childhood Research on (Religious) Diversity – Methodological Issues with a Focus on Ethnography

    Helena Stockinger

    Chapter 14

    Religion and Worldviews in Early Childhood Education and Care: Eight Parameters for Ethical Research

    Liam Francis Gearon, Saija Benjamin, Tuija Itkonen, Arto Kallioniemi and Arniika Kuusisto

    Chapter 15

    The Place of Religious and Non-religious Values and Beliefs in Identities of Mothers of Young Children: Methodological Approach and Empirical Evidence from the European Comparative Perspective

    Lyudmila Nurse, Kateřina Sidiropulu-Janků, Jana Obrovská, Katarzyna Gajek and Jérôme Mbiatong

    Chapter 16

    Studying the Place of Religion in Early Childhood Education in German Kindergartens with Different Methods and Approaches

    Alexandra Wörn and Golde Wissner

    Chapter 17

    Religious Research in the Early Childhood Education and Care in Australia: Empirical and Methodological Gaps

    Susanne Garvis and Matthew Manning

    Chapter 18

    Conversation Analysis in Research on Children’s Ethical and Moral Decision-Making in ECEC

    Melisa Stevanovic and Arniika Kuusisto

    Part III: POLICY

    Chapter 19

    The Transformation of Child-Centered Religious Education in Prewar Japan

    Hideko Omori

    Chapter 20

    Negotiating Children’s Gender and Religiosity: Stories from Indonesian Early Childhood Education

    Vina Adriany

    Chapter 21

    A Journey into the Child’s Personal Religion: Spiritually Nurturing Practices in ECEC,with a Focus on the New Zealand National Curriculum Te Whāriki

    Guneet Sachdev

    Chapter 22

    The Possible Role of Religion in Early Childhood Education and Care in the Context of a Post-Communist Heritage in Hungary

    Eszter Kodácsy-Simon


    Early Childhood Worldview Education Transformations within the Competency-Based Curriculum in Latvia

    Dzintra Iliško

    Chapter 24

    Lost in Translation: Religion in Policy versus Practice in Norway's Childhood Education

    Kari Krogstad

    Chapter 25

    Learning in Non-denominational Post-secular Teaching on Religions for Young Children: Challenges and Possibilities

    Olof Franck

    Chapter 26

    Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC Policy

    Magdalena Raivio and Ellinor Skaremyr

    Chapter 27

    Ambiguity, Silence and Misalignment: The Place of Religion in Australia’s Early Childhood Education Curriculum Documents

    Jan Grajczonek

    Chapter 28

    Developing Children's Life Orientation in ECEC: Curriculum Development Research Project in the Pillarised Dutch Society

    Ina ter Avest

    Chapter 29

    Place of Religion and the Cuban ECEC

    Maydel Angueira Gato


    Chapter 30

    On God, Gods, and Idols: How to Talk about Sieidi in Sámi ECEC Teacher Education

    Lovisa Mienna Sjöberg

    Chapter 31

    The Place of Religion in Early Childhood Education and Care in India

    Kristian Niemi

    Chapter 32

    Early Childhood Education in Islam: The Cases of Turkey and Egypt

    Ednan Aslan

    Chapter 33

    Responding to the Spiritual Dimension of Young Children in Kindergarten through Positive Silence

    Adrian-Mario Gellel and Natalie Lombardi Calleja

    Chapter 34

    The Nurturing Triangle: Home, School and Church in Early Childhood Education – Reflections on the Experience in England and Wales

    David W. Lankshear

    Chapter 35

    Spiritual and Religious Capabilities: A Possibility for How Early Childhood Catholic Religious Educators Can Address the Spirituality Needs of Children

    Christine Robinson and Chris Hackett

    Chapter 36

    Religious Traditions in the Secularist Swedish preschool – Problems, Challenges, and Possibilities

    Eva Reimers

    Chapter 37

    When Worldview Issues Are at Stake in Kindergartens: How Could Virtue Ethics Enhance Student-Teachers’ and Teachers’ Courage to Deal with Cases Concerning Religion and Other Worldviews in Kindergarten?

    Svein Sando

    Chapter 38

    Religion and Religiosity as Sensitive Issues in Swedish Preschools

    Tünde Puskás and Anita Andersson

    Chapter 39

    Education and Ethnic-Religious Conflicts in the V Altos Tsotsil-Tseltal Intercultural Region of Chiapas, Mexico

    Iván de Jesús Espinosa Torres and Leticia Pons Bonals

    Chapter 40

    Religious Plurality in Austrian Early Childhood Education: Children’s Establishments as Places for Empowerment beyond Binary Coding

    Bettina Brandstetter

    Chapter 41

    Open Conclusion

    Arniika Kuusisto


    Arniika Kuusisto is Professor in Child and Youth Studies, especially Early Childhood Education and Care, at Stockholm University, Sweden; Research Director at the Faculty of Educational Sciences, University of Helsinki, Finland; and Honorary Research Fellow, Department of Education, University of Oxford, UK.