The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers' beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice.

Thinking and acting: an exploration of Australian early childhood teachers' beliefs and practice regarding learning, teaching and religious education

DECLARATION OF AUTHORSHIP ACKNOWLEGEMENT ii iv v TABLE OF CONTENTS vi LIST OF TABLES xi LIST OF FIGURES xii LIST OF ABBREVIATIONS LIST OF CATHOLIC CHURCH DOCUMENTS xiii xii

Nurturing Faith Within the Catholic Home: A Perspective from Catholic Parents who do not Access Catholic Schools

In the educational thought of Friedrich Froebel we are confronted with a panoramic view of the universe of knowledge and experience. His influence on the educational practices of kindergartens, nursery schools and other preschool provision in different cultures around the world has been substantial. It is true also that the essence of his personal philosophy and his mission in regard to the education of young children has been variously interpreted, perhaps misunderstood, but almost certainly largely ignored in recent decades. To many experienced preschool educators, Froe‐belianism is connected with the discourse on ‘child‐centredness’, on the richness that ‘play’ affords the child in the construction of world knowledge, on the conception of unity in and through nature. Froebel's seminal work is however much more than an extended treatise on human learning: it is driven by an articulated vision of the human condition in relation to the Creator. For Froebel, this relationship was not only paramount in his ...

Froebel and Christianity.

https://digitalcommons.stritch.edu/cgi/viewcontent.cgi?article=2006&context=etd

Sequential, ecumenical, religious education program for young profoundly handicapped and abused/neglected children in a residential setting

This study identified appropriate sectarian content for Jewish Early Childhood education programs. Using a national sample of early childhood Jewish educators, a Delphi technique was used to identify specific elements of Jewish history and culture considered worthy to be taught to young Jewish children. Seven categories of study were identified: (1) Jewish tradition as expressed in Jewish literature beginning with the Bible and continuing to modern Jewish writings; (2) Jewish way of life (customs and commitments); (3) Hebrew language (written and spoken); (4) Israel as the Holy Land of Jewish tradition and as the modern state; (5) Jewish peoplehood, knowledge of its historic past, its present structure and a desire to identify oneself with its future; (6) Faith in God with the purpose of the betterment of the world and humanity; and (7) Jewish values and attitudes. These categories were validated through a review of the literature on the history of Jewish education and by a panel of experts in Jewish education. A discussion is presented of the content appropriate to young children within each of these categories.

Lucie W. Barber

Papers

The religious education of preschool children