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This paper presents findings emanating from a larger investigation. In essence, this qualitative project sought to uncover the ways in which early childhood Religious Education (RE) teachers' experience of a formation-based program, known as The T.I.T.U.S Project (Testament In Teachers Using Scripture), transformed their own religious literacy and subsequently, their teaching of RE; it is these findings that form the focus of this paper. Religious literacy is explained as consisting of more than content, to include the complex relationship of content with both context and learner. It is in this nexus between content, context and learner that The T.I.T.U.S Project resided. With existing literature clearly identifying teachers' lack of confidence in teaching scripture within RE, that is, in engaging with context and context as Cullen explains it, this research is significant. The findings from the qualitative survey, interview data and reflective journals suggest that teachers' own personal formational experiences and growth in religious literacy transformed their teaching of classroom Religious Education, including their confidence in teaching scripture. [ABSTRACT FROM AUTHOR]

In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compulsory years of the Catholic school sector. RE is advocated as a curriculum subject, timetabled for and assessed alongside other subjects and focussed on developing religious knowledge and understanding. In addition to the RE lesson, faith development, or catechesis occurs through the intersection of RE and other faith-based activities in the Catholic school. In the early learning centre that caters for children prior to compulsory schooling, there is no formalised RE curriculum and educators are tasked with raising the religious awareness of children as opportunities arise. This paper presents findings from research that explored educators' understandings of, and practices in, promoting children's spirituality specifically in connection to RE. As a result, the paper advocates for spirituality as the starting point for developing young children's religious beliefs. In addition, it become evident through this investigation that understandings of spirituality, religiosity and RE continue to be complex and educators require assistance to disentangle these if they are to intentionally promote children's spirituality, and subsequently, their religious beliefs. [ABSTRACT FROM AUTHOR]

This paper presents findings from a qualitative investigation that sought to ascertain educators' personal understanding of spirituality, their awareness of children's spirituality and the pedagogical practices they used to attend to children's spirituality. One of the key findings that emerged from this investigation was educators' acknowledgement of wonder as a component of spirituality. However, in practice, wonder was actualised as an opportunity for pondering – for considering alternatives and thinking deeply on curriculum. Wonder is recognised in the literature as a characteristic of spirituality; it draws a person into a sense of mystery and to imagine possibilities. To 'wonder' is so much more than the skill of 'pondering'. The potential of wonder in promoting young children's spirituality needs to be more fully realised if educators are to attend to children's needs holistically. [ABSTRACT FROM AUTHOR]

This investigation focussed on educators' own personal understandings and experiences in spirituality as well as their understandings of, and practices in, promoting children's spirituality. The context was faith-based early learning centres in Western Australia (WA) that cater for 3 and 4 year old children. The educators in these faith-based centres were the focus of the research presented in this paper. Early learning centres require their educators to implement the mandated document Belonging, Being and Becoming: The Early Years Learning Framework which outlines pedagogical principles, practices and learning outcomes to assist educators in attending to children's holistic development, including their spirituality. Interviews, observations and planning documents were analysed through Interpretative Phenomenological Analysis and Qualitative Content Analysis, respectively. Findings demonstrate a clear need for educators to experience personal spiritual formation as well as information on pedagogical practices to promote children's spirituality. [ABSTRACT FROM AUTHOR]

Research on teacher formation emphasises the need for teachers in Catholic schools to be involved in ongoing, purposeful, professional and spiritual formation (Franchi and Rymarz 2017). Contextually, Catholic Education Western Australia (CEWA) requires teachers of Religious Education (RE) in Catholic schools to participate in ongoing professional development, including opportunities for spiritual and faith formation. This paper presents initial findings from a project that engaged twelve Catholic early childhood RE teachers from one Western Australian school in a series of formative sessions. The project was named The T.I.T.U.S. (Testament In Teachers Using Scripture) Project and comprised four sessions that offered teachers opportunities for spiritual and faith formation through the use of Scripture. A qualitative approach to the research design was employed and data gathered included survey, journaling and semi-structured interviews. Data were analysed through a process of thematic coding. The initial findings provide insight into early childhood RE teachers' perspectives of their own spiritual and faith formation. [ABSTRACT FROM AUTHOR]