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

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.

• 1. The Place of Religion in Early Childhood Education and Care, Part I: THEORY, 2. The Re-Imagined Other: Postcolonial Perspectives on the Place of Religion in Early Childhood Education, 3. The Interaction of Religion and Culture as a Basis for Religious Education in Early Childhood Education. An Integrative/Integral Approach, 4. Subjectification as an Educational Goal in Religious and Worldview Education in Early Childhood Education and Care, 5. Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools, 6. Ideal Caring Bodies: On the Intersections between Religion and Gender in ECEC, 7. Children’s Right to Religion and Religious Education: Access to Religious Education in Early Childhood as a Human Right, 8. Human Rights Issues Related Teaching Religion in Early Childhood Education - a Case from Denmark, 9. Religious Education as a Societal Resource in Immigrant Societies: "Contact Zones" and "Safe Spaces" in Early Childhood Education, 10. Professional and Personal Values in the Role as Religious Educators in Kindergartens in Norway, 11. The Evolved Developmental Niche and the Neurobiology of Spiritual Development, 12. Is the Sand Alive? Posthuman Experimentation with/in South African Early Years Teacher Education, Part II: METHOD, 13. Childhood Research on (Religious) Diversity – Methodological Issues with a Focus on Ethnography, 14. Religion and Worldviews in Early Childhood Education and Care: Eight Parameters for Ethical Research, 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, 16. Studying the Place of Religion in Early Childhood Education in German Kindergartens with Different Methods and Approaches, 17. Religious Research in the Early Childhood Education and Care in Australia: Empirical and Methodological Gaps, 18. Conversation Analysis in Research on Children’s Ethical and Moral Decision-Making in ECEC, Part III: POLICY, 19. The Transformation of Child-Centered Religious Education in Prewar Japan, 20. Negotiating Children’s Gender and Religiosity: Stories from Indonesian Early Childhood Education, 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, 22. The Possible Role of Religions in Early Childhood Education and Care in the Context of a Post-Communist Heritage in Hungary, 23. Early Childhood Worldview Education Transformations within the Competency-Based Curriculum in Latvia, 24. Lost in Translation: Religion in Policy versus Practice in Norway's Childhood Education, 25. Learning in Non-denominational Post-secular Teaching on Religions for Young Children: Challenges and Possibilities, 26. Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC policy, 27. Ambiguity, Silence and Misalignment: The Place of Religion in Australia’s Early Childhood Education Curriculum Documents, 28. Developing Children's Life Orientation in ECEC: Curriculum Development Research Project in the Pillarised Dutch Society, 29. Place of Religion and the Cuban ECEC, Part IV: PRACTICE, 30. On God, Gods and Idols: How to Talk about Sieidi in Sámi ECEC Teacher Education, 31. The Place of Religion in Early Childhood Education and Care in India, 32. Early Childhood Education in Islam: The Cases of Turkey and Egypt, 33. Responding to the Spiritual Dimension of Young Children in Kindergarten through Positive Silence, 34. The Nurturing Triangle: Home, School and Church in Early Childhood Education – Reflections on the Experience in England and Wales, 35. Spiritual and Religious Capabilities: A Possibility for How Early Childhood Catholic Religious Educators Can Address the Spirituality Needs of Children, 36. Religious Traditions in the Secularist Swedish Preschool – Problems, Challenges, and Possibilities, 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?, 38. Religion and Religiosity as Sensitive Issues in Swedish Preschools, 39. Education and Ethnic-Religious Conflicts in the V Altos Tzotzil-Tzeltal Intercultural Region of Chiapas, Mexico, 40. Religious Plurality in Austrian Early Childhood Education: Children’s Establishments as Places for Empowerment beyond Binary Coding, 41. Open Conclusion