Kathleen I. Harris’s research while affiliated with Seton Hill University and other places

The issue of mental health in young children is an increasing problem in society, and one that is intricate given the extensive range of experiences that have been described using this term. More than ever, mental health has been on the minds of caregivers over the past two years. A pandemic, combined with the stress of uncertainty and insecurity, is reason for us to consider what these events have done to our future generation of young citizens and leaders in our society. Educators and healthcare professionals are likely to meet children who have experienced trauma on a regular basis. This chapter will define and examine how promoting spiritual literacy can endorse a holistic curriculum that is focused on the whole child and the interconnectedness among the mind, heart, and soul. The importance of mindfulness will be explored with practices for improving spiritual well-being through its effects on mental health.

Cultivating young children’s immense capacity for curiosity and wonder and helping them understand the connectedness of the world supports their growth as giving and empathic individuals.

Every family who enters a hospital is on a personal journey. The awareness of that particular journey allows us to make more intentional and purposeful choices about how health and medical professionals want to be spiritually involved with each child and family. Spiritual care for sick children raises an important concern for health and medical professionals. The purpose of this article is to introduce the role of children’s spirituality in administering intentional spiritual care for the hearts, minds, and spirits of sick children and their families in health care settings. Characteristics and principles of intentional spiritual care are discussed along with a variety of activities and interventions healthcare professionals can use effectively when taking care of the spiritual needs of young patients in hospitals. By conducting an ethnographic research study and collecting data as a participant-observer, the author documented activities with hospitalised children and how medical personnel nurtured and supported their spiritual domain.

Mister Rogers' Neighborhood was a safe haven advocating kindness, empathy, and caring for all children. Making everyone feel loved, Fred Rogers captured the attention and curiosity of young children across America with his compassionate manner, intentional listening skills, and respect for all individuals by encouraging children to feel good about themselves. This article explores the ministry of Fred Rogers and how his approach to children's spirituality focused on valuing the uniqueness of each individual, human connections through play, and caring for others by recognizing spiritual moments and teaching the whole child while appreciating the uniqueness of others. His genuine and patient presence had a healing quality, creating a world for children in which real learning and unconditional love could flourish. The messages of tolerance and acceptance by recognizing and respecting other's beliefs, and unconditional love and care, were beacons of hope for all.

What does the spiritual child look like? The spiritual child begins life exploring the world, learning through sensory experiences and new discoveries. A protagonist and a collaborator, the spiritual child is a communicator who engages in social interactions, constructing his or her own learning, curious about the world. The purpose of this article is to explore several personae the spiritual child typically assumes, including the dramatist, naturalist, artist and spiritual awakener of transformative learning using technology, specifically tablets, as a component for understanding children’s spirituality. This exploratory study summarises children’s perceptions and early childhood student educators’ reflections of photos taken by young children using tablets while exploring nature and the outdoors. Digital photos using tablets and taken by young children encouraged descriptive conversations and connections about their world and also provide a framework for future early childhood educators to consider regarding the spiritual domain through children’s eyes.

Many mindfulness techniques and goals have natural connections for teachers, especially teachers of young children. Helping students expand their awareness beyond themselves, focus their attention, visualize, and be kind to one another are key aspects of a teacher's responsibilities. Mindfulness supports teachers as they focus on positive emotions and making the most of opportunities to connect with children, and consequently increases the positivity of the classroom. Teaching mindfulness practices in early childhood classrooms allows young children to be creative, live in the present moment, and develop the positive, winning attitudes they need for success in the future.

Love, affection, acceptance, and companionship to children, these are just some of the benefits of a service dog for children. Yet there is much that these remarkable animals can do. From opening doors for children with cerebral palsy to warning a child with diabetes of low blood sugar, the abilities of a properly trained service dog are wide and varied. As explored in this article, service dogs can be especially beneficial in improving the educational experience of children with special needs, such as autism, by calming them when they experience anxiety, redirecting harmful behaviors, and generally increasing their independence. They can also help develop character traits, such as generosity, responsibility, empathy, and patience, that can be applied to human relationships in the classroom and beyond. Although service dogs are not pets—they are working animals—their role in improving the lives of children with autism and other disabilities puts them in a category that is all their own.

Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities.

Contemporary interest from scholars examining spirituality have suggested that young children have an innately rich spiritual dimension that can be nurtured when they are given opportunities to express it or when such expressions are recognised. Based on direct observations in natural settings, this article addresses the importance of children’s spirituality and how outdoor play spaces, especially community parks, can contribute to a child’s spiritual development through enriching activities in nature, pretend play, storytelling and intergenerational play. The article also aims to encourage consideration of a variety of strategies that can be used to support the holistic development of a young child and nurture children’s spirituality. Supporting a child’s spiritual development with playful activities in outdoor spaces can help to identify the child’s interests, strengths and creativity through relationships that shape bonds with both families and community.