By Dr Elizabeth Ashton
This quantity appears on the position of spiritual schooling within the curriculum for the Early Years baby. This e-book makes an attempt to:*Discuss find out how to contain quite a lot of religions within the classroom;*Consider how those might be explored in interesting and inventive ways;*Help readers make clear their pondering at the subject;*Looks on the improvement of latest ways to the instructing of RE.Through learning functional examples and discussing what could be aimed toward while contemplating solid perform within the school room, she offers a textual content that manages to be either inspirational and priceless. it is a welcome boost to the RoutledgeFalmer sequence of books on instructing and studying within the First 3 Years of college.
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Additional resources for Religious Education in the Early Years (Teaching and Learning in the First Three Years of School)
41 RELIGION IN EDUCATION School outings provide marvellous opportunities for encouraging children to engage in this type of thought, but it can be developed from the simplest observations. For example, five year old Allan was amazed when he viewed some grains of sand through a microscope for the first time. ’ The teacher was quick to point out it was rocks—tiny pieces of rock which had been broken up by the sea, wind and rain. ’ A student, Christine, told how she helped her class of five year olds make glasses for themselves, using different coloured pieces of acetate for the lenses.
A third dimension to teaching of this kind is conceptual development, whereby pupils are encouraged to examine their assumptions as their ideas develop. It is to this that we shall turn in the next chapter. 44 4 DEVELOPING RELIGIOUS CONCEPTS Introduction As long ago as 1967 (see Plowden, 1967) the recommendation was made that conceptual development in Religious Education was the likely way in which the subject would move forward, leaving behind the days of confessionalism and the ‘give them the facts of religion’ approach to the subject.
Of equal significance, although more subtle, is the influence of secularism in this approach to Religious Education. By distancing pupils from discussion of faith on account of an over-emphasis on, for example, religious rituals and artefacts which can be understood to comprise efforts to be neutral in teaching (or even to make religion respectably ‘factual’), it is all too easy to create the impression that religion is what other people engage in, rather than something that could have personal relevance.