Global Journal of Educational Studies
https://www.macrothink.org/journal/index.php/gjes
<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/gjes/gjes.jpg" alt="" width="300" /><p>Global Journal of Educational Studies is an International, peer-reviewed, open-access journal published by Macrothink Institute. It provides an academic platform for professionals and researchers to contribute innovative works in Education.</p><p>The scopes of the journal include:</p><ul><li><strong>Education method, education policy and education development;</strong></li><li><strong>Educational technology and educational psychology;</strong></li><li><strong>Special education and cross-cultural education;</strong></li><li><strong>Science education;</strong></li><li><strong>Teaching and Learning etc. </strong></li></ul>Macrothink Instituteen-USGlobal Journal of Educational Studies2377-3936<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in MTI journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Exploring the Outdoor Space as a Vehicle for Children’s Spiritual Development and Transformation in Early Childhood Education
https://www.macrothink.org/journal/index.php/gjes/article/view/21658
Although the rhetoric of children’s spirituality is absent in Early Childhood educational policy in England and Wales, considering its relationship with the outdoor space, it might be deemed an implicit yet essential aspect of learning with and caring for young children. This article posits that the outdoor space provides a locus for the nurture of spirituality, including fostering a sense of self and well-being, encouraging existential questioning, and embracing responsibility. Exploring three meta-dimensions of spirituality – relation through inclusive play, creativity, and reflection - and considering the notion of transformation in learning, it is proposed that the outdoor space might provide opportunities for children in all global contexts to receive care and in turn become citizens who care for natural world and others.Ruth Wills
Copyright (c) 2024 Ruth Wills
http://creativecommons.org/licenses/by/4.0
2024-01-232024-01-23101110.5296/gjes.v10i1.21658