<P><STRONG>Chapter 1</STRONG></P><P>The Place of Religion in Early Childhood Education and Care</P><P>Arniika Kuusisto</P><P></P><B><P>Part I: THEORY</P></B><P><STRONG>Chapter</STRONG><STRONG> 2</STRONG></P><P>The Re-Imagined Other: Postcolonial Perspectives on the Place of Religion in Early Childhood Education</P><P>Liam Francis Gearon and Arniika Kuusisto</P><P><STRONG>Chapter </STRONG><STRONG>3</STRONG></P><P>The Interaction of Religion and Culture as a Basis for Religious Education in Early Childhood Education: An Integrative/Integral Approach</P><P>Jari Ristiniemi</P><P><STRONG>Chapter 4</STRONG></P><P>Subjectification as an Educational Goal in Religious and Worldview Education in Early Childhood Education and Care </P><P>Saila Poulter and Katja Castillo</P><P><STRONG>Chapter </STRONG><STRONG>5</STRONG></P><P>Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools</P><P>Lovisa Bergdahl</P><P><STRONG>Chapter 6 </STRONG></P><P>Ideal Caring Bodies: On the Intersections between Religion and Gender in ECEC</P><P>Anette Hellman</P><P><STRONG>Chapter 7</STRONG></P><P>Children's Right to Religion and Religious Education: Access to Religious Education in Early Childhood as a Human Right</P><P>Friedrich Schweitzer</P><P><STRONG>Chapter 8</STRONG></P><P>Human Rights Issues Related Teaching Religion in Early Childhood Education
a Case from Denmark</P><P>Eva Lindhardt and Cecilia Decara</P><P><STRONG>Chapter 9 </STRONG></P><P>Religious Education as a Societal Resource in Immigrant Societies: "Contact Zones" and "Safe Spaces" in Early Childhood Education</P><P>Kathrin Winkler</P><P><STRONG>Chapter 10 </STRONG></P><P>Professional and Personal Values in the Role as Religious Educators in Kindergartens in Norway</P><P>Kathrine Moen</P><P><STRONG>Chapter 11 </STRONG></P><P>The Evolved Developmental Niche and the Neurobiology of Spiritual Development</P><P>Mary S. Tarsha and Darcia Narvaez</P><P><STRONG>Chapter 12</STRONG></P><P>Is the Sand Alive? Posthuman Experimentation with/in South African Early Years Teacher Education</P><P>Karin Murris, Luzia Aparecida de Souza, Heloisa da Silva and Rose-Anne Reynolds</P><P></P><B><P>Part II: METHOD</P></B><P><STRONG>Chapter 13 </STRONG></P><P>Childhood Research on (Religious) Diversity
Methodological Issues with a Focus on Ethnography</P><P>Helena Stockinger</P><P><STRONG>Chapter 14 </STRONG></P><P>Religion and Worldviews in Early Childhood Education and Care: Eight Parameters for Ethical Research </P><P>Liam Francis Gearon, Saija Benjamin, Tuija Itkonen, Arto Kallioniemi and Arniika Kuusisto</P><P><STRONG>Chapter 15 </STRONG></P><P>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</P><P>Lyudmila Nurse, Kateřina Sidiropulu-Janků, Jana Obrovská, Katarzyna Gajek and Jérôme Mbiatong</P><P><STRONG>Chapter 16 </STRONG></P><P>Studying the Place of Religion in Early Childhood Education in German Kindergartens with Different Methods and Approaches </P><P>Alexandra Wörn and Golde Wissner</P><P><STRONG>Chapter </STRONG><STRONG>17 </STRONG></P><P>Religious Research in the Early Childhood Education and Care in Australia: Empirical and Methodological Gaps</P><P>Susanne Garvis and Matthew Manning</P><P><STRONG>Chapter </STRONG><STRONG>18 </STRONG></P><P>Conversation Analysis in Research on Children's Ethical and Moral Decision-Making in ECEC</P><P>Melisa Stevanovic and Arniika Kuusisto</P><P><STRONG>Part III: POLICY</STRONG></P><P></P><P><STRONG>Chapter</STRONG><STRONG> 19 </STRONG></P><P>The Transformation of Child-Centered Religious Education in Prewar Japan<STRONG> </STRONG></P><P>Hideko Omori</P><P><STRONG>Chapter</STRONG><STRONG> 20 </STRONG></P><P>Negotiating Children's Gender and Religiosity: Stories from Indonesian Early Childhood Education </P><P>Vina Adriany</P><P><STRONG>Chapter 21 </STRONG></P><P>A Journey into the Child's Personal Religion: Spiritually Nurturing Practices in ECEC,with a Focus on the New Zealand National Curriculum <EM>Te Whāriki</EM> </P><P>Guneet Sachdev </P><P><STRONG>Chapter</STRONG><STRONG> 22 </STRONG></P><P>The Possible Role of Religion in Early Childhood Education and Care in the Context of a Post-Communist Heritage in Hungary</P><P>Eszter Kodácsy-Simon</P><P><STRONG>Chapter</STRONG><STRONG>23 </STRONG></P><P>Early Childhood Worldview Education Transformations within the Competency-Based Curriculum in Latvia</P><P>Dzintra Iliško</P><P><STRONG>Chapter</STRONG><STRONG> 24 </STRONG></P><P>Lost in Translation: Religion in Policy versus Practice in Norway's Childhood Education</P><P>Kari Krogstad </P><P><STRONG>Chapter</STRONG><STRONG> 25 </STRONG></P><P>Learning in Non-denominational Post-secular Teaching on Religions for Young Children: Challenges and Possibilities</P><P>Olof Franck</P><P><STRONG>Chapter </STRONG><STRONG>26 </STRONG></P><P>Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC Policy<STRONG> </STRONG></P><P>Magdalena Raivio and Ellinor Skaremyr</P><P><STRONG>Chapter </STRONG><STRONG>27 </STRONG></P><P>Ambiguity, Silence and Misalignment: The Place of Religion in Australia's Early Childhood Education Curriculum Documents </P><P>Jan Grajczonek </P><P><STRONG>Chapter </STRONG><STRONG>28 </STRONG></P><P>Developing Children's Life Orientation in ECEC: Curriculum Development Research Project in the Pillarised Dutch Society</P><P>Ina ter Avest</P><P><STRONG>Chapter</STRONG><STRONG> 29 </STRONG></P><P>Place of Religion and the Cuban ECEC</P><P>Maydel Angueira Gato </P><P><STRONG>Part IV: PRACTICE </STRONG></P><P></P><P><STRONG>Chapter </STRONG><STRONG>30 </STRONG></P><P>On God, Gods, and Idols: How to Talk about <EM>Sieidi </EM>in Sámi ECEC Teacher Education</P><P>Lovisa Mienna Sjøberg</P><P><STRONG>Chapter </STRONG><STRONG>31 </STRONG></P><P>The Place of Religion in Early Childhood Education and Care in India</P><P>Kristian Niemi </P><P><STRONG>Chapter</STRONG><STRONG> 32 </STRONG></P><P>Early Childhood Education in Islam: The Cases of Turkey and Egypt</P><P>Ednan Aslan </P><P><STRONG>Chapter </STRONG><STRONG>33 </STRONG></P><P>Responding to the Spiritual Dimension of Young Children in Kindergarten through Positive Silence</P><P>Adrian-Mario Gellel and Natalie Lombardi Calleja</P><P><STRONG>Chapter </STRONG><STRONG>34 </STRONG></P><P>The Nurturing Triangle: Home, School and Church in Early Childhood Education
Reflections on the Experience in England and Wales</P><P>David W. Lankshear</P><P><STRONG>Chapter </STRONG><STRONG>35 </STRONG></P><P>Spiritual and Religious Capabilities: A Possibility for How Early Childhood Catholic Religious Educators Can Address the Spirituality Needs of Children</P><P>Christine Robinson and Chris Hackett</P><P><STRONG>Chapter </STRONG><STRONG>36 </STRONG></P><P>Religious Traditions in the Secularist Swedish preschool
Problems, Challenges, and Possibilities</P><P>Eva Reimers</P><P><STRONG>Chapter</STRONG><STRONG> 37 </STRONG></P><P>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?</P><P>Svein Sando </P><P><STRONG>Chapter</STRONG><STRONG> 38 </STRONG></P><P>Religion and Religiosity as Sensitive Issues in Swedish Preschools</P><P>Tün