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This paper argues that children’s spirituality should be addressed in childcare and children’s education by examining three characteristics of relational consciousness associated with children’s spirituality. This study also engages in constructive conversation with child developmental theories: attachment theory, Erikson’s personal identity theory, and Piaget’s theory of moral judgment. Each of these classic theories provides various implications to children’s spirituality, ranging from confirming interrelatedness as spirituality, to offering profound insights and complementary focal points. Theoretical conversation and constructive criticism give a good opportunity to improve upon the current articulation of core characteristics of children’s spirituality in Christian education.
