Normalizing death in early childhood education: training needs and pedagogical approaches
Keywords:
death pedagogy; Early Childhood Education; teacher training; emotional education; grief.Abstract
This study examines Early Childhood teachers’ perceptions of the desirability of normalizing death as a natural phenomenon within educational practice. Using a descriptive quantitative design and a five-item Likert questionnaire administered to seven teachers, the paper explores three dimensions: death as a teachable reality, the possibility of addressing it without causing distress, and teachers’ specific training needs. The findings show a high level of agreement regarding the early inclusion of this topic and complete consensus on the need for teacher training. They also reveal a widespread perception of insufficient prior preparation. The results are interpreted in light of specialized literature and RIIDICI publications, highlighting the importance of emotional education, didactic planning, and socio-emotional competencies in supporting children through experiences of loss. The study concludes that death pedagogy should be incorporated into the curriculum through a reflective, contextualized, and methodologically safe approach.
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