Abstract
In response to the identification of spiritual development as part of children's lives in both the United Nations Convention on the Rights of the Child (1991) and the Association for Child and Youth Care Practice's document: Competencies for Professional Child and Youth Work Practitioners (Mattingly & Stuart, 2001), this paper considers a theoretical model of children's spirituality, “relational consciousness,” as proposed by Hay and Nye (1998). The paper encourages the introduction of a framework for understanding and exploring spiritual development in child and youth care research and practice that respects the cultural and social diversity of both religious and nonreligious settings and the lifespan developmental processes of children.
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