Teaching the unseen: a systematic review of metaphysical learning in early childhood across religious and secular contexts

This systematic literature review explores how concepts of God and the afterlife are introduced in early childhood education across diverse cultural and religious contexts. Synthesising 27 empirical studies, it identifies four thematic areas: children’s anthropomorphic and abstract conceptions of God; dual narratives of death and spiritual continuity; the role of prayer, ritual, and storytelling in spiritual practice; and pedagogical challenges in both religious and secular settings. Findings show that young children are capable of deep metaphysical reflection when supported by culturally embedded, developmentally appropriate pedagogies. While theological content varies, shared values such as compassion, reverence, and moral reasoning consistently emerge. However, gaps persist – especially in teacher preparedness and curriculum design in secular systems. To address this, we propose a framework of Distinctive Religious Pedagogies with Shared Human Values, which preserves theological integrity while fostering intercultural understanding and spiritual agency in young learners. The study advocates for dialogical, symbolic, and narrative-based approaches to metaphysical learning.