Reflecting on the concept of death: A qualitative investigation of the experiences among early childhood education teachers.

Abstract

This study explored preschool educators' experiences regarding the Pedagogy of Death in early childhood settings in Greece. Using reflexive thematic analysis, two superordinate themes were constructed from semi-structured interviews and focus groups with seven kindergarten teachers: psycho-emotional experiences and perceived role of educators. Participants reported dysphoric emotional reactions (fear, shock, pain, helplessness), empathic responses, and reflective emotions when addressing death-related topics. They described a multidimensional role involving acceptance of family beliefs, supporting and protecting children, and coping with death in the classroom. Personal experiences with loss significantly shaped their practices. Participants emphasized normalizing death discussions, using student-initiated opportunities, and creative visual aids. The findings highlight the complexity of addressing death in early education within the Greek cultural context, where religious beliefs, particularly Greek Orthodox views on death and the afterlife, are prominent. The study emphasizes the need for teacher training that integrates personal reflection, practical classroom strategies, and cultural sensitivity.