This systematic quantitative literature review explores the use of story in early childhood religious education to inform the research question “What are the pedagogical benefits of using story in religious education in the early years of primary school?” Searches were conducted across multiple databases and individual journals for publications dated from 1970 to 2019. Literature on the key areas of (1) early childhood, (2) story and (3) religious education were analysed to understand their unique perspectives and ways they overlap and connect, with an emphasis on seeking literature which connected all three areas. The study revealed the areas of religious education, the use of story and the field of early childhood as three distinct areas of research with connection points, and gaps in the literature connecting the pedagogical use of story for religious education in early primary education. The literature identifies the use of story as effectively engaging and connecting children to religious education in a pedagogically appropriate way for the early childhood age group. Further to this, benefits were found not only in faith development and biblical literacy, but also in learning, literacy development, empathy, and engagement with differing worldviews. The Australian context was a focus of the literature review providing insight for religious education in Christian schools which may be applied to other contexts in public schools, or internationally.

这篇系统的定量文献综述探讨了故事在幼儿宗教教育中的使用，以告知研究问题“在小学早期的宗教教育中使用故事的教学益处是什么？” 在多个数据库和个别期刊中搜索了 1970 年至 2019 年的出版物。 分析了 (1) 幼儿、(2) 故事和 (3) 宗教教育等关键领域的文献，以了解它们的独特视角和重叠方式和连接，重点是寻找连接所有三个领域的文献。该研究揭示了宗教教育领域、故事的使用和幼儿领域是三个不同的研究领域，具有联系点，以及在早期小学教育中将故事在宗教教育中的教学用途联系起来的文献中的空白。文献认为故事的使用可以有效地吸引儿童并以适合幼儿年龄组的教学方式进行宗教教育。此外，不仅在信仰发展和圣经素养方面，而且在学习、素养发展、同理心和参与不同的世界观中都发现了好处。澳大利亚的背景是文献综述的重点，它为基督教学校的宗教教育提供了见解，这些见解可能适用于公立学校或国际的其他背景。文献认为故事的使用可以有效地吸引儿童并以适合幼儿年龄组的教学方式进行宗教教育。此外，不仅在信仰发展和圣经素养方面，而且在学习、素养发展、同理心和参与不同的世界观中都发现了好处。澳大利亚的背景是文献综述的重点，它为基督教学校的宗教教育提供了见解，这些见解可能适用于公立学校或国际的其他背景。文献认为故事的使用可以有效地吸引儿童并以适合幼儿年龄组的教学方式进行宗教教育。此外，不仅在信仰发展和圣经素养方面，而且在学习、素养发展、同理心和参与不同的世界观中都发现了好处。澳大利亚的背景是文献综述的重点，它为基督教学校的宗教教育提供了见解，这些见解可能适用于公立学校或国际的其他背景。