A focus on the spiritual dimensions of childhood has been included in many early childhood education guidelines worldwide. However, understanding the nature of children's spirituality, and how a spiritual pedagogy can be enacted in practice is still to be understood across the sector. This paper draws on van Manen's phenomenology of practice to explore the beliefs and practice of one Australian early childhood teacher, who, through consciously drawing from her own life worlds, has intentionally developed and enacted a pedagogy that focused on nurturing young children's spiritual wellbeing. van Manen's lifeworld existentials -- lived space, lived body, lived time, lived other, were used as lenses through which her pedagogy has been explored. The study revealed that it is the intentionality of practice that leads to spiritual pedagogy. These findings have implications for early childhood educators who are seeking new understandings to inform their own practice.