Abstract
In a western educational context that evidences a decrease in the use of the Bible, this research uses qualitative data to offer insights into how children encounter the creation narratives of Genesis I–III. In order to comment on the meaning‐making interpretative process that children employ at different key stages of development, the insights of hermeneutic phenomenology and of developmental psychology are used. At each of the British educational Key Stages 2, 3 and 4, children's perspectives are given, alongside a hermeneutical commentary.
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