Children's Faith Research Articles

Utilization Of The Puppet Stage As A Method Of Contextual Evangelism To Sunday School Children Aged 5-10 Years

Children's ministry is very motivating for the church and child servants because it affects the growth of the child's faith. One of them is the ministry of evangelism. Evangelism is the message of salvation and judgment in Christ Jesus. Children aged 5 - 10 years do not usually understand and interpret themselves as "Christians" because they only follow what their parents do and do. = 'So it is necessary to teach through evangelism to these children. The question is how does a minister convey the "gospel" message to children so that it can be understood easily and what are the results of the ministry? This paper has two purposes. First, the servant understands the method or way of a servant to convey the "gospel" message simply. Second, so that children better understand the true meaning of the Bible. The research method used is qualitative by interviewing sources to examine and understand the attitudes, views, feelings and behavior of an individual or group of people and literature research to support this writing.

Catholic Child Migration Schemes from the United Kingdom to Australia: Systemic Failures and Religious Legitimation

Between 1938 and 1956, an estimated 1,147 children were sent from the United Kingdom to Australia through child migration initiatives delivered by Catholic organisations. Whilst experiences of child migrants varied, there has been a growing public recognition over the past thirty years of the trauma experienced by many. Although the suffering of child migrants occurred in the context of wider policy failures, this article argues that there was a particular pattern of systemic failures characteristic of these Catholic schemes. After providing an overview of the complex organisational structure through which Catholic child migration operated, the article identifies six systemic failures in this work relating both to organisational processes and the institutional conditions to which child migrants were sent. It goes on to argue that these occurred in a framework of religious legitimation which emphasised the unique role of the church as a mediator of salvation, the need to safeguard children's faith, the child as a member of a corporate body more than as an individual and the relative moral authority of the church over secular institutions. Within this framework, these systemic failures were either unrecognised or seen as tolerable in the context of wider organisational and theological priorities.

The cooperation between teacher of religion and parents according to The religious education core curriculum of the Catholic Church in Poland (2018)

Currently one can observe the recession in involvement of parents in the process of education of their own children in faith. One of the symptoms is lack of interest of parents to actively cooperate with religion teachers. That is why the reflection on cooperation between parents and religion teachers is necessary and required. This article focuses on this issue in the light of The new core curriculum of the Catholic Church in Poland (2018), which will take its effect on the 1st of September of 2020. At the beginning the understanding of the term "cooperation of parents and religion teacher" was described. Following train of thoughts of authors of the new document the work and dialog focused on education in faith of children and youth were emphasized. The author of the article took under consideration evangelization, catechization and education of parents. Then the focus moved toward goals and content, within the core curriculum itself, that are crucial to this kind of cooperation. Religion teacher must support parents in raising their children in faith by reminding them about their parental duties as first educators as well as through faith education of parents and their evangelization which can be accomplished through formation meetings. Such forms, according to authors of the new curriculum, are crucial in cooperation of religion teacher and parents. They need personal contact and relationship building, based on dialog and trust. Authors, though, are skeptic about indirect contact with parents (such as on-line class registry).
 To sum up all of the proposals of the cooperation of religious teachers and parents included in new core curriculum, some pastoral postulates were formulated. The need for thorough diagnosis through empirical exercises has been highlighted. New technologies as ways for dialog with parents were deemed important, as well as initiating evangelistic actions and religious education of parents too.

The Role of Faith (Spirituality/Religion) in Resilience in Sub-Saharan African Children

Children living in sub-Saharan African (SSA) countries face a plethora of challenges that require adaptation and resilience for them to develop typically. The experiences of epidemics, armed conflicts, and many other man-made and natural disasters create abject poverty and psychological issues: the vulnerable children become orphans and/or refugees in addition to premature deaths because they lack safety nets. This article explores the role of faith (i.e., religion or spirituality) as a source of resilience with regard to chronic stressful life events experienced by children. There is need to establish the role of faith in children's lives because of the different types of adverse events that impact child development. African countries are inundated by many hazards that impact children more than any other age group and this trend requires urgent intervention by all stakeholders. At research level, there is need to conduct studies that explore, over prolonged periods of time, the processes and role of spirituality/religion (S/R) in facilitating or inhibiting children's adjustment to traumatic experiences. Additionally, at policy level, there is need for governments in SSA to implement policies, intervene and protect children; in addition to encouraging collaboration among the religious fraternity, traditional leaders, and other stakeholders to make the world a better place for children.

PENGARUH KEBIASAAN DOA BERSAMA DALAM KELUARGA KRISTIANI BAGI PERKEMBANGAN IMAN ANAK

The family has a great responsibility and role in the child's faith education. Children's faith education can be done through a family’s together prayer habit. One of the ways commonly used as a habit for Christian families in educating and nurturing children's faith is to instill the habit of praying in the family. Does the Christian family have a good understanding habit of the praying together in the Christian Family? Does the family have an awareness of the faith education for the development of the child’s faith? Do they understand the effect of praying together in their family for the development of the child’s faith? Based on these issues the research in this paper attempts to analyze how far the influence of family prayer for the development of the child’s faith.This study uses a qualitative method. The respondents of this study are Christian families who have children in the age range 0 to 12 years, and who live in the IV region of St. Cornelius Madiun Parish. The number of respondents in this study were 8 families. Based on the results of the study, all respondents or 8 respondents (100%) realized that the together praying in the family has a great influence on the development of the child's faith. There were 7 respondents (58,33%) emphasize that habit of the praying together in the Christian family can give spiritual provisions for the children, besides 5 respondents (62.5%) who said that habit of the praying in the Christian family is a means to educate children and 4 respondent (36,36%) expressed the habit of praying together in the family can fostering attention in the family.

PELECEHAN SEKSUAL PADA ANAK: DITINJAU DARI SEGI DAMPAK DAN PECEGAHANNYA

ABSTRAK The high frequency of news coverage in the mass media that preach about child sexual abuse enough to make people overcome anxiety. The case of child sexual abuse remains an iceberg phenomenon where only a few can be revealed to the public. This can be due to the high fear of victims and reluctant to report the authorities. Therefore, as parents should be sensitive and observant to recognize the signs of children who have experienced sexual abuse. Sexual harassment that occurs in children will have a long-term impact, in addition to its current health impact will also cause a sense of trauma that prolonged, even into adulthood. The impact of trauma experienced by child sexual abuse is, among other things: the loss of the child's faith in the adult (betrayal); Traumatic sexualization; Feel powerlessness; And stigma (stigmatization). Physically it may be medically treatable, but psychologically it can cause trauma, revenge, and even addiction. If this is not handled seriously and deeply, it can have a wider social impact on society. The healing of psychic trauma due to sexual abuse must include all related elements, such as parents (family), neighbors (community), and state apparatuses as law enforcers. Because of this, in providing protection and security for children, there needs to be an approach that includes a family approach, a social, educational and judicial approach appropriate to suppress child abuse behavior. Keywords: child sexual abuse, children, impact, prevention.

KELUARGA KRISTIANI DAN PENDIDIKAN ANAK DALAM TERANG GRAVISSIMUM EDUCATIONIS ARTIKEL 3

Family is a community first formed by husband and wife, then evolved towards communion parents with children. Christian families are called to take part actively and responsibly in the Church’s mission in a way that is original and distinctive through his presence and, as a community of life and affection to serve the Church and society. Children’s education is born from the goal of a marriage which is happiness conjugal and family in all aspects of life as well as the birth of a child and the child's faith education. The main task of parents as educator lies in the love between children and parents themselves. Parents are the first and primary educators. As the first and primary educators, parents reveal a fundamental authority to educate their children. Education is basically focused on personal development as complete physical-spiritual man, both as personal and social beings, within the framework of his last life goals. Community and Church help parents to remain in their position and role as the primary educator and the first for their children.

METODE PENANAMAN NILAI-NILAI AQIDAH PADA SISWA SD ALAM MUHAMMADIYAH BANJARBARU

The focus of the research is how method teachers in instilling the values of aqidah in elementary school students Nature Muhammadiyah Banjarbaru and contributing factors that affected it. Whereas the purpose of this research is to know the methods of teachers in instilling the values of aqidah in elementary school students Nature Muhammadiyah Banjarbaru and contributing factors that affected it. This type of research is a field of research field research using a qualitative approach. The subject of this research is a first-grade teacher and teacher of Islamic education in primary school Muhammadiyah Banjarbaru, while Natural objects in this research are the cultivation of the values of aqidah in elementary school students Nature Muhammadiyah Banjarbaru. The results showed that the method of planting on faith values students Natural Muhammadiyah already on aim teachers through example, practice methods, exercises, stories, and singing was already good. It is seen from the way the teacher in everyday life they provide an example like say thoyyibah sentence, giving the Islamic story so taken their example as well as train and familiarize activities e.g., days are like reading the Qur'an, dhuha prayer, Zuhr and ' ASR prayers congregation. As for the factors that influence the cultivation of the values of faith in Natural place of Muhammadiyah students to include: (1) family environment; the family environment is the most effect on the cultivation of the values of faith in children. Parents play a role as the person who first gave the education of aqidah. (2) the school environment; the influence of the natural environment of ELEMENTARY SCHOOL Muhammadiyah in the cultivation of the values against their students in aqidah categories are. A comfortable natural environment school and shady atmosphere making learning more convenient and not boring. Written and implemented activities e.g. school day aims to shape the character of the work of students, have aqidah and noble character. (3) the environmental community; the influence of the environment of the community against the cultivation of the values of faith in students of ELEMENTARY SCHOOL Nature of Muhammadiyah in category enough. It is seen from the student's activities outside the school environment or when returned home. Keywords: Education, Methods, Aqeedah, Islamic Values.

Beyond St. Anne Teaching the Virgin Mary: St. Monica, St. Birgitta of Sweden, and Teaching Children the Faith in Fifteenth-Century England

Abstract This article examines depictions of St. Monica and St. Birgitta of Sweden as religious teachers for their children in fifteenth-century England. While many critics have used the iconography of St. Anne teaching the Virgin Mary to read as evidence for such teaching, this study focuses on textual proof from hagiography, using John Capgrave's portrayal of St. Monica in his Life of St. Augustine and the lives and Revelations of St. Birgitta of Sweden circulating in England. These texts highlight how Monica and Birgitta take an active role in raising their children as good Christians, praying and crying over their spiritual welfare, but must ultimately turn to ecclesiastical authorities for help with their religious education. In the charged religious climate of fifteenth-century England, these texts emphasize clerical supervision and prioritize the more conventional practices of tears and prayer over religious teaching for mothers to preserve their children's faith.

A Christian Response to Horror Cinema: Ten Films in Theological PerspectivePeterFraser. Jefferson, NC: McFarland, 2015.

A Christian Response to Horror Cinema: Ten Films in Theological Perspective Peter Fraser. Jefferson, NC: McFarland, 2015.Peter Fraser, whose two previous books {Reviewing Movies [2000] and Images of Passion [1998]) also tackle subject of religion and film, develops a theology for horror film in A Christian Response to Horror Cinema. Despite an admitted ambivalence about as a whole that may separate it from other books on horror, Fraser explains his interest in subject, as this book was in gestation for two decades: Working against grain of a scientific age that tends toward denial of possibility of not only a personal God, but a personal devil, of horror insists that what lies beneath our dread of mysterious and dangerous unknown that horror explores is Satan himself, his minions, and a grisly unreality that if seen without ghostly veils would make Milton's Pandemonium seem a rather familiar place (7).Evidence suggests that films with demons have generally appealed to more religious audiences than more traditional bogeymen (e.g., vampires and zombies), but Fraser examines concept of demonic in horror film to a much greater extent than simply films like The Exorcist (1973) and Paranormal Activity series. Evoking Chris tus Victor (the atonement theory that proposes Christ's death was foremost about defeat of forces of evil) over demonic, five questions govern his examination of films: (1) What is monster?; (2) What inhabits monster?; (3) Why is this chaos unleashed on people?', (4) What is broken taboo?', and (5) How can exorcism be performed?Despite this broader approach to understanding demonic in horror film, strongest chapters still tend to be those on films that naturally lend themselves to Fraser's religious perspective. To put it bluntly, his preference is on those that exemplify how genre depends on paradigms of Christianity and especially those quirky salvific elements like bread and wine and prayers of priests and faith of children (114). This is certainly case with Carl Dreyer's Vampyr (1932), a work Fraser considers as spiritually rich as his later works. He challenges David Bordwell's long-accepted, neoformalist analysis that reads film as largely confused and inexplicable. Fraser, on other hand, sees film as a simple tale of possession and redemption (44), supporting his argument with some of new scholarship connecting vampire fiction and film to Christianity. Vampyr may be best example of how the vampire is rooted in a theology of blood redemption (46), far removed from vampire films of today, such as Blade (1998-2004) or Twilight series (2008-2012). Some of Fraser's more interesting thoughts can be found in his chapter on The Wicker Man (1973). Connecting film to Hebrew Bible's condemnation of Ammonite deity Mo lech, Fraser notes that despite film's increasing popularity as a cult film, most viewers have ignored its cautionary warnings against rising current of Neopaganism.Some of author's most memorable comments can be found in overtly theological The Exorcist, including some intriguing contributions to horror film scholarship. …

Bridging faith, languages and learning in London: a faith teacher reflects upon pedagogy in religious instruction classes

ABSTRACTIn this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in places of worship, religious education classes and homes across four ethno-linguistic communities in London (Bangladeshi Muslim, Polish Catholic, Ghanaian Pentecostal and Tamil Hindu/Saiva). In this article, we focus on one of the Hindu/Saiva faith teachers by combining an in-depth semi-structured interview with the teacher in question with participant observations and video-recordings of faith lessons. Drawing on the faith teacher's reflections, we identify the changes in the nature and scope of faith literacy learning across time and in the London diasporic setting and demonstrate how the faith teacher responded to them by adopting flexible language practices where English (the majority language) was used alongside Tamil (the community and devotional language) as a learning resource. The faith teacher's pedagogic approach emerged as a pragmatic and contextual response to the students’ diverse capabilities in class, with the purpose of making faith literacy learning accessible and relevant to their lives.

PEWARISAN DAN PENDIDIKAN IMAN ANAK SEBAGAI TANGGUNG JAWAB ORANGTUA MENURUT ECCLESIA DOMESTICA Studi Kasus Paroki Santo Yosep Purwokerto Timur

The Second Vatican Council’s document Actuocitatem Apostolicam, said that parents and educators are the first and foremost heralds of the faith to their children's.Based on this background, the author conducted a field study of the Catholic families who are active in the church activities and who provide a good education to their children. The method of research is a qualitative one. As a researcher, the author conducted in-depth interviews with selected five families (parents and children) as informants. After collecting data, the author makes an analysis of the data, an executive summary, a conclusion of the study, an theological reflection, and pastoral recommendations . Finally, the author concludes that the inheritance of faith and education from parents to their children is very effective. Inheritance and parenting education faith which are done properly, produces an improved child’s faith. The duties and responsibilities of a parent things in the inheritance of the children's faith and education is very important. Moreover, the challenges of today's believers live very serious. So, the child who has a strong foundation of faith will be able to face the actual or modern challenges.

Images of Technology and Sustainable Development in Swedish Children’s Literature

The aim of this article is to investigate images of technology and how technology is linked to sustainable development in Swedish children’s literature. Our perspective is that such images represent values that are conveyed to the young generation. We have chosen to study books by four Swedish authors, Elsa Beskow, Inger Sandberg, Jan Loof and Sven Nordqvist, all of them still read by many children, parents and teachers, both in and out of school. In the examined books, technology is portrayed in several modes: as a servant to man, as a deterministic force, as a loyal and equal companion to man, and as a natural phenomenon in a nostalgic world. Technologies that have a leading role in the stories examined are placed in different kind of contexts, more or less social, more or less utopian or idyllic. In all four authors’ writings there is an optimistic faith in children’s ability.

What Happens to Children's Faith in the Zone of Proximal Development, and What Can Religious Educators Do about It?

This article mingles stories and concepts of young Jewish Israeli children about God, with reflections on the roles of faith, memory, imagination, and cognitive development in children's Religious Education. The stories are meant to illustrate, among other things, the purity and innocence of young children's faith, which is largely untroubled by fact. Then, using Vygotsky's notions of children's spontaneous concepts and the development of more mature and accurate conceptions in the “zone of proximal development,” a central dilemma in Religious Education will be explored. How can religious educators help young people acquire accurate historical information, textual skills, and theological methods of inquiry, while at the same time nurturing the precious flame of faith? Can we do better at combining systematic learning with pure faith? Toward this purpose, three complementary goals of Religious Education will be suggested: cognitive, practical/moral, and spiritual.

Family Education and Adolescents' Approaches to Religion

A written inquiry in Flanders by 1224 pupils with an average age of 17 years shows that a positive attitude towards faith and/or a symbolic, interpretive capacity to think about questions of faith is related to significant parental involvement in a child's faith and a generally supportive and engaged style of education. This research shows that young people most often experience support from the mother concerning general education and religious education. Fathers who are more involved in faith seem generally to be experienced by their children as more responsive and more engaged in religious education than fathers who are less involved in faith. A divorce of the parents seems to be most important in regards to the child's perception of the education given by the father. This research shows that the experience of parental divorce has no direct influence on adolescents' attitudes towards faith.

Responsibility for Spiritual Development: What are the churches doing?

This report is an examination of the way in which a particular group of churches is responding to children's spirituality--results of a survey on the variety of models of ministry with children and families. Attention is given to the ways in which churches are aware of and respond to children's spirituality and how they plan to develop and nurture children's faith. Indicators of the progress and success of various ventures are explored. The survey data and examples come from New Zealand. However, an international discussion at the Third International Conference on Children's Spirituality indicated significant international connections and at least anecdotal evidence of similarities in many other countries.

Socialization of Religious Beliefs

The authors applied Goodnow's 1992 two-step model of intergeneration agreement to parental socialization of religious beliefs. Young adults (18–25 years) completed questionnaires on their religious beliefs and their perceptions of their parents' beliefs, their parents' child-rearing goals and behaviors, and their relationships with their parents. Parents of the young adults answered questions about their own religious beliefs and their child-rearing goals and practices. The relationship between parents' beliefs and young adults' beliefs was mediated by young adults' perceptions of their parents' beliefs. Accuracy of young adults' perceptions of parents' beliefs was related to the degree to which parents' wanted their children to adopt their faith, modeled engagement in religious activities, and used multiple approaches to encourage the development of their children's faith. Young adults' beliefs were a function of parents' beliefs, accuracy of their perceptions of parents' beliefs, and desire to share parents' beliefs.

Joining children on the spiritual journey: nurturing a life of faith

Understanding how a child's faith forms is crucial to knowing how adults can most significantly enhance the child's spiritual development. Joining Children on the Spiritual Journey provides parents, teachers, and Christian education leaders with valuable insights into spiritual formation during childhood. By carefully setting the stage through liturgy, sacred stories, and parables, Christian educators can help children meet with God.Author: Stonehouse, Catherine Publisher: Baker Academic Illustration: N Language: ENG Title: Joining Children on the Spiritual Journey: Nurturing a Life of Faith Pages: 00000 (Encrypted EPUB) On Sale: 1998-03-01 SKU-13/ISBN: 9780801058073 Age: 18 Reading Level: 13 Category: Religion : Faith Category: Family & Relationships : Child Development Category: Religion : Christian Education General

Helping Parents Make Disciples: A Short-Term Structured Model

Worthington, E. L., Jr., & Worthington, K. (1996). Helping Parents Make Disciples: A Short-term Structured Model. Grand Rapids, MI: Baker Book House Company. 206 pages. Hardcover ISBN 0-9010-9012-1. Helping Parents Make Disciples: A Short-term Structured Model is part of a ten-volume set of Christian counseling materials titled Strategic Pastoral Counseling Resources, developed to meet ministers' needs for resources. A companion bibliotherapy piece Value Your Children, Becoming Better Parental Disciple Makers is available but was not reviewed. The title of this selection is based on three goals. For parent-clients seeking counseling for a child's problematic behavior authors propose to: arm parents with a strategy for helping child handle problem while building child's faith, thus making child a better disciple of Christ; (2) bolster parents' self-confidence to parent through building their Christian discipleship, providing information, helping develop or improve parenting skills, and sensitizing them to notice their successes and correct their failures; and (3) connect parents to a supportive healing community (p. 32). Authors Worthington and Worthington indicate that their strategic counseling model is responsive to psycho-spiritual realm. It recognizes behavioral (action), cognitive (thought), and affective (feelings) elements of personal functioning, thus providing for comprehensive assessment and effective intervention. The intervention relies on the Spirit of and on fact that ultimate responsibility for person and his or her wellbeing lies with God (p. 16). This text recommends an upper limit of five counseling sessions for parenting problems. If counselor is diligent in maintaining focus on single agreed-upon problem, significant and enduring changes can occur in this number of sessions, according to authors. Stages and tasks for counselor are provided, and photocopying them for use in counseling sessions is recommended. Stage 1, Encounter, includes tasks such as joining and boundary-setting, exploring central concerns and relevant history, conducting a pastoral diagnosis and achieving a mutually agreeable focus for counseling. Stage 2, Engagement, occurs in sessions 2, 3, and 4. During Engagement sessions, exploration of cognitive, affective, and behavioral aspects of problem and resources are identified for changing or coping with situation. Stage 3, Disengagement, occurs in session 5 where an evaluation of progress and termination of counseling takes place. If unanswered concerns centering on presenting problem remain after 5 sessions, authors suggest a referral for more extensive counseling elsewhere. Checklists for client are provided in nearly every chapter and include such topics as: (1) parenting skills to adapt to each child; (2) some possible beliefs about parenting, both helpful and unhelpful; (3) principles of parenting by faith working through love; (4) ten questions to ask in early sessions to aid assessment; (5) goals in engagement stage; (6) guidelines for helping parents see how they can promote a Christian vision of parenting; (7) disengaging stage; and (8) summary of steps for preparing parents to benefit from counseling. …

TEACHING FAITH IN THE FAMILY: A HISTORICAL OVERVIEW

Abstract Throughout its history the church held different attitudes regarding the responsibility of parents and caregivers for shaping faith in children. Most contemporary church school curricula and the prevalent practice of Christian religious parishes suggests that they operate under the assumption that religious education is primarily the domain of formal congregational programs and not the responsibility assigned first to parents. This article reviews how the church from ancient time up to the twentieth century has understood the role of the family in passing the faith. It will advocate that religious educators should reclaim the historic importance assigned to parents as primary teachers of faith.