Worldview Of Children Research Articles

Magical feeling and thinking in childhood and adolescence: a developmental perspective

This article presents a critique and modification of the understanding of magical thinking as it is taken for granted and has influenced developmental theories of faith or religion and religious education. It is argued that magic is not the world view of children only. Magic cannot be confined to the early stages of development. It remains one of the forms of logic in adolescence and adulthood. This point of view is supported by the recent discussion on magic in ethnology. Moreover, recent reflection and research in developmental theory suggests a revision of the devaluation of magical thinking. This has implications for religious education: to pay attention to and to nurture the continuity and the transformation of magical thinking.

What children can tell us about living in danger.

Developmental challenges faced by children growing up in situations of chronic danger linked to community violence and communal conflict are reviewed. The concept of post-traumatic stress disorder is expanded to include situations of chronic and on-going traumatic stress associated with dangerous environments--war zones and inner city neighborhoods plagued by violence and crime. Of particular importance is the impact of chronic stress and danger on the child's world view, the child's social map, and the child's moral development. On the basis of field work in 5 war zones, the article points to the importance of adult-led "processing" of the young child's experience to his or her psychological coping and moral development. Some of the contradictions operating in such environments are explored--for example, that "fanatical" ideology may provide short-term support for adults and children but also may serve to prolong communal conflict, impede the necessary processing of experience, and increase vulnerability in the long run.

Using children's diaries as a research instrument.

A MAJOR OBSTACLE in research with children is finding an effective, valid instrument that is neither intrusive nor artificial. This is particularly true in qualitative, exploratory research because of the subjective nature of the data sought. In our study of daily stressors and coping responses of children, a semistructured daily journal, directed at particular research questions, has proved to be an effective research tool (Sorensen, 1988). Many objective measures used in studies with children are simply developmentally scaleddown versions of instruments used in research with adults (Ryan, 1988). Common descriptive methods used to collect data from children have included adult-oriented observations or interviews. Although these instruments are seen as objective, they often offer an incomplete behavioral assessment of children, providing little insight into their thinking. Folkman and Lazarus (1984) affirmed that subjective reporting of informants, from their own perspective of daily life, should be the primary source of data in exploratory research. Subjective data collection tools are appropriate for use with children since there is a particular need to get inside the unique “culture of childhood” to ascertain how the world actually appears to children (Yamamoto, Soliman, Parsons, & Davies, 1987, p 855). A daily, purposive journal, directed specifically toward pertinent variables while remaining open-ended, is one data collection method that can offer valuable insights into the unique world view of children. This article illustrates the value of such a journal as a research instrument when working with children.