As children grow older, they develop in several different ways; these changes typically occur between birth and the end of adolescence, as the child goes from dependency to increasing autonomy (Fowler, 1981). Child development covers physical, psychological, social, emotional and even spiritual changes. Despite the process having an almost predictable sequence, the rate at which children grow and mature can vary widely depending on circumstances, experiences and individual adaption. Developmental change occurs as a result of a genetically-controlled process known as ‘maturation’ and environmental factors (Fowler, 1981). It is also in our human nature to have the ability to learn from our environment. The optimal development of children is key
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Based on this concept, Goldman stated in his booked titled Readiness for Religion: A Basis for Developmental Religious Education that "This is why I have characterized early childhood as pre-religious" (1965, p. 80). When looking into the responses of children ages five to seven years of age, Goldman established the characteristics of intuitive thinking: preoccupied by irrelevant details, literal or distorted thoughts, and feeling misunderstood (1965, p. 81). When a child is finished with preschool, they adopt a new manner of thinking that is characteristic of middle childhood. It is at this stage that a child moves from a pre-operational to a concrete operational way of thinking. Thinking turns into a more realistic view of experience and their religious ideas become a more materialistic and physical expression (1964, p. 103). These concrete limitations continue into late childhood and pre-adolescence. At this time, children begin to adjust to better understand a more realistic theology. For example, children start to work through the juxtapose idea of God being everywhere and in one place at the same time. To overcome this issue, God must be thought of as a spirit who is unanchored by physical limitations, but a child 's innate concrete way of thinking makes …show more content…
In his work titled New Directions for Child Development, he defines faith as "a dynamic and generic human experience" (1991, p. 31), but does not suggest that it is undistinguishable from or the same as religion. James Fowler’s model follows suit with Piaget and Goldman by describing faith as something that develops in stages at different times. In fact, Fowler’s initial four stages of his theory can be compared to Piaget 's four stages of cognitive
Based on this concept, Goldman stated in his booked titled Readiness for Religion: A Basis for Developmental Religious Education that "This is why I have characterized early childhood as pre-religious" (1965, p. 80). When looking into the responses of children ages five to seven years of age, Goldman established the characteristics of intuitive thinking: preoccupied by irrelevant details, literal or distorted thoughts, and feeling misunderstood (1965, p. 81). When a child is finished with preschool, they adopt a new manner of thinking that is characteristic of middle childhood. It is at this stage that a child moves from a pre-operational to a concrete operational way of thinking. Thinking turns into a more realistic view of experience and their religious ideas become a more materialistic and physical expression (1964, p. 103). These concrete limitations continue into late childhood and pre-adolescence. At this time, children begin to adjust to better understand a more realistic theology. For example, children start to work through the juxtapose idea of God being everywhere and in one place at the same time. To overcome this issue, God must be thought of as a spirit who is unanchored by physical limitations, but a child 's innate concrete way of thinking makes …show more content…
In his work titled New Directions for Child Development, he defines faith as "a dynamic and generic human experience" (1991, p. 31), but does not suggest that it is undistinguishable from or the same as religion. James Fowler’s model follows suit with Piaget and Goldman by describing faith as something that develops in stages at different times. In fact, Fowler’s initial four stages of his theory can be compared to Piaget 's four stages of cognitive