Pre-Campus Syllabus for

RLED678 Spiritual Nurture of Children

Instructor: Donna J. Habenicht, EdD., Psychologist & Family Life Educator

Class Time: M-Th 8:00 am - 12:00 noon & 1:30 - 5:00 pm

Class Place: To be announced

E-mail contact: donnah@andrews.edu

Office Hours: Immediately following class for as long as needed.

Phone: 616-471-3940

An examination of the spiritual needs of children in light of their physical, social, emotional and mental development. The role of religious education in the church, the school, and the home. Practicum activity required. Two semester credits.

Study Sources:

Habenicht, Donna. (1994) How to Help Your Child Really Love Jesus. Hagerstown, MD 21740: Review & Herald Publishing Association.

Habenicht, Donna J. (2000) 10 Christian Values Every Kid Should Know: A How-to Guide for Families. Hagerstown, MD 21740: Review & Herald Publishing Association.

Hamner, Tommie J. and Turner, Pauline H. Parenting in Contemporary Society, 4^th ed. New York: Allyn & Bacon, 2001.

Hyde, Kenneth. (1990) Religion During Childhood and Adolescence. Birmingham, AL: Religious Education Press.

White, Ellen G. (1954) Child Guidance. Nashville, TN: Southern Publishing Assn.

Wilhoit, James C. and Dettoni, John M. (eds.) (1995) Nurture That Is Christian. Wheaton,IL: Victor Books.

Habenicht, Donna J. (2002) "Spiritual Nurture of Children: A Course Syllabus." Religious

Education and Foundations, Andrews University, Berrien Springs, MI 49104.

See list of readings for complete study source options.

Knowledge Base:

In this course we will examine the main models and theories of religious/spiritual development which apply to children, including Fowler, Oser, Gillespie, Elkind, Aden, and Fuller. We will also examine selected models and theories of child development which are potentially applicable to nurturing children spiritually, including Piaget, Vygotsky, Kohlberg, Lickona, and Erikson. We will look at the Holy Scriptures with a view to developing a theology of children. From these sources we will attempt to develop an integrated approach to the transmission of religious values and nurturing the spiritual and character growth of children primarily through the home, and secondarily through the church and the school.

Organization:

The class will be organized around five main topics:

• Spiritual and character development during childhood
• Conversion, salvation, doctrine, and church membership for children
• Family transmission of religious values
• Church and school transmission of religious values
• Religious education methodology for children

On-campus class time will include lectures, discussion periods, collaborative learning activities, videotapes, demonstrations, and field trips. Students will be expected to actively contribute to class discussions by sharing experiences and insights from previous study.

Objectives:

1. Describe the spiritual and moral character development of children from birth through adolescence, including: identification, conscience formation, guilt, faith and belief, service, worship and love, ideas of God, religious attitudes, and other aspects of spiritual formation during childhood..

2. Describe the personality, cognitive, and moral development of children as these relate to the development of spiritual and religious values.

3. Describe the development of religious concepts during childhood.

4. Identify and describe the most influential factors in childhood conversion.

5. Describe ways to lead children to accept Christ as their Savior.

6. Describe how to teach theological concepts to children at different ages.

7. Prepare and present to children a religious/values concept at their level of understanding.

8. Identify and discuss the main issues relating to baptism and church membership for children.

9. Identify, describe, and use appropriate religious education methodology for children, including: stories, audio-visual media, Bible learning activities, music, role play, Bible discovery sessions, cooperative projects, and other creative approaches.

10. Identify and describe the role of the church in the spiritual nurture of children.

11. Organize and implement church and school programs for the transmission of spiritual and religious values to children.

12. Evaluate church and school programs for children for effectiveness in spiritual nurture and the teaching of religious and moral values.

13. Discuss the role of the family in the transmission of religious values and heritage. Discuss the challenges of parenting in contemporary society and how these may affect the transmission of religious values and heritage.

14. Know how to use everyday experiences, questions, books, family worship, the Sabbath, direct instruction, music, the media, and other family experiences to encourage religious commitment and the development of religious values.

15. Identify and describe key aspects of parenting which have the greatest impact on the transmission of religious values and the development of moral character.

16. Organize and implement parent-education programs to help parents become more effective in teaching spiritual and moral values to their children.

17. Identify and describe the key factors in the transmission of spiritual and moral values through the family and the church.

18. Discuss the most common reasons for adolescent rejection of the religious values of the home and the church.

19. Describe ways to help children and adolescents deal with negative peer pressure.

20. Describe what the family, the church, and the school can do to help prevent adolescent rejection of religious values.

Course Requirements:

Requirements to be completed before arriving on campus for the intensive class experience:

• Readings (200 points)

The reading requirements and instructions for reading reports are summarized separately (see Readings by Topics, pp. 8-11). All reading assignments should be completed before arriving on campus for the intensive class experience. Please bring your reading reports with you to hand in at the first class period.

• Practicum Experience (100 pts.)

Select and complete one (from A-F) of the following practicum activities. Please bring your written report with you to hand in at the first class period. There is no specific requirement for length of this report. Write what is needed to do the assignment. Conciseness is appreciated.

• Outreach Activity-Your Story Hour Program

Listen to Your Story Hour radio program at least two times. Do you think the program meets the needs of secular children? Or is it more appropriate for children from religious homes? What would you suggest to update the program to meet the needs of contemporary secular children and attract them to Christ? Make a list of at least ten topics which you would suggest for new stories. For five of these topics, write a paragraph or two about what you think the stories should cover.

• Outreach Activity-Focus on the Family Materials for Children

Listen to two of the Odessey programs. What is the content and style of these programs? Who do you think is the target audience for this program? Is the program appropriate for its target audience? Do you think this is intended to be an outreach program or a program for children from religious families? Examine some of the magazines for children published by Focus on the Family. What is their target audience? Do these magazines meet the needs of their intended audience? Write a report of your findings.

• Religious Education Curricula - 1

Examine the children's religious education curricula published by two of the following publishers: Scripture Press, Standard Publishing Co., Gospel Light Publications (all nondenominational) or the curricula published by one of the following denominations: Lutheran, Baptist, Mennonite, Catholic. What are the objectives of the curricula? How are they age-graded? How do they compare with the SDA curricula? Write a report of your findings.

• Religious Education Curricula - 2

Compare the new SDA GraceLink Curriculum with the curriculum used during the 1980s and 90s. What are the objectives of each curricula? How are they age-graded? How is the Bible taught-topically or chronologically? What type of learning activities are suggested for Sabbath school? How are they different? How are they alike? Compare the format and art work. What effort is made to involve the family in the child's religious education? How do you think each met/meets the spiritual growth needs of children? Which do you prefer and why? Write a report of your findings.

• Media and the Scripture

Critique three Bible story videos from at least two different publishers and two character-building stories or religious music videos from two different publishers using the guidelines presented in How to Help Your Child Really Love Jesus and 10 Christian Values Every Kid Should Know. Compare the media story with the Bible story in the Scriptures and in the account given by Ellen White. Write a report of your findings.

• Media and Christian Values

Evaluate 3 children's TV programs, 3 computer games for children, and 3 video games for children from secular publishers and producers using the guidelines presented in How to Help Your Child Really Love Jesus and 10 Christian Values Every Kid Should Know. What values are taught by these programs and games? Why are they attractive to children? Compare the values in the book, 10 Christian Values.... with the values overtly or covertly espoused in the programs and games you examined. Write a report of your findings.

• First draft of a paper on the topic: Toward a Biblical Theology of Children

Please see separate instructions for this paper (p. 12). Bring the completed first draft of the paper with you to the first class period. During the on-campus class experience you will participate in a collaborative learning group where you will consolidate and refine your ideas toward a Biblical theology of children and the implications of this theology for your work as a family life educator.

Requirements to be completed while on campus for the intensive class experience:

• Collaborative learning experiences (300 points) will be completed during the on-campus intensive class experience, as directed by the instructor.



• Attendance and participation. Each student is expected to attend the on-campus intensive class experience, to participate in collaborative learning experiences, and to contribute to class discussions by reporting informally on outside-of-class reading, observations, and projects.

Requirements to be completed after the intensive class experience and submitted to the instructor before November 15, 2002:

• Final draft of your paper on the topic: Toward a Biblical Theology of Children



• Practicum Experience (200 pts.)

Select and complete one (from A-F) of the following projects:

A. Sabbath/Sunday school programs for children

Visit four different Sabbath/Sunday school programs for one complete hour each and write a report of each visit, using the evaluation forms provided in the syllabus. Write a description of your visit to justify the evaluations given on the form. The visits may be arranged as follows:

Beginners/Cradle Roll/ Nursery Any church, any size department

Kindergarten Any church, any size department

Primary Any church, any size department

Junior/Earliteen Any church, any size department

B. Religious Instruction Project

See separate instructions (p. 13).

C. Parent Interviews

Interview four different sets of parents of your religious faith (mother and father, if possible) whose children are young adults or older at the present time. The purpose of your interview is to discover how each family transmitted their religious values to their children. Gather as much specific information as possible about the family dynamics and the methods they used for the transmission of religious values and the success or failure of these methods. Write a summary of each visit. Then write a conclusion about what you learned about the transmission of religious values in the family setting. Compare your conclusions with what you have learned from the research on the transmission of religious values.

D. Teacher Interview

Interview at least four experienced elementary teachers (at least 10 years of teaching in the parochial schools of your faith). The purpose of the interviews is to discover how these teachers transmit religious values to their students. Gather as much specific information as possible about the classroom dynamics and the methods they use for the transmission of religious values and the success or failure of these methods. Write a summary of each visit. Then write a conclusion about what you learned about the transmission of religious values through the school. Compare your conclusions with what you have learned from the research on the transmission of religious values.

E. Child Interview

Devise a mini research project to discover how much children learn in Sabbath or Sunday school. For example, attend a Sabbath/Sunday school division. Note the learning experiences provided for the children. Devise a way to assess how much the children remember several days later. Conduct interviews with 4-6 children. Analyze and summarize your findings. Compare your findings with what you have learned about religious education methodology.

F Individualized Project

You may propose an individualized practicum experience to meet your personal objectives for the course. The project should take 6-8 hours to complete. Prepare a written proposal and obtain the instructor's approval before beginning.

Course Evaluation

Evaluation will be based on the following assignments:

1. Practicum Experience 100 points Due: First class, July 14

Readings 200 points Due: First class, July 14

First draft of paper 100 points Due: First class, July 14

Collaborative Projects 300 points Due: As assigned in class

Final draft of paper 100 points Due: November 15

Practicum Experience 200 points Due: November 15

Total 1000 points

2. Written assignments should properly represent graduate status in education. They should be neatly done, using correct spelling, grammar, sentence and paragraph construction. All written assignments should be typed or prepared on a computer. Please use letter quality printing.

3. Late assignments do not receive full credit.

4. Overall class attendance and participation may be considered in determining the grade.

6. Grades will be assigned on a mastery basis. Students may select A or B level mastery as their objective. Satisfactory completion of each assignment represents B level mastery (80-89% of the points). For A level mastery (90-100% of the points) the completed assignment must be of superior quality, including depth of understanding and analysis, creativity, and the details of presentation. Students may consult with the instructor about their assignments as frequently as desired in order to achieve their selected mastery level.

All reading assignments should be completed before arriving on campus for the intensive class. Please bring your reading reports with you to hand in at the first class period on July 14, 2002.

FOUNDATIONAL INSIGHTS

Required basic reading:

Wilhoit, James C. & Dettoni, John M. (1995) Nurture That Is Christian: Developmental Perspectives on Christian Education. Wheaton, IL: A BridgePoint Book (Victor Books). ISBN 1-56476-268-8 (please read chapters 2,3,4,5,7,8)

Supplementary readings:

Any of the following three books will provide ideas for your written project on "A Theology of Children". The first two are the most comprehensive and would be excellent resources for your library. None are required:

Zuck, Roy B. (1996) Precious in His Sight: Childhood & Children in the Bible. Grand Rapids, MI: Baker Books. ISBN 0-8010-5715-9

Lockyer, Herbert. (1970) All the Children of the Bible. Grand Rapids, MI: Zondervan Publishing House. ISBN LCCCN 70-120052

Sizemore, Timothy A. (2000) ...of such is the kingdom: nurturing in the light of scripture. Ross-shire IV20 1TW, Great Britain: Christian Focus Publications. ISBN 185 792 514 9

The following book will be the basis for group reports on research presented during the on-campus intensive class. It is an excellent resource summarizing the research. If you wish to read ahead of time, please contact the instructor for a chapter assignment.

Hyde, Kenneth E. 1990) Religion in Childhood & Adolescence: A Comprehensive Review of the Research. Birmingham, AL: Religious Education Press. ISBN 0-89135-076-4

SPIRITUAL NURTURE OF CHILDREN THROUGH THE FAMILY

Required basic reading:

Habenicht, Donna J. (1994) How to Help Your Child Really Love Jesus. Hagerstown, MD: Review & Herald Pub. Assn. ISBN 0-8280-0792-6 (please read all)

Habenicht, Donna J. (2000) 10 Christian Values Every Kid Should Know: A How-to Guide for Families. Hagerstown, MD: Review & Herald Pub. Assn. ISBN 0-8280-1506-6 (please read all)

White, Ellen. (1954) Child Guidance. ISBN (please read chapters 73-83)

If you have read the above books before, please review them thoroughly as they contain much information about nurturing children spiritually.

Required supplementary readings:

Please read 250 pages from the following books about nurturing the spiritual growth of children through the family. You may read one book or you may pick and choose from more than one book. To expand your knowledge base, please select books you have not read before. Although all the books are excellent, the first two are especially recommended for your resource library. The rest are in alphabetical order by author.

Trent, John, Osborne, Rick, & Bruner, Kurt. (2000). Focus on the Family - Parents' Guide to the Spiritual Growth of Children: Helping Your Child Develop a Personal Faith. Wheaton, IL: Tyndale House Publishers. ISBN 1-56179-791-X

Baehr, Ted. (1998). The Media-Wise Family. Colorado Springs, CO: ChariotVictor Publishing (A Division of Cook Communications). ISBN 0-7814-0301-4

Dosick, Wayne. (1995). Golden Rules: The Ten Ethical Values Parents Need to Teach Their Children. New York: HarperCollins Publishers. ISBN 0-06-251249-8

Jacobsen, Ruthie. (2001). Putting Their Hands in His: Teaching Children How to Pray. Self published, copyright by the North American Division of Seventh-day Adventists with Autumn House. ISBN 1-878951-38-6

Kuzma, Kay. (1988). Building Your Child's Character From the Inside Out. Elgin, IL: David C. Cook Publishing Co. ISBN 0-78140-936-5

Ledbetter, J. Otis & Scott, Randy. (2000). Focus on the Family - Extending Your Heritage: Practical, Intentional Ways to Influence Your Family and Beyond. Colorado Springs, CO: FaithParenting (Cook Communications). ISBN 1-56476-783-3

Osborne, Rick. (1997). Teaching Your Child How to Pray. Chicago, IL: Moody Press. ISBN 0-8024-8489-1

Riera, Michael, and DiPrisco, Joseph. (2002). Right from Wrong: Instilling a Sense of Integrity in Your Child. Cambridge, MA: Perseus Publishing. ISBN: 0-7382-0545-1

Stonehouse, Catherine. (1998). Joining Children on the Spiritual Journey: Nurturing a Life of Faith. Grand Rapids, MI: A BridgePoint Book (Baker Books). ISBN 0-8010-5807-4

Tyner Stuart. (1996). The Colors of Grace in Our Homes. Lincoln, NE: AdventSource. ISBN 1-57756-001-9

SPIRITUAL NURTURE OF CHILDREN THROUGH THE CHURCH

Required basic reading:

Please read 250 pages from the following books about nurturing the spiritual growth of children through the church. You may read one book or you may pick and choose from more than one book. To expand your knowledge base, please select books you have not read before. The list is in alphabetical order by author.

Calkins, Ann (Ed.). (1997). Children's Ministries: Ideas and Techniques that Work. Lincoln, NE: AdventSource. ISBN 1-57756-005-1

Chromey Rick. (1995). Children's Ministry Guide for Smaller Churches. Loveland, CO: Group Books. ISBN 1-55945-600-0

Clark, Robert E., Brubaker, Joanne, & Zuck, Roy B. (1986). Childhood Education in the Church (revised and expanded). Chicago, IL: Moody Press. ISBN 0-8024-1251-3

Drushal, Mary Ellen. (1991). On Tablets of Human Hearts: Christian Education With Children. Grand Rapids, MI: Zondervan Publishing House, Academic and Professional Books. ISBN 0-310-36840-5

Dudley, Roger L. (2000). Why Our Teenagers Leave the Church: Personal Stories From a 10-year Study. Hagerstown, MD: Review and Herald Publishing Assn. ISBN 0-8280-1458-2

Jenkins, Lorna. (1995). Feed My Lambs: A Handbook for Intergenerational Cell Groups. Singapore: TOUCH Ministries International Pte Ltd. ISBN 981-00-6318-0

LeBar, Lois E. (1995). Education That Is Christian. Colorado Springs, CO: Chariot Victor Publishing (Cook Communications). ISBN 1-56476-749-3

Newman, Gene & Tada, Joni Eareckson. (1993). All God's Children: Ministry With Disabled Persons (revised edition). Grand Rapids, MI: Zondervan Publishing House, Academic and Professional Books. ISBN 0-310-59381-6

Roehlkepartain, Jolene L. (Ed.) (1991). Children's Ministry That Works! The Basics and Beyond. Loveland, CO: Group Books. ISBN 0-931529-69-7

GENERAL PARENTING INFORMATION

Required basic reading:

Since this course fulfills the Family Life Educator certification requirements for knowledge about parenting, some general reading on parenting is required. The following text is very research oriented and will give you a solid background for helping parents of different ages and cultural backgrounds. It is an excellent addition to your resource library. During the on-campus intensive class we will have some group reports based on this book. As you read, please consider the implications for spiritual and character growth of children.

Please read chapters 6,7,8 and three other chapters of your choice.

Hamner, Tommie J.& Turner, Pauline H. (2001) Parenting in Contemporary Society, 4^th Edition. Boston: Allyn & Bacon.

Required Basic Reading

Please write a commentary-what you think-about each chapter you read. This is not a summary of the chapter information, but rather your reaction to what you have read. Do you agree or disagree? Why? How might you use this information? Write one-third to one page (double spaced) about each chapter. Some chapters will probably be more controversial or exciting--from your viewpoint--than others and, therefore, deserve more commentary. Others may seem more obvious or less exciting and a paragraph might be enough to convey your reaction. The object of the written reading reports is to elicit some thinking on your part about what you have read.

Supplementary Reading

Please write a commentary-what you think-about each book you read, even though you did not read the entire book. This should not be a summary of the information, but rather your reaction, as a whole, to what you have read. On the first page, please make note of what you have read (book names, pages read).

Format for Reading Reports

Please submit your reading reports typed, using letter quality printing.

On the first page type your name and the books you have read. Staple everything together.

Grading of Reading Reports

As the instructor, while I may not read every line you have written, I will look through the entire document, and I will read enough to get a good sense of your thinking. If you convince me that you have thought about what you have read and your reports represent graduate quality writing and presentation, you will receive a satisfactory or better grade. If you have written a section you especially want me to read carefully, please indicate that on the first page. Graded reading reports will be returned before the end of the intensive on-campus class.

First Draft: Two copies due July 14, 2002 when you come to the first class.

Final Draft: Due November 15, 2002.

Most denominations, including the Seventh-day Adventist, do not have a formal theology of children. Perhaps because of this lack, children are often overlooked, or given sparse attention, until they are nearing adolescence. Also because of this lack, most churches depend heavily on secular sources for direction in how to nurture the spirituality of their children and inform their families on the best child-rearing practices.

In this class we will make a start toward a theology of children for the Seventh-day Adventist church. Even a start in this direction will help inform our work as family life, church, and school educators.

In the first draft of your paper, "Toward a Biblical Theology of Children," you will want to address the following questions from a Scriptural viewpoint:

• What specific areas are needed to develop a complete theology of children?

What do we need to know to understand how God views children and their role in His kingdom? their role in families in Bible times? their role in families today? the spiritual nurture and salvation of children? the responsibilities of the family and the church?

• Have any of these areas been developed already in SDA theology, in some way which might be useful for developing a theology of children?

The first draft of your paper is expected to represent your best thinking on this topic, considering your formal training in theology. If you have very little formal training in theology, you will address the topic as a lay person. However, there are many resources which might be of assistance to you. Some are mentioned in the list of readings. (See page 8.)

This paper must be about a Biblical theology of children, meaning the rationale and reasoning comes from God's Word, the Bible. You may choose to limit your research to a specific portion of the Bible, for example, the New Testament, or portions of the Old Testament. Be careful not to limit yourself unduly because this may hinder the development of your ideas as a whole.

When you come to campus for the intensive class experience, please bring two copies of your paper-one to submit to the instructor at the first class session and the other to use during the class. The first day of class we will form collaborative learning groups. One of the tasks of these groups will be to combine and refine information from the papers into a more cohesive whole, so you will be better prepared to write a final paper, as a group, on this topic.

This is one of the options for the practicum experience which follows the on-campus intensive class experience (see p. 5). This project has three parts. If you choose this as your practicum experience, please do all three parts.

Part I-Theological/Values Concept Development

1. Select a theological concept or values issue. Confirm topic with instructor.

2. Analyze the theological concept or values issue selected to determine appropriate portions to teach children at different developmental levels: preschool, early elementary, late elementary. (See class syllabus for help with theological concepts.)

3. Select one of the ages and list appropriate instructional objectives for teaching the theological concept or value issue to children that age.

Part II-Instructional Plan

4. Select one of the instructional objectives listed under #3. Develop an instructional plan for teaching this theological concept or value issue to children of the age you selected. You may use a format of your choosing.

5. Include all teaching materials needed for the lesson.

6. The lesson may be developed for home worship, family night, Sabbath/Sunday school, outreach for non-Christian children, day care or nursery school, church school, etc.

7. The completed assignment will probably be two to four typewritten pages (single spaced) plus the materials used for the lesson (story, audio-visual teaching tools, etc.).

Part III-Instructional Delivery

8. Test your instructional plan by presenting it to some children of the age for which it was prepared. If possible, make a videotape or audiotape of your presentation. It will help you evaluate what your instruction.

9. Write a brief summary of your experience in presenting the theological concept or value issue. Include: (a) reaction of the children, (b) child understanding, (c) your reactions about the experience, (d) evaluation of the instructional plan. Submit this summary to the instructor along with the items from No. 7 above.

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