Recommended Practices in Religious Education for Preschool Programs

by Dr. Judy Harris Helm

Children of preschool age, three- and four-year-olds, have unique developmental characteristics. These characteristics

Godly Play Light Story

influence our decision making about what constitutes religious education for this age level. An infant is not like a toddler, nor is an elementary-school-age child like an adolescent. Each age has distinct developmental characteristics. As adults we know this. We naturally adjust our verbal interactions with children of different age levels - simplifying vocabulary and adjusting the complexity of concepts. We speak differently to children of these different age levels. We view each child as an individual en route, on a journey, to becoming a functioning adult. We know the child grows physically, emotionally, and intellectually. Do spirituality and children's religious beliefs also progress on a developmental trajectory? What characteristics of the preschool child must be considered in planning religious education? What do we know about the growth of children's ability to understand and profit from religious instruction? How best should we provide religious education for preschool children?

Preschoolers' capability to understand religious education

Defining appropriate religious instruction for preschool children requires not only an understanding of the developmental characteristics of preschoolers but also an understanding of religious education and the development of a belief system, especially the development of a Christian belief system. There is not a significant body of research on religious education of preschool children although churches are increasingly providing care and education of children in the preschool years. Ratcliff's (1988) summary of the status of preschool religious education is still accurate today.

Unfortunately preschools are often just copies of their secular counterparts. Perhaps the lack of interest in distinctively religious education is due to the mistaken notion that such education is unimportant for this age. The curriculum available is rarely backed by good research, and some researchers have even concluded that it is useless to attempt religious education with young children.

Churches often do little or nothing to influence the budding personality of the preschooler toward religious matters. There is considerable irony in this lack of attention since some psychologists conclude that the basic personality is shaped more during the early years than at any later point in life. (p. 5)

Religious Training

Barber, The Religious Education of Preschool Children

In 1981, Dr. Lucie W. Barber, wrote Religious Education of Preschool Children. This book, which has become a classic in religious education, is the result of her training as a research psychologist specializing in early childhood and her later exploration into the world of religious education. Dr. Barber makes a distinction between religious education and religious training. Religious education she views as the development of attitudes and beliefs with the ultimate goal of a fully mature, religious person. Religious training she views as exposure to the doctrines of a religion including the learning of bible stories, verses, and preplanned prayers. Dr. Barber concluded that religious education in the preschool years, specifically the development of attitudes towards life and religion, can be very beneficial to the development of the child. However, decisions about religious training must be carefully considered and must always include the unique characteristics of the preschool child. Similarly Lee (1988) distinguishes between the content and involvement of religion in the child's life. He uses the term religious experience, the personally lived subjective affair which occurs in the life of each person regardless of age or station (p. 164). He separates that from theology which he uses to describe "cognitive content" of a religion. He, like Berber, recommends that religious education at the preschool level not focus on theology.

The Bible

Barber uses the term as exposure to the doctrines of a religion including the learning of bible stories, verses, and preplanned prayers. Does the emphasis on development of attitudes as a foundation for religious belief preclude the use of these in the preschool years? In the contrary, an introduction of the bible through stories and approaching these stories through play and enactment can be very beneficial. In Handbook of Religious Preschool Education, Ratcliff (1988) concludes that

There is considerable evidence for the utility of using play, stories and enactment as learning methods for preschoolers. These may, in fact, be foundational to the learning of religious education at this age, since both the cognitive and affective realms are engaged with each of these…enactment would also stimulate the lifestyle dimension, perhaps the most difficult area to address in religious education (p. 267)

The key is to choose carefully which stories are shared and to approach these in ways that the young child learns most easily - through active involvement. Barber (1981) recommends that appropriate goals for the use of the bible for preschoolers is to

1. teach the importance of the bible and how to use it respectfully.

2. choose bible stories that promote a positive attitude towards God and Jesus. Preschool children need happy, joyful stories as they first learn about God and Jesus.

One approach to teaching Bible stories and religious practices to children in ways that are consistent with how the young child learns is Godly Play. This Christian Education system developed by Jermone Berryman (January, 1995; September, 1995) combines the philosophy of Maria Montessori with religious education through the use of special toys. These toys are used to tell the stories on trays and then provided to the children for a special playtime in which they can retell the story using the toys. There are three types of stories in Godly Play. These are liturgical stories which explain why we do what we do such as baptism, sacred stories which tell the great stories of faith such as the Ten Commandments, and the parables which retells Jesus's stories. Godly Play is designed for children between 3 through 10 so not all the stories meet the guidelines of Barber for selection for use with the preschool child. This method is a type of reenactment as recommended by Ratcliff. If appropriate stories are selected, that is stories that are joyful and emphasize a positive relationship with Jesus and God, they can not only help children learn these stories and develop the attitudes desired but the story - play - prayer event also provides a framework for a positive and reverent religious experience for the young child. Although Godly Play as designed by Berryman is for Sunday School hours, a shorter adaptation would be valuable as a special part of a preschool curriculum.

Prayer

Another area of religious practice that is appropriate for the preschool program is the use of prayer. Berber defines prayer as "communion with God and recognition of his presence" (p. 101). Barber classifies prayer on the following hierarchy going from general down to most specific:

Prayer Time During Godly Play

Prayers of Adoration

Prayers of Thanksgiving

Prayers of Confession

Prayers of Intercession

Prayers of Petition

Barber recommends that the first two types of prayer are most appropriate for the preschool child. These include prayers of adoration and prayers of thanksgiving. She does not recommend prayers of confession in which children confess their sins to God. Wrongdoings by the young child are no more than engaging in socially unacceptable behavior - that is unacceptable to adults. These may be perfectly rational to the young child. Children are comforted by parents' forgiveness and their teaching. Discipline is here and now for young children and should be dealt with forthright and in person.

Barber also cautions about the use of petition and intercession with the preschool child. Because children are very egocentric they may ask for things which are not possible. They also have no concept of waiting. They are unable to see the viewpoints of others and may be confused as to why God who is supposed to be a loving God does not answer prayers and heal Aunt Helen or bring the puppy that they long for.

Barber suggests instead that parents and teachers use prayers of adoration and thanksgiving. Prayers can occur at special times such as meals and bedtimes. Preschool children can memorize simple prayers of adoration and thanksgiving. They can also learn to pray at other moments in the day such as "Thank you, God, for the beautiful daffodil". Adults can easily model these types of prayers. Children will begin to follow adult lead and voice their own thoughts in prayer.

Conclusion

In conclusion, the research and literature on religious education and preschoolers does provide some guidance as to appropriate instruction.

• Religious education is appropriate for the preschool child

• Religious education can provide a foundation for development of a mature faith

• Guidelines exist for religious education at these age levels and these guidelines have a sound basis in research on the cognitive and emotional development of young children.

Incorporating these guidelines the following recommendations are made for the Discovery Preschool at Northminster Presbyterian Church.

• Religious education should focus on the development of attitudes. These attitudes include the following:

  Foundational Attitude of Faith

  1. The child will learn to trust the dependability of the parent.

  2. The child will learn to appreciate nature.

  3. The child will develop faith in the predictability of events.

  Foundational Attitude of Hope

  1. The child will develop a positive attitude toward life.

  2. The child will develop a joyful attitude toward learning.

  Foundational Attitude of Love

  1. The child will develop positive self-regard.

  2. The child will develop a positive orientation towards others.

• Bible stories are an appropriate method of developing these foundations. In using the bible it is suggested that teachers

  1. teach the importance of the bible and how to use it respectfully

  2. use adapted and shortened versions of the bible stories, often telling rather than reading

  3. choose bible stories that promote a positive attitude towards God and Jesus

  4. teach the meaning of the stories through play and other forms of enactment

• Preschool children are capable and interested in prayer. The preschool years are an opportune time to begin prayer. It is suggested that in the use of prayer

  1. prayer should focus on adoration and thanksgiving

  2. prayer can be modeled and incorporated throughout the day and children can be encouraged to say their own prayers

  3. it is appropriate for young children to memorize some short prayers

In all of these recommendations, it is assumed that the preschool child's attention span, need for activity, and the importance of child initiated learning will be respected.

References

Barber, L.W., (1981). The religious education of preschool children, Birmingham: Religious Education Press

Berryman, J. (January, 1995). Godly play: An imaginative approach to religious education, Abingdon Press

Berryman, J. (September, 1995). Teaching Godly play: The Sunday morning handbook, Abingdon Press

Fuller, R. C. (1988). Religion and the life cycle, Philadelphia: Fortress Press

Lee, J.M., (1988). In. D. Ratcliff, (Ed.) Handbook of Religious Preschool Education (pp. 152-253). Birmingham: Religious Education Press.

Ratcliff. D., (Ed). Handbook of religious preschool education. Birmingham: Religious Education Press.