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| Titre : | An Introduction to Child Study |
| Auteurs : | Clarence H. Benson, Auteur |
| Type de document : | texte imprimé |
| Mention d'édition : | 27th printing |
| Editeur : | Chicago [USA] : Moody Bible Institute of Chicago (Moody Press), 1965 |
| Format : | 240 p. |
| Note générale : | 1st ed. 1927, Revised: 1935, 1942. |
| Langues: | Anglais |
| Index. décimale : | FT/A (Enseignement religieux des enfants : approche théologique; spiritualité de l'enfant) |
| Résumé : |
A penetrating analysis of the child that will enable the teacher to understand and effectively communicate to his young students. The author evaluates the forces of heredity and environment in molding the child, and points out how habits shape the personality, expression intensifies it, and religion controls it.
He carefully examines the periods of a child’s life from infancy to later adolescence, applying the findings of child psychology to the aims of Christian education. The physical, mental, and religious characteristics of each age level are presented, and appropriate content, worship and expression activities are suggested for each Sunday school department. A text especially designed for and widely used by church teacher training classes. Approved by the Evangelical Teacher Training Association for the standard training course. |
| Note de contenu : |
- Preface
I. THE IMPORTANCE OF LIFE - 1. Value: a. Human estimates / b. God’s estimate / c. Christ’s estimate. - 2. Extent. - 3. Possibilities: a. Knowledge / b. Freedom / c. Possession / d. Power / e. Happiness. II. THE IMPORTANCE OF CHILD LIFE - 1. Christ was a child. - 2. Christ magnified child life: a. He put the child and not the adult in the center of the group / b. He rebuked the disciples when they argued that adults had prior claim to His time / c. He emphasized the place and importance of child training in the church. - 3. The child life ministers to mankind: a. Builders of the home / b. Builders of society / c. Religious leaders of mankind. - 4. The child life is plastic. III. THE IMPORTANCE OF CHILD STUDY The definition of Child Study suggests - 1. Knowledge of a person: a. Know God / b. Know man: (1) Know children. - 2. Knowledge of a law: a. Life can be planned / b. Tragedies may be prevented / c. Our hope is formation and regeneration rather than reformation: (1) Life’s mistakes cannot be wholly rectified. (2) Our business is to bring a cargo and not a derelict into port. (3) Life’s success depends upon obedience to God’s laws. - 3. Knowledge of development or growth. The work of the teacher: a. Not molding plastic clay / b. Not preserving from evil / c. Not teaching little men / d. But building a life: (1) Determining a Christian. (2) Developing a personality: (a) In the material world. (b) In the religious world. IV. SOURCES OF CHILD STUDY - 1. Observation. - 2. Reminiscence. - 3. Literature. - 4. Science. V. THREE FORCES IN LIFE BUILDING - 1. Heredity. a. Children inherit tendencies, not character / b. Heredity is determined by grandparents rather than parents / c. Heredity is more marked in adolescence than in childhood. - 2. Environment: a. The home: (1) The mother. (2) The father / b. The community: (1) The school. (2) The church. (3) The gang. - 3. Personality: a. Habits shape a personality / b. Expression intensifies a personality / c. Religion controls a personality. VI. THREE PHASES OF RELIGIOUS EDUCATION - 1. Information. - 2. Worship: a. Attendance / b. Punctuality / c. Offering. - 3. Expression. - 4. The threefold program of training: a. The modified Sunday-school / b. The tri-weekly church school. VII. THREE FIELDS OF RELIGIOUS EDUCATION - 1. The home: a. The Jewish home / b. The colonial home / c. The modern home. - 2. The school: a. The Jewish school / b. The parochial school / c. The public school. - 3. The church: a. Churches are built and equipped for adults rather than children / b. Church programs are primarily prepared for adults / c. Ministers are trained to preach rather than to teach / d. The Sunday-school is inadequately financed / e. The Sunday-school is inadequately organized and graded. VIII. PERIODS OF CHILD STUDY - 1. Infancy, 0-3 / 2. Early Childhood, 4-5 / 3. Middle Childhood, 6-8 / 4. Later Childhood, 9-11 / 5. Early Adolescence, 12-14 / 6. Middle Adolescence, 15-17 / 7. Later Adolescence, 18-24. IX. INFANCY - 1. Physically he is an actor: a. Activity is essential to growth / b. Activity is essential to development / c. Generated energy requires an outlet / d. The nervous system requires a response to impressions: (1) Instincts impel actions (2) Ideas impel actions. - 2. Mentally he is a discoverer: a. He discovers his mother / b. He discovers his world / c. He discovers himself. - 3. Religiously he is an imitator: a. His religion will be a reflection of the religion he finds about him / b. His moral habits and attitudes will be largely determined by others / c. Adult approval or disapproval of his first acts will be far-reaching. - 4. Training: a. The Cradle Roll: (1) To enroll a new scholar for the Sunday-school. (2) To establish a point of contact between church and home. (3) To enlist parental training / b. Cradle Roll class. X. EARLY CHILDHOOD - 1. Physically he Is a player: a. Play is a physical trainer / b. Play Is a mental instructor: (1) Childish instincts expressed in play. (2) Childish imaginations expressed in play. (3) Childish imitations expressed in play / c. Play is a social equalizer / d. Play is a moral teacher. - 2. Mentally he is a questioner: a. Inquisitiveness affects education / b. Inquisitiveness affects personality. - 3. Religiously he is a believer: a. Exaggerated statements / b. Inaccurate replies / c. Profitable deception. - 4. Training: a. Worship: (1) Praise. (2) Prayer. (3) Giving / b. Instruction (1) God as a Heavenly Father. (2) Nature lessons. (3) Child lessons / c. Discipline. XI. MIDDLE CHILDHOOD - 1. Physically he Is a hustler: a. Play: (1) He no longer plays alone. (2) His play is more purposeful. (3) Play and playmates will be determined by sex / b. Work: (1) Educative value. (2) Social value. (3) Moral value. - 2. Mentally he Is an observer: a. The law of apperception / b. Physical efficiency. - 3. Religiously he is a discriminator: a. Fact and fiction / b. Right and wrong / c. Precept and practice. - 4. Training: a. Manual activity / b. Comprehensive worship / c. Reverence: (1) Order. (2) Regularity. XII. LATER CHILDHOOD - 1. Physically he is a rover: a. This is a period of health and hardihood 7 b. Love of nature. - 2. Mentally he is an investigator: a. Collections / b. Mechanical interests / c. Reading / d. Memory: (1) Repetition. (2) Association. - 3. Socially he is a gangster: a. Dislike of the opposite sex / b. Tendency for organization. - 4. Spiritually he is a worshiper. - 5. Training: a. The use of the Sabbath / b. The use of the Bible / c. Memory work / d. Experience and training in worship / e. Decision and church membership: (1) Twelve was an important age in Jewish life. (2) Many great and good men date their conversion from childhood. (3) Childhood is followed by a period of temporary religious decline. (4) The great majority of boys and girls drop out of the Sunday-school during the days of early adolescence. (5) Child conversions are permanent conversions. (6) Decisions for Christ in childhood prepare the way for other important decisions in adolescence. XIII. EARLY ADOLESCENCE - 1. The principal physical characteristic is change: a. In body / b. In Ideals / c. In pursuits / d. In disposition. - 2. The principal mental characteristic is criticism: a. Adolescent education should include a wide variety of subjects / b. Adolescent education should deal with knowledge en masse / c. Intellectual capacities that are not started or stimulated in early adolescence may be lost. - 3. The principal social characteristic is companionship: a. In the home / b. In school / c. In the gang / d. In church. - 4. The principal spiritual characteristic is conversion: a. Conversions of early youth Involve the personality / b. Conversions reach their peak in early youth / c. Conversion in early youth prevents incorrigibility. - 5. Training: a. Organized departments / b. Organized classes / c. Graded lessons / d. Trained leadership: (1) Keep open the channels of communication. (2) Multiply the interests. (3) Command by counsel. (4) Control by companionship. XIV. LATER ADOLESCENCE - 1. The principal physical characteristic is achievement. - 2. The principal mental characteristic is power: a. Knowledge / b. Control / c. Independence. - 3. The principal social characteristic is friendship: a. The breaking of home ties / b. Awakening of altruism and patriotism / c. Manifestation of mating and homing instincts. - 4. The principal spiritual characteristic is instability: a. Certain hindrances: (1) Doubt. (2) Worldliness / b. Certain helps: (1) Deepening love of nature. (2) Increased vigor of will. - 5. Training: a. Class organization: (1) Class rooms. (2) Self-government. (3) Social contacts. (4) Class activities / b. Appropriate curriculum / c. Vocational appeal: (1) Christian stewardship. (2) Christian heroes. (3) Christian ministry. - Bibliography - Appendix: Child Crime and Religious Instruction |
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| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| FT/A 012 | FT/A 012 | Livre | Bibliothèque principale | Livres empruntables | Prêt possible Disponible |
