Developmentally -Appropriate

Initially, chapter 21 is one of my favorite chapters:

"In a world of adults, young children frequently confront situations that make them feel incapable, insecure, and sometimes unwanted." She illustrates this with the familiar comments we make to children: "Not now! When you're older." or "That's for grownups, not children." or "Don't touch that! You might break it! (CS p. 343)

"It is true that in the first five years of life children have different understandings, skills, and responsibilities than adults. However children are equipped with an amazing array of capacities that make thoughtful, loving ministry to them a necessity. " (CS p. 343) We don't think much about the responsibilities of young children. Something interesting to think about: your responsibilities when you're 1 or 2 or 3 years old.

Research confirms that a child's environment and the way people relate to the child affect a child's brain development. (CS p. 343)

"Children who are attracted to Jesus are never told they have to wait until they fully understand theological concepts before they can come to Him. He did not preach to them or reprimand them but instead 'laid hands on them' (Matthew 19:15) and told adults to 'turn and become like children' (Matthew 18:3)."(CS p. 343) In other words, he didn't moralize and continually correct them. Instead, He blessed them.

How often, she asks, are adults guilty of giving children misinformation about God that robs them of the desire to draw near to God to know how much He loves them and how much they matter to Him? The most critical element, she says - what kids need most - is "a relationship with caring adults who can lead them to contemplate God's intended plan for their lives. How often are Christian education practices keeping children away from Jesus? The developmental needs of children must be met if adults are to be supportive of their spiritual development and not become a hindrance." (CS p. 344-345)

She also makes some great comments about developmentally appropriate practices (p. 346), preparing teachers (CS p. 347) , giving resources to children instead of leftovers (CS p. 344, 356), developmentally appropriate curriculum (CS p. 350), developmentally appropriate assessment ( CS p. 350-352) , teachers and parents working together. (CS p. 354-356)

What challenges my thinking, what I want to ponder here, is how can we use this if we're not offering age-segregated Christian education but instead, we're gathering everyone together. How do we apply this?