What is the meaning of God in the different stages of development?
Many religious groups in the world recognize the presence of God in their day-to-day lives. However, they know God in different ways. This research paper will look at God according to different stages of human development.
Developmental Stage (0-2 years)
This is the initial stage in which an infant is brought into the world after birth. An infant encounters God through the family. This means that parents have an influence on a child as far as God is concerned. At this developmental stage, the infant is still getting used to the environment and the people within it.
As such, a child cannot have the ability to comprehend fully the meaning of God. The infant is still at a stage where he or she is learning to walk, speak and how to carry out very basic activities. The child still needs close monitoring from a parent or a guardian (Korniejczuk 25).
During infancy, children acquire knowledge by observing the environment around them. They are able to gather and obtain information through touch, seeing and hearing. At this stage, the child is inquisitive and satisfies his or her needs through various ways.
The child responds to various stimuli that are present within the environment. Consequently, a child adapts gradually to its environment and as time goes by, it learns more about what takes place in society. The child observes closely the actions of adults and their behavior. At this developmental stage, children are more likely to depend on the visual aspect of communication as compared to any other stage (Korniejczuk 31).
As such, their understanding of the meaning of God is not likely to be very much developed. This will largely depend on their exposure to images and religious symbols, which can create an impression on their minds as they grow up. From the age of eight months onwards, the child can know that things exist in various forms. This helps in improving the memory capability of the infant at this stage.
Therefore, this means that a child at this stage can remember symbols shown to him or her. This can draw the child closer to the existence of God. Therefore, the ability of adults to influence children is eminent. Such effects would have lasting consequences on the lives of children. Adults influence children to adopt a particular interpretation regarding the meaning of God (Korniejczuk 36).
2-6 years developmental stage
In this stage of development, the child’s view is still influenced by his or her external environment and the element of curiosity begins to set in. At this stage, the child starts developing emotional, psychological and physical instincts, which directly arise due to external influence.
At this stage of development, a child’s level of understanding and perception regarding the existence and the meaning of God is simplistic and basic (Bridges 34).
This is the age that children start going to school. Children start attending preschool and elementary classes and as such, they come across the meaning of God in their lives. The child benefits from learning external environment, which is usually through formal and informal learning.
The child is also at a stage where he or she begins valuing various physical activities in form of playing, walking, running, jumping and dancing. These make them more exuberant. This high-spirited nature of children within this developmental stage offers teachers and parents, who are in close contact, the ability to introduce aspects of religion to the child through teachings (Bridges 39).
At this stage, parents and teachers are likely to involve such children in several religious activities that cherish and worship God. The child is able to learn various religious symbols, teachings, practices and other festivals that are important among devotees of the respected deity in society (Bridges 40).
Interaction of these children with their parents, teachers, and other people within a particular environment offers them an opportunity to be involved in affairs concerning their belief. Children are therefore encouraged to value the importance of devotion to God within a particular religious society.
Again, they are taken through the principles of a certain religion. Many religious groups and organizations emphasize on values related to sacrifice, worship, fasting, perseverance, and righteousness, as a means of appeasing God.
At this developmental stage therefore, children are involved in all activities that might make them honor the teachings of God as introduced to them by their parents, teachers, and other adults (Bridges 44).
7-11 years developmental stage
This developmental stage coincides with a child’s active involvement in formal education and this has many implications to a child’s ability to interpret the role of God regarding his or her daily life. Children at this developmental stage are encouraged to be familiar with the teachings relating to particular religious group and they are made to understand the importance of observing those religious doctrines (Gunnoe 201).
Regular aspects of devotion are introduced to children, such as regular prayer sessions and creating time to help the needy in society. Children at this developmental stage also become aware of deep and symbolic religious practices and doctrines that influence the belief within a particular religious group (Gunnoe 207).
Within this developmental stage, children learn the importance of applying religious principles, which they are taught as a way of strengthening their belief and faith in God. Through this form of devotion, children become aware of spirituality in all aspects that are related to their daily lives.
These spiritual pillars are shown to these children to ensure that they are pure in their minds and their hearts in their daily activities according to the wishes and will of God (Gunnoe 211). Children are taught about the choices they make and the consequences they have to endure in the process of decision-making.
This is made to solidify the belief that God rewards those who do well and punishes those who do things that go against his will and teachings. Therefore, within this developmental group, children are made to recognize the importance of respecting authority both at home and school. They are encouraged to be responsible for their actions regardless of the setting (Gunnoe 213).
12-21developmental stage
This is a time when children are approaching puberty phase where they become exposed to physical, emotional, and psychological changes in their persona. At this developmental stage, puberty means that these children are closing a door to childhood and are exposed to challenges that result from changes experienced in their bodies (Kedem 5).
This developmental stage coincides with a time when teenagers are exposed to all types of influences existing within their environments. Adolescence exposes them to heightened sexual attraction to opposite sex and the yearning to belong and to be accepted by their peers. In such a situation therefore, the relationship between teenagers, young adults and God takes a new dimension (Kedem 6).
Since this is the time when teenagers are more energetic, their teachers and parents need to involve them in activities that are more communal. Through this, they can learn the value of sacrifice. The spiritual environments within which these teenagers find themselves should strive to equip them with the means in which they can overcome forces that may end up influencing them negatively (Kedem 7).
They should be encouraged to focus on positive and alternative ways through which they can channel their youthful energies and exuberance. The participation of these youths in such values encourages them to identify the importance of sharing resources with those who are in need (Kedem 9).
At this developmental stage, the youths can be aware of their goals and ambitions in life. Therefore, religion influences their positions in society. During this developmental stage, teenagers are in transition from adolescence to adulthood and as such, they have to make sound educational choices.
This would have a direct influence to the types of careers they choose to pursue later in life (Donahue 145). The approach taken by religious groups aims at allowing youths to acquire skills that would help them adapt well in society. Through various focus groups within religious establishments, youths are given more freedom to participate in various activities, which can enhance their talents (Donahue 147).
Participation of youths in activities such as choir, singing contests, theatre and sports engages them in beneficial activities as opposed to other activities that would be harmful in society. These activities help to give youths a safety that would keep them away from worldly pressures confronting them in form of peer pressure and conflicts with their parents. Religious setups strengthen the belief of youths towards God.
This helps them focus in life hence they are able to avoid forces which may wreck their character and ambitions (Donahue 151). Young religious leaders are increasingly being involved in religious activities because they can relate better with their fellow youths.
This means that they encourage them to strengthen their belief and faith. They are therefore able to achieve religious literacy, which helps them to be devoted to their religious teachings (Donahue 156).
Conclusion
Children under the age of 6 years need close relationships with their parents, which can draw them closer to religion. As revealed by various studies, knowledge about religion is limited to interactions encountered between children and parents. This is because they have close contacts with them.
As shown by the study from the ages of seven to early adolescence, children become aware of several ways that can help them become devoted to their chosen religion. From the teen years to early stages of adult hood, the young people become aware of the concept of religion. They are exposed to various changes and religious regulations, which make them to be well equipped to cope with challenges.
The study could not show devotion to their religion because, as shown in the paper, the practice of religion has become complex. Even though respondents exhibited a deep understanding of religious issues, other details regarding influential personalities in religion were not adequately covered by the survey.
As shown in the paper, participation in other activities such as dance, choir, and drama have a big influence as regards to passing of messages concerning religion. The interviews did not explore how extra curricula activities can influence youths to be more devoted to their chosen religions.
Works Cited
Bridges, Lisa. Religion and Spirituality in Childhood and Adolescence. Child Trends, 2002. Web.
Donahue, Martin. Religion and the well-being of adolescents. Journal of Social Issues, 51, 1995. Web.
Gunnoe, Linda. Parental religiosity, parenting style, and adolescent social responsibility. Journal of Early Adolescence, 19, 1999. Web.
Kedem, Peter. The effects of religious education on moral judgment. Journal of Psychology and Judaism, 11, 1987. Web.
Korniejczuk, Victor. Psychological Theories of Religious Development: A Seventh – day Adventist Perspective. Institute for Christian Teaching Education Department of Seventh-day Adventists, 1993. Web.