In her article “Creating a Spiritual World for Children to Inhabit,” Karen-Marie Yust talks about children’s formation and the role of practices, rituals, and ideas. She addresses especially how repetition enforces learning. She takes a helpful example.
An African American toddler boy who repeatedly watches cartoon videos in which the “good guys” with light-colored skin always beat the “bad guys” with dark-colored skin concludes from this observation that light-skinned people are good and dark-skinned people are bad. (A Caucasian child comes to a similar conclusion.) When he is four or five and becomes aware of his own skin color, he will likely experience a tension between his sense of himself as good and his cultural observation that dark-colored skin belongs to bad guys. His white peers will also be more likely to label him as bad when trouble erupts on the playground.
This also applies to gender-images. As part of the childhood culture those experiences that they see in “the adult world” are then “played out” or “tried on.” And here comes the connection to the Religious Life.
When adults act as if religious education is mainly a tool for children’s moral development, children quickly catch on to the irrelevance of religious culture for the grown-up world. They have no incentive for committing themselves to a particular spiritual identity on adolescence if faith is portrayed by adults as something one shed with childhood.
(The Article appeared in Family Ministry, Vol. 18, No. 4, Winter 2004)