By Wendy L. Haight
In African-American youngsters at Church Dr. Haight offers an important description of kid rearing in a Black neighborhood within the western usa. dependent upon an in depth, naturalistic learn of adult-child interplay, the e-book describes the ideals and childrearing practices of winning African-American adults, concentrating on the position of faith in kid's improvement. The e-book comprises descriptions of adult-child storytelling, clash, and play in Sunday college and describes how learn effects have been used to increase a preventive, academic intervention for kids.
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Additional info for African-American Children at Church: A Sociocultural Perspective
After this formal lesson, the kindergarten and primary children assembled together on a rug to participate in active, enthusiastic group singing and movement games. The singing and movement games were a unique feature of the younger children’s classes. They were not part of the older children’s classes. By the age of 8 years, children were expected to sit through Sunday School and the following 2-hour worship service without the benefit of such physically active play. Junior Class The junior class occupied a small basement classroom.
This boy is sha–rp! He’s o–n it. ” Within this community, children are valued as resources and opportunities are created for their increasing participation. Every individual is treasured, everyone has gifts, and everyone has a responsibility to use those gifts for the common good. Historically, the value of children as resources within the African-American church may be best exemplified in the provision of educational opportunities. Indeed, the AfricanAmerican church was the only place where children could receive a secular and religious education during and after slavery.
Stewart, 1935, pp. 4 –5) SPIRITUAL BELIEFS AS A PROTECTIVE FACTOR The social science literature, although sparse, also suggests that children’s spiritual beliefs can be a source of resiliency. During interviews, some children in the fourth and fifth grades reported the use of faith in coping with everyday stressful situations (Britt, 1995). Emmy Werner (1989), who conducted a 32-year longitudinal study of at-risk children on Kauai, Hawaii, observed that many resilient individuals pointed to their religious beliefs and practices as providing stability and meaning in their lives, especially in times of hardship.
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