Childhood theology and implications  for pedagogy

Chiroma, Nathan H.; Chiroma, Jane A.

Childhood theology and implications for pedagogy

dc.contributor.author	Chiroma, Nathan H.
dc.contributor.author	Chiroma, Jane A.
dc.date.accessioned	2024-01-26T11:51:49Z
dc.date.available	2022-02-17T09:43:51Z
dc.date.available	2024-01-26T11:49:29Z
dc.date.available	2024-01-26T11:51:49Z
dc.date.issued	17-02-22
dc.description.abstract	This article argues for a childhood theology informed by systematic theology, which enabled the researcher to mould the concepts of childhood theology to understand in order to use it. Child theology has been a neglected study in most African scholarship. Systematic theology guided the analysis of data as objectively as possible and contributed to the development of a childhood theology model that best accounts for all the data, showing that how childhood theology can be constructed in the African setting. The philosophy of Christian education aided the analysis of childhood theology and to assess the pedagogical relevance towards maximising a child’s potential in learning. Considerations of African theological perspectives, western perspectives and biblical evidence for childhood theology are explored to configure its significance to African childhood theology and the implications for pedagogical practices that are holistic, God-centred and transformative.	en_US
dc.identifier.uri	https://repo.pacuniversity.ac.ke/handle/123456789/3485.3
dc.language.iso	en
dc.publisher	Nathan Chiroma	en_US
dc.subject	childhood theology	en_US
dc.subject	systematic theology	en_US
dc.subject	pedagogy	en_US
dc.subject	holistic education	en_US
dc.subject	philosophy of Christian education	en_US
dc.subject	Africa	en_US
dc.title	Childhood theology and implications for pedagogy	en_US
dc.type	Article	en_US