ACTS Seminaries of Trinity Western University - Centre for Ministry Excellence
In collaboration with Northwest Baptist Seminary
CHM 593A: Spiritual Formation of a Child
Instructor: Dr. Lucas van Boeschoten
Fall 2014 - 3 Credit Hours
Course Description
This course is designed to enhance students’ ability to function effectively as leaders of children’s spiritual
formation. It engages students in an in-depth critical study of relevant issues and concepts, and promotes growth
in skills that are pertinent to that area of ministry leadership. Graduate credit for this course is offered by ACTS
Seminaries (Trinity Western University) in partnership with Northwest Baptist Seminary through the ACTS Centre
for Ministry Excellence.
This course has a two-fold purpose: 1) to study the biblical passages relating to children in regards to spiritual
development, disciplines, and practice; and 2) to explore faith development stages.
Course Objectives
This course intends to lead each student toward mastery of spiritual formation of the child as seen through four
different, though complementary domains. This course will lead the student…
Knowledge …to be able to understand and speak knowledgeably about children’s spiritual formation,
demonstrating an awareness of the models and styles of leadership relevant to the field, and displaying a
critical understanding and broadening perspective on the subject of leadership within this fruitful and valuable
area of study.
Research …to become conversant with the strategic literature (classical and current), the key issues under
discussion, and the prominent practices and theories, that can help him or her develop the capacity to think
critically and analytically about leadership within children’s ministry.
Skills …to develop their leadership skills by applying theory to practice in a specific context that will allow them
to increasingly critique, problem solve, and modify their practice of leadership to the demands of children’s
ministry; developing an appreciation for the integration of skills, disciplinary concepts, and a Christian
worldview.
Character …to cultivate the characteristics of personal mastery that will enable them to hone their personal
leadership styles, form personal conclusions, and apply creative concepts to the practice of children’s ministry
leadership.
Specifically, this course will lead the student to…
1. …know the physical, mental, emotional, social and spiritual developmental stages of children from birth
to age twelve in order to understand the foundational role these play in spiritual development;
2. …understand the implications of both theological and secular theories regarding children’s spiritual
development;
3. …discuss important theological issues relating to children - conversion, baptism, communion - showing
an understanding of theological traditions within historic Christianity, and recognizing the significance of
such concepts in their own ministry setting;
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4.
5.
6.
...discern the essential elements required for the transformational spiritual growth of a child and
understand the spiritual disciplines in relation to a child’s development;
…explore the connection between discipleship and discipline in order to foster spiritual development and
Christian character in children;
…clearly and understandably present the gospel, ensuring the use of ethical practices;
Required Textbooks
Nye, Rebecca. Children’s Spirituality: What it is and Why it Matters. London: Church House Publishing, 2009.
Ratcliffe, Don, ed. Children's Spirituality: Christian Perspectives, Research, and Applications. Eugene, OR: Cascade,
2004.
Stonehouse, Catherine. Joining Children on the Spiritual Journey: Nurturing a Life of Faith. Grand Rapids, MI: Baker,
1998.
These textbooks will serve as the primary required reading for the course; other required papers and articles will
be distributed online during the semester. The Children’s Spirituality text will not need to be read in its entirety;
the required chapters, comprising about one half of the book, are noted in the course outline. Assignments will be
related to the readings in order to help give perspective on the readings.
Course Assignments
Readings and Lectures (required).
Your interaction with the class content through the presentations, readings, video, and website involvement is
crucial to the course. Your reference to this content in forums, your personal learning journal, and through other
submissions will indicate your participation and assimilation of course content.
Forum Participation (15%). The student will participate in online forum discussions according to the course
schedule, involving one posting and two responses per week. These forum entries will be evaluated for both
quality and quantity as a reflection of the students’ learning process. Comments should be brief and to the point,
up to about 200 words per entry. The student should aim to have a forum contribution posted each Thursday, and
then seek to respond thoughtfully to at least two classmates by each Saturday, with the intent to include all. Due:
weekly.
Personal Learning Journal (15%). The student will keep an electronic journal of learning activities that documents
both a developing knowledge of leadership and an ability to apply leadership principles to life. A strong journal will
have an average two to three concise entries per week, noting the date, the learning or insight, and occasionally
linking the entry to an item for future pursuit. While the PLJ is to be submitted at the end of the semester, it is
expected that the journal will be relatively current at any given time. Due: December 4, 2014.
Thought Paper: My Spiritual Life as a Child (5%). in light of the first class presentation, the student will spend 1-2
hours in solitude reflecting on their earliest childhood memories. Focus on your encounters with God and the
thoughts and questions about God. Where do you see that God was forming you? How has the early part of your
journey influenced the rest? Write a 2- to 3-page paper on your earliest memories of your faith journey. Due:
September 25, 2014.
Critical Interaction: (15%). To become aware of the current thought concerning the Spiritual Formation of
Children, and to engage in a discussion the significance of this area of thought, the student will read Children's
Spirituality: What it is and Why it Matters, and compose a 7- to 9-page academic essay explaining the implications
for their ministry approach. Rather than a book review, the essay should synthesize the concept of formation-
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based ministry, and come to grips with the shift from program-based to formation-based ministry. At least 3
additional resources need to be consulted. Due: October 23, 2014.
Final Project: A Child’s Spiritual Perspective (30%). The student will undertake a major project in several parts.
Part 1: The student will select one or two families with children of pre-school and elementary age and meet
with the children in the children’s home, with the parent(s) in attendance. Over a period of 4 – 6 weeks, the
student will engage in 2 sessions of creative play with the children and, in the process raise spiritual
questions about the nature of God, the importance of prayer, and truth, and beauty. Each session should last
about 75 minutes.
Identification tags in the records should include only the date of the conversation and the age and gender of
the child. Assignments including other identifying information will not be acceptable. If the parent consents,
the student may record the conversations with the understanding that the student is obliged to delete the
recordings once the course work has been completed.
The student will return a final time to thank the children, share personal findings and answer any questions
which the children or parents may raise.
Part 2: The student will prepare a 12-15 page academic paper, including reference to Joining Children on their
Spiritual Journey, Children's Spirituality and 5 other sources, and to their findings regarding the spiritual
perspectives of children. The focus of this paper will be to answer the question: “What are the elements in
the spiritual formation of a child, and what potential approaches in Children's ministry could foster spiritual
growth?
Due: November 20, 2014. Note: this assignment is a mandatory requirement for this class and must be passed in
order to pass the course.
Participation in Leadership Experience (20%). Using the information from the Child’s Spiritual Perspective paper,
lead a structured discussion of your findings. Participants could include church leaders, ministry volunteers,
parents, or other interested parties. Although your research will contribute to the discussion, you will be a
facilitator and not a lecturer. At the conclusion of the discussion, write a brief overview of the discussion, including
a summary of the preparation and proceedings, and an evaluation of your capacity to lead others toward an
appreciation of the subject and its importance (6 pages). Due: December 4, 2014.
NOTE: All assignments must be attempted in order to receive a final grade.
Determination of Final Grade
As described above, the final grade will be weighted and determined according to the following scale:
Forum
Personal Learning Journal
My Spiritual Journey
Children’s Spirituality Paper
Final Project: The Child’s Spiritual Perspective
Participation in Leadership Experience
Total
15%
15%
5%
15%
30%
20%
100%
Grading Scale
A+
A
AB+
B
4.3
4.0
3.7
3.3
3.0
Superior
Excellent
Very Good
Proficient
Good
97-100
94-96
90-93
85-89
80-84
3
BC+
C
CF
Average
Adequate
Acceptable
Needs Work
Fail
75-79
70-74
65-69
60-64
0-59
2.7
2.3
2.0
1.7
0
Course Outline
WEEK OF SEPTEMBER 16
What is spiritual formation, and what is the spiritual formation of children? We will begin with an inner look at our
own spiritual formation, and will lay the foundation for a theology of children’s spiritual formation
Readings:
 Joining Children on their Spiritual Journey, Chapters 1-3
 MyCourses: “Children and Mature Spirituality” by Jerome Berryman.
Forum: Introduce yourself (name, involvement with children, location, hopes for this course) to the others, and to
myself, and highlight one early personal glimpse of the Divine.
WEEK OF SEPTEMBER 23
What is the trajectory of thought concerning the spirituality of children?
Readings:
 Read pages 23-41 in Children’s Spirituality .
 Children’s Spirituality - Chapter 1, “Identifying Children’s Spirituality…” by Don Ratcliffe.
 Children’s Spirituality - Chapter 3, “Historical Perspectives…” by Marcia Bunge.
 Assigned reading on MyCourses site
Assignment: “My Spiritual Life as a Child” due September 27.
Forum: Using search terms such as Children, Spirituality, Christian, or using names of authors in your course
bibliography, look for websites and blogs related to this course with potential to be helpful in your
Children's Ministry. On the forum, interact with your classmates about the most helpful sites.
WEEK OF SEPTEMBER 30
What are the differing ways to view a child’s development? The study of children’s development assumes a new
freshness when viewed from a spiritual perspective. It is the goal that this week’s presentation will enable you to
link formational goals to developmental abilities.
Readings:
 Joining Children on their Spiritual Journey, Chapters 4-6.
 Children’s Spirituality - Chapter 15, “Six Children Seeking God…” by Dana K. Hood.
 Children’s Spirituality - Chapter 21, “Using Developmentally Appropriate Practice in Faith-Based EarlyChildhood Settings” by Joyce Ruppell.
 Children’s Spirituality - Chapter 13, “The Child’s Concept of God” by Joyce Bellous.
Forum: Observe the children in your midst. Take note of their actions, and take particular note of their
interactions. What spiritual helps or obstacles do you observe? This forum helps you prepare for next
week’s discussion.
WEEK OF OCTOBER 7
Resilience, perspectives and styles in a child’s spiritual journey. Each child is unique with different learning styles,
and different spiritual approaches. We will learn to appreciate the differences, and try to find ways to help them
build resilience.
Readings:
 Joining Children on their Spiritual Journey, Chapters 7-9
 Children’s Spirituality - Chapter 22, “Spiritual Influences in Helping Children to Cope with Life Stressors” by
Sara Pendleton.
 Assigned reading on MyCourses site
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
Read 3-5 relevant articles of your choice from Focus on the Family,
http://www.focusonthefamily.ca/parenting or from similar sites.
Assignment – Begin to give thought and make plans for your Final Project and Leadership Experience. Plan your
activities and goals for the family visit, obtain parental consent, using the verbal consent dialogue
provided, and make advance plans with the parent about what activities would open good channels of
conversation. Make initial plans for two research visits and one “thank you” visit.
See the assignments section for further details.
Forum: View the Ruby Bridges video clips mentioned in this week’s class presentation. Discuss the sources of
Ruby’s resilience as mentioned by Robert Coles.
WEEK OF OCTOBER 14
The settings for spiritual formation; a snapshot of current models of spiritual formation.
Readings:
 Assigned reading on MyCourses site
Forum: Discuss the models of spiritual formation that were described in this week's presentation. Which ones
were familiar to you? Which intrigued you? Was anything missing?
WEEK OF OCTOBER 21
Assistance with your Structured Discussion leadership experience. This session will walk through your preparation
steps for the final course project.
Forum: There is no required forum this week. For those who are interested, I will respond to questions about the
leadership experience.
Assignment: Children's Spirituality: What it is and Why it Matters response paper due October 23, 2014.
WEEK OF OCTOBER 28
Elements of the spiritual formation of a child; the role of scripture.
Readings:
 Children’s Spirituality - Chapter 16, “Children in Congregations” by Joyce Mercer et al.
 Assigned reading on MyCourses site
Forum: Share an item from your Personal Learning Journal that would be helpful to your classmates.
WEEK OF NOVEMBER 4
The influence of the home; the importance of intergenerational influences.
Readings:
 Children’s Spirituality - Chapter 17 “Nurturing Children’s Spirituality in Intergenerational Settings” by Holly
Allen.
Forum: In your personal and ministry experience, what events and relationships have done the most to help
children stay true to their faith through adulthood?
WEEK OF NOVEMBER 11
Ethical practices in sharing the message of the Gospel with children.
Readings:
 Assigned reading on MyCourses site
Forum: Discuss your priorities in sharing the gospel with children, and name some hindrances that need to be
overcome, along with potential solutions.
WEEK OF NOVEMBER 18
The trajectory of thought and theological practice through public markers in the spiritual formation of children:
conversion, baptism, and communion.
Readings:
 Assigned reading on MyCourses site
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
Children’s Spirituality - Chapter 4 “Biblical Perspectives on Developmental Grace for Nurturing Children’s
Spirituality” by Klaus Issler.
Assignment: Final Project – “The Child’s Spiritual Perspective” due November 22.
Forum: What scriptural and developmental basis do I have for my beliefs about conversion, baptism, and
communion in ministry to children?
WEEK OF NOVEMBER 25
Discipleship and Discipline. The session is devoted to a consideration of the interplay between these two
complementary aspects of the spiritual formation of the child.
Readings:
 Assigned reading on MyCourses site
FORUM: Final official forum day. Feel free to raise a topic of interest/concern to you. Remember to respond to
topics raised by others.
WEEK OF DECEMBER 2
Final session
Assignment: Both the Personal Learning Journal and the Leadership Experience Overview and Evaluation are due
December 4, 2014.
Forum: No forum this week.
Assignment Submission and Formatting
All papers are to be submitted online as a Microsoft Word document, and are due at 11:59 p.m. on the date
indicated. Consider your intended audience for your papers to be a group of peers who are eager to benefit from
your learning.
All written assignments will adhere to Turabian Notes (Bibliography) format. Information on Turabian formatting
can be found at http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html or
www.dianahacker.com/resdoc/. Students are encouraged to use RefWorks as their bibliographical manager and
formatting tool. RefWorks is available free of charge to TWU students through the library (www.twu.ca/library).
Policy Regarding Extensions and Grade Appeals
Late papers are docked 5% per day or one letter grade per week overdue. Extensions due to extenuating
circumstances may be considered when the request is made at least 24 hours in advance of the due date.
Extensions beyond one week after the close of the class require a formal extension request submitted to the ACTS
office.
Information on Research
In order to attain the learning objectives of this course, it is vital for the student to engage and interact with a
variety of academic materials on children’s ministry. In addition to any local sources to which the student has
access, all course participants also have access to the TWU library, both on-campus and online. The TWU library’s
online holdings include dozens of ebooks and electronic academic journals, and the student is encouraged to
become familiar with the library website (www.twu.ca/library), which contains links to several helpful tutorials for
online research. Any inquiries regarding library use should be sent to the course learning coach
(Nicole.Lanigan@twu.ca).
Research Ethics at TWU
TWU complies with Canadian government guidelines established to ensure ethical research. As such, all TWU
students who wish to engage in research involving human subjects, including but not limited to interviews, focus
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groups, and online surveys, must complete an application to the TWU Research Ethics Board for approval.
Generally, this means that while students may carry on conversations about subjects or concepts in the course of
everyday life (provided these conversations are not quoted in a project), they are not permitted to carry on
conversations about subjects or concepts when these conversations form the basis of their research. Because the
line between the two is sometimes difficult to discern, caution is recommended; in case of uncertainty, students
should contact their learning coach or the CME office for clarification. Full details of the TWU Research Ethics
Policy can be found at www.twu.ca/academics/research.
Professor Biography
Lucas van Boeschoten has a passion for children, small groups, spiritual formation, and the church. His genuine
love for each has granted him a variety of ministry and learning experiences.
Lucas holds a Doctor of Ministry in Leadership and Spiritual Formation from ACTS Seminary of Trinity Western
University (2008). His dissertation topic was "Intergenerational Small Groups: The Difference Children Make to the
Small Group Experience." He also has a Master of Divinity in Biblical Studies (1975) from Western Evangelical
Seminary of George Fox University. In 2009 he received his certification as a Spiritual Director with the FCJ (Faithful
Companions of Jesus) Christian Life Centre in Calgary.
In his pastoral work, Lucas has led churches in establishing and expanding children's discipleship and outreach
ministries. He currently serves as 'Community Pastor' at Centre Street Church in Calgary, where he works with
small groups. This includes working with Intergenerational Small Groups as they develop the spiritual environment
that helps believers of all ages thrive and reach out.
For almost 20 years, Lucas served as faculty at Rocky Mountain College in Calgary, AB. His roles included
instructing, Dean of Students, and Department Head of the Children and Family Ministries program. During part of
this time he served concurrently with Promiseland Ministries at Centre Street Church.
Lucas has also served as Director of Christian Education for the Evangelical Church in Canada and then the
Evangelical Missionary Church from 1981-1994.
One of the favorite parts of Lucas’ week continues to be large group teaching with 70-80 "bouncing bunnies" and
"courageous camels" (3 and 4 year old children) in the Children’s Ministry at his church.
He is married to Pat, and they are the proud progenitors of four children and five grandchildren.
Contact Information
I am certainly available to respond to issues related to the course via email: Lucas.van.Boeschoten@twu.ca. Urgent
requests may be directed to my office phone: 403.520.2657 in Calgary. This phone receives calls MondayThursday. I will do my best to reply in a timely manner. Issues related to the student’s status at ACTS Seminaries,
including accounts, enrolment, and other matters, can be directed to Nicole.Lanigan@twu.ca.
Web Support – Student Portal (www.twu.ca/services)
All students at TWU have a TWUPass username and password, which is determined at the time of an online
application. Students can use these credentials to log into the TWU Student Portal where they can manage their
username and password and register for a TWU student email account, which is vital for communication about
grades, account statements, lost passwords, sign-up instructions, and other such matters.
This course will utilize the TWU MyCourses system (https://courses.mytwu.ca/), which requires the student’s
TWUPass username and password for access. It is recommended that students who are new to the online learning
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context familiarize themselves with the MyCourses interface via the tutorials (written and video) available on the
MyCourses site. Technical problems can be addressed to the helpdesk found at https://www1.twu.ca/support.
Transcription of Credit and Letters of Permission to Transfer Credit
Upon completion of this course, a transcript can be made available for the purpose of transferring this credit to
another institution. Whether such an institution will accept such credit is solely at their discretion. A student may
wish to seek a “letter of permission” (LOP) from the alternate school in advance of taking the course in order to
assure the applicability of this course to a given program.
Academic Integrity and Avoiding Plagiarism at TWU
As Christian scholars pursuing higher education, academic integrity is a core value of the entire TWU community.
Students are invited into this scholarly culture and required to abide by the principles of sound academic
scholarship at TWU. This includes, but is not limited to, avoiding all forms of plagiarism and cheating in scholarly
work. TWU has a strict policy on plagiarism. Further details on this subject are contained in the ACTS Student
Handbook in section 4.12. The handbook is available online on the ACTS webpage (www.acts.twu.ca) at the
following link: www.acts.twu.ca/Handbook.html. Learning what constitutes plagiarism and avoiding it is the
student's responsibility. An excellent resource describing plagiarism and how to avoid it has been prepared by
TWU Librarian William Badke and is freely available for download (PPT file) or used as flash (self running) tutorials
of varying lengths from:
http://www.acts.twu.ca/lbr/plagiarism.ppt
http://www.acts.twu.ca/lbr/Plagiarism.swf (14 minute flash tutorial)
http://www.acts.twu.ca/lbr/Plagiarism_Short.swf (8 minute flash tutorial)
Equity of Access
It is the responsibility of a student with a learning disability to inform the ACTS Director of Student Life of that fact
before the beginning of a course so that necessary arrangements may be made to facilitate the student’s learning
experience. We are unable to accommodate any student who informs the Director of Student Life of a disability
after the beginning of class.
Bibliography of Supplemental Materials
Barna, George. Revolutionary Parenting: What the Research Shows Really Works. Carol Stream, IL: BarnaBooks,
2007.
———. Think Like Jesus: Make the Right Decision Every Time. Nashville: Integrity, 2003.
———. Transforming Children into Spiritual Champions. Ventura, CA: Regal, 2003.
Beckwith, Ivy. Formational Children's Ministry: Shepherding Children Using Story, Ritual, and Relationship. Grand
Rapids, MI: Baker Books, 2009.
———. Postmodern Children's Ministry: Ministry to Children in the 21st Century. El Cajon, CA: Youth Specialties,
2004.
Bunge, Marcia J. The Child in Christian Thought. Grand Rapids, MI: W.B. Eerdmans, 2001.
Campbell, Ken M. Marriage and Family in the Biblical World. Downers Grove, IL: InterVarsity, 2003.
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Coles, Robert. The Spiritual Life of Children. Boston: Houghton Mifflin, 1990.
Fowler, Larry. Raising a Modern Day Joseph: A Timeless Strategy for Growing Great Kids. Colorado Springs, CO:
David C. Cook, 2009.
———. Rock-Solid Kids. Ventura, CA: Gospel Light, 2004.
Jenkins, Lorna. Feed My Lambs: A Handbook for Intergenerational Cell Groups. Singapore: Touch Ministries
International, 1995.
———. Shouting in the Temple: A Radical Look at Children’s Ministry. Singapore: Touch Ministries International,
1999.
Joiner, Reggie. Think Orange: Imagine the Impact when Church and Family Collide. Colorado Springs, CO: David C.
Cook, 2009.
Keeley, Robert J. Shaped by God: Twelve Essentials for Nurturing Faith in Children, Youth, and Adults. Grand Rapids,
MI: Faith Alive, 2010.
May, Scottie et al. Children Matter: Celebrating their Place in the Church, Family, and Community. Grand Rapids,
MI: William B. Eerdmans, 2005.
Nye, Rebecca. Children’s Spirituality: What it is and Why it Matters. London: Church House Publishing, 2009.
Ratcliffe, Don, ed. Children's Spirituality: Christian Perspectives, Research, and Applications. Eugene, OR: Cascade
Books, 2004.
Richards, Larry. A Theology of Children's Ministry. Grand Rapids, MI: Zondervan, 1983.
Stonehouse, Catherine. Joining Children On The Spiritual Journey: Nurturing A Life Of Faith. Grand Rapids, MI:
Baker, 1998.
Stonehouse, Catherine, and Scottie May. Listening to Children on the Spiritual Journey: Guidance for Those Who
Teach and Nurture. Grand Rapids, MI: Baker, 2010.
Trent, John T. et al. Parent's Guide to the Spiritual Growth of Children. Wheaton, IL: Tyndale House, 2000.
Yust, Karen-Marie. Real Kids, Real Faith: Practices for Nurturing Children’s Spiritual Lives. San Francisco, CA: JosseyBass, 2004.
Wangerin, Walter. Swallowing the Golden Stone: Stories and Essays. Minneapolis, MN: Augsburg Books, 2001.
Westerhoff, John H. Will our Children Have Faith? Revised and Expanded ed. Harrisburg, PA: Morehouse, 2000.
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