The Importance of a Biblical Worldview in the Preschool Child

Dr. Emilie M. Storch, PhD

Chuck Colson describes a worldview as “the sum total of our beliefs about the world” and “the big picture that directs our daily decisions and actions.” He adds that our choices are determined by our worldview. In Deut 6:6-9, we are clearly called to interpret everyday life throughout the day in various ways to our children and those in our care. George Barna comments, “Without a Biblical worldview, all the great teaching goes in one ear and out the other. There are no intellectual pegs…in the mind of the individual to hang these truths on so they just pass through. They don’t stick. They don’t make a difference.”

As the child develops, the mind begins to create a sense of continuity across time. Past experiences are connected with present perceptions as well as anticipations of the future. Within these representational processes, mental models of the self (and the self with others) are created. These form an essential scaffold in which the growing mind interacts with the world.

Psychologically speaking, early training influences children to see the world in certain ways.  We know that warm touches and positive caregivers allow the brain to take in the things around them more readily. So, if we choose to build a Biblical worldview regularly, pairing this with positive experiences, we are building the child’s theory of the world in agreement with the Word of God as well as physiologically influencing them for a love for the things of God.

 BRAIN DEVELOPMENT

At birth, the infant’s brain is the most undifferentiated organ in the body. Genes and early life experiences shape the way neurons (basic brain cells that are responsible for information processing) connect to one another and thus form the specialized circuits that make up mental processes. (See Early Development & Learning for more details.) The brain is developing neural connections the most actively during the first 10 years of life. Teaching music, language, Scripture memory and other lifelong skills will be easier during these years. Life experiences shape the brain’s development. The “mind” emerges from this activity of the brain, whose structure and function are directly shaped by interpersonal experience.” The first 48 months of life are so critical to the brain’s development. The experiences of the first year can completely change the way a person develops. Children’s neural connections are becoming stronger in those areas that are emphasized over and over.

Their view of the world is dramatically affected by:

	The relationships with caregivers and comfort given
	The information and enriching experiences presented
	The building of consistent information from whatever perspective

By age four, much of the brain’s infrastructure is in place. Much more learning will occur but the basic grid is there. We need to help preschool children understand over and over, in ever-increasing ways, that the Scriptures are the basis for all of life. Additionally, they need to know how the Scriptures apply to their lives now. This is best accomplished simply, regularly and a little at a time. Young children must see it, hear it, do it, act it out, sing it, dance it, jump it---any way that this information can be communicated to various senses. This will ensure that it is encoded in their brain multimodally. Preschool children need repetition but with novelty to maintain their interest. Application made to their lives is critical (For example, teaching them that to pray without ceasing means that we can pray anywhere and at anytime. Children can practice moving about different parts of the home or school, offering a different prayer at each place). As adults give them feedback about how they are doing, this increases their learning and they understand that they have just DONE the Bible, not only memorized it.

 We know that learning is enhanced by:

1. Attention

2. Meaningful material that relates to them

3. Distributive learning (line upon line)

4. Organized into chunks

5. Generating a rich variety of cues to aid recall—encoding in various ways—seeing, hearing, doing, tasting, singing, drama

6. Over learning/repetition

7. Emotionally relaxed environment

When an individual hears something enough times, regardless of it being truth, familiar information will seem true when it is heard in the future. Children will believe SOMETHING. They will have a worldview. The question remains as to what it will be and how purely it will reflect the Word of God . If adults are simply, regularly, meaningfully planting Scripture in the hearts and minds of children multimodally, they will be building line upon line in a Biblical grid that will last throughout the child’s life.

As important as it is to build, it is equally important to watch what tears down a Biblical worldview. Children’s television viewing should be closely monitored as well as the things that they listen to. Similarly, aggressive war games with underlying themes of evil and magical powers should be eliminated from their video “diet.”

Emphasis should be placed upon the memorizing of Scripture, watching godly role models, helping them to chose reading material that glorifies God’s kingdom ways, choosing stories with a moral theme, encouraging them in positive and cooperative games and the like. Various scenarios can be acted out as we know that role-play increases learning. Entertaining their questions and questioning them about what they think about life issues can help children know what they believe. Continuing to provide feedback about how God relates to every part of their lives will encode this in their brains. Their natural fears put in the context of God’s sovereignty in their lives will give them a sense of peace throughout difficult times. An early emphasis on Scripture memory can prevent problems because future trauma can be sifted through this grid. Children may be able to soothe themselves in the face of difficult life experiences later.

They will also be able to relate their experiences to the knowledge of who God the Father really is rather than interpret it from an abandoned/abused perspective. For example, children of divorce may reject the normal interpretation that “It’s my fault” or “I am alone” and really believe that God will never leave them or forsake them (Heb 13:5).

Or children from verbally abusive homes who typically turn anger upon themselves (“I wish I could hurt myself”) may be able to cling to Mark 5:36 (“Be not afraid, only believe”) or remind themselves that they are God’s special child.

The human mind is extremely suggestible throughout life, particularly in childhood. Some individuals may in general be more susceptible to suggestive influences than others. If parents and teachers will plan to create a Biblical worldview and make steps to achieve it, this engrained view of God will offer their children a powerful weapon against the cultural values and attacks of the enemy. The following are just a few examples of topics to build in children:

	God is the essence of love. Love comes from God and He is love. He will always love you. You are the apple of His eye. He is praying for you.
	He is our Father. As we give our hearts to Christ, we become part of the family of God. Salvation is a free gift to be accepted.
	Forgiveness—God graciously extends this to us and we should also freely offer it.
	Golden rule—Do unto others as you would have them do unto you.
	Sovereignty of God—He sees all, knows all, is everywhere, does not change and is completely faithful in all things even though they may not look very good at the time.
	Comfort of God—No matter what happens to you, God is able to help you, comfort you and will never leave you alone.
	Evangelization of the lost—we must go and tell the wonderful news of Jesus, not keep this to ourselves but be concerned for the souls of those who do not have this wonderful message.