In attempting to describe how each of these developmental theories relates to the task of nurturing a child’s faith, it seems pertinent that we first define the nature of the task at hand, principally that of nurturing a child’s faith. Stonehouse equates the task of nurturing with spiritual formation, which is “a maturing of faith and a deepening relationship with Jesus Christ, through which we become more like Christ in the living of our everyday lives in the world.”[1] She believes that spiritual formation is contingent upon “practices that help to open the person to God and break down barriers that hinder his or her perception of God.”[2] As such nurturing faith must take into account the whole person.
This is not an easy task, however, for human beings are complex physically, socially, psychologically, and spiritually. Hence, Stonehouse provides us with developmental theories which she hopes will help us to understand, and therefore more properly minister to, the complex being- a child- in which we desire to nurture faith.
She begins by introducing us to the psycho-social developmental theory of Erik Erikson. Erikson believed that human development was a result of biological and psychological factors working together, in inseparable fashion, within a specific social context.[3] Thus in order to understand the person, and be able to facilitate spiritual formation one must appreciate the respective biological, psychological, and social factors that ultimately form the child.
Erickson believed that there were eight psycho-social stages (Stonehouse deals extensively with only the first four) that comprise a human beings existence. These stages, as proposed by Erikson are not designed to neatly order one’s life nor are they designed to provide a psycho-social label for one’s existence. Erikson’s stages are presented as a guideline to help us understand some of the “dynamic processes in which they are involved” and as such “insight into the person.”[4]
