1. As a part of the early introduction and orientation to a child’s chosen faith, a discussion on the existence of children of other faiths, and why they should not be feared nor dominated, but simply respected, should be had.
PURPOSE: This investment at an early age will mitigate the confusion and possible fears that may occur when the child unexpectedly and abruptly comes face-to-face with a child of another faith. This orientation will have to come at some point, and an effort on the part of the parents enables some modicum of control over how this message is conveyed.
2. As a normal course of ‘after school conversation,’ probe the child to see if there are any children in their classes that they are slightly uncomfortable with, or have questions of. Whether this leads to a discussion of spiritual diversity, or simply the possibility of a bully or other like situation, the end result is only positive.
PURPOSE: To proactively assist your child in the orientation to children of other faiths and other differences in general.
3. In the formative years of pre-k, participate in reading children’s stories that use the ‘meeting a strange character’ as their plot, and talk about it with the child as you read through the story. Pose questions such as, ‘have you ever met someone that seemed strange at first, but once you got to know him…’
PURPOSE: This type of conversation lays the foundation for a discussion on spiritual diversity at a later age. At this point, you are simply teaching the lessons of respect and understanding, life-long principles that are timeless.
4. Advance the premise of # 3 to reading stories that actually do touch on spiritual diversity. This may be a bit self serving in that the only entity that we are aware of that has attempted to broach this subject in this manner is Little Lamb Properties.
PURPOSE: This is simple the process of maturing the spiritual development of the child as they start putting form and shape to children of other faiths.
5. When the time is right, and IF the child shows an interest and aptitude – and only you, the parent can decide this – a discussion and overview of the major faiths in the world may be appropriate. In the process, a discussion of why the parents have chosen the faith that they have will come to light. It is suggested that this conversation may be more appropriate in a group session led by someone who has some familiarity with the subject.
PURPOSE: To develop the child’s appreciation and identification with their own faith, while continuing and solidifying the message of spiritual respect and compassion for children of other faiths.
REMEMBER, IF YOU DON’T MAKE THE EFFORT TO INTRODUCE THE PREMISE OF OTHER FAITHS TO YOUR CHILD, SOMEONE ELSE WILL AND IN A WAY THAT MAY OR MAY NOT BE TO YOUR LIKING.
PURPOSE: This investment at an early age will mitigate the confusion and possible fears that may occur when the child unexpectedly and abruptly comes face-to-face with a child of another faith. This orientation will have to come at some point, and an effort on the part of the parents enables some modicum of control over how this message is conveyed.
2. As a normal course of ‘after school conversation,’ probe the child to see if there are any children in their classes that they are slightly uncomfortable with, or have questions of. Whether this leads to a discussion of spiritual diversity, or simply the possibility of a bully or other like situation, the end result is only positive.
PURPOSE: To proactively assist your child in the orientation to children of other faiths and other differences in general.
3. In the formative years of pre-k, participate in reading children’s stories that use the ‘meeting a strange character’ as their plot, and talk about it with the child as you read through the story. Pose questions such as, ‘have you ever met someone that seemed strange at first, but once you got to know him…’
PURPOSE: This type of conversation lays the foundation for a discussion on spiritual diversity at a later age. At this point, you are simply teaching the lessons of respect and understanding, life-long principles that are timeless.
4. Advance the premise of # 3 to reading stories that actually do touch on spiritual diversity. This may be a bit self serving in that the only entity that we are aware of that has attempted to broach this subject in this manner is Little Lamb Properties.
PURPOSE: This is simple the process of maturing the spiritual development of the child as they start putting form and shape to children of other faiths.
5. When the time is right, and IF the child shows an interest and aptitude – and only you, the parent can decide this – a discussion and overview of the major faiths in the world may be appropriate. In the process, a discussion of why the parents have chosen the faith that they have will come to light. It is suggested that this conversation may be more appropriate in a group session led by someone who has some familiarity with the subject.
PURPOSE: To develop the child’s appreciation and identification with their own faith, while continuing and solidifying the message of spiritual respect and compassion for children of other faiths.
REMEMBER, IF YOU DON’T MAKE THE EFFORT TO INTRODUCE THE PREMISE OF OTHER FAITHS TO YOUR CHILD, SOMEONE ELSE WILL AND IN A WAY THAT MAY OR MAY NOT BE TO YOUR LIKING.
This guest post was written by Randy Nash, father and co-founder of Little Lamb Properties, LLC.
Little Lamb Properties, LLC and its New Spiritual Child Development™ program provides an avenue to introduce your child to the existence of other faiths in ways that foster respect and understanding. Scripture and beliefs unique to any one religion are left at the door. One way this is accomplished is through a series of fun-loving media characters of multiple faiths that behave and interact like children – they laugh, they live and they love their pals without prejudice or fear. Website: http://www.littlelambkidz.com/
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