God with Child: A Comparison of the Respective Theologies and Pedagogies of Godly Play and Evangelicalism

Abstract

This thesis notes the use of Godly Play in evangelical settings for children’s ministry. The processes of each are examined with attention paid to their pedagogical approaches and the theology which informs them both. Evangelical authors recommending Godly Play are examined and discovered to appreciate the non-directive approach, the two-way learning and the focus on awe and wonder in the process. As Godly Play raises the question of divine-child encounters this becomes the focus of analysis around four aspects of God, the child, impediments to an encounter and how those are overcome. An examination of divine communication is undertaken which examines three key differences between the two approaches in general and verbal revelation, the possibility of divine speech and language and the interpersonal engagement of God with humanity. Three key differences around the child concerning the nature of humanity, the child in Scripture and developmental approaches are then examined and analysed. This is then followed by impediments to such encounters in each circumstance examining and analysing contrasting approaches to personal sin, original sin, and the effect of sin on said encounter. How those impediments are overcome are examined with reference to the basis and process of overcoming impediments, how salvation is actualised and the possibility for the child to actualise that overcoming. This thesis finds that Godly Play is a consistent and coherent process that must be taken seriously by evangelicals, yet there are certain incongruities suggesting Godly Play would be incompatible with evangelical settings. Instead, evangelicals must take each of these four aspects seriously and reflect on how these should affect a children’s ministry process.