Issue XXVII January 2022


Catechesis of the Good Shepherd (CGS) for the 9-12 age range includes a series of studies from the Hebrew Bible that include a close reading of the text, followed by work with the types of the text that can be matched to types from the times of Redemption and Parousia. The last step of this study lays the types out in some way so the children can see the connections between these three periods of sacred history.
This material was significantly changed in Rome in 2004, and catechists around the world were invited to begin to use it and note the response of children. This observational research compares the use of this material with an alternate timeline, exploring types that are generated by the children themselves, to see which engages the children well during the presentation as well as with any work thereafter. Our study indicates that the children were more engaged with the alternate timeline during the presentation, and both materials seemed to be rarely used independently by the children after that.
by Catherine Maresca
Catherine Maresca is the founder and director of the Center for Children and Theology (CCTheo.org) and holds an MA in Religious Studies from Howard University Divinity School. She is the author of DoubleClose, the Young Child’s Knowledge of God, as well as numerous articles.
INTRODUCTION
CGS Typology includes a close reading of a significant text from the Hebrew Scriptures, followed by an exploration of its types and connecting those types to the times of Redemption and Parousia. The original materials for the second part of the study were felt bases for each of the times of Creation, Redemption and Parousia, on which were laid picture and text cards in rows representing the types of the original text, matched to types from the time or Redemption, and matched thematically to the time of Parousia. In 2004, these materials were removed and replaced by timelines developed in Rome, one for each of five studies. The display of one row/type were replaced by one continuous row along the three periods of Sacred History. Fewer types are included in the material and they are laid in the one row in a pattern of abab or abcabc. The types do not continue into Parousia. Beneath the row of picture and text cards for the types, are a series of cards about the text with very dense writing and directions to read parts of the text as though it had not already been studied.
I am interested in studying a modification of this material for the following reasons:
- In the Rome material, there is too much small print, and no invitation for the child to contribute to the material.
- Titles above the typology cards do not align with the period they speak of below them.
- The typology cards are in one row rather than several. It is hard for the types developed from the Hebrew Scripture to the time of Redemption to be grasped.
- The focus of types on the picture and text cards are not always clear.
Inviting the children into the work is the most important of my objectives in modifying and studying this material. While the children enjoy the atrium, are engaged in their work there, and study the Bible with dedication, they do not recognize Sofia Cavalletti or her writing as a pillar of their work, and are impatient with its density. They are much more interested in their own response to these readings.
For this research, I compare the use of a simple alternative strip to the use of the newer CGS material. The alternate strip is a 4’ by 1’ laminated strip that can be written on with washable markers. Across the top of the strip are the evenly spaced words: Hebrew Scripture_____________(name of study is written here), New Testament, Liturgy, Daily Life, (a gap for the blank page), Parousia. The children are invited to choose and write down a type from the Hebrew text, and then name and write down matching types found in the New Testament, the Liturgy, daily life, and Parousia in the same row.
For example, the words “Manna, Feeding the 5000, Bread of Eucharist, daily bread, and ‘no more hunger’ of Parousia” may be noted in one line across the strip. Children may work in groups of 2-4, discussing their types as they proceed.
PURPOSE OF STUDY
The purpose of this study is to compare the response of children to the Rome material and the Alternate material to the last step of the typology study. Do they use it longer, participate more in the lesson, or work with the material more than once? I asked catechists using either the Rome material or the Alternate material to make brief notes on the use of the material during the lesson and afterward.
Rome Material for the Exodus
Beginning of alternate timeline for Abraham and Sarah
METHODS
In addition to my work with an after-school weekly program, I located two other participants. One was an Episcopal parish in TN with a weekly Sunday program, the other an atrium serving children in a Catholic Montessori school. All three programs are over 25 years old, and have children coming through 3-6, 6-9, and 9-12 atriums, establishing the possibility of knowledge of many types from the Gospels and liturgy. One chose to use the official material, the other two were using the alternate material. Permissions were obtained, and consent forms distributed and collected. This type of sampling is convenience sampling, which means that the generalizability of the results is limited.
DATA
Two types of data were collected: behavioral coding by observation and content of the work. Data was collected at each of the three programs from the typology studies over one year.
- Individual students were coded on their behavior by observation during the time of presentation/working with the material. Five categories were used to describe the student during the lesson.
1. Inattentive and non-participatory
2. Attentive, but not contributing
3. Attentive, contributing with guidance of adult
4. Attentive, contributing creatively with guidance
5. Attentive, contributing creatively with guidance and working independently alone or with group
- Content of the work was noted:
- The content of the freely written types was recorded for the alternative material.
- The success of the students laying cards on the official material was recorded.
- In addition, the presence and/or style of the catechist was noted for each presentation.
RESULTS: QUANTITATIVE ANALYSIS
Rome materials
Data
From Christ Church Cathedral (Episcopal), Beverly Sanders collected data for three studies, (Creation, Flood, Abraham) with groups of 5th graders.
Degree of Engagement with the Material | Observations |
1 Inattentive and non-participatory | 1 child |
2 Attentive, but not contributing – alternating between 2 and 5 | 3 children |
3 Attentive, contributing with guidance of adult | 2 children |
4 Attentive, contributing creatively with guidance | 2 children |
5 Attentive, contributing creatively with guidance and working independently alone or with group | 0 children |
Summary
Sanders’ observations indicate that the children did not seem to work with this material independently. Placement of cards was guided by the catechist, and were placed correctly.
Works were not repeated.
Alternative Materials – Group I (Maresca sample):
Data
I collected data for three studies: the Flood, Abraham and Sarah, and Exodus.
For Abraham and Sarah, after getting started the children worked independently with me “checking in” with them during and after the presentation. I was present for all of the Exodus work since this happened on a Zoom call during the pandemic.
Summary
The children were able to continue their work on the timeline after I initiated the process with them. They were able to elaborate on their thoughts when I checked in with them. They did not return to the material after the initial presentation/work.
Degree of Engagement with the Material | Observations |
1 Inattentive and non-participatory | 0 children |
2 Attentive, but not contributing – alternating between 2 and 5 | 0 children |
3 Attentive, contributing with guidance of adult | 0 children |
4 Attentive, contributing creatively with guidance | 4 children |
5 Attentive, contributing creatively with guidance and working independently alone or with group | 6 children |
Flood work:
OT Types | New Testament | Liturgy | Daily Life | Parousia |
Water | Baptism by John | Baptism/Holy Water | Handwashing before meals | All people will be just |
Dove | Baptism by Jesus | Confirmation | Holy Spirit | World Peace |
Ark | Stable/Manger | Roof of Churches | Church | The World will be God’s Church |
Abraham and Sarah work:
OT Types | New Testament | Liturgy | Daily Life | Parousia |
Abraham | Jesus’ Circumcision | 1st Communion | Church | He shall come again. |
Father of faith | Baptism Confirmation | Readings | “grandpa!” | |
Isaac’s birth | Birth of John the Baptist | Baptism: we are all a gift from God | By God anything is possible | Family reunion |
Isaac’s binding Do not kill | Jesus crucified | Offering of Jesus and us: “through..with…in…” | Don’t kill people | No more war or death |
Promises | Mary’s Magnificat | Baptism promises renewed at confirmation Marriage promises | God fulfills promises | Promises of Parousia will be fulfilled |
Exodus/Gift of the Law work:
OT Types | New Testament | Liturgy | Daily Life | Parousia |
Passover lamb | Crucifixion | Crucifix and candles | Crosses at home Essential workers | No more sacrifice |
Manna | Communion Bread | Grace before meals | Plenty of Food | |
Crossing the Red Sea | Flight into Egypt | Baptism | Holy Water | Complete Freedom |
Moses | Jesus | Jesus present | People who help | God |
Pharaoh | King Herod | Trump | None like Pharaoh |
Note: the Exodus work was generated on a 45 minute zoom call during the 2020 pandemic. I started by writing the OT type of the first three lines as prompts, due to the shortage of time. These three types are the ones from the Rome material. The others were added by the children.
Alternative Materials – Group II (Ebell sample)
Data
Victoria Ebell collected data for one study (Exodus) in four groups (some were further divided into groups of 2-3 children).
Summary
This work was done at the very end of the year amidst some degree of chaos in the atrium. The catechist encouraged work in small groups, but often had to sit with them to get a focused contribution.
Degree of Engagement with the Material | Observations |
1 Inattentive and non-participatory | 0 children |
2 Attentive, but not contributing – alternating between 2 and 5 | 7 children |
3 Attentive, contributing with guidance of adult | 10 children |
4 Attentive, contributing creatively with guidance | 2 children |
5 Attentive, contributing creatively with guidance and working independently alone or with group | 2 children |
Note: Ebell’s content notes follow the conclusion of this report (Appendix I).
RESULTS: QUALITATIVE ANALYSIS
The driving questions for this step of the work are:
- What are the essential traditional types of the church related to the reading? (Rome material)
- What thread of gold can the children find that begins with the study in the Hebrew scriptures, runs through our lives today, and continues to Parousia? (Alternative material)
The materials can be considered for their ability to help with one or both of these questions. “Ability” refers to the material’s clarity in bringing out the types of the church, and/or engaging the children in seeking the meaning of these types for
themselves.
The Rome material in and of itself conveys the church’s types clearly. It does not seem to engage the children without the presence of the catechist, and does not invite their own creative thinking about the additional types present in the text or the “golden thread.” The types considered were limited to the two or three embedded in the material. No direct consideration for their place in our lives today, and the content of this material’s connections to Parousia are weak.
The Alternative material provokes more creative thinking about types and their place in Sacred History. I relied on checking in with kids to help them focus, but they were able to do much of the work independently after getting started. Ebell’s groups were less focused, (she reports her attention was scattered), but the variety of types noted is broad and often concern the daily life of the children.
SUMMARY OF TYPES CONSIDERED IN THE COMPLETED WORK
Rome Types Predetermined by the material Sanders sample | Alternative Types – Group I Generated by Children Maresca sample | Alternative Types – Group II Generated by Children Ebell sample |
(sorted by 7 children) | (developed by 10 children) | (developed by 22 children) |
Flood | ||
Water/Baptism of Jesus | Water/Baptism by John/ Baptism | |
Noah/Jesus | Dove/Baptism of Jesus/ confirmation | |
Ark/Stable/church roof | ||
Abraham and Sarah | ||
Offering Isaac/Jesus/us | Offerings of Isaac/Jesus/Eucharistic Prayer | |
Abraham and Jesus’ circumcision/1st Communion | ||
Father of faith/ Baptism & Confirmation | ||
Births of Isaac and John Bpt. | ||
Promises: to Abraham/ Magnificat/Baptism & marriage | ||
Exodus: | ||
Moses/Jesus/people who help/God | People who listen to God and obey; Moses, Mary, MLK… | |
Golden calf/Animals in NT sacrificed/People tired from tests and school | ||
Moses/Joseph/saints/mlk/prophets | ||
Lamb/crucifixion | Passover lamb/ Crucifixion/crosses | Blood of Lamb/Wine at LS |
Slaves/slavery | ||
Battles/battles | ||
Mt. Sinai/Mt. of Olives /Climbing mountains (2x) | ||
Moses died/Jesus Rose/be like Moses (2x) | ||
Crossing the Red Sea/Baptism | Crossing the Red Sea/ Baptism/freedom | |
Death/death/funeral/Un-death | ||
Blood river/blood/wine-blood/ healing (3x) once “trash in ocean” | ||
Rod – serpent/Mary with heel on snake/ | ||
Togas/Maxim – share togas | ||
Manna/Eucharist | Manna/communion/ Grace/bread for all | Manna/food/no hunger (2x) Food/honey/break bread |
Dead babies/dead people/school shooting/no more death | ||
Pharoah/Herod/Trump | Pharoah/Herod/President/ | |
Ark/Tabernacle |
Observations:
Ebell’s larger group created many more ideas. Less fully worked out across time, but the seeds of lots of connections to daily life are there, especially regarding today’s concerns of gun violence, hunger, the president, ecology, fatigue and Martin Luther King. Catechist’s note: sacramental materials in Level III had not recently been presented.
Maresca’s group more systematic but thoughtfully creative.
Sanders’ group grasped the types represented in the material.
WORKING CONCLUSIONS
- I am satisfied as a catechist that results thus far support continued use of the alternative timeline. It solves the problems listed on page 2 and again here:
Rome Material | Alternative Material |
Too much small print, and no invitation for the child to contribute to the material. | Large headings are used, and the children create all the content under each heading. |
Titles above the typology cards do not align with the period they speak of below them. | Children’s work is written below the related heading. |
When typology cards are in one row rather than several it is hard for the types developing from the Hebrew Scripture to the time of Redemption to be grasped. | Each type has its own row. |
The focus of types on the picture and text cards are not always clear. | The type is clearly named. |
- With children attending church regularly there is a strong sense of the church’s types reflected in the alternate material, and for children not attending church, there is space to connect the types from scriptures to their lives in other ways.
- It seems from the work with Ebell that the guidance, participation and/or frequent check-ins from the catechist is needed until the children are familiar with using the material. The strip would be used at the conclusion of each of five studies over three years, so growing facility with the task should be reflected in the work.
- Adding the three named types named in the Hebrew scriptures part of the Exodus Rome material to the alternate material did satisfy the desire to get Sofia’s choice of types before the children, without limiting their choices or connections.
- My intention is to add to this study as I continue to use the timeline, and invite others to do so as well.
Appendix I
Types explored by the Alternative Types – Group II (Ebell’s sample)
Name of Study: Exodus
Date: 5/30/2019
Names or nicknames of children: Elizabeth, Natalia, Mariam
Name of the type explored, and all the entries related to this type (photo)
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Moses* | Mary, Elizabeth | Mass, Priest | Martin Luther King, Jr., Bible Study, Doctors, EMM | Happy People |
Golden Calf | Animals, … [illegible]. Scream | People tired from tests and school, | God brings everyone from hell and heaven | |
P, M, K (???) | Drawing of a figure | Jews [with a drawing of a heart] Christians |
*As a person who listened to God and obeyed
Level of engagement: 3 (one child sat down)
Name of Study: Exodus
Date: 5/30/2019
Names or nicknames of children: Emily, Arsiema
Name of the type explored, and all the entries related to this type (photo)
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Moses | Joseph | Saints | Martin Luther King, Jr. | Prophets |
Horses | Donkey | Wow | ||
Horses [with a drawing of a horse] |
Number of lines generated this session: 2
Number of lines in additional sessions: none so far
Level of engagement: 2
Name of Study: Exodus
Date: 5/30/2019
Names or nicknames of children: Zane, Micah
Name of the type explored, and all the entries related to this type (photo)
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Blood | Wine at Last Supper | Wine | Wine, Cuts | Church Wine |
Slaves | Slaves | Freeing Reconciliation | Almost no Slaves | No Slaves |
Battle | Battle | Lots of battles and war | Peace | |
Mount Sinai | Climbing mountains | Mountains | Fun Times | |
Person | Person | Person being free | Nice people and bad people | A lot of person |
Moses | Moses died but Jesus rose | Being like Moses | Almost free | Free people |
Free | dead | Long Dead |
Number of lines generated this session: 7
Number of lines in additional sessions: none so far
Level of engagement: 3
Name of Study: Exodus
Date: February 14, 2019, Group 1, 9:31
Names or nicknames of children: Sofia, Sophie
Name of the type explored, and all the entries related to this type (photo)
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Food | Honey | Break bread | Snapchats of food | Millions of likes for snapchats of food |
Death | Death | Funeral | Death | Un-death |
Blood river | Blood | Drink blood/wine | Cuts | Un-cuts |
Serpent Scepter | Mary is killing the snake with her heel | Snake Sacrament | Garden Snakes | Peaceful Snakes |
Togas | Togas | Sharing your togas | Greece | The Greek gods/Goddesses will meet the other God |
Number of lines generated this session: 5
Number of lines in additional sessions: none so far
Level of engagement: 3
Name of Study: Exodus
Date: February 14, 2019, 9:41
Names or nicknames of children: Hannah, Neha
Name of the type explored, and all the entries related to this type (photo)
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Raining food | Passover | Stuff | Food | Food will be free and jump in your mouth when you are hungry |
Dead babies | Dead people | Stuff | School shootings | No more death |
Bloody River | More stuff | Scrapes are real | No more cuts | |
Pharaoh is evil | King Herod is evil | President is evil {somewhat} | Obama 4 life H Clinton |
Number of lines generated this session: 4
Number of lines in additional sessions: none so far
Level of engagement: 4
Name of Study: Exodus
Date: 9:54
Names or nicknames of children: Jason, Miles
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
The Mountain | Mount of Olives | Stuff | Hiking | Snow |
The Red Sea | Blood River | Stuff | Ocean | No trash |
Raining Manna | Food | More stuff | Eating food | Yum! |
Passover |
Number of lines generated this session: 3
Number of lines in additional sessions: none so far
Level of engagement: 2
Name of Study: Exodus
Date: February 14, 2019, 10:36
Names or nicknames of children: Cassius and Carlos, William
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
The Ark of the Covenant | Star Trek | A Tabernacle | All churches celebrating together Holy of Holies | |
Moses | Star Wars | Priest or Pope | ||
God | God is supreme | |||
Tabernacle | All Churches celebrating together | |||
Apples Nuts The Crystal Skull Temple of Doom Raiders of the Lost Ark The Last Crusade Tabernacle [?illegible] Gophers | Bread Apples Nuts Cookies Water | Star Trek Movies Popcorn Pizza and Star Wars Gotham Arrow Flash a generor shield Banks A Percy Jackson DC Dynasty Baseball PMR Harry Potter Food | Food Thanos dies Maestro Rules Percy Jackson Marshmallows Sushi Marvel DC Hellboy James DC Dynasty | |
The Ark of the Covenant | Star Trek | A Tabernacle | All churches celebrating together Holy of Holies | |
Moses | Star Wars | Priest or Pope | ||
God | God is supreme | |||
Tabernacle | All Churches celebrating together | |||
Apples Nuts The Crystal Skull Temple of Doom Raiders of the Lost Ark The Last Crusade Tabernacle [?illegible] Gophers | Bread Apples Nuts Cookies Water | Star Trek Movies Popcorn Pizza and Star Wars Gotham Arrow Flash a generor shield Banks A Percy Jackson DC Dynasty Baseball PMR Harry Potter Food | Food Thanos dies Maestro Rules Percy Jackson Marshmallows Sushi Marvel DC Hellboy James DC Dynasty | |
The Ark of the Covenant | Star Trek | A Tabernacle | All churches celebrating together Holy of Holies | |
Moses | Star Wars | Priest or Pope | ||
God | God is supreme | |||
Tabernacle | All Churches celebrating together |
Number of lines generated this session:
Number of lines in additional sessions: none
Level of engagement: 2
Name of Study: Exodus
Date: February 14, 2019, 10:50
Names or nicknames of children: Vivian, Mila, Sophia
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Moses | People | War | God | |
Aaron | [illegible] | Alarm clocks [?] | Happiness | |
Tabernacle | [illegible] | Trump | Peace | |
[illegible] | King Herod | [illegible] Books | New stuff | |
God | A Place | [illegible] | One religion | |
Ten Commandments | [illegible] | The Governor [?] | Justice | |
Obedience | [illegible] | The [illegible] | God will be all in all | |
Civilians | [illegible] | Diversity | [illegible] | |
Egypt | Prophecies | D.C. | [illegible] | |
Pharaoh | Mary | U.N. | [illegible] | |
The Golden Calf | Baptism | Healthy debate | The gods and God | |
Painters | The World | |||
Sports | Books | |||
Sports |
*unfortunately, the photos were so blurry that many words are illegible. The children also added lines connecting types in the different lists that got out of order.
Number of lines generated this session: 14
Number of lines in additional sessions: none
Level of engagement: 5
Name of Study: Exodus
Date: May 30, 2019
Names or nicknames of children: William, Piper, Hilliard
Hebrew Scripture | New Testament | Sacraments | Daily Life | Parousia |
Slaves (with drawing of a chained figure) | Stuff (drawing of a girl with Piper’s comment, “That is me”) | Church [?] | Egypt is still here Bang (with figure drawing) go visit | Cool |
Wilderness | Pools | [illegible] | ||
Blood | Kids | [illegible] | ||
Egypt (is cool) | Sport | Is [illegible] | ||
King | War | Stuff | ||
God | House | No bad stuff | ||
SCC | Food | Water |
Number of lines generated this session: 6
Number of lines in additional sessions: none so far
Level of engagement: 3