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Free Resources

Resources available free from the Center for Children and Theology.

Music of the Catechesis of the Good Shepherd

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Music has a very important place in the prayer of children and life in the CGS atrium. To encourage the use of good music and lyrics, Treehaus Communications, musicians in Nashville, and catechist/formation leader Catherine Maresca created Sing With Joy and Songs of Love, two books with a CD of age- and theme-appropriate music for the atrium. For CGS Course Leaders, we want to help you bring good music to your courses. We would like to offer the following music in PDF files for free download.

Godly Play vs. the Catechesis of the Good Shepherd

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For several years two methods of religious education that use a Montessori method of teaching have been available to Christian Educators. These programs are Catechesis of the Good Shepherd and Godly Play. Due to the similarities in the way material is presented to children, Christian Educators often ask what is the difference between the two? My purpose in writing this paper is to outline some differences between Godly Play and Catechesis of the Good Shepherd

Sewanee Theological Review

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Article by Catherine Maresca exploring A Curriculum for Young Children

Sewanee Theological Review is published by The University of the South's School of Theology in Sewanee, Tennessee. The quarterly publication is one of the most important contemporary journals of theological reflection. Catherine Maresca, director of the Center for Children and Theology, was invited to publish articles in STR in their Michaelmas 2005 issue, exploring Children and the Kingdom: Education and Formation. Catherine's article, A Curriculum for Young Children: Catechesis of the Good Shepherd.

Differing Theological Foundations in Godly Play and the Catechesis of the Good Shepherd

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by Fr. Robert J. Gaestel

Two methods of religious education that use the Montessori method of teaching are available to Christian educators--Godly Play and the Catechesis of the Good Shepherd. Due to similarities in the way materials are presented to children, Christian educators often ask of the differences between the two. While their methodology is similar, the two programs have very different theological foundations.

Where Was God? Spiritual Questions of Sexually Abused Children

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When we address the spirituality of childhood, we are confronted with the tragic reality that at least one in four girls and one in five boys in America experience sexual abuse during childhood. Basic trust has been broken in childhood sexual trauma, invoking questions such as, “How can God be there?" Hughes relates places within the Christian tradition that offered her doorways into faith and healing.

The Child as Mystic

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Sofia Cavalletti, biblical schlolar and founder of the Catechesis of the Good Shepherd, noticed that the child possesses a mysterious knowledge of God. This is the hallmark of the mystic as well. In fact the mystic and the child's religious experiences share many of the same attributes. This paper examines the parallels.

I Treasure Your Word in My Heart

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Within the covenant relationship which is foundational to the Judeo-Christian tradition, the voice that calls by name is also the voice that gives aids for remaining in joyful relationship with God and neighbor. The maxims are one such aid, and heir tablet shape mirrors the sign of the covenant: the Law. Part One of this paper looks at the essential elements of the Law as background for greater appreciation of the maxims as part of the long history of covenantal life. Part Two looks at the maxims within the context of the Sermon on the Mount in Matthew’s gospel, for the Matthean Jesus is primarily a teacher of Law.

Sittin' in the Lap of God

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This paper flows from Genelda's studies with the Shalem Institute in spiritual direction and her observation of and work with young children. With anecdotes of children from infancy through age six, Genelda considers children's inherent relationship with God and the gift of that relationship for the adults in their community.

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