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CGMC Day Conference. UK Population. 63 million 18% 0-14 5.6m boys 5.3m girls 15.7% 65+ 4.0m men 5.5m women 26.4 million Households 29% single person 18.2 million families. UK Families. 26.4million Households 29% single person 20% 4+
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UK Population • 63 million • 18% 0-14 5.6m boys 5.3m girls 15.7% 65+ 4.0m men 5.5m women 26.4 million Households 29% single person 18.2 million families
UK Families 26.4million Households 29% single person 20% 4+ 18.2 million families – 38% with dependent children • 12.2 million married couples • 2.9 million cohabiting (1.5m 1996) 1.8m children (0.9m 1996) • 2.0 million lone parents (1.6m 1996) • 89,000 looked after children • Fertility rate 1964 2.95 2001 1.63 2011 1.97 (Replacement rate 2.075)
Childhood in Britain • Commercialisation • Sexualisation • Media-fication • Family Breakdown • Poverty • Education
Reports • Compass –Commercialisation of C 2008; • UNICEF Report Card 2007 & 2012 • Children’s Society – Good Childhood 2009 ++ • Mothers’ Union – Bye Buy Childhood 2010 • Bailey – Letting Children be Children 2011 • Action for Children – Child Neglect Review 2011 • Loughborough University • Sue Palmer – Toxic Childhood
Children & Church • 2010 - 375,800 under 15s • 2020 - 183,700?? • 1998-2005 104,000 left (256,000 predicted) • Baptist Union 2009-10 Children +2.5% 78,648 Young people +3.5% 39,602 Most people come to faith before they are 13 25% Primary Schools in England C of E 8% Secondary Schools 1,000,000 children in church schools
Children & Christian Story • 38% 5-7 year olds didn’t know Christmas Day celebrates birth of Jesus (DJ Research 2012) • 20% Thought - Simon Cowell’sb’day • Basic details about the Easter story are known by as few as half of the people polled in a survey.
Theology • Human Development – Attachment, Brain, Morality, Cognition 0-7, Play • Faith Development Theories – Fowler & Westerhoff • Children’s Spirituality – Rebecca Nye, Jerome Berryman • Child Theology Movement – Keith White • Brueggemann – ‘Missed the child in the Scriptures’
Study & Training • Yet how much of this context do we allow to shape our study and training? • How seriously do we ‘place the child in the midst’ and see what happens? • How are we helping future leaders to ‘become like a child?’