Original Research

Childhood theology and implications for pedagogy

Jane A. Chiroma, Nathan H. Chiroma
Theologia Viatorum | Vol 46, No 1 | a115 | DOI: https://doi.org/10.4102/tv.v46i1.115 | © 2022 Jane A. Chiroma, Nathan H. Chiroma | This work is licensed under CC Attribution 4.0
Submitted: 08 April 2021 | Published: 17 February 2022

About the author(s)

Jane A. Chiroma, Department of Leadership, Faculty of Leadership, Pan Africa Christian University, Nairobi, Kenya
Nathan H. Chiroma, Department of Children and Youth Ministry, Pan Africa Christian University, Nairobi, Kenya; Department of Practical Theology and Missiology, Faculty of Theology, Stellenbosch University, Stellenbosch, South Africa


This article argues for a childhood theology informed by systematic theology, which enabled the researcher to mould the concepts of childhood theology to understand in order to use it. Child theology has been a neglected study in most African scholarship. Systematic theology guided the analysis of data as objectively as possible and contributed to the development of a childhood theology model that best accounts for all the data, showing that how childhood theology can be constructed in the African setting. The philosophy of Christian education aided the analysis of childhood theology and to assess the pedagogical relevance towards maximising a child’s potential in learning. Considerations of African theological perspectives, western perspectives and biblical evidence for childhood theology are explored to configure its significance to African childhood theology and the implications for pedagogical practices that are holistic, God-centred and transformative.


childhood theology; systematic theology; pedagogy; holistic education; philosophy of Christian education; Africa


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