The idea by Tertullian that Christians are made and not born informs what the authors discovered as they explored the literature, uncovering better ways to nurture the souls of the church's youngest members. The entire community along with the Holy Spirit, serves to enculturate children into the faith, and these little ones are so precious to Jesus Christ that he reminds his followers that to enter the kingdom of God one must become like a little child. What emerged out of the literature is an intriguing association between two giants in the understanding of culture and human development: Lev Vygotsky and John Westerhoff. Connections between them include intersubjectivity and dialogical relationships; distancing and expanding faith; the genetic law of cultural development and enculturation; and private speech and learning. This article offers a perspective on nurturing infant souls for church practitioners based on these connections.

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment.

For the past 40 years, the field of children and family ministries has emerged, developed, and been strengthened through the intentional engagement of various teaching/learning approaches, the influence of developmental theory, and the rise of a children’s ministry leadership vocation. The significant growth and development with children and family ministries have contributed to the movement away from a narrow and simplistic view of children to a deeper understanding of how children’s spirituality and faith develops. Yet, more diverse research and improved ministry practices are needed. Integrating children as full participants in the faith community, along with continued evaluation of and improvements in teaching and learning practices, integral partnerships between home and family, and additional voices and diverse perspectives will all aid in better understandings and practices in ministry with children and families.

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