Teaching is a matter of stimulating equilibration. Effective teaching begins by activating the existing cogni-tive structures through the introduction of familiar con-cepts. Beginning with what is known engages the mind and provides a framework for what will follow. Second, the teacher should introduce new concepts or facts that the existing cognitive structures cannot accommodate. This disruption of the cognitive equilibration may cause a certain degree of discomfort, but it is necessary to the learning process. The slight level of anxiety generated by being disquilibrated provides the "energy" necessary for learning. Third, the teacher helps the student create new cognitive structures that can assimilate the new ideas. Teaching is a matter of helping people think in more adequate ways about the subject matter being presented. For example, in His parables Jesus moved from talking about a familiar concept to introducing a new idea that shattered the religious categories of His audience. Then He resolved the conflict by suggesting better ways to think about the kingdom of God.
Cognitive stages control what the child can learn. Learn-ing is subordinate to the level of cognitive development. Concepts beyond the cognitive ability of a child cannot be grasped until the appropriate cognitive stage necessary for the concept has been reached. Children like to please adults; they can learn to give the answers they believe we want to hear, but that is different from comprehending what they are saying. Children need to be taught the truth, but it must be presented in ways they can under-stand. Theology tells us the content we need to teach, but psychology helps us know when and how we should teach it.
Avoid multisymbolic abstractions for children under twelve. Much of our Christian vocabulary is based on complex concepts. Using terms such as "Ask Jesus into your heart" or "Give your all to God" requires more cognitive sophistication than most children can deliver. These con-cepts are based on a variety of symbolic meanings that are beyond the grasp of children. Indeed, some are beyond the grasp of adults. Children are capable of faith. Indeed, in Matthew 18:3 Jesus used the humility of the child as a model for believers, affirming that such humility would be the basis for a childlike trust. But that is different from assuming that children can understand all our terminology and abstract concepts. Those who work with children in the church should especially be aware of how things are said, considering the cognitive ability of the children they teach.
Concrete learning is necessary for later abstract thinking. Rather than just not teaching the Bible as Goldman suggested, we should strive to teach children Bible stories so that as they move into the formal operations stage they have biblical data with which to form their new modes of thinking. It is probably better to tell Bible stories to children than to read them, because they were meant to be told, and by telling them we can fit them to the cognitive level of the child. We can choose language that is appropriate to the child’s cognitive level and bring the story to life by inflection and oral interpretation. Of course, not all of Scripture is appropriate for the young child. We must choose content that is understandable and applicable to the life of the child. Especially appropriate are stories that teach of God’s character - His goodness, greatness, majesty, and holiness. Also, stories that tell of God’s mighty acts on behalf of His people have special meaning to children.
Emphasize social interaction and environmental stimulation. Learning is accomplished through interaction with the en-vironment. "Sit down and be quiet" should be said only to gain control in the classroom. Children learn best through active involvement - touching, tasting, smelling, feeling, and doing. Because of the process of adaptation, children need active and interactive learning environments. The effective teacher will in terms of learning activities for children, activities that are directed and controlled so that learning outcomes may be attained. Children are directed into active involvement with their environment to stimulate learning.
