This document is just one of many volumes in Compassion’s Ministry Philosophy series, but this subject matter — children — holds a special place of honor across our global ministry and within each of our hearts.

We are mindful that so much more could be said on this critically important topic. Yet, we humbly offer these words with the hope that they will help to highlight the incredible value of all children and inspire others to join us in the cause to reach the millions who are living in extreme poverty with the love of Jesus and hope for the future.

We are deeply grateful to the many dedicated Compassion staff members across the global ministry who have shared their expertise in child development, their passion for children and their commitment to Compassion’s mission in order to bring this work to completion. There are too many to name individually, but we trust they will recognize their contributions across the following pages and know that we are deeply grateful for their help in shaping this document and for the choice they have made to invest their time and talents in this ministry to release children from poverty in Jesus’ name.

Respectfully,

The Global Executive Team of Compassion International

Introduction

When we picture children we can’t help but smile. Imagine the toothless grin of an infant wiggling and kicking his feet in excitement as he looks into your eyes. Imagine the silly giggles of 6-year-olds at play. See the wonder-struck face of a boy staring up at a night sky filled with stars or the gentle purity of a girl chasing a butterfly. These are the images of innocence and joy and possibility. People often describe children as “sweet,” “playful” or “innocent” and yet if that is all we see in them then we are not seeing fully.

To see children fully and accurately we must also see them as gifts created in the image of God, holding immense value, deserving vigilant protection, and as nothing less than the future of humanity. Children are
not only playful and sweet, they are also rightly described as “strategic” and “important.”

In fact, we believe that the most strategic work to build the future of humanity is the protection and development of children. Whatever hopes we may have for a brighter future depend on our children. If we
seek to advance God’s kingdom, to make disciples, or to bring long-term health to the Church then no work is more important than the holistic discipleship of children. If we seek to promote peace and justice then
we must recognize that the values of today’s children, who establish and interpret the laws, will soon govern us. If we hope to overcome poverty then we know it will be their health, education, ingenuity, social trust and diligence that will drive the stronger economies. Any attempt to shape the future of civilization that does not take root in the next generation will fade into oblivion within a few short decades.

Our children will decide whether the values, beliefs and great achievements of the past will flourish or be forgotten. Our children will lead revival and reformation in the Church or they will walk away from her. They will wage war or negotiate peace. They will choose whether to imitate our sins or our virtues.

Tomorrow is built from the love and example that we offer our children today. The parents, coaches, teachers, neighbors, friends, pastors and mentors who today nurture hope, inspire imagination, teach truth, and unleash potential in our children are building a better future — economically, socially, spiritually, culturally, in every way — including the future of the Church.

It is in this depth of conviction, passion and hope that Compassion anchors one of our distinctive commitments: We are child focused.

Many organizations involved in relief and development work feature photographs of children on their marketing materials, but few organizations design their programs with the child at the center. Compassion’s success is measured by the life outcomes of each sponsored child. Compassion’s holistic programs start early, sometimes before birth, and employ long-term developmental strategies to position children well for life. For some, this may even extend to university
education. These programs encompass health, education, social protection, individual attention and an opportunity to hear and respond to the gospel. Compassion’s distinct promise to deliver child-focused
work carries profound implications. And it is that same focus that explains why Compassion’s programs achieve proven impact in child development outcomes. (1)

Compassion has worked on behalf of children (2) for over six decades. Those decades of experience have established a rich understanding of the importance of children, the unique challenges they face and their
amazing capacity to change the world when protected and given an opportunity to thrive.

In this book Children, which is part of Compassion’s Ministry Philosophy Series, we review the importance, vulnerability and suffering of children. We then turn our attention to the amazing potential of children and show that effective child development creates strategic, sustainable change not only for the individual child
but also for large-scale social change. Finally, we review holism and child development essentials to explore various aspects of child development and understand the types of work that help children
thrive. This review leads us to the following commitments:

Children are created in the image of God, bearing immeasurable dignity and value as gifts from Him, and entrusted to all of us, particularly to parents, for their care and flourishing.
The suffering of children grieves the heart of God and, as we feel that same grief, we are compelled to act to alleviate their suffering and diligently protect them from harm.
Children and youth are powerful agents of change whose values and beliefs shape society today as well as in the future.
Child development must be holistic and is best supported by loving adults who nurture children’s physical, cognitive, socio-emotional and spiritual growth.

The scope of this topic is vast. It incorporates theological and biblical understanding, human development from early childhood through
adolescence, social well-being, principles of holism, risk issues such as abuse or gangs, as well as developmental assets, and much more. The
intent here is to offer a simple, readable foundation for Compassion’s understanding of children and childhood. We acknowledge that many
topics are addressed only briefly and readers are encouraged to deepen their learning through other resources.

The Importance of Children - A Biblical Perspective on the Importance of Children- Part 1

The Bible offers numerous references describing children and issues relating to children. (3) The rich biblical record offers a compelling and clear understanding of children as gifts from God, made in His image, bursting with potential, examples of faith and, at least sometimes, agents entrusted by God for missions. Here we highlight just a few Scripture passages that provide a biblical understanding of the importance of children, justify our anger over their abuse, and motivate our long-term commitment to their protection and growth.

Children are created by God and individually known to Him.

Children are created in God’s own image. From the womb they have inherent value regardless of tribe, language, nationality, age, gender, ability, appearance, behavior, caste or any other characteristic.

For you created my inmost being; you knit me together in my

mother’s womb. ... I am fearfully and wonderfully made. ... My

frame was not hidden from you when I was made in the secret

place. (Psalm 139:13-15)

God created and knows each child. Jeremiah 1:5 states, “Before I formed you in the womb I knew you.”

The Psalms describe God connecting with, guiding and building trust in relationship from the first moments of a child’s life.

You brought me out of the womb; you made me trust in you, even

at my mother’s breast. From birth I was cast on you; from my

mother’s womb you have been my God. (Psalm 22:9-10)

Children are spiritual beings and can be people of faith. They have the capacity to know and believe in God. From their earliest beginnings they can experience God’s love and the Holy Spirit can interact with them, as seen in the example of John the Baptist leaping in his mother’s womb, as recorded in Luke 1:41.

Children can be people of faith. That may sound odd to adult ears because, as adults, we often think of knowing God as a cognitive process — as if theological information, which children do not possess, could be the essence of knowing God. Yet Jesus teaches, “[God has] hidden these things from the wise and learned, and revealed them to little children” (Matthew 11:25). When we understand that faith is a relationship with God, not merely based on cognitive understanding, we see that children are very capable of having that faith and relationship. Matthew 11 teaches that God even reveals things to little children and, as described below, there are multiple examples in Scripture of God engaging with children as people of faith.

Children are a blessing and gift from God. The Psalms proclaim,

Children are a heritage from the Lord, offspring a reward from

him. Like arrows in the hands of a warrior are children born in

one’s youth. (Psalms 127:3-4)

And Proverbs declares this blessing even to their grandparents,

Grandchildren are the crown of old men, and the glory of sons is

their fathers. (Proverbs 17:6, NASB)

God creates children as spiritual and physical beings and intends fo them to be cared for and nurtured by loving adults. This understanding of children is core to our conviction, based on Scripture, that a child’s life, including the yet-to-be born child, is sacred and must be protected.

We are to teach, encourage and include children. God commands us to intentionally and consistently teach our children. Consider

Deuteronomy 6:6-7,

These commandments that I give you today are to be on your

hearts. Impress them on your children. Talk about them when

you sit at home and when you walk along the road, when you lie

down and when you get up.

The importance of teaching children is stressed again in Deuteronomy

11:18-19,

Fix these words of mine in your hearts and minds; tie them as

symbols on your hands and bind them on your foreheads. Teach

them to your children, talking about them when you sit at home

and when you walk along the road, when you lie down and when

you get up. (Deuteronomy 11:18-19)

Perhaps nowhere else in Scripture is the declared importance of teaching children more impassioned than Psalm 78:3-7:

What we have heard and known, what our fathers have told

us. We will not hide them from their children; we will tell the

next generation the praiseworthy deeds of the Lord, his power,

and the wonders he has done. He decreed statutes for Jacob

and established the law in Israel, which he commanded our

forefathers to teach their children, so the next generation would

know them, even the children yet to be born, and they in turn

would tell their children. Then they would put their trust in God

and would not forget his deeds but would keep his commands.

Proverbs 22:6 (NASB) instructs, “Train up a child in the way he should go, even when he is old he will not depart from it.”

The role of training children is primarily given to parents as emphasized in Proverbs 6:20: “My son, keep your father’s commands and do not forsake your mother’s teaching.” However, teaching and training of young people is also a responsibility shared by the broader community and specifically by the family of believers — the Church.

Continue in the things you have learned and become convinced

of, knowing from whom you have learned them, and that from

childhood you have known the sacred writings which are able to

give you the wisdom that leads to salvation through faith which

is in Christ Jesus. (2 Timothy 3:14-15, NASB)

From the start of God’s covenant with His chosen people, God expected that the children would be included in worship. Then they too would learn to love and fear the Lord as they experienced worship in the context of their community. Deuteronomy 31:12 says,

Assemble the people—men, women and children

…—so they can listen and learn to fear the Lord

your God and follow carefully all the words of this

law. (emphasis added).

In Nehemiah 12:43 we read of children being included in the joyful celebration of the rebuilding of the walls of Jerusalem and the restoration of the people before God.

And on that day they offered great sacrifices,

rejoicing because God had given them great

joy. The women and children also rejoiced. The

sound of rejoicing in Jerusalem could be heard

far away.

The Importance of Children - A Biblical Perspective on the Importance of Children- Part 2

Exodus 12 records that the ritual of the Passover begins when the children ask what it means. In Leviticus, children participate in the dialogue about the meaning of the Passover. These and many other examples show that children were included in the events of learning, worship and significant rituals of the people of Israel. God instructed that they not be marginalized from the life of faith but welcomed into it.

Perhaps the most familiar Scripture about welcoming and including children is found in Matthew 19:13-14

(NIV 1984):4

Then little children were brought to Jesus for

him to place his hands on them and pray for

them. But the disciples rebuked those who brought them. Jesus

said, “Let the little children come to me, and do not hinder them,

for the kingdom of heaven belongs to such as these.”

Jesus desired to spend time with children. He wanted to pray for them and bless them. If we are to be His true disciples then we, like Jesus, should also desire to spend time with children and bless them. Scripture clearly shows that we are to welcome, include and teach children.

God trusts children as agents of God’s kingdom. In the Bible, children were often chosen to carry out God’s mission. God Himself chose to enter this world as a baby. Children are key figures in the biblical narrative. Consider these:

When God wanted someone with great faith and courage to kill a 9'9" giant that threatened His people, He chose a young boy with great faith and skill with a slingshot. (See 1 Samuel 17.)

When an enemy commander had leprosy, God spoke through a young girl with faith and courage to bring the commander healing and to faith in the one true God. (See 2 Kings 5.)

When the voice of the Lord had not been heard in Israel for a long time, God used a pure, clear channel and chose a little boy named Samuel. (See 1 Samuel 1.)

When Jesus decided to feed 5,000 people, He could have done it in any number of ways. He showed respect for children by asking a little boy to help. (See Matthew 14:13-21.)

When God wanted to test commitment He chose a child. When Peter was in the courtyard the first person to come to him and to test his faith was a servant girl. (See Mark 14:66-72.)

Perhaps it is because children are less hindered by adult filters, experiences, doubts and sins that God delights in calling them into special missions.

Children can be examples of faith to be imitated. God often engages children as positive examples to influence adults.6 In Matthew 21:15 we see that children can be worshippers, praising Jesus even when adults reject Him. In Matthew 18:1-5 Jesus lifts up a child as an example for the disciples to imitate:

At that time the disciples came to Jesus and asked, “Who, then,

is the greatest in the kingdom of heaven?” He called a little child

to him, and placed the child among them. And he said: “Truly I

tell you, unless you change and become like little children, you

will never enter the kingdom of heaven. Therefore, whoever takes

the lowly position of this child is the greatest in the kingdom

of heaven. And whoever welcomes one such child in my name

welcomes me.”

This passage deserves close attention. First, Jesus honors the child in their midst. No doubt children were often present, not far off, during the events of Scripture, but in this instance Jesus not only notices them, He draws them in and includes them. He recognizes and honors them.

Since we aspire to be like Jesus, we must recognize the children in our midst and include them. Second, Jesus tells the disciples that they must “become like little children” in order to enter “the kingdom of heaven.” There is something, or maybe a lot of things, about children that we must learn to imitate. Jesus teaches, “Unless you change and become like little children, you will never enter the kingdom of heaven.” One would think that such a powerful statement from Jesus would cause His disciples to become intensely interested in children. It should have that effect on us as well.

Finally, in this passage Jesus identifies with children. Jesus teaches that when we welcome a child in His name we are actually welcoming Jesus. This teaching is similar to what Jesus says regarding judgment day in Matthew 25:40: “Whatever you did for one of the least of these brothers and sisters of mine, you did for me.” And a similar message resonates in Matthew 10:42 (NIV 1984), where Jesus says,

“If anyone gives even a cup of cold water to one of

these little ones because he is my disciple, I tell you

the truth, he will certainly not lose his reward.”

The stunning truth is that welcoming a child in Jesus’ name is a way of welcoming Jesus Himself. Those who seek to honor Jesus as Lord and King cannot have a more compelling reason to welcome (and protect, nurture, love …) children.

As noted earlier, Matthew 19 is an example of Jesus valuing, spending time with, and including children, and He makes a statement in verse 14 that deserves special attention.

Jesus said, “Let the little children come to me, and do

not hinder them, for the kingdom of heaven belongs to

such as these.” (Matthew 19:14)

That statement is both profound and mysterious. The kingdom of heaven belongs to “such as these”! What qualities do children possess that characterize owners of the kingdom? Consider that statement together with the earlier teaching that we must become like children in order to enter that kingdom. Now add the biblical teaching that our actions toward children are somehow actions toward Jesus Himself. The indisputable conclusion is that children are extraordinarily important!

You will see in several of the Scriptures referenced in this book that Compassion relies on the 1984 New International Version (NIV) translation of the Bible for certain key verses related to children. The 1984 NIV translation interprets the Greek word “mikros” as “little ones,” as do the majority of English translations. In the 2011 NIV translation, this term has been interpreted to be a metaphor for “disciples,” rather than as a reference to literal children. Compassion believes the 1984 translation and the majority interpretation are correct.7 We have discussed this difference with the Chair for the NIV Committee on Bible Translation, who conceded that the point could be argued either way.

In this brief review of Scripture, we have seen that children are knit together by God and He knows each one individually. Children are gifts from God and are a blessing in our lives. God expects us to teach them, encourage them, and include them in worship so that they might grow to become who He intends them to be. God Himself trusts them as agents to advance His purposes. Jesus even teaches that the kingdom of heaven belongs to “such as these.” Jesus spent time praying for children and blessing them. As disciples of Jesus we can do no less.

The Importance of Children - Protecting Children

Considering the tremendous value and importance of children, it is not surprising to also see strong statements in Scripture commanding the protection of children. We should be fierce in our defense of children from all forms of harm. Jesus made this clear when He spoke this stern warning:

“Whoever causes one of these little ones who believe in me to sin,

it would be better for him to have a millstone hung around his

neck and to be drowned in the depths of the sea.”

(Matthew 18:6, NIV 1984)

You can imagine Jesus calling a child into the middle of their conversation and telling the disciples that they must become like children in order to enter the kingdom of heaven. Imagine Jesus looking lovingly at the child on His lap and then turning with a fieryeyed look toward His disciples as He issues such a severe warning. This is a powerful moment of child advocacy. Jesus is demanding that His disciples protect children. He is warning the child abuser. Jesus goes on to warn that those who “despise” children will provoke angelic beings who have direct access to God Himself!

“See that you do not despise one of these little ones. For I tell

you that their angels in heaven always see the face of my Father

in heaven.” (Matthew 18:10)

This concern for the well-being of children is not limited to Jesus’ teaching in the New Testament. More than 30 passages in the Old Testament attest to God as the defender of the fatherless. Deuteronomy 10:18 reminds us that God “defends the cause of the fatherless and the widow … giving them food and clothing.” God Himself is the defender of the fatherless. Therefore, those who wish to join God in His work must also become defenders of the fatherless. Tragically, God’s chosen people (Israel) not only failed to defend children they committed the most grievous crimes against them.

The Bible teaches that God is outraged when children suffer from adult atrocities. In 2 Kings 16–17 we read that God mobilized Assyria, a pagan empire, to invade, conquer and haul Israel off into captivity because they “followed the practices of the nations” (17:8) and “secretly did things against the Lord their God” (17:9). We are told that King Ahaz “sacrificed his son in the fire, following the practices of the nations” (16:3). And we are told that the people of Israel “sacrificed their sons and daughters in the fire” (17:17) and later that they “burned their children in the fire as sacrifices” to false gods (17:31).

Children are created gifts of God. When those gifts were “sacrificed” by the very people entrusted with their care, God mobilized a pagan empire to punish His own chosen people. Such sin is intolerable to God. God has not changed, and He still detests the mistreatment of children. We must be vigilant to ensure that we are not sacrificing children to the false gods of our day. What God intended as a gift must not be abused or disregarded.

Not only are we to defend children from intentional acts of harm we are also told in Lamentations 2:19 to cry out for the children who are hungry and vulnerable.

“Arise, cry out in the night, as the watches of the night begin;

pour out your heart like water in the presence of the Lord. Lift up

your hands to him for the lives of your children, who faint from

hunger at every street corner.”

God calls us to be advocates: “Speak up for those who cannot speak for themselves, for the rights of all who are destitute. Speak up and judge fairly; defend the rights of the poor and needy” (Proverbs 31:8 - 9). Similarly, Psalm 82:3-4 teaches, “Defend the weak and the fatherless; uphold the cause of the poor and the oppressed. Rescue the weak and the needy; deliver them from the hand of the wicked.”

The scriptural mandate to protect and defend children from injustice, exploitation, abuse, deprivation and any other harm is crystal clear. Compassion’s child protection policies and practices are rooted in these biblical truths. Each child is a precious gift from God, and we have a responsibility to protect and nurture each one. Therefore, as is clear through Compassion’s Child Protection Curriculum, we will not tolerate abuse of children in any form.

The Importance of Children - Summary

Compassion’s mission statement declares, “In response to the Great Commission, Compassion International exists as an advocate for children ….” The brief review of Scripture provided throughout this section establishes the foundation for why we exist as advocates for children. We don’t need any other “reasons” to explain or justify Compassion’s mission beyond the simple and compelling truths revealed in God’s Word.

To summarize this section, the Bible teaches:

Children are knit together by God and known individually to Him.
Children are a blessing and a gift from God.
We are commanded to teach, encourage and include children.
God trusts children as agents to advance His purposes.
Children are examples of faith to be imitated.
“The kingdom of heaven belongs to such as these.”
God Himself is the defender of the fatherless.
Those who bring harm to children would be better off drowning at the bottom of the sea.
God commands us to be advocates on behalf of the voiceless poor.
God promises reward to those who respond to the basic needs of children.

Therefore, Compassion International exists as an advocate for children. God’s love of children inspires our own love of children and our efforts to be advocates on their behalf. God’s special concern for the poor and “voiceless” compels us to focus on the most vulnerable children — children living in poverty.

The Vulnerability and Suffering of Children - Vulnerability of Children in Poverty

Despite their incredible value, children are uniquely vulnerable people. Part of that vulnerability is by design, as we are all born helpless and dependent. Perhaps that is why God is so adamant in Scripture that children must be protected and nurtured. Sadly, another major source of vulnerability is not by design. It is preventable and often the result of our sins.

Children are naturally dependent and trusting. They can easily bevictimized or overlooked. A part of child protection, then, involves guarding children from risks to their mental, physical and emotional wellbeing. Violence, abuse, neglect and discrimination are serious threats.

Vulnerability of Children in Poverty

Children rarely have any physical, political, economic or social power. Children living in poverty are especially vulnerable. They require special protection and special focus in development, beginning in their very early years. Children are more susceptible to the effects of disease and malnutrition than adults. Children aren’t physically strong enough to be equals with healthy adults, and consequently they are at special risk of harm from abusive adults. The vulnerability of children points to the critical role of caregivers, particularly parents, in providing nurture and support for children.

All parents face challenges in raising their children — meeting educational needs, ensuring social-emotional development, providing safety and proper nutrition as well as being sensitive and responsive to the child can demand a lot from the parents’ time and energy. These needs are especially challenging to navigate in impoverished situations where so many competing demands are pressing. Child psychologist Alicia Lieberman states, “When you are bombarded by poverty, uncertainty and fear, it takes a superhuman quality to provide the conditions for a secure attachment with your children.” Yet solid evidence shows that parents who are able to form close, nurturing relationships with their children can foster resilience in them that protects them from many of the worst effects they might experience in their environment.

In the following pages, we review some of the major sources of vulnerability and suffering in children’s lives. Although parents play a critical role in protecting children from these threats, the church and other social institutions, including governments, also have key roles to play.

The Vulnerability and Suffering of Children - Legal and Economic Vulnerability

Children lack voice, power and influence. Children

can’t (and shouldn’t) vote or enter into legal contracts.

Adults must carefully exercise those authorities on

behalf of children. This lack of political and legal

power can threaten children. Even a basic action like

registering a child at birth is a form of child protection.

It is a legal acknowledgment of the child’s existence and

rights. It allows for access to services and education

throughout the child’s life. According to UNICEF,

“Birth registration is at the core of UNICEF’s concerns

as it represents the starting point for the recognition

and protection of every child’s fundamental right to

identity and existence.” Despite agreement that birth

registration is a right for children, there are nearly 230

million children under the age of 5 who have never

been registered and do not have birth certificates.

Children are often at unique financial risk. For example,

many children are at risk of not inheriting their families’

possessions when orphaned — leading to further

destitution. Speaking up in these situations may ensure

that the orphaned child has an opportunity to receive their

rightful inheritance. Children need reliable guardians to

safeguard their resources in the event of a loss of a parent.

The Vulnerability and Suffering of Children - Vulnerability of Orphans

Tragically, 150 million children are documented as orphans who have lost one or both of their parents and face such risks. It is estimated that approximately 18 million of those children are double orphans, meaning they are without both parents. Since many children who live on the streets and in orphanages are undocumented, these heartbreaking numbers are likely much higher.

Parents play a critical role in reducing child vulnerability, providing for needs, and developing resilience necessary to overcome challenges in childhood. The death of a parent is a deeply traumatic experience for a child and can have a shattering impact on a child’s socio-emotional health and even physical well-being.

Orphaned children can feel tremendous insecurity, anxiety, loneliness, lack of belonging, anger and even guilt. To make matters even worse the loss of a parent sometimes brings social stigma and isolation, such as when HIV or AIDS is the cause of parental death. In households affected by HIV or AIDS, a child becomes vulnerable long before a parent dies. As a parent’s health declines, a child’s household becomes disrupted. As a result, he or she may have to take on more responsibility — such as earning income and caring for sick family members — and he or she may be exploited and/or abused. All of these factors jeopardize access to education and food security, as well as survival.

Vulnerabilities in children result in a higher probability of negative outcomes in life. Orphaned and vulnerable children, who are more likely to be exposed to greater degrees of risk as compared to peers, experience marginalization. The spiral effects include loss of education and access to health care and higher rates of malnutrition and morbidity for this category of children. They lack the basic social structures required for their very survival, protection and development. Orphaned and vulnerable children need special attention and interventions to remove the barriers that stand in the way of their survival and development.

Some children of living parents face similar risks because of neglect. Caregivers struggling with alcoholism, addictions, mental illness or severe emotional dysfunction can leave a child with vulnerability similar to that of orphans. In some cases the situation may even be more significant than being orphaned because dysfunctional “caregivers” often increase risks of abuse or exploitation.

The Vulnerability and Suffering of Children - Vulnerability of Girls

Girls are especially vulnerable and face discrimination and threat even

before they are born, as significant levels of female infanticide continue

to persist. As stated in UNICEF’s State of the World 2000 report,

To be a girl born into poverty is to endure discrimination many

times over in pervasive and insidious patterns. From the moment

of girls’ conception, their rights are in peril. There may be as

many as 60 million “missing women” in the world who, except

for the gender discrimination that starts before they are born

and continues throughout their lives, would be alive today. These

girls, children of poverty, often begin their lives passed over in

favor of their brothers for food, medical attention and schooling.

At the mercy of the men in their families and

communities, they suffer the isolation of

ignorance and illiteracy, the agony of beatings.

Some people give their young daughters in marriage

in exchange for a brideprice. According to statistics

provided by “Girls Not Brides,” every year an estimated

14 million girls aged under 18 are married worldwide

with little or no say in the matter. In the developing

world, one in seven girls is married before her 15th

birthday, and some child brides are as young as 8 or

9. Neither physically nor emotionally ready to become

wives and mothers, these girls are at far greater risk of

experiencing dangerous complications in pregnancy

and childbirth, becoming infected with HIV or AIDS,

and suffering domestic violence. With little access to

education and economic opportunities, they and their

families are more likely to live in poverty.

A report published by “Together for Girls” illustrates

the effects and impact of sexual violence against girls

in the following statement:

In many places, schools are unsafe for girls. The

threat of sexual violence is not only a reason

some families do not send their daughters to

school, but it also may affect a victim’s chances

of receiving an education. Girls who have

experienced sexual violence can find themselves pulled from

school by their families and caregivers, or they choose to leave

because of their fear and depression. A lack of education hinders a

girl’s prospects of earning a sustainable income, perpetuating and

deepening the cycle of vulnerability. Ultimately, societies pay a

deep price for these outcomes because educated women are vital

to the health and prosperity of countries. One study has shown

that a 1 percent increase in girls attending secondary school adds

0.3 percent in economic growth in developing countries.

The Vulnerability and Suffering of Children - Vulnerabilities Specific to Disabled Children

In many communities, children with special needs and disabilities suffer in silence, as they endure marginalization and various forms of abuse and exploitation. For the majority of these children, their basic needs are never met. UNICEF estimates that approximately 1 billion people worldwide live with one or more physical, sensory (blindness/deafness), intellectual or mental health impairment, of these an estimated 93-150 million are children. According to UNICEF’s State of the World’s Children report 2013, children with disabilities are often regarded as inferior, and this exposes them to increased vulnerability. Some of the vulnerabilities that they are subjected to include:

Discrimination based on disability, which manifests itself in marginalization from resources and decision-making, and even in infanticide (intentional killing of infants).
Exclusion that stems from invisibility. Few countries have reliable information on how many of their citizens are children with disabilities, what disabilities they have or how these disabilities affect their lives. Children thus excluded are unknown to, and therefore cut off from, public services to which they are entitled. These deprivations can have lasting effects, such as limiting access to gainful employment or participation in civic affairs later in life.
Underestimation of the abilities of people and children with disabilities, which becomes a major obstacle to their inclusion and provision of equal opportunities. Dismissive attitudes exist throughout society — from professionals, politicians and other decision-makers to families and peers as well as people with disabilities themselves, who in the absence of evidence that they are valued and supported underestimate their own abilities.
Higher risk of violence than peers without disabilities. Estimates provided in the State of the World’s Children report indicate that children with disabilities are 3.7 times more likely to experience combined measures of violence than peers without disabilities; 3.6 times for physical violence and 2.9 times for sexual violence. Children with mental or intellectual disabilities were found to be 4.6 times more likely to be victims of sexual violence than peers without disabilities.

Experts and researchers have found that the most pressing issue faced globally by persons with disabilities is not their specific disability, but rather the lack of equitable access to resources such as education, employment, health care and the social and legal support systems, resulting in disproportionately high rates of poverty.

The Vulnerability and Suffering of Children - Child Abuse

The vulnerability of children can result in their abuse. The World Health Organization offers the following comprehensive definition of child abuse, detailing the many forms of child mistreatment:

Child abuse and maltreatment constitute all forms of physical

and/or emotional ill treatment, sexual abuse, neglect, negligent

treatment, commercial or other exploitation, resulting in actual

or potential harm to the child’s health, survival or development

or dignity in the context of a relationship of responsibility, trust

or power.

Maltreatment: Each year thousands of children are beaten to the point of broken bones or intentionally burned or cut by those entrusted with their care. Sometimes abuse can come in the guise of “discipline.” The distinction between child discipline and child abuse is poorly defined and varies among cultures.

Physical maltreatment that leads to abuse involves commission of acts that result in the physical harm of a child or actions that have the potential to cause physical harm or injury. Corporal punishment used as discipline in many parts of the world has sometimes resulted in the death of children.

Emotional or verbal abuse is much more subtle and hard to recognize. As stated in the Compassion booklet that guides our protection of children from abuse:

Emotional abuse is the failure of a caregiver to provide an

appropriate and caring environment; this includes behavior that

has an adverse effect on the emotional health and development

of a child. Examples of this include denigration, ridicule, threats

and intimidation, discrimination, rejection and other nonphysical

forms of hostile treatment.

Children need adults to provide boundaries that allow them to safely explore new experiences. We have already reviewed the biblical call to teach and train children. Adults need to also guide children in distinguishing right and wrong choices so that they safely learn from their mistakes and gain wisdom from their experiences. Yet the discipline that may be part of such training must never twist into abusive behavior toward the child.

Sexual Abuse: Sexual abuse most often occurs when a caregiver or. other person in a position of trust or authority uses a child for sexual gratification. Sexual abuse often manifests itself in ways that cause a child to become even more vulnerable to other incidents of sexual violence. Children who have experienced sexual violence might act in ways that are considered to be inappropriate for their age. They may use language that is inappropriate, wear revealing clothes, or act in highly sexualized ways that expose them to even greater risk. Unfortunately, due to the stigma attached to sexual abuse, many communities, and even churches, turn a blind eye to such abuse.

According to UNICEF, “sexual violence against children is a gross violation of children’s rights. Yet it is a global reality across all countries and social groups. It takes the form of sexual abuse, harassment, rape or sexual exploitation in prostitution or pornography. It can happen in homes, institutions, schools, workplaces, in travel and tourism facilities, within communities — both in development and emergency contexts. Increasingly, the internet and mobile phones also put children at risk of sexual violence as some adults look to the internet to pursue sexual relationships with children. There is also an increase in the number and circulation of images of child abuse. Children themselves also send each other sexualized messages or images on their mobile phones, so called ‘sexting,’ which puts them at risk for other abuse.”

A World Health report indicates that 150 million girls and 73 million boys under the age of 18 experienced sexual violence of one form or another. These statistics are understated and do not reflect the actual magnitude of the problem, as accurate data is limited due to the sensitive and illegal nature of sexual abuse.

Sexual abuse also includes the practice of child marriages and human trafficking of children in poverty, often by unsuspecting parents hoping for a better life for their son or daughter.

Neglect: Many children roam the streets, begging for food or money because a parent or caregiver has neglected them. According to the World Health Organization, neglect is the failure to provide for the development of the child in all spheres: health, education, emotional development, nutrition, shelter and safe living conditions, in the context of resources reasonably available to the family or caretakers and causes or has a high probability of causing harm to the child’s health or physical, mental, spiritual, moral or social development. This includes the failure to properly supervise and protect children from harm as much as is feasible. In the context of poverty, it is important to call out that neglect is a failure to meet these needs when resources are “reasonablyavailable” to do so.

There is a need for more study of the problem of neglect of children. Because neglect is so closely associated with low education and low income, it is important to distinguish between neglect by parents and deprivation through poverty.

Neglect often leads to many other forms of abuse because it exposes a child and makes them vulnerable.

Exploitation: Children living in poverty are particularly susceptible to exploitation, as they may be left for long hours to fend for themselves, easily falling prey to deceitful adults promising something “better.”

According to a United Nations’ document, referred to as “Protocol,” child trafficking is the recruitment, transportation, transfer, harboring or receipt of children for the purpose of exploitation. It is a violation of their rights, their well-being and denies them the opportunity to reach their full potential.

While recent research has yielded information on the nature of child trafficking, little is known about its magnitude. The International Labor Organization’s 2002 estimation of 1.2 million children being trafficked each year remains the reference.

Another form of exploitation is child labor. UNICEF estimates that approximately 150 million children between ages of 5 and 14 are engaged in child labor. There is a strong correlation between such labor and low school attendance, which limits future opportunities and increases the likelihood of a life of poverty. The good news is that the global number of child laborers between the ages of 5 and 17 (the broadest age range used in child labor estimates) dropped considerably, from 215 million in 2008 (13.6 percent) to 168 million in 2012 (10.6 percent).

The Vulnerability and Suffering of Children - Vulnerability from Violence

Extreme violence is another vulnerability that poses great risk to children and dramatically limits their rights and opportunities. The United Nations reports that El Salvador has the highest rate of child murder in the world, resulting in Latin America’s lowest school attendance as families are afraid to send their children to school. That same report notes that a teenager in Latin America is 70 times more likely to be murdered than a teenager in a first-world country. And, for these children, even home can be a dangerous place, as one third of child murders occur at home, and about 40 percent of the murders are perpetrated by their own parents or relatives. (37)

Children living in poverty experience violence far too often, as victims and sometimes as direct participants. A child’s participation in the violent reality of their community may begin with a seductive invitation of a better life, a life where they will be respected and feared. Sometimes the invitation is not at all subtle, as violence against a child’s loved ones is threatened if they refuse to join the gangs and guerrillas.

There are reports in Central America of children from 4 to 8-yearsold who are used by gangs to pick up extortion money, spy on police operations, and even pass weapons to older members as they commit murder. Children from ages 12 to 14 are recruited as the ones to commit gang killings, as they will be judged as minors and receive lesser jail sentences. For children and families exposed to this type of extreme violence, fighting for or even dreaming of a better future becomes secondary to the priority of survival.

And around the world, thousands of boys and girls are recruited into government armed forces and rebel groups to serve as combatants, cooks, porters, messengers or in other roles. Girls are also recruited for sexual purposes or forced marriage. Many have been recruited by force, though some may have joined as a result of economic, social or security pressures. Situations of displacement and poverty make children even more vulnerable to recruitment.

Children associated with armed forces or armed groups are exposed to tremendous violence — often forced both to witness and commit violence, while themselves being abused, exploited, injured or even killed as a result. Their condition deprives them of their rights, often with severe physical and emotional consequences.

The Vulnerability and Suffering of Children - Children’s Rights

Given the moral and biblical basis for protecting and caring for children, we recognize that much of secular society is also committed to the protection of children, as described in a framework of rights called the Convention on the Rights of the Child. The concept of rights is consistent with Scripture:

Defend the cause of the weak and the fatherless; uphold the cause of the poor and the oppressed.

(Psalm 82:3)

Speak up and judge fairly; defend the rights of the poor and needy.

(Proverbs 31:9)

“Their evil deeds have no limit; they do not seek justice. They do not promote the case of the fatherless; they do not defend the cause of the poor.”

(Jeremiah 5:28)

In 1989, world leaders decided that children needed a

special convention to address the special care of those

under 18 years of age. The leaders also wanted to

make sure that the world recognized children’s human

rights. Historically, children have not enjoyed the

acknowledgment of their rights.

The Convention on the Rights of the Child (CRC)

articulates the rights of children. These include the

right to survival; to develop to the fullest; to protection

from harmful influences, abuse and exploitation; and

to participate fully in family, cultural and social life.

Although there is, not surprisingly, debate about the

details of these rights and whose responsibility it is to

ensure they are maintained, the CRC establishes the

first legally binding document that nearly all nations

have ratified. It provides a legal framework for other

action that can protect children.

Compassion affirms the need to articulate and respect

the rights of children. The CRC is a helpful instrument

adopted by society at large for the protection of

children. A Christian response to the CRC affirms that

children are humans with rights while pointing out

that such rights are not founded on human institutions

but upon a scriptural understanding of children being

created by God and inherently endowed with dignity.

“Girls and boys are people created in God’s image;

therefore, they are individuals of worth and dignity.

As any human being, their dignity comes from God’s

sovereign act, as their Creator (Genesis 1:26-28). Both

their rights and worth have not been acquired nor conceived by any

human power or convention, but they come from God and are inherent

to them by creation.”

The Vulnerability and Suffering of Children - Child Protection

Child protection helps children survive, thrive, participate and develop to their fullest potentials. It acts, in all situations, in the best interest of the child. It gives a voice to children and allows them to have a say in matters that concern them. Child protection creates safe cultures and environmentsgoverned by persons concerned about the welfare of children. In particular, child protection concerns everyone and is not just the domain of a few. For children to truly thrive and enjoy living in a safe, healthy society, every individual must be aware of their rights and be an avid promoter of those rights. Child protection, therefore, calls for advocates in every facet of society, from the littlest person to the policy maker.

A protective environment that embraces all areas of social life

— where laws, services, behaviours and practices minimize

children’s susceptibility to risk as well as strengthen their own

resilience — can prevent many forms of violence, exploitation

and abuse from occurring.

As discussed earlier, for people of faith, child protection is a response to God’s call to respect and protect children:

“See that you do not despise one of these little ones.

For I tell you that their angels in heaven always see

the face of my Father in heaven.” (Matthew 18:10)

“If anyone causes one of these little ones who

believe in me to sin, it would be better for him to

have a large millstone hung around his neck and

to be drowned in the depths of the sea.”

(Matthew 18:6, NIV 1984)

The importance and dignity of children as defined in Scripture, along with the fact that children are humans with rights, anchors Compassion’s commitment to protecting children from abuse. Concern for children is the cornerstone upon which Compassion International has been built. While Compassion encourages all efforts by different stakeholders — governments, nongovernment organizations, private sector, faith-based institutions, etc. — to protect children, we have a special co-responsibility to work with our local implementing church partners to ensure the protection of childrenregistered in our program. As such, Compassion has developed and implemented child protection policies, strategies, curricular resources and training that seek to protect children from threats to their safety.

The Vulnerability and Suffering of Children - Suffering of Children in Poverty

As a consequence of vulnerabilities, the children in our world are suffering. Their suffering is extensive and impacts all dimensions of their lives — physical, socio-emotional, cognitive and spiritual. Although the well-being of children is improving globally in terms of physical and cognitive growth and learning, children and youth continue to face massive challenges. Consider these hard realities faced by children.

The Vulnerability and Suffering of Children - Physical Suffering of Children

According to the UN Inter-agency Group for Child Mortality Estimation, each year about 5.9 million children die before their 5th birthday — an average of more than 16,000 per day — most of whom die from diseases that could have been prevented or treated.

Sixteen thousand times each day a little person, designed by God and given to us as a gift, dies before the age of 5. The vast majority of those children die because of poverty. The immediate cause of death may be malaria, dirty water, vaccine-preventable disease, treatable pneumonia or any number of other causes, but the root issue is poverty. Poverty is the difference between an average of 1 child in 12 dying in sub-Saharan Africa before his or her 5th birthday and 1 child in 147 dying in highincome countries (48).

Childhood death is caused by poor nutrition, lack of clean water (resulting in diarrhea), poor vaccine coverage, pregnancy/labor complications, and specific major disease threats such as pneumonia and malaria. The following data summarizes the leading causes of child health.

LEADING CAUSES OF CHILD DEATH

17% PNEUMONIA

16% PRETERM BIRTH COMPLICATIONS

8% DIARRHEA

7% NEONATAL SEPSIS

11% COMPLICATIONS DURING BIRTH

5% MALARIA

Malnutrition is a major factor in poor health and increased mortality. Nutrition has vital importance during “critical stages” of development such as infancy. Malnourished children are much more likely to die as a result of a common childhood diseases than those who are adequately nourished. Studies also show that severely malnourished schoolage children have problems with conduct, attention span, and social relationships.

Unsafe water and inadequate sanitation are also major sources of suffering for children. Forty-nine percent of the rural population globally still lack improved sanitation facilities. Of the one billion people who still lack access to latrines, 9 out of 10 of them live in rural areas. Thankfully, continued progress shows a climb from 76 to 91 percent of people having safe water access between 1990 and 2015. Yet it’s still estimated that 633 million people worldwide continue to use unimproved drinking watersources, including unprotected wells and springs and surface water.

Malaria is another major source of childhood suffering. There were 214 million new cases of malaria worldwide in 2015. The Africa Region accounted for most of those cases (88 percent), followed by the South-East Asia Region (10 percent). However, through the use ofinsecticide-treated bed nets, accessing better medicines, and spraying to kill mosquitoes, significant progress is being made against malaria. Worldwide, between 2000 and 2015, estimated malaria mortality rates fell by 65 percent in children under 5 years of age.

Acute respiratory tract infections (ARI) are one of the most common reasons that parents seek out health care for their children. ARIs include the common cold, ear infections, sore throats, bronchitis, pneumoniaand several other conditions. But the majority of all respiratoryrelated deaths in children under 5 years of age worldwide are due to pneumonia. The UN Inter-agency Group for Child Mortality Estimation listed pneumonia as the cause of over one million child deaths in 2015. (55) Pneumonia is the single largest infectious killer of children worldwide, but it can be prevented through immunization, adequate nutrition and addressing environmental factors.(56)

Additionally, in 2014, 36.9 million people were living with HIV. Of those, 2.6 million were children under age 14. (57) And 1.8 million of those children were without access to HIV treatment. (58) HIV and AIDS havetaken the lives of millions of parents, resulting in an estimated 13.3 million orphans. More than 80 percent of these orphans (11 million) are African. (59) Again, despite these bleak statistics, progress is being made against HIV and AIDS as new HIV-infection rates among children have decreased 58 percent from 2000 to 2014. (60)

Although 5.9 million child deaths per year may feeloverwhelming, it is important to see those numbers dynamically. In a sense, 5.9 million is a number to be celebrated because it represents incredible progress. In just 25 years (from 1990 to 2015) we have cut the child death rate from 91 to 43 per thousand births. That’s a reduction of 53 percent. (61) We have every reason to expect this progress to continue. These children’s lives can be saved and are being saved.

The Vulnerability and Suffering of Children - Socio-emotional Suffering of Children

In addition to physical suffering, many children suffer from low self-esteem, damaged relationships, andtraumatic childhood experiences. The term “socioemotional” is an integrated understanding of how people see themselves in relationship with others. A person’s sense of identity and value is linked to his or her relationships with others. The “socio” part of this term refers to the relationships where a person finds belonging or rejection, nurture or abuse, affirmation or criticism. The “emotional” part refers to self-concept, self-esteem and the attitudes that characterize the individual. The two are highly interrelated and a child’s relationships with others, especially the mother or primary caregiver, have a profound impact on the child’s thoughts and feelings about himself, which often translates into his view of others.

In the past there was great emphasis on cognitive development, performance in school, as the most important factor contributing to longterm success and wellness for children. More current understanding of child development holds that the deeper aspects of character formation, attitudes and socio-emotional health are the keys to success not only in school but also in life.

What matters most in a child’s development, they say, is not
how much information we can stuff into her brain in the first
few years. What matters, instead, is whether we are able to help
her develop a very different set of qualities, a list that includes
persistence, self-control, curiosity, conscientiousness, grit and
self-confidence. (62)

Tragically, many children do not experience healthy, nurturing relationships. Instead, they are surrounded by relationships that
demean, destroy and exploit. This causes profound damage to their view of themselves, their self-esteem, their ability to trust, and even
their sense of hope. Studies show that Adverse Childhood Experiences (ACE) correlate with negative adult outcomes. For example, people
with ACE scores of four or higher are seven times more likely to be alcoholics, seven times more likely to have sex before age 15, and 30
times more likely to have attempted suicide. Sadly, millions of children are subjected to traumatic experiences.

Children worldwide experience violence,
exploitation and abuse. They are forced to fight
in wars or labour in intolerable conditions; they
are sexually abused or subjected to violence as a
punishment; they are forced into child marriage
or trafficked into exploitative conditions of
work; they are needlessly placed in prisons,
detention facilities and institutions. (63)

Traumatic experiences are known to physically damage brain development. The stress overloads the hypothalamic-pituitary-adrenal axis and literally alters brain function. Psychological impacts include anxiety, fear, distraction, difficulty concentrating, depression
and difficulty rebounding from disappointments. Needless to say, children experiencing adversity have a hard time focusing and performing well in school, which further undermines their holistic development. (64)

The problem of violence against children is particularly alarming, with between 500 million and 1.5 billion children estimated to experience violence annually. (65) As stated earlier, around 1.2 million children are estimated to be sold and trafficked each year as
children for illegal adoption or into lives as laborers, prostitutes or soldiers. It is likely that this estimate is low due to difficulty in obtaining accurate data.

UNICEF emphasizes the point that successful child protection
always begins with prevention, that is with broad measures that
are aimed at building the kind of world in which children do not
get trafficked in the first place. (66)

Of course one of the best ways to prevent trafficking and many other forms of exploitation is for the child to be in the care of loving parents.

The Vulnerability and Suffering of Children - Illiteracy and Cognitive Suffering of Children

The term “cognitive suffering” certainly includes lack of education and illiteracy. But the term also encompasses a broad scope of impaired cognitive functions. Many factors can impair brain development and stifle potential. Research shows that early under-nutrition, stress and poor stimulation and social interaction can affect brain structure and function, and have lasting cognitive and emotional effects.

The finding that exposure to poverty in early childhood materially impacts brain development at school age further underscores the importance of attention to the well-established deleterious effects of poverty on child development. Findings that these effects on the hippocampus are mediated by caregiving and stressful life events suggest that attempts to enhance early caregiving should be a focused public health target for prevention and early intervention. Findings substantiate the behavioral literature on the negative effects of poverty on child development and provide newdata confirming that effects extend to brain development. (67)

The discrepancy between a child or youth’s current developmental levels and what they would have achieved in a more nurturing environment with adequate stimulation and nutrition indicates the degree of loss of human potential. (68)

Literacy rates have made steady gains throughout the 20th century and by 1950 the global literacy rate had reached 50 percent. At the turn of the century it had reached 83 percent. (70) UNESCO reports the 2010 global literacy rate for adults at 84.1 percent and youth at 89.6 percent. (71)

According to UNICEF, between 1999 and 2006, enrollment ratesin primary school in sub-Saharan Africa increased from 54 percent to 70 percent. In East and South Asia, they increased from 75 percent to 88 percent over the same period. Worldwide, the number of children of school age who were out of school fell from 103 million in 1999 to 73 million in 2006.(72)

The United Nations’ Millennium Development Goals Report noted an estimated 57 million children of primary school age were out of school in 2015. More than half of them (33 million) were in sub-Saharan Africa and another 9 million were in Southern Asia. Those statistics reflect a worldwide decrease of almost 50 percent from 2000 to 2015, but the progress has been erratic. Based on trends between 2007 and 2012, it was projected that 1 in 10 primary-school-age children remained out of school in 2015.(73)

The overall increases in literacy rates and primary school enrollment are tremendously encouraging trends. However, the ongoing educational disparity in many countries between boys and girls remains a concern. The gender gap in youth literacy is improving, but all over the world, more girls than boys are held back from attending primary school. More than half (55 percent) of the children in the developing world who do not
receive primary education are girls.(74) Lack of education, early marriage and poverty make girls vulnerable. Many end up in domestic service or are simply expected to do too much work around the home.

A person’s ability to think and learn is a fundamental part of a healthy and fulfilling life. Lack of education, illiteracy and other factors thatimpair cognitive potential undermine the individual’s ability to thrive. Such a person may struggle to understand issues, protect his or her rights, or find employment — not to mention the loss of personal enrichment, which flows from education. Education and literacy unlock a world of opportunity.

The Vulnerability and Suffering of Children - Spiritual Suffering of Children

Before discussing “spiritual suffering” it is important to review some basics of Christian holism. Holism sees the
physical, relational, cognitive and spiritual dimensions of life as inseparable and interdependent. These are
interwoven into one fabric and seen as a whole rather than as parts. We will briefly describe a few examples
of these interdependencies to show how the aspects of holistic child development are interconnected.

It is easy to see how physical well-being impacts cognitive learning. If children are hungry or sick then they can’t focus and learn. Similarly, the interdependence of physical wellness on relationships may be seen, as a child too sick to play can experience relational isolation. Sometimes social dynamics such as discrimination or bullying can cause a child to withdraw in school and negatively impact cognitive
learning. And again, the impact of relationships on physical and cognitive growth is demonstrated when social stress negatively impacts brain development. The connections between physical, social and cognitive development are fairly easy to see.

In the same way, the spiritual aspect of life is interdependent and woven into the physical, relational and cognitive. We may learn of God’s love from Scripture (cognitive), experience God’s love in the kindness of others (relational), and express God’s love through acts of service (physical), but all of that is spiritual. All of it is the experiential “knowing” of God’s love.

As stated in the review of biblical foundations, children are spiritual beings. We are each uniquely created by God and designed to live in relationship with Him. The experience of God’s unconditional love enables us to truly love others — “we love because he first loved us” (1 John 4:19). Holism sees that healthy spirits enable healthy relationships with others. A holistic view of life from a Christian perspective maintains that human flourishing, “life … to the full” is found in Jesus Christ (John 10:10). Spiritual life is experienced in bodily form and in relationships, holistically, even after physical death. Scripture teaches that we will continue to exist and experience life in a body (1 Corinthians 15:35-49). Therefore the essence of being human is spiritual, bodily, relational and knowing (cognitive), and that is true for children as well.

Upon this holistic understanding of life and the recognition that spiritual life is centrally important to the whole of life, we can understand the causes of spiritual suffering. As stated, children are created by God and designed to live in relationship with Him. That life-giving relationship is found in Jesus Christ — “the way and the truth and the life” (John 14:6).

Therefore the root cause of spiritual suffering is a broken relationship with one’s Creator.

The central teaching of Christianity is that God, through Jesus, came to forgive us, redeem us, and restore our relationship with Him. Restoration for suffering people (all of us) is found in restoring our relationship with God through Jesus. Any understanding of human suffering, especially “spiritual suffering,” from a Christian perspective must begin with an understanding of these foundational Christian beliefs.

Children, as spiritual beings, suffer when they live unaware of the love of God found in Jesus Christ. They suffer when they live under the dark lies of poverty (“You don’t matter”) rather than in the light of God’s truth (“God loves you”). Life apart from God is not merely described as “suffering” in Scripture; it is considered death.

Messages of poverty are not the only deceptive messages that children face. Children face an equal, if not greater, deception in the context of wealth. For example, false messages — which declare that one’s identity is found in possessions, that worth is found in image, or that consumption is a path to happiness — reach children from all sides in high-income societies.

Advertising is widespread in [U.S.] public schools.
Electronic media have replaced conventional
play. We have become a nation that places lower
priority on teaching its children how to thrive
socially, intellectually, even spiritually, than it does on training
them how to consume. (75)

The season of childhood and adolescence is the most critical time for developing and articulating one’s beliefs and values — whether that
comes from Islam, Christianity or even secular materialism. The latter values are evidenced by the fact that the now number one aspiration among American youth is, “When I grow up I want to be rich.”76 These are lifelong worldview commitments.

Every child is being made into a disciple of one worldview or another and, in the case of American children, they are becoming the disciples of television and its multi-billion-dollar advertising industry as they watch an average of 3.3 hours per day and 16,000 commercial messages per year. (77) At the same time childhood obesity has doubled in America, (78) and rates of anxiety disorders and other socially disruptive challenges have increased. (79) This again illustrates the holistic nature of life.

In addition to the deceptive messages of materialist cultures, false belief systems, or other deceptive teachings, Scripture teaches that an enemy force works in opposition to God. “The thief comes only to steal and kill and destroy” (John 10:10). This spiritual adversary is the “father of lies” and will do whatever he can to shatter and steal the abundant life God wants for children.

The most vital, central essence for all humans is found in our relationship with our Creator. Yet sin has broken that relationship and severed our connection to the Source of true life. Therefore, the most vital, central work of bringing life is the work of restoring that relationship with God through Jesus. A dualist mind-set would interpret that statement as “it is more important to teach the Bible than to feed a hungry child.” A Christian holistic mind-set rejects that interpretation and instead understands that all aspects of sharing God’s love with a child (whether feeding, hugging, teaching, protecting or sharing the truth of Scripture) are each ways of leading a child into a restored relationship with God through Jesus. Just as the truth of Scripture is indispensable, so is the hug.

Through holistic disciplemaking, the church is empowered to
demonstrate the ultimate form of love: the agape — the sacrificial
and unconditional love that heals and restores relationships. (80)

This helps to explain why Compassion works on behalf of children in partnership with churches. It also explains why Compassion is not
interested in receiving funding from governments that might impose dualistic requirements (separating “humanitarian work” from “religious
instruction”) upon fund recipients. It explains the difference between a Western dualist’s perspective of “proselytism” and a Christian
understanding of holistic ministry. Without understanding Christian holism and without understanding Compassion’s view of spiritual
suffering, it will be very difficult to understand the rationale behind key elements of Compassion’s philosophy and program design.

The Vulnerability and Suffering of Children - Summary

A holistic approach to tackling the problems of poverty requires comprehensive action that is physical,
socio-emotional, cognitive and spiritual. It requires protection and opportunity. It requires healing
broken relationships. It requires replacing doubt with confidence, fear with courage, sickness with health,
suspicion with trust, ignorance with knowledge, despair with hope, and death with life. The suffering
of children impacts every aspect of their lives and therefore our response must encompass every aspect
of their lives.

In this section we have reviewed the vulnerabilities of children, especially those living in poverty who are
at even greater risk of suffering from malnutrition, preventable diseases, illiteracy and the threats of
exploitation and violence. Next, we will discuss the amazing potential that children have to bring about
sustainable positive social and economic change.

The Amazing Potential of Children

The failure to invest in the life of a child at the right time can never be remedied later. (81)

Scripture reminds us that children are precious and incredibly important. They are made in the image of God, gifts entrusted to us by their Creator, endowed with inherent dignity, and trusted by God as agents to participate in His work. The vulnerability and suffering of children is seen in the threats they face and the harsh situations that they endure. The vast scale of that suffering can be overwhelming and can lead people to see children only in terms of weakness, vulnerability and suffering — as a problem to be solved.

We will now turn our attention to the importance of seeing children not simply for their needs and vulnerabilities but, perhaps more importantly, for their strengths. We will see children for what they have rather than for what they lack. We will show that the ultimate solutions to child poverty are found in the children themselves.

Raising a generation that walks with Christ and therefore believes in a better future — seeing themselves as capable agents of change and holding the knowledge, creativity and confidence to overcome challenges — will bring about a generation that frees itself from extreme poverty.

Children are culture-shapers. Children are change-agents. They offer fresh voices, questions and insights on today’s entrenched problems. They are the most likely “early adopters” of trends that shape the future. Children are the key to sustainability in social and economic change and they are the energy to create it.

The Amazing Potential of Children - Children and Cultural Change

Values along with spiritual principles shape the basis for all organized societies. Some values actually promote economic development and
material well-being. Some values emphasize socioeconomic justice and human democracy. Others do not. Societies tend to fall in line behind
their values and organizing principles. (82)

In the groundbreaking and controversial book Culture Matters, it is argued, “culture makes almost all the difference in economic
development.” (83) The beliefs and values within a society undergird the economic possibilities of that society. That statement, though entirely
credible, is controversial because it raises fears of cultural imperialism.

The thought of one culture imposing its beliefs and values upon another provokes anxiety because it is associated with colonialism and other
forms of cultural arrogance. However, cultural influence and change are inevitable in our era of globalization. Whether it is government-funded
family planning policies, violent TV programming created in Hollywood and piped into Africa, or the teachings of a church-based program,
values and ideas are globally trafficked. The question is not whether cross-cultural influences are at work but whether those are “good.”

Somehow in the confusion of post-modern ethics, even the claim that certain values are “good” may be seen as controversial. Yet, almost
anyone would agree that kindness is good and meanness is bad. Diligence is good and slothfulness is bad. Generosity is good and greed
is bad. The list is long. From the biblical point of view, the “good” values are those of Jesus, and therefore the culture we seek to promote is not
that of a particular society or nation but rather the culture of Jesus.

Some wrongly equate the teaching of a Christian worldview as teaching a “Western” worldview when, if anything, it is a worldview that originated
in the Middle East and reached Ethiopia before it reached Rome. Such critics are offended by the idea that Compassion’s church partners seek
to “make disciples.” They tend to label such work as “proselytism.” Yet we view this position as disingenuous and hypocritical. However, their
perspective is not hard to understand given the very mixed track record of people who claim to follow Jesus, yet have exported their particular
culture along with the gospel message of Jesus. Every child on earth is being made into a disciple of some worldview or another. Critics
of teaching a Jesus-centered worldview tend to favor the teaching of a secular humanist and materialist worldview. Such critics, ironically,
espouse tolerance while working to marginalize faith-based perspectives. Compassion is not committed to exporting Western culture surrounding
its expression of Christianity, but rather the essence of the teachings of Jesus and relationship with Him.

The text of Culture Matters puts it simply, “values shape human progress.” As a Jesus-centered ministry, Compassion maintains that the
promotion of Jesus’ values is important and strategic for economic, social and individual well-being. We believe that the values
of Jesus — love for others, forgiveness, grace, selfsacrifice, kindness, honesty, faithfulness, obedience
to God, along with a host of others — are the values that cultivate human flourishing and healthy life for
individuals as well as for whole societies. Therefore, it is important to understand when and how these
values, opinions and beliefs are formed. The answer is in childhood and adolescence.

George Barna, the well-known researcher on faith and the Church in America, says, “If people do not embrace
Jesus Christ as their Savior before they reach their teenage years, the chance of their doing so at all is
slim.” (84) This important and often unnoticed fact is the motivation behind a movement called the “4-14 Window,”
so named in reference to the fact that between 70 and 85 percent of adult Christians first express their faith in
Jesus between the ages of 4 and 14. (85)

The importance of children and youth in shaping opinions and trends is not lost on New York’s Madison
Avenue (the symbolic embodiment of the U.S. advertising industry). American advertising industry
has recognized the value of youth-targeted marketing efforts. They spend $15 billion per year to shape the
opinions, brand loyalty and purchasing decisions of children and youth. (86)

Given that consumerist forces are spending a war chest of billions of dollars to shape the attitudes, opinions
and behaviors of the next generation, it seems that the Church faces a daunting challenge to instill the
virtues of Jesus. The main point is that there are no “unreached children.” All children are being reached.
The questions are, by whom and for what ends?

Children, therefore, play a pivotal role in determining the future of our cultures. Their decisions about
which values and beliefs to adopt will determine whether our cultures reflect the values of greed or of
generosity, of self-sacrifice or of ambition, of service or of entertainment, of purity or of lust. The values our
children adopt are not only of concern morally, they also have a significant impact economically.

The Amazing Potential of Children - Children and Economic Change

Improving income for the poor requires better job opportunities and more market-ready human talent.
Knowledge, skills and other dispositions — such as inventiveness, honesty and so on — not only make
the poor more employable, they also grow entire economies, which then give birth to a virtuous cycle of
growth and opportunity.

Economists affirm that the chief cause of
the wealth of nations is not material at all,
but knowledge, skill, know-how — in short,
those acts and habits of discovery, invention,
organization, and forethought that economistsnow describe as “human capital”, which is located in the human
spirit and produced by spiritual activities of education and
training and mentoring. Human capital also includes moral habits,
such as hard work, cooperativeness, social trust, alertness,
honesty, and social habits, such as respect for the rule of law. (87)

The development of human capital, then, is essential to the development of a community or a nation. Overcoming poverty is about human
development. It’s not only about building healthy, knowledgeable people with skills but also people with social trust, inventiveness and a
capacity to strive toward a better future. In short, the goal is to develop people with vision and hope to work together with others in overcoming
the challenges they face. This takes us back to our previous statement: “the ultimate solutions to child poverty are found within the children
themselves.” Investing early and comprehensively in the development of children can produce the very qualities and values society needs to
overcome poverty.

Christian holistic child development is perhaps the most powerful way to build the economic drivers of a healthy, educated people who build
trust, work together and believe a better future is possible. People acquire those values and capacities during childhood. All of this underscores
the main point — children have amazing potential.

The opening statement of the United Nations Development Program’s 2010 Human Development Report, which was begun in 1990, stated,
“People are the real wealth of a nation.”88 In other words, development is fundamentally about people. Research shows that as human capital
grows so does national income. (89) This is reinforced by these words:

Recent works on economic growth have demonstrated the farreaching
role of education, health, and other human qualities
in generating economic growth. …This is, in fact, the “human
capital’’ aspect of human development. (90)

As income grows, people typically plan more for the future and are more likely to take action on their own behalf. And the research of Angela
M. Gobar indicates that as individuals change, “positive changes may also accrue to neighborhoods, communities, and societies at large.” (91)
Gobar continues:

Through human capital development, individuals and families
increase their earning power and are, therefore, less likely to live
in poverty. Increased earnings through human capital investment
have a positive effect on individual morale and aspirations.
In the context of a human capital model, education increases
the productive capacity of the educated individual and society
derives the benefits. (92)

While human development certainly impacts production numbers and the gross domestic product, its reach extends beyond economic
development. The United Nations Development Program offers a helpful and broad understanding of the concept of human development, which
can be summarized as follows:

Human development can be defined as a
process of enlarging people’s choices and
building human capabilities (the range of things
people can be and do), enabling them to: live a
long and healthy life, have access to knowledge,
have a decent standard of living and participate
in the life of their community and the decisions
that affect their lives. (93)

Development should expand the choices and opportunities people have. Positive options should be
available, especially for young people. Sudhir Anand and Amartya Sen note:

Human development, in the form of people
being better educated, more healthy, less
debilitated, and so on, is not only constitutive
of a better quality of life, but it also contributes
to a person’s productivity and her ability to
make a larger contribution to the progress of
material prosperity. (94)

Investing in long-term, holistic child development builds the kind of people who not only grow local
and national economies but also the kind of people who contribute to the health, education, freedom
(expansion of people’s choices) and quality of life for whole societies. The best time to transform the
economic potential of a nation is to build the people of the nation during childhood.

The Amazing Potential of Children - Children and Sustainability

In recent years, research on transformational development has affirmed that human development is essential to any kind of lasting socioeconomic
transformation. Social scientist David Landes summarizes:

History tells us that the most successful cures for poverty come
from within. Foreign aid can help but, like windfall wealth, can
also hurt. It can discourage effort and plant a crippling sense of
incapacity. As the African saying has it, The hand that receives is
always under the hand that gives. No, what counts is work, thrift,
honesty, patience, tenacity … at bottom, no empowerment is so
effective as self-empowerment. (95)

Sustainability is a necessary element in human development. For people to overcome poverty, changes must be made that go beyond a
single generation. The failure of children to fulfill their developmental potential and achieve satisfactory educational levels plays an important
part in the intergenerational transmission of poverty. (96)

Anand and Sen summarize:

The growing concern with “sustainable development” reflects
a basic belief that the interests of future generations should
receive the same kind of attention that those in the present
generation get. (97)

Sustainable development is about human and ecological flourishing of life over a long period of time. Sustainability is “development that
meets the needs of the present without compromising the ability of future generations to meet their own needs.” (98) Similarly, it means that
the development achieved can be sustained even when the inputs (here, aid and assistance) are withdrawn.

Investments that build the capacities of people are by definition sustainable. Therefore, holistic child development is sustainable development. It
builds a generation of healthy, knowledgeable, skilled, solution-minded, innovative, socially integrated, empowered young people who become
the solutions and overcome the challenges of poverty.

Perhaps it was recognition of the importance of child development on overall progress against poverty that prompted the United Nations to
place a strong emphasis on child well-being indicators in the Millennium Development Goals. Many of these goals directly address children’s
vulnerabilities. (99) Examples of this emphasis include the percentage of underweight children (target 1c), universal education and literacy
(goal 2), gender equality in school enrollment (target 3a), child survival rates (goal 4), maternal health (goal 5), the ratio of orphans to nonorphans
enrolled in school (target 6a), and the percentage of children sleeping under insecticide-treated nets or treated with appropriate
medicines (target 6c). Six of the eight goals have a clear emphasis on child well-being. The underlying assumption is that as the child thrives
so will the future.

The Amazing Potential of Children - Summary

People are central to development. People harbor the beliefs and values that compose cultures, that give rise to governments, and that drive economies. Economists refer to this as “human capital,” which is a fact-based description of the capabilities that people possess. Human capital (or capacity) is not merely health and education but includes the many qualities rooted in beliefs, values, attitudes, aspirations and social trust. In Compassion’s language — the language of Christian holism — these qualities are described in terms of spiritual, physical, cognitive and socio-emotional health.

We have recognized that development is not simply about increased income but about empowerment and expanded freedom (expanding the range of people’s choices). Capable people empowered to make choices and apply their productive skills in socially beneficial ways are the solutions to extreme global poverty.

The best time to build those “capable people” is in their earliest years — childhood. This is not to say that development ceases in adulthood. Yet the degree of growth in physical, social-emotional, cognitive and spiritual development significantly slows as people become adults. Therefore, a strong emphasis on child development is warranted to achieve human development outcomes.

We have reviewed the incredible potential of children to shape the cultures — including beliefs, values, attitudes, behavioral norms – of society, and we have explored how economic development is tied to culture and human capital. We have shown that human development is most impacted by child development. With this understanding, we turn our attention to the question of how to most effectively and holistically develop children to realize their potential.

Holism and Child Development Essentials

In our earlier discussion of “spiritual suffering” (pages 67-72), we provided a brief overview of Christian holism. Here we will give a greater depth of review to each aspect of holistic child development — physical, cognitive, socio-emotional and spiritual. It is somewhat of a contradiction to talk about the “parts” of holism because the entire point is their interdependence. Nevertheless, a deeper appreciation of each aspect of development is important to understanding the specific types of work that are required to help children thrive.

Holism and Child Development Essentials - Basics of Christian Holism

Physical, cognitive and socio-emotional development supports the ability to grow spiritually and vice versa. If a child has an abusive parent, he or she has a hard time experiencing God as a loving Father. If a child is exploited, trafficked or coerced into gangs, it is hard for him or her to believe in love, peace and hope. Likewise, a child who does not have a hope for a better future may not strive or take risks to achieve that better future. A child who does not see their own unique value may not see value in others, which may undermine healthy relationships. Therefore, the goals of achieving physical health, education, trusting relationships, healthy self-esteem and a mature Christian faith are interdependent.

Social institutions in most cultures tend to limit their work to one aspect of holism. Schools focus on cognitive development. Health services such as clinics and hospitals address physical development. Families, communities and social organizations such as clubs or athletic groups tend to emphasize socioemotional development. Traditional church and religious institutions focus on spiritual development. This fragmentation does not reflect an integrated way of working with people. Few programs ensure progressive, balanced development across the whole person. To follow Jesus’ example of ministry requires exactly that — working with the whole person. It is clear in the Gospels that Jesus loved the whole person and responded to each one’s point of need. When John the Baptist’s disciples came to Jesus to ask if He was the one to come, Jesus answered by identifying Himself and His ministry: “The blind receive sight, the lame walk, those who have leprosy are cleansed, the deaf hear, the dead are raised, and the good news is proclaimed to the poor” (Luke 7:22). He did not characterize His work as merely social acts or only preaching, rather the combination of the two.

Social ministry is not a means to a spiritual end. It is not possible to separate the “social gospel” from the “spiritual gospel.” The gospel is holistic. In fact, any gospel that is not “good news to the poor” is a false gospel. (100) Likewise, social ministry is not a means of “proselytism.” Critics accuse Christians of “buying” converts because we provide for physical or educational needs while also teaching about Jesus. When in reality, responding to those needs is simply a comprehensive expression of the love of God — a love that responds to physical, social, emotional, cognitive and spiritual needs. Of course, Jesus offered such healing unconditionally, and we should too. Jesus healed 10 lepers, but only one returned (see Luke 17:11-19). As we follow His example, we know that there should never be a requirement or even expectation that people choose to become a Jesus follower in order to receive help. There is no conditionality to God’s love for us. Nor should there be conditionality to our love for others.

As we seek to minister holistically, we also expect results. The goal of holistic child development needs to be described in terms that give us a clear picture of the end result, the well-developed child. The outcomes Compassion seeks in children’s lives flow from our understanding of poverty and sufficiency, as described in Compassion’s book Poverty in the Ministry Philosophy Series. Specifically, the following statements from that book describe the sufficiency, or basic God-given potential, in each aspect of holistic growth:

• Physical Health: Everyone should be free from preventable
disease and have his or her basic nutritional needs met.

• Social Health: Everyone should be able to love someone else
and receive love from another.

• Emotional Health: Everyone should see himself as unique and
valuable because of God-given dignity and worth, and he should
see that dignity and worth in others.

• Cognitive Health: Everyone should be able to read and learn.
Everyone should possess basic skills in numeracy. Everyone
should know a skill that allows him/her to offer productive
service in his or her context.

• Spiritual Health: Everyone should be able to experience the
love of God, His grace, His forgiveness and His restoration found
in Jesus. (101)

We will now explore each of these areas in greater detail.

Holism and Child Development Essentials - Physical Development

Physically, from the time of conception through late adolescence, a human child develops from microscopic size into a functional young
adult. The brain develops a complex network of synapses. The ability to reproduce grows into maturity. The vulnerability of infancy gives way to
the vitality of childhood and adolescence. Adulthood, in comparison, is relatively static in terms of physical development.
Simply put, the most important and significant human development occurs from the time of conception through late adolescence. Even a cursory
overview shows that this holds true in all aspects of human development.

Critical periods of brain development occur during the first three years of a child’s life. For speech and
language development this needs to be a time when thechild’s world is stimulating, with a wide exposure to
differing experiences.

How we care for our children today impacts their developing bodies, who they are, and who they will
become. Poor physical development often creates insurmountable deficits in the other arenas of
development. Children in developing countries are exposed to numerous risks to development, such as
lack, poor health, malnutrition and home environmentsthat are often far from stimulating. (102)

Randomized trials that provide food supplements to improve children’s nutritional status and development
show benefits to motor and mental development and cognitive ability. (103)This indicates that children can
make rapid improvements when their basic nutritional needs are met. Similarly, protecting children from disease will help maintain health. This is accomplished
in many ways such as through provision of safe water, adequate sanitation, proper hygiene practices, timely
vaccinations or other medical interventions, such as deworming or sleeping under insecticide-treated nets to
prevent malaria. These and many other practices help promote physical health for children. Healthy children show less absenteeism from school and therefore grow cognitively and
relationally as well.

Among the many important aspects of human development occurring during childhood and adolescence is sexual development. Genesis 1:27
says “male and female he created them.” Aside from the obvious physical differences, the differences of gender embody rich significance in God’s
created order. God’s first command to people was “be fruitful and increase in number” (Genesis 1:28), which connects gender difference
with the unique power to create life.

Much could be said about the biblical view of sexuality but at the core it is important to recognize that sex and sexuality are divinely established
and purposeful. Scripture establishes that sexual relations are intended to be experienced exclusively within the covenant relationship of
marriage. Sadly, throughout history, humankind has succumbed to sexual appetites and lusts resulting in extensive psychological,
emotional and even physical harm among children and youth. Many of today’s societies are saturated with sexual images, messages and norms
of behavior that pose a significant threat to the well-being of children and call upon caring adults to provide protection, guidance and council.

Physical development of children requires protection from a range of threats, such as malnutrition, sexual abuse, physical hazards like road
traffic or electrical wiring, and even threats of disease like those posed from unsafe drinking water. Physical development of children also
requires nurture through healthy foods, physical activity/exercise, and motor skill development. Stronger children grow into stronger, more
productive adults. The belief has been long accepted that “well-nourished girls grow into women who face fewer risks during pregnancy and
childbearing and whose children set out on firmer developmental paths, physically and mentally.” (104)

Holism and Child Development Essentials - Cognitive Development

Cognitive development is a field of study in neuroscience and psychology focusing on a child’s development in terms of information processing,
conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared
to an adult’s point of view. In other words, cognitive development is the emergence of the ability to think and understand.(105) Cognitive
development includes remembering, problem-solving and decisionmaking. (106) For children, the interrelated development of emotion and
cognition requires the healthy development of complex networks of neural circuits throughout the brain.(107)

A United States National Institute of Health report says:

There is increasing evidence suggesting that there are “critical
periods” for speech and language development in infants and
young children. This means that the developing brain is best
able to absorb a language, any language, during this period. The
ability to learn a language will be more difficult, and perhaps less
efficient or effective, if these critical periods are allowed to pass
without early exposure to a language. (108)

Studies consistently report the lasting effects of early cognitive interventions, with some gains maintained for as long as 17 years. This research upholds the importance of early cognitive
stimulation for developing young children’s cognitive abilities.(109)

Cognitively, a young child begins as an information gatherer. In her early years, she learns how to focus
on a single aspect of thinking. Then she develops the ability to understand some relationships between the
facts and observations she has gathered. Sometime later, she can think about concepts in an abstract way,
as well as gather facts and categorize them. This is an introduction into the more stable cognitive processes
of adulthood.

Because the early years are a time of such great change in a child’s life and are of such long-lasting influence,
ensuring the child has the very best start should be our highest priority. Actions taken on behalf of children
during this critical period affect their future development and potential. Early experiences determine whether a
child’s brain architecture will provide a strong or weak foundation for all future learning, behavior and health.(110)

Early cognitive and social-emotional development is a strong determinant of school progress in developed
countries. Further evidence of the importance of early childhood is that interventions at this age can have
sustained cognitive and school achievement benefitsfor later in life.(111) Literacy and education, especially for girls, are closely
associated with increased child survival rates, as educated parents go on to have access to information and better parenting skills. A lack of
access to quality education and correct information is also a contributing factor in childhood malnutrition.(112)

Given this, it’s no surprise that education is included as fundamental in the Convention on the Rights of a Child. Education and literacy
unlock potential, enable young people to understand and participate in the decisions that impact their lives, increase their success in gaining
employment, and are closely linked to positive life outcomes.

In addition to traditional education systems, there is an important role for nonformal education. A recent World Bank report states:

Non-formal education plays an important role in developing
countries where formal educational institutions fail to reach
certain, often more disadvantaged, segments of the population.
Often community-based non-formal schools better cater to the
needs of local children than formal schooling does. At the same
time non-formal educational experiences may act as an important
complement to formal schooling.(113)

Healthy development of children requires strong support of cognitive development. Age-appropriate experiences and stimulation to develop
language, numeracy, encourage curiosity and self-expression in the context of loving relationships will build a child’s lifelong capacity
to solve problems, overcome challenges, and engage confidently in productive endeavors.

Holism and Child Development Essentials - Socio-emotional Development

Healthy socio-emotional development depends on relationships with caring adults in the child’s
environment, including parents, teachers, extended family, tutors, pastors and others. Through these
relationships the child begins “acquiring and effectivelyapplying knowledge, attitudes, and skills necessary
to recognize and manage emotions; developing care and concern for others; making responsible decisions;
establishing positive relationships; and handling challenging situations capably.” (114)This learning process
is the essence of healthy socio-emotional development. In fact, “emotional development is actually built into the
architecture of young children’s brains in response to their individual personal experiences and the influences
of the environments in which they live.” (115)

From the earliest stages of life, even before birth, children can form relationships with others. In order
to develop fully, children must form safe and nurturing relationships — relationships that allow the experience
of love and that build trust.

The long-term benefits of good prenatal care, breastfeeding and the effects of talking and playing
with infants from their earliest days are widely acknowledged as being pivotal in a child’s development.

Socially and emotionally, a young child develops a sense of self through the initial relationship with his
or her mother or primary caregiver. The child then extends his or her experience of that initial relationship
and begins building relationships with others — family, friends and acquaintances. Those ongoing relational
experiences teach the child to relate to others and develop his or her sense of self.

The social skills learned through increased relational interactions prepare children for more critical
participation in society. They build the capacity to articulate their thoughts and opinions. As these skills develop, children will begin to engage in the larger
social concerns that affect their lives.

Holism and Child Development Essentials - Spiritual Development

Recent research carried out by the Search Institute, Fuller Theological Seminary, and a growing body
of literature within Christian child ministry affirms spiritual development as intrinsic to human
development.

Children are spiritual beings who are born with the potential for spiritual experience. (116) The “language”
used by children in spiritual experiences more often involves attitudes and actions, rather than words. (117)

Sofia Cavalletti found that even very young children are capable of sensing God’s presence. (118) Parents or teachers do not control the
encounter; they can only collaborate with God so that boys and girls can have an encounter with Him. (119)

However, spirituality can be nurtured. Children are like seeds. They need optimal conditions to flourish and bear fruit. Individual research by The Search Institute, Fuller Theological Seminary, World Vision, Scottie May, Catherine Stonehouse, Compassion and others points out that an enabling environment and positive relationships nurture the inherent spirituality of the child.

Catherine Stonehouse writes:

Spiritual formation is a maturing faith and a deepening
relationship with Jesus Christ, through which we become more
like Christ in the living out of our everyday lives. The spiritual
is formed thru practices that open the person to God and break
down barriers that hinder his or her perception of God.(120)

From infancy our personality is forming. Children are developing the building blocks of identity and how they will relate to God. The ability to
trust is fundamental to health, wholeness and faith. Stonehouse continues:

The ways in which parents care for their baby, guide the toddler,
and encourage the child are all a part of spiritual formation.

God’s design is to work through the everyday
relationships of parents and children to
provide children with experiences that prepare
them for faith.(121)

Seeds of faith form before children even have the language to describe it and before they are conscious
of the trust they feel. The influence of this first basic seed of faith is critical, even though we have no
memory of its forming. Fowler states, “Although it does not determine the course of our later faith, it lays
the foundation on which later faith will build or that will have to be rebuilt in later faith.” (122)

Spiritually, a child begins by “catching” faith through positive (or negative) experiences of trust, love and
acceptance somehow associated with God. Faith is then honed not only by teaching but also through the
total experiences in one’s family, church community and peer groups. Adolescence brings a time of
questioning and searching that helps determine whether a child’s faith will carry over into adulthood
and mature. Even though a person encounters questions of faith throughout life, adults often settle
into what John Westerhoff calls an “owned” faith, meaning that their faith actually and consistently
guides their actions and words. (123)

So should spiritual development be part of the general discussion of human development? According to the
poor themselves, the answer is “Yes.” Sabina Alkire cites the landmark work in Deepa Narayan’s study
Voices of the Poor, where Narayan and his colleagues surveyed more than 60,000 impoverished people on
their definition of well-being. The elements under the category “psychological well-being” included peace of
mind, happiness and harmony (including a spiritual life and religious observance). (124) Compassion believes that
expressing the gospel in word and deed is vital to the harmony” the poor seek.

We also believe that a Jesus-centric worldview can have a powerful and positive effect in reducing poverty.
Sociologist Max Weber identified this effect a century ago when he connected economic growth in the West
with a traditional Protestant worldview. (125) A similar identification was more recently affirmed in Guatemala
by Amy Sherman:

In the course of my research in Guatemala,

I  discovered that a person’s religious worldview

 was correlated with his or her political beliefs

 and participation. … Religious conviction …

 affects how people think and behave. … [This 

study] asserts that Guatemalan converts’

 escape from belief in gods (animism),

and their embrace of belief in God (orthodox Christianity),

 has helpedthem to begin to climb out of poverty.(126)

One of the most satisfying aspects of spiritual development is helping a child or young person find and grow in their calling. This requires that a
child experience the spiritual dynamics of identity — believing she has potential and worth and is able to love and care for others because she is
made in the image of a God who loves and cares for her. It also develops the spiritual dynamics of hope and purpose — belief in a loving, allpowerful
God who listens to prayer and responds.

One important insight from the Search Institute’s work regards the role of “spirituality” and faith in the well-being of young people. Young
people involved in faith communities are more likely to feel supported, valued and empowered than those who are not involved.

Additionally, religious and spiritual practices are beginning to be acknowledged as key promotional factors that foster positive
developmental outcomes. These factors include longevity, civic engagement, well-being, hope, purpose and meaning in life, selfesteem
and educational attainment.(127) A Search Institute analysis finds that young people in America ages 12-14 who describe spirituality as
important and who participate in religious community are better off on a variety of risk and thriving indicators several years later in high school
(secondary). (128) Although the study was conducted on American youth it seems likely that these findings will hold true in other cultures as well.

Furthermore, American youth who place importance on spiritual development are much less likely to engage
in risky behaviors, such as tobacco use, alcohol abuse and driving under the influence of alcohol. They are
also less likely to demonstrate antisocial behavior or to have problems at school. Religious and spiritual
practices are beginning to be acknowledged as a key protective factor that buffers youth and adults from
harmful outcomes, including injury, hypertension, depression, suicide, promiscuity, alcohol and other
drug use, and delinquency.(129)

Finally, studies show that children and teens who are religiously active are more likely to have the following
indicators of thriving: getting higher grades, helping others, valuing ethnic and racial diversity, resisting
danger, delaying gratification, maintaining physical health, and leadership.(130)

UNICEF has affirmed the role of faith communities in serving children as well as the role of faith in children’s
overall well-being.

Aside from the potential benefits that religious
actors bring to partnerships, spirituality and
religion can have a profound influence on
children’s development and socialization and
have the potential to reinforce protective
influences and promote resilience. The beliefs, practices, social networks and resources
of religion can instill hope, give meaning to
difficult experiences and provide emotional,
physical and spiritual support. Impact can
be far-reaching when child rights efforts are
grounded in the protective aspects of religious
beliefs and practices in a community.(131)

A Jesus-centered holistic understanding of human development and identity incorporates spiritual
development. For children to thrive and build lifelong faith they should be encouraged to ask questions of awe
and wonder about God, they should be encouraged to listen for God’s voice and recognize His handiwork in
creation, they should be taught the truths of Scripture and they should learn to pray with faith that He is a
God who loves them.132 Like all people children learn most from the example of others, tending to imitate
those examples. Surrounding children with loving adults who demonstrate the love of God and character
of Jesus provides them with concrete examples to guide their own spiritual growth. Ultimately it is God
who causes that growth and we cannot control it but we can do our part to water the seed.

Holism and Child Development Essentials - Asset-based Development

Multiple disciplines affirm the value of asset-based or strength-based approaches to development. In business, there is a prominent school of management based on the use of individual strengths. Gallup’s “Clifton StrengthsFinder” approach.133 is an example of that school of thought. In development work among people living in poverty, a methodology called “Appreciative Inquiry” has emerged as an effective strategy for engaging in conversations with communities about their own progress based on an appreciation of their existing strengths and assets. Similarly, in child and youth development, well-developed frameworks for understanding and developing assets increase the likelihood of a young person thriving.

Based upon over 20 years of research and surveys of over 3 million young people, the Search Institute has identified 40 assets thatcontribute to positive life outcomes for youth. The assets are experiences and qualities that help guide young people’s choices and are known to contribute to their growth as responsible, caring and successful adults. These assets include: family support, support from non-family adults, caring school climate, safety, high expectations, positive peer influence, and more.134 In each case there are specific and observable ways of knowing whether a particular asset is present in a young person’s life. Such a framework is useful for educators and others involved in caring for children to ensure that efforts are made to build these experiences and qualities into the lives of young people.

These findings affirm, once again, the importance of a holistic approach to child development. An approach that integrates physical, cognitive, socio-emotional and spiritual growth is a central theme of Compassion’s philosophy of children and their development.

Holism and Child Development Essentials - Resilience and Hope as Assets

Some children demonstrate great resilience in the midst of difficult circumstances while others do not. Resilience
is defined as “the process of effectively negotiating, adapting to, or managing significant sources of stress or
trauma … ‘bouncing back’ in the face of adversity.” (135) Resilience is required to overcome challenges and is
certainly vital to overcome the challenges of poverty. Resilient children overcome trauma, obstacles and fears
such as abuse, neglect, fear of gang violence in their streets, lack of educational opportunities, and a host of
other difficult circumstances. These resilient children remind us of the Scripture, “We are hard pressed on every
side, but not crushed; perplexed, but not in despair; persecuted, but not abandoned; struck down, but not
destroyed” (2 Corinthians 4:8-9). Why do some children “bounce back” while others are seemingly crushed? The
difference-maker is an asset that underlies all the other assets and serves as the engine of resilience: hope.

Hope is a widely underestimated engine for overcoming challenges. Resilience is that ability to overcome, but hope is what fuels that ability.
Hope is often wrongly perceived as ethereal or a vague sense of positivity or optimism, but that is a
woefully inadequate understanding. In fact, hope has architecture. Gallup Senior Scientist Shane Lopez
has conducted extensive research on hope and concludes, “Hope matters. Hope is a choice. Hope can
be learned. Hope can be shared with others.”(136) Lopez describes his own journey of experiencing different
types of “future thinking” and the difference between fantasizing or dwelling and hoping:

“When hoping, I felt compelled to act. Hope
came along with a whole rush of plans for
moving toward that future.” (137)

Hope is a specific and powerful quality in the human spirit. How we think about the future can produce
fear or anxiety, which often paralyzes our actions. Or our thoughts can concentrate on wishful thinking or
fantasizing, and those leave us with an internal stationary sadness because we “know” we cannot get to that future.
But hope is different. Hope sees the better future, has a way to get there, and possesses the courage to try.

Hope creates action — the action required to overcome the challenge. That hope-fueled action is the key to
resilience and the key to overcoming poverty.

Hope is composed of three specific elements: First, it must have a vision of the better future. Second, it must have at least one path or
way to get there. And third it must have the courage to start taking steps down that path. Obviously a person without a vision of a better
future has no hope. But many people have a vision and yet no hope because they do not have or see a “way forward.”

Hope must have options. It’s not enough to believe in a better
future. There must be a way to get there. Without a fighting
chance, hope can twist into its dark twin – wishful thinking.
Wishful thinking dreams all day and does nobody any good. …
The proof of hope is action.(138)

Yet even these two powerful ingredients — vision and a way forward— are not sufficient to build true hope. Without the third ingredient
of courage, action will remain trapped by fear. Without courage, opportunities will go untested and people remain stuck. True hope
becomes an action-driving force for change when these three ingredients are working together: vision, a path forward, and the courage to try.
Children living in poverty need all three. We all need all three.

Hope may be the most important asset in child development. Hope enables the child in adversity to prevail. The important point is that
hope can be built. It is possible to help a child envision a better future. One approach Compassion uses to help children develop that vision is
called “My Plan for Tomorrow.” It is possible to provide opportunities, a way to reach that future. Compassion programs provide a wide range
of opportunities (formal education, age-appropriate development opportunities, vocational training, etc.) for children to find a way
forward in life. Finally, it is possible to stir courage in young people so that they place a foot on that path to their better future. Yet, one cannot “give” courage. Methods for drawing forth and building courage
and building confidence require fresh ways of engaging children and youth. Methods such as positive youth development and an emphasis on
child participation help build courage by developing the confidence and ownership of solutions.

Holism and Child Development Essentials - Positive Youth Development and Child Participation

At the beginning of this book, we considered several examples from Scripture in which young people do incredibly important things. Just
consider the teenage girl who gave birth to and raised the Savior of the world! Young people can certainly make important contributions.

Positive youth development is an approach that affirms the capacity of young people to make important contributions and encourages them
to be resources within their families, peer groups, schools and other organizations in order to promote their own development as well as
that of their community. Unlike prevention efforts that focus on youths’ risk factors, positive youth development emphasizes the development
of strengths.

The idea of empowering young people to benefit the community generates an encouraging attitude toward them. Nicole Nicotera
observes, “Involving young people as a positive force in their community promotes them as community assets as opposed to being seen as
problems to be reckoned with.”(139)

Churches, schools and social organizations often see positive results when they give children the opportunity to participate in change
rather than simply receive change.

Each time an individual uses his or her capacity, the community is stronger and the person becomes more
powerful. Children and youth are powerful agents of development and should be co-laborers in that work.
For these reasons, Compassion believes that it is important to actively engage young people in their
own development and encourage their inclusion and participation in activities that influence their churches
and communities.

Holism and Child Development Essentials - Jesus-centered Holistic Child Development is Child Discipleship

Compassion often refers to “holistic child development” as “HCD.” However, that acronym could also refer to
“holistic child discipleship.” What is the difference? Compassion believes that Jesus-centered holistic child
development should be synonymous with holistic child discipleship. We believe the goal of child discipleship is
to develop, as Jesus did, as a child. We learn from Luke 2:52 that, “Jesus grew in wisdom and stature, and in
favor with God and man.” Here “wisdom and stature” refers to intellectual and physical development. “In
favor with God and man” speaks of spiritual and socioemotional growth. No one element of development
was isolated from the others in Jesus’ growth and development. We believe the same thing should be true
for the children we serve.

Consider the first phrase in Compassion’s mission statement: “In response to the Great Commission, Compassion exists …” Jesus instructs His followers,
“Go and make disciples … teaching them to obey everything I have commanded you” (Matthew 28:19-20). To “make disciples” is best
understood as making whole-life apprentices of the Master. That is, to become increasingly like Jesus. It certainly involves teaching and learning
(cognitive), but it is far more comprehensive. To “obey” is behavioral. Therefore, the making of disciples is a process of encouraging people to
grow to be like Jesus. Discipleship should infuse every aspect of human development. When rightly understood, the two concepts, development
and discipleship, are essentially the same.

Holism and Child Development Essentials - Transformational Thresholds

Compassion’s mission is to release children from poverty in Jesus’ name. The definition of “released” is found in our child outcomes.140 Overcoming poverty is not a simple or easy task. Successful child development not only requires long-term and persevering support and individualized attention, it also requires a critical mass of intervention.

A single or momentary intervention cannot “release” a child from poverty. It is not enough to immunize against measles then watch the child die of malaria. It is not enough to ensure nutritional support but watch her remain illiterate because her family cannot afford school fees. It is not enough to build a playground for him when he’s 7 but watch him be lured into gang life when he’s 12. It’s not enough to teach the gospel and then say, “Go in peace; keep warm and well fed” (James 2:16). To release a from poverty requires an enduring, comprehensive, personal presence in the life of that child.

Compassion believes that a sustained and critical mass of intervention is necessary to help bring the child to a transformational threshold. Like a tipping-point after which the child will have the capacity, the initiative, the hope and the sufficient opportunity to overcome any remaining obstacles that might keep him or her trapped in poverty. This explains why Compassion is committed to the long-term, individual, holistic development of each child through partnership with the local church.

Holism and Child Development Essentials - Summary

• People are physical, social, cognitive and spiritual beings.

• Holism sees each aspect of the human in an integrated way
and resists the common practice of treating one area of life as
independent of the others.

• Successful child development must be holistic and must
adequately address needs and opportunities in each aspect of life.

• Child development work must be long-term and achieve a critical
mass of intervention to give the child the opportunity to break
free from the cycles and traps of poverty.

• Successful work with children and youth focuses on seeing them
for their strengths and potential rather than for their problems or
risk factors.

• The best programs actively engage children and youth as
participants in their own development as well as in the long-term
development of their churches and communities.

Compassion's Commitment to Children

Children are incredibly important yet often overlooked. They are physically and emotionally vulnerable, and many suffer and even die from poverty-related causes. While progress is being made in many areas of child well-being, suffering continues at tragic levels and compels us to devote tireless energy to their protection and care. Although these needs and vulnerabilities are significant, children and youth are better seen for their power and potential.

Children and youth are culture-shapers and innovators. They harbor the energy of social change. They will choose the values and beliefs that determine the future — of their churches, their and their societies. Therefore, the most strategic investment in bringing about lasting social change is investment in Jesus-centered holistic child development. Such work unlocks the potential of children and guides them toward life-giving values, healthy relationships and reconciliation with God.

Compassion’s commitment to children is rooted in a scriptural understanding of who they are, a heartfelt grief over their suffering, and a passionate belief in their power and potential.

Our commitment is summarized in the following statements.

• Children are created in the image of God, bearing
immeasurable dignity and value as gifts from Him, and
entrusted to all of us, particularly as parents, for their care
and flourishing.

• The suffering of children grieves the heart of God and, as
we feel that same grief, we are compelled to act to alleviate
their suffering and diligently protect them from harm.

• Children and youth are powerful agents of change whose
values and beliefs shape society today as well as in the
future.

• Child development must be holistic and is best supported
by loving adults who nurture children’s physical, cognitive,
socio-emotional and spiritual growth.

In accordance with these stated beliefs, Compassion will work as advocates for children to ensure that they are known, loved and protected in the context of a local Christian fellowship and given opportunities for holistic development and discipleship.

Children can grow to become healthy, educated, skilled, confident in their identity, hopeful about their future, trusting in their relationships, empowered to solve problems, innovative in their thinking, and capable of personally experiencing the love of God and walking in His truth. Ensuring that a child is protected from all forms of threat and given the opportunity to thrive will unleash their potential and build a generation that can overcome not only the challenges of extreme poverty but many other challenges as well. Compassion seeks to build young people with these qualities by working in partnership with local churches. As Compassion’s local church partners succeed in this ministry they not only release individuals from poverty, they build cultures and economies and create social transformation.

Appendix -Child Sponsorship Program Desired Outcomes and Indicators

At Compassion, we measure our effectiveness by measuring outcomes — the changes in behavior, knowledge, skills or status that result from exposure to our ministry. Indicators are the objective measures we’ve chosen to demonstrate that an outcome has been achieved or is on itsway to being achieved.

1. Demonstrates commitment to the lordship of Christ:
• Knows and understands the Bible.
• Confesses Jesus as Savior.
• Practices spiritual disciplines, of prayer, Bible study, worship
and service.

2. Chooses good health practices and is physically healthy:
• Demonstrates an appropriate understanding of his or her
physical body.
• Experiences reduced incidence of illness, nutritional deficiencies
and physical impediments.
• Takes responsibility for wise life choices about health
and sexuality.

3. Exhibits the motivation and skills to be economically
self-supporting:
• Completes at least primary education.
• Cultivates unique vocational interests and intelligence.
• Learns and utilizes at least one income-generating skill.

4. Interacts with other people in a healthy and
compassionate manner:
• Exercises self-management.
• Applies self and social awareness in making responsible
life choices.
• Exhibits effective interpersonal relationship skills.

About Compassion International

Compassion International is a Christian holistic child development ministry currently working to release more than 1.7 million children from poverty. More than 60 years of child development experience have shaped Compassion’s understanding of children and childhood as critically important for individual, family, community and national transformation.

The Compassion Difference

• Christ Centered. Each child has an opportunity to hear the gospel in an age-appropriate and culturally relevant way.

• Child Focused. Engaging each child as a complete person, we protect and nurture each child in all aspects of his or her growth.

• Church Based. We partner with local Christian churches to equip them for ministry with children.

• Committed to Integrity. We are dedicated to delivering excellent programs with integrity.

Compassion's Mission Statement

In response to the Great Commission, Compassion exists as an advocate for children, to release them from their spiritual, economic, social and
physical poverty and enable them to become responsible and fulfilled Christian adults.

Publishing at Compassion

God nurtures a very special relationship with the poor and the oppressed. Those without the power to change their lot. Nowhere do forces of poverty and oppression do more harm than in the lives of the world’s poorest children.

That is why Compassion publishes books to help Christians understand the destruction poverty inflicts. To see the potential of children crushed in its grip. And to unleash the overwhelming power of the Church to free children — one by one, village by village, nation by nation.

When Christians spend themselves in the development of a child, they are invested in the purpose of God. These books inform that cause and inspire action. These books enable the Church to experience God’s call of releasing children from poverty in Jesus’ name.

The Blue Corner

Every book that rolls off the press through Publishing at Compassion bears a symbol of
God’s intent. Our blue corner points back to Leviticus 23:22:

“When you reap the harvest of your land, don’t
reap the corners of your field or gather the
gleanings. Leave them for the poor and the
foreigners.” (MSG)

This symbol is a reminder to leave a “corner of our lives” on behalf of the poor.

Back Cover

Compassion International’s more than six decades of experience working on behalf of children has established an extensive understanding of the importance
of children, the unique challenges they face and their amazing potential to change the world when protected and given the opportunity to thrive. Through
this brief document, we intend to offer insights from that experience and our deep appreciation for the critical mass of holistic, persevering support and
individualized attention necessary to help children overcome poverty.

Although their needs and vulnerabilities are significant, we believe children and youth are better seen for their power and potential. In fact, we believe the most
strategic investment in bringing about lasting social change is investment in Jesuscentered holistic child development. Such work unlocks the potential of children
and guides them toward life-giving values, healthy relationships and reconciliation with God. This is why Compassion is committed to the long-term, individual,
holistic development of each child through partnership with the local church.

Children is part of the Ministry Philosophy Series created by Compassion International to offer a solid foundation of understanding for our approach to
ministry. Although intended primarily for Compassion’s worldwide leadership, these works are also offered to the public. It is our hope that others involved in
the fight against poverty and those who work for the protection and development of children might find these resources helpful and rich in insight.

Footnotes 1-55

1- Bruce Wydick, Paul Glewwe and Laine Rutledge, “Does International Child Sponsorship Work? A Six-Country Study of Impacts on Adult Life Outcomes,” Journal of Political Economy, 121:2 (April 2013).

2- We define “child” as a human being under the age of 18, unless by applicable law the child attains majority earlier (based on the United Nations Convention on the Rights of the Child).

3- Roy B. Zuck, Precious in His Sight — Childhood and Children in the Bible (Grand Rapids, MI: Baker Books, 1997), 11.

4- Please see page 21 for an explanation of why Compassion relies on the 1984 New International Version (NIV) translation of the Bible for certain
key verses related to children. “If we are to be His true disciples then we, like Jesus, should also desire to spend time with children and bless them. “

5- 5 As told by Wess Stafford (President Emeritus, Compassion International), Too Small to Ignore (Colorado Springs, CO: WaterBrook Press, 2007), 211-228.

6- Wendy Strachan and Simon Hood, eds., “Evangelization of Children,” Lausanne OccasionalPaper no. 47, Lausanne Committee for World Evangelization (2005): 12.

7- 7 This view is articulated by Keith White, The Child in the Bible, Marcia J. Bunge, et al., eds. (Grand Rapids, MI: Eerdmans, 2008), 367-369.

8- Please see page 21 for an explanation of why Compassion relies on the 1984 New International Version (NIV) translation of the Bible for certain key verses related to children.

9- Some additional passages are Psalm 10:18, 68:5 and 82:3.

10- Per Compassion’s Child Protection Curriculum (unpublished document).

11- The Cape Town Commitment: A Confession of Faith and a Call to Action, The Lausanne Movement (2011), www.lausanne.org/ctcommitment, accessed Aug. 15, 2014.

12- Susan P. Walker, et al., “Child Development: Risk Factors for Adverse Outcomes in Developing Countries,” Child Development in Developing Countries, The Lancet, vol. 369, issue 9556 (13
January 2007), pp. 145–157.

13- Paul Tough, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, Chicago: Mariner Books, a division of Houghton Mifflin Harcourt (2013), p. 28-37.

14- This is evidenced in the Convention on the Rights of the Child. Forfurther discussion, see The State of the World’s Children, Special Edition: Celebrating 20 Years of the Convention on the Rights of the Child, United Nations Children’s Fund, UNICEF (November 2009): 24.

15- “Child Protection: Current Status and Progress,” UNICEF, www. childinfo.org/birth_registration.html, accessed Aug. 15, 2014.

16- Every Child’s Birth Right: Inequities and Trends in Birth Registration, United Nations Children’s Fund, UNICEF (December 2013): 6.

17- State of the World’s Children 2014 in Numbers: Every Child Counts (based on 2012 data), UNICEF (2014), www.unicef.org/publications/index_71829.html, accessed Aug. 15, 2014.

18- Christian Alliance for Orphans’ White Paper on Understanding Orphan Statistics, www. christianalliancefororphans.org/wp-content/uploads/Christian-Alliance-for-Orphans-
On-Understanding-Orphan-Statistics_.pdf, accessed July 24, 2015.

19- Global Highly Vulnerable Children (HVC) Strategy, Compassion International (unpublished document, 2010).

20- OVC Toolkit for Sub-Saharan Africa, second edition, World Bank (August 2005).

21- State of the World’s Children 2000, Unicef (2000): 19, www.unicef.org/sowc00/sowc00_complete, accessed Sept. 3, 2014.

22- Girls Not Brides is a global partnership of more than 300 civil organizations committed to ending child marriage and enabling girls
to fulfil their potential, www.girlsnotbrides.org/about-child-marriage/, accessed Aug. 15, 2014.

23- Together for Girls: We Can End Sexual Violence, CDC Foundation (2010): 3, www.cdc.gov/ violenceprevention/pdf/togetherforgirlsbklt-a.pdf, accessed Aug. 15, 2014.

24- World Report on Disability, Geneva: World Health Organization (2011): 36, www.who.int/disabilities/world_report/2011/en/index.html; cited in Children and Young People With
Disabilities: Fact Sheet, United Nation’s Children’s Fund, UNICEF (May 2013): 10.

25- State of the World Children Report 2013: Children With Disabilities, UNICEF (2013): 44, www.unicef.org/sowc2013/report.html, accessed Aug.15, 2014.

26- Alcohol and Violence: Child Maltreatment and Alcohol, World Health Organization (WHO, 2006): 2.

27- “Protecting Children: Active Prevention and Immediate Response,” Guide to Protecting Children From Abuse, Compassion International (unpublished document), 15.
28 Ibid.

29- Sexual Violence Against Children, UNICEF (March 2011), www.unicef. org/protection/57929_58006.html, accessed Aug. 15, 2014.

30- Fact Sheet on Child Protection From Violence, Exploitation and Abuse, UNICEF (December 2009), www.unicef.org/rosa/protection_6078.htm,
accessed Aug. 15, 2014.

31- Report on the Consultation on Child Abuse Prevention Geneva, World Health Organization, WHO (March 29-31, 1999). A copy of the full report may be obtained through the WHO website at:
www.who.int/violence_injury_prevention/violence/neglect/en/.

32- Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women andChildren, Supplementing the United Nation’s Convention Against Transnational Organized
Crime, United Nations (2000), www.uncjin.org/Documents/Conventions/dcatoc/final_ documents_2/convention_%20traff_eng.pdf, accessed Aug. 15, 2014.

33- Every Child Counts, New Global Estimate on Child Labour,International Programme on the Elimination of Child Labour,International Labour Organization (April 2002), www.ilo.org/ipecinfo/
product/viewProduct.do?productId=742, accessed Aug. 15, 2014.

34- Progress for Children: A Report Card on Child Protection, UNICEF (September 2009), www.unicef.org/protection/Progress_for_Children-No.8_EN_081309(4).pdf, accessed Aug. 15, 2014.

35- Global Child Labour Trends 2008–2012, International Labour Organization (2013): vii, accessed Sept. 9, 2014.

36- From Children in Danger: Act to End Violence Against Children, UN-UK Report (2014): 1

37- Ibid, 10-12.
38- Las Mascotas de la Pandilla (The Gangs´ Pets) la Prensa Gráfica, El Salvador (July 2014), www.laprensagrafica.com/2014/07/21/las-mascotas-de-la-pandilla.

39- Child Protection From Violence, Exploitation and Abuse: Child Recruitment By Armed Forces Or Armed Groups, Unicef, www.unicef.org/protection/57929_58007.html, accessed Oct. 20, 2015.

40- Graca Machel, “Impact of Armed Conflict on Children,” The Machel Reports, United Nations, (1996), www.un.org/ga/search/view_doc.asp?symbol=A/51/306, accessed Oct. 20, 2015.

41- The Convention on the Rights of the Child, www.unicef.org/crc/,accessed Aug. 15, 2014.

42- Ibid.

43- Harold Segura, Enrique Pinedo and Joan Figueroa, “Boys and Girls in God’s Purpose: Input to a Bible-Theological Framework on Childhood,” “Juntos por la Niñez” Christian Movement
(August 2004): 3.

44- Progress for Children, 2.

45- Please see page 21 for an explanation of why Compassion relies on the 1984 New International Version (NIV) translation of the Bible for certain key verses related to children.

46- Protection of Beneficiaries From Abuse, Board Policy I-7, Compassion International (unpublished document, October 2014).

47- Danzhen You, et al., Levels and Trends in Child Mortality, Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation, UNICEF, WHO, World Bank, UNPD (2015):
1, www.unicef.org/media/files/2013_IGME_child_mortality_Report.pdf, accessed Feb. 17, 2016.

48- Ibid, 6.

49- Ibid, 4.

50- Ibid, 8.

51- Walker, et al., “Child Development: Risk Factors for Adverse Outcomes in Developing Countries,” Child Development in Developing Countries, 145–157

52- Joint Monitoring Program for Water Supply and Sanitation, UNICEF, WHO, www.unicef.org/ publications/files/Progress_on_Sanitation_and_Drinking_Water_2015_Update_.pdf, accessed Feb. 17, 2016.

53- World Health Organization, Fact Sheet: World Malaria Report 2015, www.who.int/malaria/media/world-malaria-report-2015/en/, accessed Feb. 22, 2016.

54- Ibid.

55- Danzhen You, et al., Levels and Trends in Child Mortality, Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation, UNICEF, WHO, World Bank, UNPD (2015), 8, www.who.int/maternal_child_adolescent/documents/levels_trends_child_mortality_2015/en/, accessed Feb. 17, 2016.

Footnotes 56-90

56- Pneumonia: Fact Sheet, no. 331, World Health Organization (2015), www.who.int/mediacentre/ factsheets/fs331/en/, accessed Feb. 17, 2016.

57- AIDSinfo, Data Sheet, UNAIDS, aidsinfo.unaids.org, accessed Feb. 17, 2016.

58- Aids by the numbers 2015, UNAIDS, www.unaids.org/en/resources/documents/2015/AIDS_by_ the_numbers_2015, accessed Feb. 17, 2016.

59- UNICEF Data: Monitoring the Situation of Children and Women, HIV/AIDS, Current Status + Progress, UNICEF, http://data.unicef.org/hiv-aids/care-support.html, accessed Feb. 17, 2016.

60- Aids by the numbers 2015, UNAIDS, www.unaids.org/en/resources/documents/2015/AIDS_by_ the_numbers_2015, accessed Feb. 17, 2016.

61- Danzhen You, et al., Levels and Trends in Child Mortality, EstimatesDeveloped by the UN Inter-agency Group for Child Mortality Estimation,UNICEF, WHO, World Bank, UNPD (2015), 1, www.who.int/maternal_child_adolescent/documents/levels_trends_child_mortality_2015/en/,accessed Feb. 17, 2016.

62-Tough, How Children Succeed: Grit, Curiosity and the Hidden Power of Character.

63- Progress for Children, 2.

64- Tough, How Children Succeed: Grit, Curiosity and the Hidden Powerof Character.

65- Actions for Children, issue 9, UNICEF (September 2009): 1, www. unicef.org/devpro/files/Actions_for_Children-Issue_9_EN_LoRes.pdf, accessed Aug. 15, 2014.

66- Training Manual to Fight Trafficking in Children for Labour, Sexual and Other Forms of Exploitation, International Labour Organization (July 2009): 7, www.ilo.org/ipec/areas/
Traffickingofchildren/WCMS_111537/lang--en/index.htm, accessed Aug. 15, 2014.

67- “The Effects of Poverty on Childhood Brain Development: The Mediating Effect of Caregiving and Stressful Life Events,” JAMA Pediatrics (December 2013), www.ncbi.nlm.nih.gov/
pubmed/24165922, accessed Aug. 15, 2014.

68- Sally Grantham-McGregor, et al., “Child Development in Developing Countries 1: Developmental Potential in the First Five Years for Children in Developing Countries,” The Lancet 369 (January 6,
2007): 60.

70- Charles Kenny, Getting Better: Why Global Development Is Succeeding—And How We Can Improve the World Even More (New York: Basic Books, 2011).

71- Adult and Youth Literacy, Fact Sheet no. 20, UNESCO Institute for Statistics (September 2012): 1, www.uis.unesco.org/literacy/Documents/fs20-literacy-day-2012-en-v3.pdf, accessed Aug. 15, 2014.

72- Abhijit Banerjee and Esther Duflo, Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty (New York: PublicAffairs, 2012), 73.

73- United Nations: The Millennium Development Goals Report 2015, www.un.org/ millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201).pdf, accessed Feb. 22, 2016.

74- Ibid.

75- Juliet Schor, Born to Buy: The Commercialized Child and the New Consumer Culture (New York: Scribner, division of Simon and Schuster, 2005), 13.

76- Ibid, 37

77- “American Time Use Survey,” Bureau of Labor Statistics, A.C. Nielsen Co.; cited in “Television Watching Statistics,” Statistics Brain (2013), www.statisticbrain.com/television-watchingstatistics/,
accessed Aug. 15, 2014.

78- “Adolescent and School Health: Childhood Obesity Facts,” Centers for Disease Control and Prevention (2014), www.cdc.gov/HealthyYouth/obesity/facts.htm, accessed Aug. 15, 2014.

79- Schor, Born to Buy, 36.

80- Church, Ministry Philosophy Series (Colorado Springs, CO: Compassion International, 2011), 38.

81- State of the World’s Children 1998, UNICEF (New York: Oxford University Press, 1998), 23, www.unicef.org/sowc98/, accessed Aug. 15, 2014.

82- David Landes, “Culture Makes Almost All the Difference,” Culture Matters, Lawrence Harrison and Samuel Huntington, eds. (New York: Basic Books, 2000), xiii-xvi (foreword).

83- Ibid.

84- George Barna, Transforming Children Into Spiritual Champions(Ventura, CA: Regal, 2003), 34

85- Luis Bush, The 4-14 Window (Colorado Springs, CO: Compassion International, 2009).

86- Schor, Born to Buy, 72.

87- Steven Rundle, ed., Economic Justice in a Flat World: Christian Perspectives on Globalization (Downers Grove, IL: InterVarsity Press, 2009), n.p.

88- “The Real Wealth of Nations: Pathways to Human Development,” Human Development Report 2010, 20th Anniversary Edition, UNDP Human Development Report Office (November 2010): iv.

89- S. Bekmez, A. C. Köne and D. Günal, The Importance of Human Capital on Turkey’s Regional Development (Turkish), TISK Akademi 4, no. 7 (2009): 66–81

90- Sudhir Anand and Amartya Sen, “Human Development and Economic Sustainability,” World Development 28, no. 12 (2000): 2039.

Footnotes 91-130

91- A. M. Gobar, Researcher: An Interdisciplinary Journal: Where Asset Building and Community Development Converge, abstract retrieved through registered login, www.liverpool.
ac.uk, accessed July 15, 2015.

92- Ibid.

93- For further reading on the concept of human development, see http://hdr.undp.org/en/humandev.

94- Anand and Sen, 2039.

95- Landes, Culture Matters, 12.

96- Grantham-McGregor, et al., “Child Development in Developing Countries 1,” 60–70.

97- Anand and Sen, 2039.

98- The Brundtland Report, cited in Summary of the Workshop on Poverty Alleviation and Sustainable Development: Exploring the Links, International Institute for Sustainable
Development (January 2001): 1, www.iisd.ca/sd/poverty/sdvol46num1.html, accessed Aug. 15, 2014.

99- United Nations: The Millennium Development Goals, www.un.org/millenniumgoals/, accessed Aug. 18, 2014.

100- For further reading, see Dan Brewster, Future Impact (Colorado Springs, CO: Compassion International, 2010), 120-121.

101- Poverty, Ministry Philosophy Series (Colorado Springs, CO: Compassion International, 2010), 58.

102- Grantham-McGregor, et al., “Child Development in Developing Countries 1,” 60–70.

103- Walker, et al., “Child Development: Risk Factors for Adverse Outcomes in Developing Countries,” Child Development in Developing Countries, 145–157.

104- State of the World’s Children 1998, 17.

105- Daniel L. Schacter, Daniel T. Gilbert and Daniel M. Wegner, Psychology, Catherine Woods, ed. (New York: Worth Publishers, division of MacMillan, 2010), 429.

106- “Cognitive Development,” in Encyclopedia of Children’s Health, www.healthofchildren.com/C/Cognitive-Development.html, accessed Aug. 15, 2014.

107- Young Children Develop in an Environment of Relationships: Working Paper No. 1, National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University
(2004): 3, www.developingchild.harvard.edu, accessed Aug. 15, 2014.

108- “Speech and Language Developmental Milestones,” National Institute on Deafness and Other Communication Disorders, www.nidcd.nih.gov/health/voice/speechandlanguage.html, accessed
Aug. 15, 2014.

109- Ibid.

110- “Key Concepts: Brain Architecture,” Center on the Developing Child Harvard University, http://developingchild.harvard.edu/key_concepts/ brain_architecture/, accessed July 24, 2015.

111- Grantham-McGregor, et al., “Child Development in Developing Countries 1,” 60–70.

112- Ibid.

113- Children & Youth – Life-long Learning of Child and Youth, web.worldbank.org/WBSITE/ EXTERNAL/TOPICS/EXTCY/, accessed April 20, 2011.

114- J.E. Zins and M.J. Elias, “Social and Emotional Learning,” Children’s Needs III: Development, Prevention and Intervention, G.G. Bear and K.M. Minke, eds., National Association of School Psychologists (2006): 1.

115- Children’s Emotional Development Is Built Into the Architecture of TheirBrains: Working Paper No. 2, National Scientific Council on the Developing
Child (2004): 2, www.developingchild.harvard.edu, accessed Aug. 15, 2014.

116- Sofia Cavalletti, The Religious Potential of a Child: The Description of an Experience With Children From Ages Three to Six (Mahwah, N.J.: Paulist Press, 1983).

117- Scottie May, et al., Children Matter: Celebrating Their Place in the Church, Family and Community (Grand Rapids, MI: Eerdmans, 2005), 222.

118- Cavalletti, The Religious Potential of a Child. Others observed this also; see David Hay andRebecca Nye, The Spirit of the Child (London: Fount, 1998); and Robert Coles, The Spiritual Life
of Children (Boston: Houghton Mifflin, 1990).

119- May, Children Matter, 85-86, 106; Catherine Stonehouse, Joining Children on the Spiritual Journey: Nurturing a Life of Faith (Grand Rapids, MI: Bridgepoint Books, division of Baker
Academic, 1998), 181-182.

120- Stonehouse, Joining Children on the Spiritual Journey, 21.

121- Ibid, 63

122- James W. Fowler, Stages of Faith: The Psychology of Human Development and the Quest for Meaning (New York: HarperOne, 1995).

123- This faith development process is described in greater detail byJohn Westerhoff, Will Our Children Have Faith? (Toronto: Morehouse Publishing, 2008), 87-103.

124- Deepa Narayan, et al., Voices of the Poor: Can Anyone Hear Us (2000), 25-30, 37-38; cited in Sabina Alkire, “Dimensions of Human Development,” World Development, 30:2 (Great Britain: Elsevier Science Ltd., 2002), 189-190

125- Landes, Culture Matters, 11ff.

126- Amy L. Sherman, The Soul of Development (New York: Oxford University Press, 1997), 6.

127- B. R. Johnson, “A Tale of Two Religious Effects: Evidence for the Protective and Prosocial Impact of Organic Religion,” in K.K. Kline, ed., Authoritative Communities: The Scientific Case
for Nurturing the Whole Child (New York: Springer Books, 2008).

128- Peter C. Scales, “Early Spirituality and Religious Participation Linked to Later Adolescent Well- Being,” Search Institute: Discovering What Kids Need to Succeed (2007), abstract retrieved from
www.search-institute.org/system/files/a/Early-Spirituality-Religious-Participation.pdf, registered login, accessed July 17, 2015.

129- Ibid.

130- Nurturing the Spirit (2009), www.parentfurther.com.php53-8.dfw1-2. websitetestlink.com/time-together/spiritual-life/fostering-development, accessed July 17, 2015.

Footnotes 131-140

131- Stephen Hanmer and Malia Robinson, contributors, Partnering With Religious Communities for Children, UNICEF (2012): 3.

132- Scott C. Todd, Spiritual Formation and Discipleship in Childhood, abstract retrieved from www.edinburgh2010.org/fileadmin/files/
edinburgh2010/files/pdf/Scott%20Todd%202009-3-9.pdf, accessed Oct. 30,2015.

133- Tom Rath, StrengthsFinder 2.0 (New York: Gallup Press, 2007), www.strengthsfinder.com.

134- “40 Developmental Assets for Adolescents,” www.search-institute.org/content/40- developmental-assets-adolescents-ages-12-18, accessed Aug. 15, 2014.

135- Gill Windle, Kate M. Bennett and Jane Noyes, “A Methodological Review of Resilience Measurement Scales,” Health and Quality of Life Outcomes, 9 (8), BioMed Central Ltd. (2011): 152, www.ncbi.nlm.nih.gov/pmc/articles/ PMC3042897/, accessed Aug 15, 2014.

136- Shane J. Lopez, Making Hope Happen: Create the Future You Want for Yourself and Others (New York, NY: Atria Books, 2013), 13.

137- Ibid, 17.

138- Todd, Hope Rising, 190.

139- Nicole Nicotera, “Building Skills for Civic Engagement: Children as Agents of Neighborhood Change,” Journal of Community Practice, 16:2 (October 2008): n.p

140- Compassion’s Child Sponsorship Program Desired Outcomes and the related Indicators can be found in the appendix.