This Element provides a comprehensive yet concise account of
scientific research on children's religious and spiritual (RS)
development. After providing a historical sketch of definitional
issues in the science of RS, the first section reviews basic
descriptive information on children's RS development as well as
wholistic theoretical models and measures of children's RS
development. The second section covers evidence about links of
child and parental RS to children's psychosocial adjustment, and
highlights the need for more research that discriminates specific
positive and negative manifestations of RS for children's
development. The third section summarizes evidence about the robust
influence of parents on their children's RS development and
parents' perceptions of their role in this process. The fourth
section focuses on cognitive-developmental research on children's
cognitions about God/deities and prayer. The Element concludes with
a synopsis of key themes and challenges that researchers face to
advance the science of children's RS development.
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