The research for this study has shown that the circumstances in which the majority of children in South Africa find themselves, are extremely complex and problematic, to such an extent that not only the quality of children's lives is endangered, but their lives as such.
Besides the measures taken by government to improve the situation of children, it is pre-eminently the Christian church that is able to render a unique and, at the same time, a fully relevant contribution to the debate, processes and actions regarding children in South Africa. For this to be achieved, however, the church should be guided by a theology that is truly contextual and missionary in nature.
In this study, therefore, distinct critical elements are being identified, which could be utilized in shaping a theory for child ministry. What is visualized by the researcher in this regard, is the formulation of a practicail-theological theory that is derived from a Scripturally sound theology, on the one hand, and, on the other, oriented to the contextual realities of children.
Die navorsing vir hierdie studie het getoon dat die lewensomstandighede van die meerderheid kinders in Suid-Afrika uiters kompleks en problematies is, in so 'n mate dat nie alleen die lewenskwaliteit van kinders nie, maar hulle lewe selfbedreig word.
Benewens die maatreels van owerheidswee om die lot van kinders te verbeter, is dit by uitstek die Christelike kerk wat in staat is om 'n unieke en tegelyk volledig relevante bydrae te lewer tot die debat, prosesse en aksies rakende kinders in Suid-Afrika.
Hierin sal die kerk hom egter moet laat lei deur 'n teologie wat op
kontekstueel en missioner verantwoorde wyse beoefen word.
In die studie word daarom bepaalde kritiese elemente geifdentifiseer wat in verdere teorievorming oor kinderbediening aangewend kan word. Wat in die verband die navorser voor oe staan, is die formulering van 'n prakties-teologiese teorie wat enersyds aan 'n Skrifgetroue teologie ontleen en andersyds aan die kontekstuele
realiteite van kinders georienteer is.
