NEED IN 15 HOURS or LESS

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284 Robert DeVargas

Bibliography

Ericksen, Stanford C. The Essence of Good Teaching. San Francisco, CA: Jossey-Bass, 1994.

Gregory, John Milton. The Seven Laws of Teaching. Grand Rapids, MI: Baker, 1997.

Hendricks, Howard G. Teaching to Change Lives. Portland, OR: Multnomah, 1987.

LeFever, Marlene D. Creative Teaching Methods: Be an Effective Christian Teacher. Colorado Springs, CO: Cook Ministry Resources, 1985.

________. Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs, CO: David C. Cook, 1995.

McCarthy, Bernice. The 4MAT System. Barrington, IL: Excel, 1987. ________. About Teaching: 4MAT in the Classroom. Wauconda, IL:

About Learning, Inc., 2000. McCarthy, Bernice, and Dennis McCarthy. Teaching Around the

4MAT Cycle. Thousand Oaks, CA: Corwin, 2006. Richards, Lawrence O., and Gary J. Bredfeldt. Creative Bible

Teaching. Chicago, IL: Moody, 1998.

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Yount, William. The Teaching Ministry of the Church : Second Edition, B&H Publishing Group, 2008. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/amridge/detail.action?docID=665100. Created from amridge on 2021-02-24 19:42:52.

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Chapter 15

TEACHING PRESCHOOLERS

Marcia McQuitty

[The young boy1] Samuel was lying down in the tabernacle of the Lord

where the ark of God was located. Then the Lord called Samuel.

(1 Sam 3:3–4)

R eflecting on the story of Samuel, I wonder what kind of teachers and learning environments Hannah would find if she brought Samuel to some of our churches in the United

States? When I ask my students to share with me what comes to their mind when I speak of teaching preschoolers, someone in the class will always say, “Babysitting!” This attitude can be found in many churches. Some nominating committees will find teachers for the children, youth, and adult classes before looking for teachers for preschoolers. “After all, anyone can babysit!”

But preschoolers can learn spiritual truths from trained teachers who develop relationships with them in the classroom. Preschoolers can certainly learn Bible stories, but they can also learn how to pray. The first step in providing a sound education program in the church for preschoolers is to recognize in them the potential for spiritual growth.

Preschoolers growing spiritually

Samuel’s mother had been barren for several years, and out of her anguish she prayed and asked God to give her a son. She promised

1 The Bible does not tell us Samuel’s exact age. But many Old Testament professors would suggest that Samuel was around four or five years of age.

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to give him back to the Lord “all the days of his life” (1 Sam 1:11). Henry Blackaby says, “Hannah’s faith in her Lord, expressed in her prayer, set a tone to develop a solid character of faith in Samuel. Samuel knew God in boyhood and he knew God in manhood.”2

Remembering her promise to the Lord, Hannah took Samuel to the temple to serve. Eli, the priest, taught Samuel the rudiments of caring for the temple. But Eli failed to listen to the heart and mind of the Lord and failed to discipline his own sons, who were also serv- ing the people of God in the temple. Because Eli would not listen, God chose to speak to him through a young child. While Samuel lay sleeping, the Lord called out to him. Not recognizing the voice of the Lord, Samuel went to Eli thinking that he had called. After three at- tempts, Eli finally realized that the Lord was the one calling Samuel. Eli instructed the child to acknowledge the Lord and wait for the words of the Lord to be given to him. Samuel returned to his mat and listened.

The Lord said to Samuel, “I am about to do something in Israel that everyone who hears about it will shudder. On that day, I will carry out against Eli everything I said about his family, from beginning to end. I told him that I am go- ing to judge his family forever because of the iniquity he knows about: his sons are defiling the sanctuary and he has not stopped them. Therefore, I have sworn to Eli’s family: The iniquity of Eli’s family will never be wiped out by ei- ther sacrifice or offering.” (1 Sam 3:11–14)

Samuel heard the words of the Lord and was afraid to share them with Eli. But Eli insisted that Samuel repeat every word that came from the Lord, and Samuel obeyed. God entrusted a small child with a powerful message to give to a religious leader who was serving God’s people in the house of the Lord. E. M. Bounds writes, “If more children were born of praying parents, brought up in direct contact with the house of prayer, and reared in prayer environments, more children would hear the voice of God’s Spirit speaking to them.”3 Preschoolers are spiritually sensitive and can learn spiritual truths

2 H. Blackaby and K. L. Skinner, Chosen to Be God’s Prophet Workbook: Lessons from the Life of Samuel (Nashville: Thomas Nelson, 2003), 41.

3 E. M. Bounds, E. M. Bounds on Prayer (Kensington, PA: Whitaker House, 1997),419.

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when they are modeled and intentionally taught by significant adults in their lives.

I often ask seminary students what they remember about their preschool years at church and at home. Did their parents teach them spiritual truths? What did they learn about God and Jesus from their teachers? Their responses help me understand how preschoolers absorb and process spiritual truths. Here are some examples of their memories.

Sitting in church and sharing a hymnal with my father• Lying to my father and having the worst feeling as I did it• Learning that Jesus was good and that we could pray to • Him Praying as a family• Learning the songs “Amazing Grace” and “Jesus Is Lord”• At the age of four asking Mom and Dad how to go to heaven • while waiting in the parking lot of a restaurant Singing praise songs with my dad at the ages of three and • four Praying for my mom when she went to the hospital to have • my brother

Very young children, not yet influenced by the world at large, are spiritually sensitive. Godly parents can nurture the spiritual domain of their children by the intentional teaching of spiritual truths. The second step in a church’s ministry to preschoolers is to teach parents how to be the spiritual teachers of their children.

Parents are spiritual Teachers

Listen, Israel: The Lord our God, the Lord is One. Love the Lord your God with all your heart, with all your soul, and with all your strength. These words that I am giving you today are to be in your heart. Repeat them to your children. Talk about them when you sit in your house and when you walk along the road, when you lie down and when you get up. Bind them as a sign on your hand and let them be a symbol on your forehead. Write them on the doorposts of your house and on your gates. (Deut 6:4–9)

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The defining event in the life of the Israelites of the Old Testament was their deliverance as a people from slavery in Egypt. God per- formed amazing miracles as He led them to the land of promise where they were to be a peculiar people. In the Deuteronomy passage known as the Shema, God instructed the Israelites to teach their chil- dren about the wonders and ways of the Lord, never forgetting the miracles performed on their behalf. This instruction was to be done during the everyday walk and events of life, sometimes intentionally and sometimes through modeling.

George Barna says, on the basis of recent research, that “four out of five parents (85 percent) believe they have the primary respon- sibility for the moral and spiritual development of their children but more than two-thirds of them abdicate that responsibility to the church.”4 Two D.Ed.Min. students at Southwestern Seminary decided to develop a training program for parents as their final proj- ect.5 When these students talked with the parents in their respective churches, they found that parents did not know how to teach their children spiritual truths. An effective ministry of churches today, whether they are large or small, would be to provide seminars, books, and other training programs to help parents learn how to teach their preschoolers spiritual truths.

Parents can teach their preschoolers to love the Bible as a special book. Bud Fray, retired missionary and seminary professor, tells of a friend who remembers his father being so disciplined in Bible read- ing that, each month, he would read the four Gospels. He continued this practice for 25 years. The son remembered a dad who not only knew the details of Jesus’ life, but he “talked like Jesus, ministered like Jesus, and became angry over the things that angered Jesus.”6 This parent modeled for his son the discipline of reading the Bible on a daily basis.

Parents can teach their preschoolers to pray. Another professor at Southwestern Seminary told me that when he was five his mother gave him money and a short grocery list to take to the nearby store.

4 G. Barna, Transforming Children into Spiritual Champions (Ventura, CA: Issachar Resources, 2003), 109.

5 Doctor of educational ministry degree, a terminal practitioner’s degree, similar to the Doctor of Ministry (D.Min).

6 W. (Bud) Fray, It Is Enough (Columbus, GA: Brentwood Christian, 2000), 15–16.

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They were so poor that he did not have any shoes to wear, so he asked his mother if he could have money for shoes. The mother gently explained that there was no money for shoes but they could pray and ask God to provide the shoes. They knelt in prayer, and then he went to the store. As the clerk took the list, he noticed that he was not wearing shoes. When the clerk asked him why, he told him that his mother did not have any money for him to buy shoes. After filling the list, the clerk gave him a note to take to his mother, along with enough money for shoes. With gratitude to God, his mother purchased the shoes. When people asked him where they came from, he would proudly say, “God gave me the shoes!” This young boy will never forget the intentional teaching that God an- swers prayer.

Parents can teach their preschoolers how to give money to the Lord. Parents have intentionally taught their children to take one dime out of every dollar they earn or receive as an allowance and give it to the ministry of the church. Parents can also teach their preschoolers how to share their possessions with the poor and learn about missionaries who serve around the world.

Anna Mow, former professor of Christian education at Bethany Biblical Seminary, believes that preschoolers and children are more able to learn spiritual truths than many think.

The condition of the child’s responsiveness during the vital years from birth to rebirth is in the hands of the adults who people his world. Every minute of every hour of every day counts in a child’s life, until he is old enough to put his own will into receiving the Lord of Life.7

Ken Hemphill and Richard Ross firmly believe that our children should be raised by godly parents for the kingdom of God. This re- quires that parents live a holy life before their children. “God is look- ing for a family(ies) who will dare to embody his character, embrace his mission, and obey his Word. This will be the most exciting family adventure you have ever shared.”8

I will honor the holiness of My great name which has been profaned among the nations—the name you have profaned

7 A. Mow, Preparing Your Child to Love God (Grand Rapids: zondervan, 1983), 22. 8 K. Hemphill and R. Ross, Parenting with Kingdom Purpose (Nashville: B&H, 2005), 15.

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among them. The nations will know that I am Yahweh— the declaration of the Lord God—when I demonstrate my holiness through you in their sight. (Ezek 36:23)

Pastors and church staff can encourage parents to make read- ing their Bible a daily priority. They can encourage parents to pray, tithe, and participate in mission activities. As parents grow in their relationship to God, perhaps they will understand God’s clear com- mand to teach biblical truths to their children. When parents bring their preschoolers to church, trained preschool teachers will add support to the teaching already done in the home. Providing training for preschool teachers is the third step in a church’s ministry with preschoolers.

Training Teachers in the church

Training persons to teach preschoolers biblical truths is impor- tant! According to Anna Mow, preschoolers need to know that

Bible stories are about real people who lived in a land far away. If it is only a “happy experience” that is being planned for the child, then the day may come when he will decide that he is “happier elsewhere.” On this basis the church now will lose out in the competition with those who make a business of entertainment.9

Frank Page, current president of the Southern Baptist Convention, expressed the desire for churches to become “relevant and trans- forming without clever gimmicks.”10 What does this mean?

When preschoolers come to church, they need to hear God’s word clearly presented by teachers who love them and know how to teach them. Preschoolers are active learners and will learn best when teachers use a variety of methods to teach Bible stories and spiritual truths. Since teaching preschoolers requires skill, spiritual sensitiv- ity, and a dependence on the Holy Spirit, we can help teachers by taking them to associational training meetings, providing training sessions in the church, and giving them books to read about how to teach their particular age group. Some churches can ask a skilled

9 Mow, Preparing Your Child, 33. 10 T. L. Goodrich, “Southern Baptist Leader Heard God’s Call as a Boy,” Fort Worth

Star Telegram, 21 October 2006.

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teacher to work with a new teacher for a year, forming a mentoring relationship. The experienced teacher can model and explain to the new teacher the the art of teaching preschoolers.

Catherine Stonehouse, Asbury Theological Seminary professor, says that leaders and teachers working with preschoolers and chil- dren need a philosophy of education, an understanding of human development, and a theology that are in harmony, each area support- ing the others.11 By philosophy of education, Stonehouse means a way of looking at the teaching-learning process. Who is the teacher? Who is the learner? What is the process? The outcome? Human de- velopment refers to the “pattern of change that begins at conception and continues through the life span.”12 She says that teachers “must be students of the Scripture to help us as we utilize our understand- ing of the secular disciplines to provide developmentally appropriate activities and learning environments to maximize the effectiveness in teaching the Bible stories and truths to preschoolers.”13

Preschoolers grow rapidly in at least five dimensions. The most ef- fective teachers are those who understand how these five dimensions work together.

growing Five Ways

Luke described the growth of Jesus in five dimensions. He wrote, “Jesus increased in wisdom [mental development] in stature [physi- cal development] and in favor with God [spiritual development] and with people [social and emotional development]” (Luke 2:52). While spiritual development is the chief concern for teachers of preschool- ers, the other four areas come into play. These supporting areas of development have been studied for years by people who have given their lives to understanding the human mechanism of physical, men- tal, emotional, and social development. We can learn a great deal from their work, including age-appropriate methods, classroom ar- rangement, and the teaching-learning process as a whole.

11 C. Stonehouse, Joining Children on the Spiritual Journey (Grand Rapids: Baker, 1998), 16.

12 J. W. Santrock, ed., Life Span Development, 11th ed. (New York: McGraw Hill, 2007), G-3.

13 Stonehouse, Joining Children, 21.

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Mental development

Jean Piaget, a physician who spent his life studying the process of mental development, discovered that children process information through specific stages. The first stage of mental development is the sensorimotor period, a term that emphasizes learning through the senses (sight, hearing, touch, taste, smell) and through movement (stretching, pulling up, crawling, walking). With this stage in mind, we select toys for babies, ones, and twos that have smooth, round edges, have no detachable parts, are easy to clean, and are free of car- toon and fantasy characters.14

The second stage of mental development is the preoperational period. This period will last from approximately two to seven years. During this period the young preschooler uses symbolic forms such as language, mental images, drawings, and make-believe to imitate those in their world.

One little three year old had an imaginary bear named Smokey. Whenever he would get into trouble, he would tell his mother, “Smokey made me do it!” Preschool teachers can use the developing imagination of preschoolers to help them understand that Jesus lived many years ago; we cannot see Him, but we can learn that He loves us.

Piaget has helped us understand that the preschooler has difficulty seeing from another person’s point of view. Being egocentric, the pre- schooler believes that if someone has a toy and he wants it, then he should have it. As the preschooler grows older and learns to be more social, he can and should be taught to share.15

Physical development

Babies depend on caregivers to meet their every need. By the time they reach the age of five years, preschoolers can walk, run, climb, write their name, use a paintbrush, and build with blocks. Babies need small items to hold in order to strengthen small muscles in their hands. One and two year olds need lots of floor space for crawl- ing and walking. Four and five year olds need sturdy objects for

14 T. Sanders and M. A. Bradbury, Teaching Preschoolers: First Steps toward Faith, (Nashville: Lifeway, 2000), 61.

15 N. Hedin, “Teaching Preschoolers,” in Teaching Ministry of the Church, ed. Daryl Eldridge (Nashville: B&H, 1995), 216.

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climbing and tables and chairs the right size on which they can work puzzles, play with Play Doh, and participate in other appropriate learning activities.

Another aspect of physical growth involves brain development. The brain begins to develop at conception and continues after birth, with physical changes taking place throughout the preschool years and beyond. “At birth, the brain is still in a relatively undeveloped state.”16 Dr. Bruce Perry, physician and researcher, says that touch- ing, talking, singing, cuddling, comforting, and reading to the infant and young child can produce dramatic increases in brain develop- ment. Children who have been neglected in infancy have been known to have brains that are smaller than the well-cared-for child.17 Even the consistent presence of familiar teachers in each classroom fosters healthy brain development in preschoolers.

social and emotional development

Erik Erikson helps us understand how preschoolers develop in the psychological (self) and social (others) areas. Preschoolers pass through three separate stages. Stage one, Basic Trust versus Mistrust, lasts from birth to approximately age two. During this stage the baby/one year old depends on primary caregivers/teachers in life to meet basic needs such as changing the diaper when wet and provid- ing food when hungry. If the preschooler is abused and neglected, he develops fear and suspicion. As the child grows to trust parents and teachers at church, people he can see, he will be better prepared later on to trust the words of Jesus, a person he cannot see. The child moves from total dependence to gradual independence when he learns from adults he can trust.

Stage two, Autonomy versus Shame and Doubt, lasts from ap- proximately age two to age three. During this stage of growth the preschooler takes a major step toward independence. During this “I can do it myself” stage preschoolers want to do many things on their own, in their own way, and in their own time. Preschoolers need teachers who will encourage them to try new art materials and work puzzles that are a little more challenging, and who will provide

16 D. Bergen and J. Coscia, Brain Research and Childhood Education (Olney, MD: ASCI, 2001), 27.

17 S. Morganthaler, Right from the Start (St. Louis, MO: Concordia, 2001), 93–94.

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adequate supervision and direction. If teachers criticize them for their failures, preschoolers may withdraw. The greatest challenges at this stage can involve feeding, dressing themselves, toilet training, and learning to share personal possessions and toys. The favorite word of many two year olds is no!

Gabrielle was almost three years old, and her parents wanted her to move from using diapers to using training pants. The more the mother pleaded, the more Gabrielle refused. One Sunday the mother confided in Gabrielle’s Sunday school teacher and told her about the struggle. This wise teacher helped the mother understand that Gabrielle was ex- erting her growing independence and would eventually do away with the diapers when she realized that other children in her class were wearing training pants. The mother listened and relaxed, and within weeks Gabrielle told her mother that she did not need to wear diapers any more. Gabrielle wanted to make this decision on her own!

Stage three, Initiative versus Guilt, describes four and five year olds. At this stage preschoolers may appear to adults to be “into everything!” They want to expand their world of experiences, ex- plore, and try out new things. Four year olds are known to have many questions. One little fellow asked his Sunday school teacher if Superman was real. “No,” she replied, “he is make-believe.” After her reply, he asked her if Jesus was real. “Yes, of course, Jesus is real. And we can read about Him in the Bible.” Teachers need to encourage older preschoolers to ask questions and try new things in appropriate ways. “If fours and fives are rejected or punished for ini- tiating activities, they can experience guilt and become afraid to try new things on their own.”18 Helping teachers understand these three stages of social emotional development will greatly enhance their ability to teach the growing preschooler.

Another skill needed by preschool teachers involves knowing how to prepare the learning environment for each age group.

Preparing the learning environment

When Mike and Sharon moved to Rochester, New York, to be- come pastor and wife at an old-established church, they found a congregation with few young families. In fact, there were no pre-

18 Hedin, “Teaching Preschoolers,” 216–217.

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schoolers attending Sunday school. Mike and Sharon knew that preschoolers learn best when their learning environment—the class- room in which they learn—is arranged specifically for them. They first located two rooms close to adult classrooms and the sanctuary. By setting up these rooms for preschoolers, they were preparing for the day when more young families would come to the church.

room set-up

Every learner needs an environment that is safe and secure. Pictures of real animals, real children, and families can be placed around the room at eye level for babies who might be crawling. These pictures can be found in curriculum resource kits or made from outdated calendars. Cover pictures with plastic so that they can be wiped clean throughout the session. The room should be free of unnecessary furniture and clutter. A Bible should be placed in every preschool room for the teacher to use when talking with the pre- schoolers and telling the Bible story for the session. All toys in the room should be washable and large enough to prevent choking when the preschooler puts one in his mouth.

Three, four, and five year olds will learn best in a room that pro- vides learning centers and a corner of the room set up for large group time. Learning centers are designated portions of a room set up for home-living activities, puzzles, books, music, art, blocks, and na- ture. Even if preschool funds are limited, say, in smaller churches, learning centers can still be equipped. Blocks of various kinds can be made with stuffed milk cartons or other throw-away boxes. Artwork can be done on plastic cloths that are placed on the floor. Puzzles can be made from real-life pictures, mounted on heavy cardboard, and covered with clear contact paper. When preschool rooms are set up appropriately, teachers can teach through the use of activities in both the learning centers and large group time.

activity learning

In advance of the session, preschool teachers gather the materi- als to be used in each of the centers. Usually the director of the department prepares to tell the Bible story in the large group time. Preschoolers learn best when they have the same teachers in the room Sunday after Sunday. Preschoolers are curious, active, creative,

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self-focused, and have short attention spans. They learn best when they can have hands-on experiences. Therefore, preparing the learn- ing centers for preschoolers will enhance their learning experiences.

When older preschoolers enter the room, they should be directed to one of the centers to do the activity set up for the session. In some centers teachers will be available to give instructions if needed, talk about the Bible story, sing songs, and share Bible thoughts. Other centers, such as the block center, may not have a teacher available to guide the child’s learning. If preschoolers hear the Bible story told in several of the centers, they will be better prepared to partici- pate in the large-group time. Preschoolers learn through repetition. Preschoolers, after working for a while in one center, may choose to move to another center.

Toward the end of the time spent in the learning centers, the teacher preparing for large-group time will ask the preschoolers to put away all of the materials being used. Blocks are placed on the shelves, and books are returned to the book rack. Puzzles are com- pleted and placed in the puzzle rack. Art materials are put away and/ or cleaned. Preschoolers learn to work together, finish a task, and prepare for the large-group Bible story time as they help clean up the learning centers.

large-group learning

Teachers preparing for large-group learning should consider the age and attention span of the children involved. Use the following suggestions as guidelines for the length of group time:

Three year olds five to ten minutes Four year olds ten to fifteen minutes Five year olds fifteen to twenty minutes19

A variety of activities should be planned for this Bible story time in a group setting. Learning activities include singing, praying, and sharing experiences, playing games, looking at Bible pictures, read- ing Bible thoughts, and hearing the Bible story. When actually telling the Bible story, teachers hold the Bible in their hands. Teachers can ask older preschools to pray in the large group. Sometimes, we will be amazed at what preschoolers can learn!

19 Sanders and Bradbury, Teaching Preschoolers, 119.

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In my son’s church one senior adult lady greets the preschoolers and children every Sunday as they come to the worship service. She loves to let them choose a piece of candy from her basket. The chil- dren have affectionately named her Granny Chocolate. One Sunday morning the pastor told the congregation about Granny’s illness and asked them to remember to pray for her throughout the day. Breanna, age four, turned to her mother and quietly said, “I’m go- ing to pray for Granny Chocolate right now!” She bowed her head and silently prayed. Breanna had learned from her parents and her Sunday school teachers the importance of praying for others in need.

choosing a curriculum

A preschool minister came to me with the following question: Is it OK to tell a three year old that “God is a big leader and Jesus is a little leader”? As a rule we do not tell preschoolers anything that has to be altered or unlearned later. Teachers need to teach Bible truths that are true to the text. Choosing a Bible-based, child-centered and doctrinally sound curriculum for preschoolers can be a challenge. Some popular curriculum on the market today will look attractive, will have little or no advance preparation requirements for teach- ers, and are developed around a theme that engages and entertains. Spiritually sensitive preschoolers need to learn age-appropriate Bible stories when they come to church. When choosing preschool cur- riculum, one author asks the following questions: 20

Are the Bible stories doctrinally accurate and consistent with your church’s teachings? Teachers will usually teach what is written in the curriculum, regardless of their church’s doctrinal stance.

Do the Bible stories contain appropriate content for preschoolers? Three year olds might have difficulty understanding the story of the fig tree that did not produce fruit. They would be able to understand the story of the good Samaritan.

Are sound educational approaches used, or are the teaching methods primarily busywork? Quality preschool curriculum will suggest learn- ing activities for the learning centers, which will allow preschoolers to explore key components of the story. While studying the story of the good Samaritan, ace bandages could be used in the home-living

20 J. Haywood, Enduring Connections (St. Louis: Chalice, 2007), 103–6.

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center to enable the preschoolers to pretend to wrap the broken arm or leg of a friend.

Preschoolers need to learn from a curriculum that focuses on learning basic attitudes about the following concept areas: God, Jesus, Bible, Church, Self, Others, Family, and the Natural World.21 Preschoolers, because of their developing cognitive abilities, cannot understand abstract concepts, nor can they handle large amounts of historical data. As they move into the school-age years, they can learn from curricula that will teach them the names of the patriarchs, the Ten Commandments, and the names of the twelve apostles. As teenagers, they will begin to learn the meanings of the parables, the spread of the gospel through the missionary journeys of Paul, and the implications for God’s call on their life. When preschoolers learn basic biblical attitudes about the eight concept areas, they are build- ing a foundation that will last a lifetime. Let’s look at these eight con- tent areas and what attitudes preschoolers can learn.

god—Babies and ones can learn that God loves people. God wants people to love Him. Older preschoolers can learn that God is special and He made everything. God wants people to pray to Him. People can worship God.

Jesus—Babies and ones can learn that Jesus loves them. Jesus wants people to learn about Him. Older preschoolers can learn that Jesus performed miracles and healed the sick.

BiBle—Babies and ones can learn that the Bible is a special book. Stories in the Bible teach us about Jesus and what He did. Older preschoolers can learn that the Bible helps them know what God wants them to do.

creaTion—Babies and ones can learn that God made day, night, plants, and animals. Older preschoolers can learn that God planned for people to care for the things He made.

selF—Babies and ones can learn that God made them. Older pre- schoolers can learn that God wants them to pray. God has a plan for each person.

21 C. Davis, Breakthrough Preschool Sunday School Work (Nashville: Convention, 1990), 153.

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FaMily—Babies and ones can learn that God made their family. Older preschoolers can learn that God plans for mothers and fathers to teach their children.

church—Babies and ones can learn that people at church love and teach them about Jesus. Older preschoolers learn that a person is baptized after becoming a Christian.

naTural World—Babies and ones learn that God cares about other people. Older preschoolers learn how they can be a part of God’s work in the world.

Curriculum specialists prepare materials for teachers of pre- schoolers that directly connect with their age-appropriate abilities. Selecting the right curriculum is important and calls for a well- trained teaching staff.

administrative issues

A successful preschool ministry in the local church requires a large number of teachers. Babies and one year olds need one teacher for every three children on the roll. Two and three year olds need one teacher for every four children on the roll. Four and five year olds need one teacher for every five children on the roll. At least two nonrelated adult teachers should be in each preschool room dur- ing the session. Churches often struggle to find enough preschool teachers.

During my first church experience as minister of preschool educa- tion, I learned that prayer is the key to enlisting teachers. The first Sunday at First Church, I learned that the Mission Friends teachers for the kindergarten class would not be returning in the fall. I re- member specifically praying for two teachers to teach in this class. The next Sunday a couple who were on a one-year furlough from the mission field asked me if I would consider letting them teach in Mission Friends. Would I consider? The Lord showed me in this one incident that He wanted me to depend on Him to help me find teachers for the preschoolers in our church. Enlisting teachers involves con- stantly looking, asking, and praying.

A second important administrative area in preschool ministry involves providing a safe environment. Persons who work with preschoolers must have a criminal background check. Persons who

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have previously been accused and/or convicted of committing either sexual or physical abuses of children should not be allowed to serve in any program in the church where preschoolers and children will be found. Two adult teachers are to be in every preschool room. Churches with only a few preschoolers should combine ages in one room with two workers rather than divide the preschoolers into two rooms with one teacher in each room. The church cannot be too cautious in protecting preschoolers and children from persons who would look for opportunities to inflict harm.

conclusion

How seriously does your church take its ministry to preschoolers and their families? Preschoolers can learn biblical truths that become a foundation for the rest of their lives. Preschoolers learn through relationships with preschool teachers who love them and who model and intentionally teach biblical truths. God intended for parents to be the primary teachers of spiritual truths to their children.

Preschoolers can learn about God and Jesus by going to church with their families and seeing people of all ages singing, praying, giv- ing, and listening to Bible reading and sermons. What a privilege for parents to be able to model and intentionally teach their preschoolers how to worship!

Will your church accept the challenge of equipping parents of pre- schoolers to teach their little ones spiritual truths? Because “the fear of the Lord is the beginning of wisdom, and the knowledge of the Holy One is understanding” (Prov 9:10).

Will your church enlist and train teachers who will commit to be- ing in the classroom Sunday after Sunday, prepared to “teach a youth about the way he should go; even when he is old he will not depart from it” (Prov 22:6)?22

Will your church provide a learning environment appropriate for the preschooler and safe from anyone who would seek to harm the child? Will your church do whatever it takes to major on preschool- ers “learning the Scripture . . . and being enlightened by the Holy Spirit, apart from whom the Scriptures will not be understood”?23

22 See chapter 22, “Ministering alongside Volunteers.” 23 A.W. Tozer quote from Jim Gallery, Prayers of a Dedicated Teacher (Nashville:

Brighton, 2001), 29.

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Samuel, a young boy, heard the voice of the Lord. So may our pre- schoolers heed His voice through parents, teachers, and church lead- ers as we pray for them and serve them in Jesus’ name.

Questions for discussion

What are your earliest memories about learning Bible stories 1. and learning to pray? Why do churches have a difficult time enlisting teachers for the 2. preschool ministries? What will it take to get parents to become the teachers of spiri-3. tual truths to their children?

Bibliography

Barna, George. Transforming Children into Spiritual Champions. Ventura, CA: Issachar Resources, 2003.

Bergen, Doris, and Juliet Coscia. Brain Research and Childhood Education. Olney, MD: Association for Childhood International, 2001.

Blackaby, Henry, and Kerry L. Skinner. Chosen to Be God’s Prophet: Lessons from the Life of Samuel. Nashville: Thomas Nelson, 2003.

Bounds, E. M. E. M. Bounds on Prayer. Kensington, PA: Whitaker House, 1997.

Davis, Cos. Breakthrough Preschool Sunday School Work. Nashville: Convention, 1990.

Fray, William (Bud). It Is Enough. Columbus, GA: Brentwood Christian, 2000.

Gallery, Jim. Prayers of a Dedicated Teacher. Nashville: Brighten, 2001.

Goodrich, Terry Lee. “Southern Baptist Leader Heard God’s Call as a Boy.” Fort Worth Star Telegram, 21 October 2006.

Haywood, Janice. Enduring Connections. St. Louis, MO: Chalice, 2007.

Hedin, Norma. “Teaching Preschoolers.” In Daryl Eldridge, ed. Teaching Ministry of the Church. Nashville: B&H, 1995.

Hemphill, Ken, and Richard Ross. Parenting with Kingdom Purpose. Nashville: B&H, 2005.

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Morganthaler, Shirley. Right from the Start. St. Louis, MO: Concordia, 2001.

Mow, Anna. Preparing Your Child to Love God. Grand Rapids: zondervan, 1983.

Rainer, Thom. Simple Church. Nashville: B&H, 2006. Sanders, Thomas, and Mary Ann Bradbury. Teaching Preschoolers:

First Steps toward Faith. Nashville: Lifeway, 2000. Santorck, John W., ed. Life Span Development. 11th ed. New York:

McGraw Hill, 2007. Stonehouse, Catherine. Joining Children on Their Spiritual Journey.

Grand Rapids: Baker, 1998.

suggested reading

Barna, George. Transforming Children into Spiritual Champions. Ventura, CA: Issachar Resources, 2003.

Haywood, Janice. Enduring Connections. St. Louis, MO: Chalice, 2007.

Stonehouse, Catherine. Joining Children on Their Spiritual Journey. Grand Rapids: Baker, 1998.

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Chapter 16

TEACHING CHILDREN

Karen Kennemur

Some people were bringing little children to Him so He might touch them, but His disciples rebuked them. When Jesus saw it, He was indignant and said to them,

“Let the little children come to Me. Don’t stop them, for the kingdom of God belongs to such as these.”

(Mark 10:13–14)

H ave you ever encountered silence on a Sunday morning in the preschool or children’s area of a church due to the absence of children? My dad, a retired pastor, once en-

countered such a silence. He found it in a dying church. On the first Sunday of a new interim, he was walking through the church during the Bible study hour. He entered the preschool area, and he realized no babies were crying, no children were laughing, and no teachers were teaching. It was quiet. He said:

The sad scene was heart-breaking. However, it became sad- der when I walked through the wing of the church and saw four or five workers eager for children, but none came. The final result was the church no longer exists. They merged with another congregation. Without babies and children a church simply cannot exist very long.1

Children are critical to the life and growth of the local church. Church growth specialists and pastors agree that “most growing churches have one thing in common: children.”2 Young families with

1 Dr. J. Poteet, interview by Karen Kennemur, June 14, 2007, live interview, Southwestern Baptist Theological Seminary, Ft. Worth, Texas.

2 B. Campbell, “Connection with Pastor Important for Successful Children’s Ministry,” Lifeway, 2002, http://www.lifeway.com/lwc/article_main_page/ (ac-

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children attract other young families with children, resulting in nu- merical growth. Thom Rainer discovered through his own research that “focused efforts to assimilate young people often resulted in entire families becoming involved in a church.”3 Therefore, churches that intentionally reach children and their families are more effective in assimilating them into the church body where they will experi- ence true Christian community.4 They do this through superior pro- grams and ministry opportunities.

Jesus expressed the importance of children in Mark 10:13–16. In this Gospel passage, parents were bringing their little ones to see the Savior. The disciples began turning away the children. Perhaps they were merely reacting as adults often do toward younger generations. They had not been with Jesus long enough to know His love for chil- dren. Jesus’ reaction was one of displeasure toward His disciples. “Let the children come to me. Don’t stop them! For the Kingdom of God belongs to such as these. I assure you, anyone who doesn’t have their kind of faith will never get into the Kingdom of God.”5 In this one act Jesus was telling us that children are important to man and to God. Not only do they deserve the attention, guidance, and assistance of adults; children exemplify the faith required of all Christians.6

Leaders who understand the importance of children in the church are committed to providing quality Christian educational experi- ences for them. We know today’s parents are looking for quality in programs for their children. Such standards may seem overwhelming to the average church. However, as congregations assess their goals for children’s ministries, perhaps they might consider building on their strengths rather than maintaining all programs whether strong or weak.7 Most churches “have a limited amount of resources, and if they funnel their energies to weakest areas, the strong areas often begin struggling.”8 Strong, successful programs energize parents,

cessed February 9, 2007); Kevin Doughterty, “Instituional Influences on Growth in Southern Baptist Congregations,” Review of Religious Research 42:2 (2004): 119; and Reginald Biddy, Restless Gods: The Renaissance of Religion in Canada (Toronto: Stoddart, 2002), 12.

3 T. Rainer, High Expectations (Nashville: B&H, 1999), 19. 4 S. May et al., Children Matter (Grand Rapid: Eerdmans, 2005), 132; and John

Westerhoff, Will Our Children Have Faith? (New York: Seabury, 1976), 53. 5 Mark 10:13–16 NLT. 6 R. zuck, Precious in His Sight (Grand Rapids: Baker, 1996), 12. 7 J. Haywood, Enduring Connections (St. Louis: Chalice, 2007), 9. 8 Ibid.

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children, and leaders to work as a team to provide quality and to strengthen weak areas. The partnership of the church with parents offers excellence in ministry for all concerned.

In the first edition of this book, Daryl Eldridge tells a personal childhood story about one of his missions education teachers.

Mr. Bailey was late again for our boys’ mission education class. He gave his typical apology for not having prepared a lesson. “But,” he said, “on the way to church the Holy Spirit spoke to me and told me what to say.” I was curi- ous. I knew God spoke to Saul on the road to Damascus. I’d been told that God sometimes spoke in a loud voice. Did God speak to Mr. Bailey in that same way? Did his sons in the back seat hear God, too? There wasn’t anything spectacular about the lesson. In fact, it was similar to last week’s lesson. It was one of his favorites, the eleventh com- mandment. Maybe you’ve heard it: “Women shall not wear pants in church.” As a nine-year-old boy, I didn’t mean to be disrespectful to God, but it seemed to me he could have given Mr. Bailey a better lesson.9

Excellence in ministry involves much more than planning the les- son on the way to church. We turn now to some basic ingredients in children’s ministry necessary for equipping children with a firm biblical foundation. Ministers who focus on the following ingredients provide support for teachers and workers as they effectively minister to children and their families.

how children learn

In order to teach children effectively we must understand how children learn, keeping in mind that not every child learns the same way. Paula Stringer and James Hargrave of LifeWay Church Resources identify eight ways to encourage learning. Learning for children is most effective when:

The learner perceives the material being presented as mean-• ingful. Children see the relevance for themselves in the learn- ing experiences.

9 D. Eldridge et al., “The Role of the Holy Spirit in Teaching,” in The Teaching Ministry of the Church (Nashville: B&H, 1995), 43.

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The learner is comfortable in the classroom setting. Children • experience a classroom free from fear, humiliation, and condemnation. Learning addresses the way a child learns. The teachers pro-• vide a variety of learning experiences so that each child can learn in his or her way. The learner is actively involved in the lesson. The child par-• ticipates at some level rather than simply sitting and listening while someone tells them a story. The learner is given the opportunity to make choices, which • requires teachers to prepare multiple experiences. The learner is ready to learn. Teachers intentionally engage • children personally and provide readiness experiences to pre- pare them to hear the Lord speak through His Word. The information is repeated during class time through vari-• ous activities because repetition helps reinforce learning, translating information into knowledge. The learners develop relationships with their teachers and • classmates with the ultimate goal of developing a stronger relationship with Christ, which means teachers provide learn- ing activities that encourage teamwork and interaction among teachers and learners.10

As boys and girls enter the church doors, the congregation has a great responsibility to help them learn about God and His plan for their lives. Teachers play a significant role in the lives of children. By keeping in mind how children learn, teachers can bring the Scriptures alive for children.

Foundational Teaching components of a children’s Ministry

conversion

George Barna reported in 2004 that “nearly half (43 percent) of all Americans who accept Jesus Christ as their Savior do so before

10 P. Stringer and J. Hargrave, Crayons, Computers and Kids (Nashville: Convention, 1996), 15.

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reaching the age of 13.”11 These statistics help us realize the im- portance of sharing the gospel with children. Parents, children’s ministers, pastors, and children’s workers need to present the gospel clearly. They should provide many and varied opportunities for boys and girls to accept Christ into their lives.

The North American Mission Board has an excellent resource for training workers, teachers, and parents to share the gospel with chil- dren. Sharing God’s Special Plan teaches adults to recognize the signs indicating when a child is ready to become a Christian. This litera- ture also guides the adults through the process of sharing the gospel with a child.

church Membership

In many denominations church membership begins with a conver- sion experience. According to the statistics cited above, most people become Christians during their early childhood years. Children need to understand the role of church members. They are not always aware of the responsibilities of church membership. If children are taught that commitment to Christ also involves a commitment to His kingdom’s work through the church, they will more likely become lifelong supporters of the church’s ministries.

LifeWay has a resource for children who are new Christians, I’m a Christian Now. This curriculum promotes church membership. When using this material with teachers, I suggest that you spend additional time describing the structure of your individual church. Explain how decisions are made, the role of each minister, the roles of the deacons, as well as other specifics of church business.

Bible study and Bible literacy

James Emery White wrote, “We are always one generation away from being biblically illiterate.”12 Sunday school is the most consis- tent and important means of helping children study the Bible within the confines of the church. Teachers who promote Bible study within their classrooms provide powerful influences in the lives of children.

11 G. Barna, “Evangelism,” The Barna Group, 2004, http://www.barna.org/ (accessed June 21, 2007).

12 J. E. White, A Mind for God (Downers Grove, IL: InterVarsity, 2006), 57.

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LifeWay has developed excellent tools for teachers to use with children. One is a guide of biblical skills. This guide is a list of age- appropriate skills that children can accomplish during the elemen- tary years. The tool can be downloaded from www.lifeway.com, the LifeWay Web site. While skills like locating books of the Bible, memorizing Scripture, finding Bible verses, and others are important, children’s leaders should keep in mind that the ultimate goal is for children to “understand God’s love for us . . . [in responding] to His redemptive work in Jesus Christ.”13

Prayer

Is prayer intentionally taught in your children’s ministry? How well do children understand the concept of prayer? A recent study found evidence that five-year-old children have a clear understand- ing of prayer. 14 We can see this in a prayer given by a five-year-old named Rachel. “Dear God, Thank-you for this wonderful day we have got and thank-you for answering our prayers. In Jesus’ name, Amen.”15 Rachel’s prayer shows she understood that God is the Creator and He answers prayers.

By six years of age, children believe their own conversations with God alter life circumstances. Seven and eight year olds show devel- opment in their understanding of prayer. They realize that the cogni- tive element outweighs the importance of bowing their heads, clos- ing their eyes, and folding their hands.

NavPress has developed a resource for teaching children how to pray. The curriculum is a hands-on approach to teaching children the components of prayer. This resource provides a year’s worth of lessons.16 While LifeWay does not have this type of curriculum, the writers continually mention the importance of prayer in the Sunday school curriculum, as well as in the discipleship curriculum. There is an old adage that good attitudes are better caught than taught. While this may be true with regard to prayer, it is too important to leave

13 G. Davis and F. Heifner, Teaching Children the Bible (Nashville: Convention, 1991), 17.

14 J. Woolley and K. Phelps, “The Development of Children’s Beliefs about Prayer,” Journal of Cognition and Culture, no. 1.2 (2001): 142.

15 Ibid., 155. 16 It can be ordered from www.navpress.com.

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