compiled by janice haywood, children’s ministry consultant ... · preschool and children’s...

Compiled by Janice Haywood, Children’s Ministry Consultant, Baptist State Convention of North Carolinaand Diane Smith, Children’s Ministry Strategist, Emerging Leaders Team, Virginia Baptist Mission Board

copyright © 2002 by Virginia Baptist Mission Board, June 2002

~ MEET THE CONTRIBUTORS ~

Leon Castle is editor and writer of children’s Bible Study materials, formerChildren’s

Minister, and long-time advocate for children and their coming to know Christ.

Kim Harris served as Children’s Minister at Eagle Point Church in Acworth, GA.

Janice Haywood served as Children’s & Music Minister at Woodhaven Church inCary, NC.

Annette Kirk is Preschool & Children’s Minister at Lafayette Baptist Church in Fayetteville, NC.

Sheila Lueck served as Preschool Minister at New Life Community Church in Asheville, NC.

Debbie Warren is Family Life Minister at Coastal Community Church in Virginia Beach, VA.

Barbara Wells is Preschool & Children’s Minister at SunRise Community Church in Chesapeake, VA.

...with many, many thanks to Betsy Frazier of Atlee Community Church inMechanicsville, VA, and Pam Aycock of Ni River Community Church inFredericksburg, VA, for their timely and valuable suggestions, and Jean Dartof the Virginia Baptist Mission Board for her technical, design and graphicssupport.

According to the latest U.S. Census statistics, fewer than one fourth (23.5 percent) of American house-holds now are traditional nuclear families, composed of married couples with their children. The numberof unmarried couples living together grew 72 percent from 1990 to 2000. Single-father homes grew 62percent over the last ten years. Single-mother homes increased 25 percent.

Now if as a church planter you read the above and conclude that people are no longer interested infamily, you’re dead wrong! Neither churched nor unchurched people are dumb. They know we’re in troubleand they wonder, often at a subconscious level, “What’s going to happen to our nation?” and, more oftenthan we realize, “What’s going to happen to my kids?”

As a new church start, we took this new American obsession to watch out for the kids’ best interests seriously. From our beginning days in October of 1999, when we hired a full-time staff memberto oversee children’s and preschool ministries, we knew a key growth piece for us would be how we handled the kids. Twenty months later, we average well over 100 kids every Sunday. We regularly reviewcomments, both written and spoken, about how our church’s attention to the children has made all the difference. If a few weeks go by and I don’t hear from some unchurched parent that their kids are begging them to go back to church every Sunday, then I know I’m not at Coastal!

Preschool and children’s ministries are important to God, parents, and successful new church starts.If you wonder where adult priorities are these days and how to reach them, just drive around your townsome afternoon. Drive by the ball fields and the soccer fields. Check into your local Cub Scout pack andGirl Scout meetings. Peek in the karate dojo or the dance studio in the corner shopping center. And askthe parents of those kids where they’re going to be Friday night or Saturday morning…because if there’s agame or a recital or a demonstration or a “family night,” mom and dad will move mountains to be there.And if there’s something going on in their community that will benefit their kids, and is organized well,and addresses mom’s and dad’s security issues up front, then they’ll be interested—church related or not.

Dr. Hank Brooks is the Pastor of Coastal Community Church in Virginia Beach, Virginia, that began theirnew church start with a Pastor and a Minister to Families in October 1999.

June 2002

Why Put Energy into Preschool & Children’s Ministries?

Dr. W. Hank Brooks

TABLE OF CONTENTS

Meet the Contributors

Introduction page

Chapter 1 ~ Fun with a Purpose 1

Chapter 2 ~ Identifying & Equipping the Preschool & Children’s Ministry 3Team Leader

Chapter 3 ~ Preparing the Environment for Learning 5

Chapter 4 ~ Equipment & Supplies Needed in New Starts 7

Chapter 5 ~ Scheduling Information to Use for New Church Starts 15

Chapter 6 ~ Enlisting & Equipping Preschool & Children’s Ministry 19Team Leadership

Chapter 7 ~ What Does the “Never-Been-to-Church” Child Look Like? 23

Chapter 8 - Choosing Literature & Resources for Preschool & 25Children’s Ministry

Chapter 9 - Safety, Security & Hygiene 27

Chapter 10 - Beyond the Basics 31

AddendaChildren and Christian ConversionTips for Counseling Children

Fun with a Purpose

Debbie Warren

Chapter 1

“Come on Mom and Dad, get up!It’s time to go to church!” This mightbe music to a parent’s ear. “My childactually wants to go tochurch! Why? When Iwas a child I begged notto go to church. What’sthe difference?” Fun witha purpose is the difference.

Why is fun important?Take a moment to listento the first moment of conversation between a parent and child following a Bible study experience. Youwill probably hear these questions:“Did you have fun?” “Did you makeany friends?” “What did you learn?” Ifparents are new to church or haven’tattended in a long while, they want it tobe a pleasurable experience for theirchild. Families move in so many directions during the workweek thatSunday separations must also meet thedesires of the child. The chances of thefamily returning drastically decrease if achild answers the questions with, “Itwas boring. Do I have to come back?”or “I don’t know what I learned. Theteacher just talked and talked andtalked. I can’t remember anything.”Parents hear the child saying, “I didn’thave fun and I didn’t learn anything.”

At this point the parent either succumbs to guilt about leaving thechild, gives in to the child’s complaintsand decides church is just not worth theeffort, or makes the child continueattending in hopes it will get better.Generally new families are not up for a battle on Sunday mornings. Acomplaining child can be the last block

in the barricade preventing a familyfrom attending your new church.

From the child’s perspective, it’s all about fun. How doyou successfully meet yourgoal to teach children aboutGod while ensuring they arehaving fun at the sametime? A primary con-sideration is planningactivities that include avariety of ways for children to receive andretain information.

Auditory learners retain knowledgethrough verbal instruction. They enjoyreading aloud, small group interactionsand learning centers. Visual learnersretain knowledge by seeing. This student learns by observation, writtenmaterial, films or videos, and visualarts. The kinesthetic learner learns bydoing. Key words might include doing,touching, feeling, or performing.Intentionally planning activities thattouch on the various learning styles willensure that more children are learning.The child will catch what is taught.

A second consideration in planningactivities that children enjoy and call“fun” relates to HowardG a r d n e r ’ s theory on m u l t i p l e intell igences.G a r d n e ridentifies sevenintelligences:

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Verbal/Linguistic (language, writing)Mathematical (scientific thinking)Body/Kinesthetic (eye-hand coordination, sculpting,physical games) Musical/Rhythmic (instruments,rhythmic and tool patterns, ability to “hear” written music)Interpersonal (in cooperation in groups)Intrapersonal (understanding of self)

The wise leader will be aware ofthese intelligences and plan a variety ofexperiences over time that touches onthe seven areas. When the child succeeds,the child has “fun.”

Why is purpose important? God’s purpose in sending children to our ministries is to teach His ways tothem. Also, a child growing in Bibleknowledge, as well as in spiritual maturity, is impressive to adults. Eventhough parents want children to enjoythe time in Bible study, they also wantto know it was not just playtime.Children can have playtime at home orin the park. Parents who bring theirchildren to church do so for a specificreason. They see the importance of thechild learning about God, Jesus, andthe Bible. The parent may not have aclear picture of faith development inchildren; however, they know faith is an important part of their child’sdevelopment. Over the long run,evidence of Bible knowledge and spiritual growth will affirm for the parent the importance of having children in Bible study.

What is the balance between fun and purpose? The two can go together withcreative thinking and a commitment tosolid Bible teaching principles. Theobjective is not to compromise soundteaching and learning principles for thesake of fun. The objective is to makeBible learning experiences purposeful

and fun. For the new church start thisoften requires thinking outside the box.

Taking into consideration so manyvariables is a challenge indeed! Faithbackgrounds and prior spiritual learning experiences of the childrenwill be a piece of the puzzle. As youcreate your preschool and children’s ministries, watch carefully how God isplacing the pieces of your puzzletogether. You may be amazed at the picture He is crafting for His newchurch start.

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Develop a position descriptionso that the person will know exactlywhat his or her responsibilities are.Adapt and tailor these major responsibilities to your specific situation:Be the leader of a team to developand implement a preschool and children’s ministry.Assist preschool and children’s

ministry team in determining whatministries are needed

immediately and project when other

activities/ministries mightbegin such as:Sunday

School,TeamKid,

Vacation BibleSchool, small group

gatherings, worship carefor pre-schoolers,

choir, missions, special events, etc.Organize the age groupings for ministry events (i.e. Sunday School,small group gatherings, etc.) and determine leadership needsIdentify and enlist leadershipDetermine space needs for ministryevents and organize set-up and takedown procedures in cooperation with team responsible for that taskCoordinate ministry with the totalministry of the churchPrepare an annual budget request and administer the expenditure ofthe budget related to preschool and children’s ministry

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Identifying & Equipping the Preschool& Children’s Ministry Team Leader

Janice Haywood

Chapter 2

Preschool and children's ministryis very labor intensive although a well-executed ministry will appeal toyoung families strongly and effectively.One of the first persons you need toidentify and enlist is the Preschool andChildren's Ministry Team Leader.This person, volunteer or paid, willcoordinate all of the ministries yourchurch will provide for preschoolersand children. He or she may begin asa paid preschool and children'sminister or as a volunteer.

In identifyingthis very impor-tant leader, lookfor someone withinyour core group orin another church who:Cares deeply aboutchildren and seems tohave a good rapport with them.Is passionate about preschool and children’s ministryHas good organizational skillsWorks well with adults (Most of their work will be withadult leaders.)Is flexible and creativeIs willing to gain additional knowledge and skills in order to improve the ministryIs an encourager and enabler, notjust a “doer”Recognizes his or her dependenceupon God for the success of this ministry

Meet with the ministerial staff for planningEnlist and organize the preschool and children’s ministry teamSet ministry priorities with the teamBegin work on the position responsibilitiesBegin collecting and securingresources

It is important for the teamleader/minister to grow in the position. Some possible ways are:Choose an experienced preschool and children’s minister in another church as a mentorStudy equipping resources provided by a variety of publishersAttend conferences sponsored by the state convention, association, or other organizations with similar ministerial philosophy as your churchBecome certified through a seminary or state convention certification program (available in some states)Contact the state convention preschool and children consultant for additional resources and informationConsider the spiritual gifts and passions of the preschool and children’s leadership team membersand divide the ministry/work amongthem based on their gifts and passions.

For example, one person mayserve as preschool coordinator, anoth-er as children’s coordinator, andanother coordinates set-up and break-down of teach-ing areas.

Provide equipping events or opportunities to develop the skills ofthe preschool and children leadership(recommended monthly or quarterly). This might be just toattend a conference or equipping session that another church or organization is sponsoringEncourage, support, and minister to leadershipAssist in worship experiencesEngage in and encourage ministrywith preschoolers, children, andfamilies including outreach to theunchurched, cultivation ofmembers and regular attenders, andcrisis ministriesEvaluate effectiveness of ministry mid-year and at the end of the year.

After prayerful consideration ofpotential ministry team leaders, makean appointment with your topchoice.Share with him this important leadership need.Tell them what qualities they possessthat drew you to her.Review the position description youhave formulated, leaving the possibility for adjusting it or revisingit as needed. Answer questions hemayhave about any of the responsibilities.Discuss the amount of time thecoordination should take as well asthe amount of time the coordinatorwould be willing to give.Consider the need to delegate toothers and to find other creativeways to cover the ministry.Ask her to consider being teamleader and to pray about it. Let herknow when you will contact her foran answer.

When the team leader or ministerbegins his or her ministry, he/shewill:

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Large, open areas will be neededfor active programs; however, eventhese areas should be limited and theirperimeter should be clearly and safelydefined. Spaces that are too largeinvite children to engage in recklessbehavior and may pose a threat to safety. Use some form of spacedividers to create multiple learningareas and define travel paths throughlarge areas.

If there is more than one way toaccess an area, block off all exceptone in order to facilitate control ofregistration and pick-up by parents.

Once areas have been assigned toage groups, each locale should beinspected and examined for safety, aswell as its conduciveness for learning.Consider the existing furniture andequipment. Beware of fixtures thatwill not be portable, such as computers, file cabinets,bleachers and so on. Considercovering them or blockingthem off, if possible.

Bleachers are especially hazardous since children areprone to climb on them or crawl behind them.

Use cones, sheets, or room dividers toremove the temptation.

Furniture or equipment that isportable should also be taken intoaccount in planning for preparation ofthe space. Multiple desks and chairs,musical or audio-visual equipment, etc.requires mapping of the room layout as well as plenty of energy andstrength to rearrange the room forchildren. As guests in others’ spaces,it is important to return the state of

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Preparing the Environment for Learning

Barbara Wells

Chapter 3

Whether a meeting venue hasalready been selected or the churchplanting team is currently in thatprocess, many factors should be considered whenchoosing and preparing areas forchildren to learn.Space, furniture andlocation are a fewissues to bear in mind when decidingwhich areas will be appropriate for various age groups. Safety concerns inall areas are also important to assess.

When considering spaces for thevarious age groups, think about the activities in which children will beengaged, the level of noise, location ofregistration areas, access to restroomsand sinks, proximity to the adult meeting area, and safety of children.

Infants will need a secluded location so that movement in the areawill not disturb the babies or their crying will not disturb others.

Although the area may be secluded, it should still be easily accessible to the adult meeting area in case a parent needs to be paged.

In addition, sufficient room forregistration and check-in is importantsince parents of infants typically havean infant carrier as well as a bag.

They also need time to chat abouttheir baby’s needs or to pick up apager or other security device.

Spaces for older children are moreflexible, but there are still issues tobear in mind.

Toddlers should be near restroomssince they are at the age for potty training.

each area to its original condition (or better) before leaving. Be mindful that new start workers are representatives for Christ, since oftenthe locations used by new start churches belong to those who may notbe Christ followers. Taking accuratenote of the room arrangement whilemoving furniture and equipment carefully insures a continued positiverelationship between the church bodyand the host location.

Even if empty spaces are to beused for children, there are still safetyissues to weigh prudently. Note thelocation of electrical outlets; decide ifthere will be a sufficient number forthe equipment to be used in each areaand then use safety plugsto cover any that maypose a threat. Be sureany electrical cords inthe area are confined orout of reach.

Check the existingfloor covering. Tile floorsshould be free of cracks and missingpieces while carpet should not befrayed, torn or malodorous. Eventhough the floors may be in good condition, a floor covering such as carpet or vinyl tarp may be needed,dependent upon the activities plannedand the age groups using the area.Cleanliness is another factor to be

aware of in any location.Floors, walls, and fur-niture need to be freeof dirt or hazards

such as broken glass.Vacuum cleaners, brooms,

dust pans as well as anti-bacterialsprays and wipes should be kept onhand in each area.

Converting a borrowed space into a safe haven for children to learn andexperience the love of God is an important and challenging task.

Depend upon vision while planningin advance for the transformation of

the physical environment, as well asthe spiritual condition of children’shearts.

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and homeliving items.Bought or homemade PlaydohBooks for each age—Bible stories,nature, child experience, educational (avoid cartoon or fantasy characters)Board books for younger preschool and durable books for older preschoolWashable mobile to hang 10”above crib1 Crib on wheels that has no morethan 2 3/8” between slats (may be used as a diaper changing area,napping crib, or playpen)Enough fitted crib sheets for each child who uses the crib1 folding rocking chair (light weight & portable)CD player & CD’s of preschool songs/music

3. Diaper Changing Area:Crib, quilt, or padded plastic mat on floor (no changing table)Large plastic storage box with lid

(clearly labeled with space name orage group and contents). Include:Diaper changing pad—cleaned after each useDiaper wipesWaxed paper—to put underdiaper when changing

Hand sanitizerLatex glovesDiaper disposal bags orplastic grocery bags

Antibacterial wipesBox of tissues

First-aid kitTrashcan with lid with the

following stored in it:

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Equipment & Supplies Neededin New Starts

Sheila Lueck & Janice Haywood

Chapter 4

Level 1—Basic Equipmentand Supplies Needed for Start

Up

Preschool (Birth—5 year olds)

1. Greeting/Reception Area:1” width roll of masking tape/permanent felt-tip marker (worksgreat for labeling bottles, cups withlids, etc.—Storethese items in a sealable plastic bag)Simple registration sign-in log withpen for parents to register childrenSecurity tags/cards for parentsName tags for greeters

2. General Play Area:1 large area rug (purchased from carpet store for durability)Large elastic cord to put around rolled-up area rugLarge sheets of white or black plastic sheeting & blue painter’s tape (used to cover up bookshelves and walls that your rented facility may restrict you from touching). You also may use sheets.1 extra-large container on wheels with lid for toys and books—be sure to label.Assorted toys for each age—washable, safe, colorful, realisticrather than fantasy, educational(avoid stuffed animals).Include: puzzles and manipulatives, push/pulltoys, musical toys, dress-up clothing, vinyl/ washable doll and clothing,

Clipboards or large pieces of cardboard

Plastic wash tub to wash toys in solution (see hygiene section)Anti-bacterial wipesElectrical outlet coversCrock pot to heat bottlesStorage box for curriculum items—pictures, leader packs,etc.—be sure to label as curriculum and age groupCell phone for safety

Note for Level 1:Make a set-up chart for the preschool area so the set-up team will know where to put the items.Make a sign designating the age group.

Children: Ages 6-11or Grades 1-6

1. Children’s Greeting/Reception Area:Small registration

tablePastel table clothPreprinted or

disposable nametags and markers

Simple registration log with pen forparents to register children by grade or age group

Name tags for greeters*Put small items in plastic

sealable bag.

2. General Teaching Area

1 large plastic container with wheelsto store the following items—label clearly with contents and age groupQuilts, blankets, or carpet samplesquares to designate age groups (younger children/older children,6-7 year olds/8-9 year olds/10-11 year olds—depends on number of

Additional trashcan liners Antibacterial spray

4. Snack Supplies:Plastic storage container with lid (If the above container is largeenough and still manageable whenfull, the following snack supplies*may be stored in it also.) Make sureto clearly label the container with contents:

CheeriosAnimal CrackersVanilla Wafers, Etc.

*CAUTION - Read labels. Buybrands that do not contain peanut oils or wheat to which many childrenare allergic.Sealable storage bags or plastic food container (to store left-over snacks)

Napkins or paper towelsPlastic water or juicepitcher

Water for 3-5 year oldsSmall 3 oz. paper cups

Note: No drink supplies are needed forbabies and ones who will have eitherbottles or cups with lids in their diaper bags

5. General SuppliesPlastic storage container with lidlabeled as “General Supplies—Preschool”

Paper towels for general cleanup Construction paperSpray bottle with water or water/ soap solutionCrayons/water-based markers for older preschoolers18”X24” manilapaper for writing/

drawingglue stickschild-sized scissorsRead-To-Me Bible

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children and leadership as well as teaching plan)One clipboard or card board lapboard per child.CD player & CD’s of praise songs appropriate for this ageCardboard tri-fold display board todisplay teaching picturesTV-VCR

3. General Teaching Supplies

1 large plastic container with wheelsto store the general teaching supplies—label clearly with contents and age group

Construction paperCrayons or water-based markers18”X24” manila paper for

writing/drawingMasking tapeBibles (American Bible Society has Contemporary English Version that is appropriate for this age group. Item number is 105554;phone is 888.918.8088.)Fishing tackle box supplied with

pencils, child-size scissors, glue sticks, paper clips, rubber bands, cellophane tape

4. General Supplies

1 large plastic container with lid with the following supplies—label general supplies and age group

Paper towels for general cleanup Hand sanitizerLatex type glovesAntibacterial wipesBox of tissuesFirst-aid kitStorage box for curriculum

items—pictures, leader packs,etc.—be sure to label as curriculum and age group

Spray bottle with water or water/soap solution

Notes for Level 1:Make sure all containers are clearly

9labeled and try to store them together, if at all possible. This will help setup/tear down crews.Volunteers will know quickly where to deliver the materials for each age group.Make a sign designating the age group.Make a set-up chart for the area so the set-up team will know where to put the items.Locate rooms or teaching area so that they are handicap accessible,near a bathroom, and near a watersource if possible.

Level 2—Equipment andSupplies Needed

When Attendance WarrantsTwo Groupings

Preschool

Preschool Greeting/ReceptionArea:Small registration tablePastel table clothPreprinted or disposable name tags(one for back of child, one for diaper bag)*1” width roll of masking tape and permanent marker (works great for labeling bottles, cups, etc.)*Simple registration sign-in log with pen for parents to register childrenSecurity tags/cards for parentsName tags for greeters*Store these items in a sealable

plastic bag

Birth - 24 Months

1. General Play Area:2 - 3 large area rugsLarge elastic cords with hooks onthe ends (to roll and store rugs)Large sheets of white or black plastic

items stored in it:Additional trashcan liners Antibacterial spray

3. Snack Supplies:Plastic storage container with lid.(If the above container is large enough and still manageable when full, the following snack supplies* may be stored in it also.) Make sure to clearly label the container with contents:

CheeriosAnimal CrackersVanilla Wafers, etc.

CAUTION - Read labels. Try to buybrands that do not contain peanut oilsor wheat to which many children areallergicSealable plastic bags or plastic foodcontainer (to store left over snacks)Napkins, paper towelsNo drink supplies are neededfor this age group—children will have either bottles or lidded cups in their diaper bags.

4. General Supplies

Plastic storage box with lid labeled as “General Supplies for Birth to 24 Months”

Paper towels for general cleanup Read-To-Me BibleAnti-bacterial wipesSpray bottle with water or

water/soap solutionElectrical outlet coversCrock pot to heat bottlesStorage box for curriculum

items— pictures, leader packs,etc.—be sure to label as curriculum and age group

Cell phone for safety

2 - 5 Year Olds

1. General Play Area:2 - 3 large area rugs

sheeting & blue painter’s tape (used to cover up bookshelves and walls that your rented facility may restrict you from touching)1 - 2 extra-large container(s) onwheels with lid for toys and books—label contents clearlyAssorted toys for each age—washable, safe, colorful, realistic rather than fantasy, educational (avoid stuffed animals). Include manipulatives and shapes, push-pull toys, musical toys, large cardboard blocks, doll bed and doll with clothesBoard Books—Bible stories, nature,realistic animal stories, child experience, educational (avoid cartoon or fantasy characters),picture books2 - 3 Cribs on wheels (each one maybe used as a diaper changing area, a napping crib—change sheets between children, or a playpen)Enough crib sheets for each childwho uses the crib1 - 2 folding rocking chairs (lightweight & portable)

CD player and CD’s ofpreschool songs

2. Diaper Changing Area:Crib or padded mat on

floor (no changing table)Large plastic storage box with lid(clearly labeled with space name/age group and contents). Include:

Diaper changing pad—cleaned after each useDiaper wipesWaxed paperHand sanitizer Latex glovesDiaper disposal bags orplastic grocery bagsAntibacterial wipesBox of tissuesFirst aid kit

Trash can with lid and the following

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Large elastic cords with hooks onthe ends (to roll and store rugs)Large sheets of black plasticsheeting and masking tape(this is used to cover up bookshelves and walls that your rented facilitymay restrict you from

touching)1 - 2 extra-large contain-

er(s) on wheels with lid for toysand books—label with contents and age groupAssorted toys— washable, safe, colorful,realistic rather than fantasy, educational (avoid stuffed animals).

Include: puzzles and manipulatives,musical toys/instruments, dress-upclothing, vinyl/washable doll andclothing, homeliving items, buildingblocks and accessoriesBooks—Bible stories, nature, childexperience, educational, community helpers (avoid cartoon or fantasy characters)Jumbo crayons or water-based markers & large paperPlastic child’s picnic table

(make sure to set it on a tile

floor or ifarea is carpeted, usea plastic shower curtain under the table for easy clean up)CD player and CD’s ofpreschool songs

2. Snack Supplies:Plastic storage container with lid. (If the above container is large enough and still manageable when full, the following snack supplies* may be stored in it also.)Make sure to clearly label the container with contents:

Cheerios

Animal CrackersVanilla Wafers, etc.

*CAUTION - Read labels. Try to buybrands that do not contain peanut oilsor wheat to which many children areallergicSealable storage bags or plastic food container (to store left over snacks)Napkins or paper towelsWater pitcher for waterDrinking waterSmall 3 or 5 oz. plastic cups

3. Diaper Changing Area (foryounger children not yet potty trained)Plastic mat on floorLarge plastic box

with lid (clearly labeled with space

name and contents)Contents include:

Diaper changing pad—clean after each useDiaper wipesWax paperHand sanitizerLatex type glovesDiaper disposal bags or plastic

grocery bagsAntibacterial wipesBox of tissuesFirst-aid kit

Trashcan with lid with the followingitems stored in it:

Additional trashcan linersAntibacterial spray

4. General Supplies

Storage box with lidlabeled “GeneralSupplies for 2-5 yearolds”

Paper towels for general cleanupConstruction paperCrayons or water-based markers18”X24” manila paper for

writing/drawing glue sticks

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child-sized scissorsRead-To-Me BibleClipboards or large pieces of cardboard Anti-bacterial wipesSpray bottle with water or water/soap solutionElectrical outlet coversStorage box for curriculum items—pictures, leader packs,etc.—be sure to label as curriculum and age group.Cell phone for safety

Notes for Level 2You may choose to purchase a roomdivider to separate these the spacebetween the babies to24 months andthe 2-5 year-olds, especially if setup isin a long hallway.Mark each space with space nameand age range by birthdays even ifthese two spaces are in individual rooms.Color coding the age group signs is very helpful. This method is effective in directing parents/guests to their child’s area. You may even wish to coordinate the color of the signs to the color of the registration table for the space.Make sure all containers are clearly labeled and try to store them together, if at all possible. This will help setup/tear down crews.Make a set-up chart for each area sothe set-up team will know where to put the items.Locate rooms or teaching area so that they are handicap accessible,near a bathroom, and near a water source if possibleMake signs designating the agegroups.

Level 2Children

(Ages 6-11 or Grade 6)

1. Children’s Greeting/Reception Area:

Small registration tablePastel table clothPreprinted or disposable name tags and markers Simple registration log with pen for

parents to register children bygrade or age group

Name tags for greeters*Put small items in plastic

sealable bag.

6-8 year olds or 1-3 grades


1 large plastic container withwheels to store the following items—label clearly with

contents and age groupSmall stackable chairs—if not possible, use quilts, blankets,

or carpet sample squares to designate groupings (if you separate by age or activity —depends on number of

children and leadership as well as teaching plan)One clipboard or cardboard lapboard for each child.CD playerCardboard tri-fold display boardsto display teaching materials—cover with clear selfadhesive

paper.TV-VCR


1 large plastic container with wheels to store the general teaching supplies—label clearly with contents and age group

Construction paperCrayons or water-based markers18”X24” manila paper for

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1 large plastic container with wheelsto store the general teaching supplies—label clearly with contents and age group

Construction paperCrayons or water-based markers18”X 24” manila paper for writ-

ing/drawingMasking tape (available in red,

green, blue, yellow)Small, lidded, plastic containers

supplied with pencils, child-size scissors, glue sticks, paper clips,rubber bands, cellophane tape

CD’s of praise songs appropriate for this age

BiblesBible mapsBible dictionary, atlas,

concordance and other reference books

Bible games

3. General Supplies

1 large plastic container with lidwith the following supplies—label general supplies and age group

Paper towels for general cleanupHand sanitizerLatex type glovesAntibacterial wipesBox of tissuesFirst-aid kitStorage box for curriculum

items—pictures, leader packs,etc.—be sure to label as curriculum and age group

Spray bottle with water or water/soap solution

writ ing/drawingMasking tapeSmall, lidded, plastic containers

supplied with pencils, child-size scissors, glue sticks, paper clips,rubber bands, cellophane tape

Bibles & Bible gamesCD’s of praise songs appropriate

for this age

3. General Supplies

1 large plastic container with lidwith the following supplies—label general supplies and age group

Paper towels for general cleanupHand sanitizerLatex type glovesAntibacterial wipesBox of tissuesFirst-aid kitStorage box for curriculum items--

pictures, leader packs, etc.— be sure to label as curriculum and age group

Spray bottle with water orwater/soap solution

9-11 year-olds or 4-6 grades


1 large plastic container with wheelsto store the following items—label clearly with contents and age groupSmall stackable chairs—if not possible use quilts, blankets, or carpet sample squares to designateage groups (younger children/olderchildren, 6-7 year olds/8-9 yearolds/10-11 year olds—depends onnumber of children and leadershipas well as teaching plan)One clipboard or cardboard lapboard for each child.CD playerCardboard tri-fold display boards todisplay teaching materials—coverwith clear self-adhesive paper.TV-VCR

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preschool rooms by volunteers in anextended teaching time during the

Worship hour.Some churches opt for a

form of the above withchildren attending theWorship Service for aportion of the time.Children usually attendWorship during thefirst portion of the

service and then exitmidway. During the

remainder of this time children may be involved in a

variety of activities including music,Bible Stories, drama, creative arts,learning projects and activities withother children of similar ages.Volunteers would be recruited to staffthis time with the children.

Another format involves childrenattending a Bible study/Worship at thesame hour but separate from youthand adults. Preschoolers would betaught in their preschool departmentrooms with children (grades 1-6)taught in a separate area. Youth andAdults would be involved in Worshipduring this time.

Preschoolers and children areinvolved in developmentally appropriate activities at this time whiletheir parents are involved in Worship.

How will we enlist and schedule leaders?

The ideal is for children to see thesame teacher each week. In a structurewhere adult worship and children’sBible Study/Sunday school occursimultaneously, the ideal may not be

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What Kind of Scheduling Informationto Use in New Church Starts

Debbie Warren & Kim Harris

Chapter 5

How do we begin to plan schedulesfor our children’s ministry?

Because new church starts areas varied as people are,knowing God’s vision andmission for your church isimportant. Each churchhas its own unique personality, desires,strengths, and weaknesses. Schedulingdecisions must ultimatelyreflect the vision and mission given by God.

Continually ask the sometimeshard questions, “Is this in keepingwith God’s vision and mission for ourchurch?” and “Is this the best possiblechoice for the children and adultsinvolved in the children’s ministry?”As you explore the questions regarding scheduling, make everyeffort to keep focused on achievingHis vision for your children and allelse will eventually fall into place!

Below are some options to consider when determining schedulesfor new work:

The most familiar schedule is aSunday school/Bible Study andWorship time. With this schedulepreschoolers, children, youth andAdults are involved in SundaySchool/Bible Study at one hour andthen move to a worship time together.Each are taught in age-graded roomswith appropriate curriculum anddevelopmentally appropriate activities.After the Sunday school/Bible Studytime, children, youth and adults moveto a worship time together.Preschoolers are cared for in their

the best choice for new adult believers.A balance will need to be found so theleaders may participate in Worship,ultimately building strong adults/parents will build strong children.

Consider the following questionsas you ponder enlisting and scheduling adults to minister with children.

What are the requirements for anadult to minister to children? A church member? Background check? Training?How will we gauge an individual’s spiritual maturity? How mature

must the leader be?Who willenlist and/or approve teachers?

What will be the length ofcommitment asked?

(3 months, 6 months, 1 year)When will enlistment take place? (Year round? New church year?)

What will we do if we have a majority of new believers?If we have only one service, how will the teachers grow through Bible Study and make connections with other adults?Are we willing to use middle and high school students as “helping hands” and if so under what guidelines?What are the necessary adult/ child ratios to ensure safety and optimal Bible learning for the children?How often will adults serve?Every week? Every other week? Every other month? One quarter a year? Eight weeks in ministry followed by four weeks in Worship/Sunday School?How will we find balance between what is best for the

children with what is best for the adults?What will be our plan when teachers fail to show up for their teaching assignments?What would it take for us to close a classroom or teaching area?Will teachers be assigned a specific age, grade, or study are (centers, drama, Bible games,etc.)?

How will the children’s learningtime be scheduled?

There a few “set-in-concrete”answers when starting a new ministry.Finding the perfect schedule will takecareful analysis of your church’s visionfor the children’s ministry as well asthe ability to make changes quicklywhen a plan in not working as expected. A schedule may work forthe present, but as the leaders and thegroup size change, you may need toreevaluate how you schedule the children’s learning time.

Three main questions to ask regarding the scheduling ofchildren’s learning time are:

What time period is available for building use?Will we be able to offer Sunday School for all ages on Sunday morning?Do we want to offer adult Sunday School on Sunday morning, or are we more small-group focused

for adult studies?Is there a weekday or

weeknight time that children’s

ministry may occur?What is our overall

church structure on Sunday morning?

Where will children worship?Where will children have theirBible Study/Sunday School?

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possible. Leaders will give you a predetermined amount of servicehours. Do you want to burden themwith long meetings, or do you want tocharge them up with a shorter well-planned time of prayer, fellow-ship and equipping? Their time is likea debit card to you. Consider the withdrawals you will make from theleader’s “bank of service” time. Whenwill you make withdrawals? Wherecan you get “the most for your money?” A zero balance may comemore quickly than anticipated.

When may families worship together?

Look for opportunities to includechildren in worship. Schedule regular“Families in Worship” services onSunday morning. These servicesmight be every other month, two ormore times a year, or for special occasions like Mother’s Day orChristmas. Make sure the churchbody is aware of these services andthat the children’s ministry team prepares the parents. Some familieswill need coaching as to how to makefamily worship a special time. Also,include children in believer’s servicesor times when communion is served.

How may families schedule familyBible Study time?

Consider forming intergenerationalfamily Bible Study groups. There areseveral books on the market with lessons. This time together mayinclude worship (music and prayer),Bible Study and fellowship with other families. Children learn fromobserving their parents in Bible Study,

What does our target populationlook like?Does the primary population have previous church experience?

If so, parents may be more attracted to a traditional Sunday School hour and worship hour schedule. Children might worship with their families and study Bible in age appropriate groups.

If not, parents may not be wiling to sit with the wiggles and squirms of children during worship. If having children with them in the service prohibits them from returning, are we meeting the purpose of the new work? Children may engage in worship designed for them with Bible Study following apart form parents.

How do we schedule effective equipping for those ministering to children?

Equipping and support connections with leaders may well be the key to a ministry where

people stay as opposed to a ministry with high

turnover. Whenleaders are enlisted, makesure they

understand thatattendance at team

meetings is expected.

Meeting time options may include:Monthly meetingsQuarterly meetingsMeeting before church for juice, coffee, and donutsMeeting after a service for a pizzaDinner meetings

Whenever the equipping occurs, makethe time as short and meaningful as

17

and parents learn when they areengaged in Bible Study with their children. Everyone wins!What’s the bottom line when building a successful children’s ministry in new church starts?

In a new work, leadership mustalways be God focused, preplanned,ready to make changes quickly, andremember that God is in control.Keep your focus on teaching God’struths to children. Remember thatadults are learning as they teach! Beready in advance for growth spurts.Christmas and Easter are times whennew people will “try” your church. Ifsomething is not going as planned,don’t hesitate to improve or remove!Each day, each Sunday, recall thatnothing is going to happen that isbeyond God’s awareness. God willsend what you need because the children are His treasure!

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After you have made a list of all ofthe positions for which you need leaders, spend some time praying thatGod will lead you to the rightpeople for each position.Introduce to the church theimportance of preschooland children ministry inreaching families, thenpresent the leadershipneeds for prayer.

For safety reasonsyou need two adults foreach grouping ofpreschoolers and childreneven if they are small groupings. The suggested ratiosof leaders to children are:

Preschool (Birth-K) 1 to 3Birth-2’s 1 to 33’s-5’s 1 to 4Children

(Ages 6-11 or 1st grade) 1 to 6Develop a list of responsibilities

for each of the positions needed for an effective ministry. Before theycommit, people need to know what isexpected of them and what help theywill receive. It does not need to be adetailed listing, but it does need tooutline expectations. Include suchthings as:Responsibilities for pre-paring the

teaching space/environmentExample: You will work with yourteaching team to prepare the teaching space, including movingthe toys, furniture, and carpetinginto the area designated for yourage group. You are responsible for creating a safe and clean environment by following the

policy guidelines.Times they are to be ready to

receive children for the ministryExample: Be prepared to receive

children 15 minutes before thebeginning time for (ministry

event).Responsibilities for lesson preparation,including team planning meetingsExample: Meet monthlywith your teaching team

to prepare lessons that arechild-centered, Bible-based,

and activity oriented, usingthe literature designated for

that ministry.Equipping expectations—even list

opportunities that will be providedExample: You agree to attend twoequipping events during the year.(List your in-house equippingdates as well as other trainingevents offered by the state,association, or other appropriateorganizations.)

Responsibilities for reaching andministry to the children and theirfamilies

Example: After the children’snames in your group are dividedamong the team members, you willcontact the absentees and guests inyour group regularly (or weekly,bi-weekly, etc.).Note: This is a very importantresponsibility that really impressesparents that you care about theirchildren.

Enlisting & Equipping Preschool &Children’s Ministry Team Leadership

Kim Harris

Chapter 619

at all possible.Once these strategic leaders are

enlisted, they may in turn enlist peoplewhom they know that could serve onthe children’s ministry teams. As this“web” increases, you will have identified and increased your children’sministry teams with many people whoare now on board to do ministry.

To avoid burnout, spread out the leadership responsibilities amongmany leaders rather than expecting ahandful of persons to be with the children all the time. If you have afew equipped leaders, pair them withthe inexperienced ones for mentoring.Soon you will have multiplied thenumber of your leaders.

Once the necessary teachers havebeen enlisted, equipping opportunitiesneed to be provided. Equipping maybe offered in many different ways:

Experienced teachers can be pairedup with inexperienced teachers whomthey can mentor in a one-on-one mentoring relationship.

Teaching teams may meet monthlyfor their planning sessions. Thirty-minute training times on specific subjects can be included in thesemonthly planning times, which willencourage and instruct teachers asthey prepare to teach the children.

You may want to invite someoneto come to your church to equip yourteachers on a subject area, unique totheir situation. These may be done inthe morning or evenings and requirelonger periods of time.

Associations and state conventionsalso provide equipping opportunities

Begin to identify people who havean interest and passion for children,perhaps through a spiritual gifts assessment tool. Background and skillmay be considered; however, do notoverlook persons who may have good rapport with children but lacktraining. There may be people whohave the necessary interest and passionfor children, but do not have the experience or equipping. These people may be enlisted and equippedbefore and during the teachingprocess. You need to consider all agesof adults, including men, single adults,and older adults as well as the parentsof the children. As you relate to members, friends, parents and newcomers in your church, you willbegin to identify those who may bepotential children’s teachers.

Relationship with these people andothers plays a huge part in identifyingand enlisting children’s teachers. Youmay also want to look for adults whohave specific abilities that are conducive to your programmingneeds. For example, you may need toidentify people who have specificmusic, drama, and etc., abilities. Forsafety reasons, youth younger than 18must have an adult working with themat all times. Use youth sparingly sincethey need to be involved in their ownBible study and discipleship ministries.

The way you enlist the leadershipmakes a huge difference in how they commit to and carry out theirresponsibilities. Time taken in theenlistment process will be the beginning of equipping and developing your leadership. Potentialleaders deserve to know before theycommit to the responsibility what isexpected and required of them beforethey begin. Start with the enlistmentof the most strategic positions first.These may be your coordinators or“lead” positions on teaching teams.Make personal, face-to-face visits if

20

periodically for the local church.These provide invaluable

opportunities for teachers to becomeequipped in specific skill areas byknowledgeable leaders.

Books, tapes and articles may alsobe provided to teachers to read andstudy as their schedule permits.

21

23

What Does the “Never-Been-to-Church” Child Look Like?

Annette Kirk

Chapter 7

"Whosechild is this?He acts as ifhe's neverbeen tochurchbefore," anexasperatedteacher

asked me as I walked in the door of a toddler Sunday School class.Pick your program, day of the week,or gender, and I probably have beenasked that question by teachers whohave encountered an unchurchedchild.

Indeed, it is a very good question.Who is this child? How did he end uphere? Who does she belong to? Whatis her family like? And why doesn't heor she know any better?

The first step to understanding theunchurched child is realizing that thereis no "typical" profile. Eachunchurched child, just like eachchurched child, is uniquely created byGod with a personality all her own.Each child comes with his own familystory and his own history ofexperiences. Each child has a differentstory to tell about the spiritual journeyhe has been on thus far.But while there is no typicalunchurched child profile, there aresome questions we can ask to help usunderstand this child better.

What is this child’s socioeconomic status? Children from higher socioeconomic groups tend to have awider range of experiences andresources and may come to churchdressing and behaving “appropriately”.

For some of these families church maybe like any other wholesome activity achild may participate in, like soccer orart camp, or scouts. Children who lackaffluence bring with them a differentset of resources that may not seem asobvious or desirable. A wise teacherdoes not look upon them as being disadvantaged but looks for thestrengths that accompany this child’slife circumstances—self-reliance,independence, and eagerness. Thesechildren desire your attention andapproval, though they may not knowwhat is acceptable behavior to you.

How old is this child, and what hashis spiritual journey been like so far?An unchurched child may not possesscommon Bible knowledge that achurched child his age would have.An unchurched child may have been exposed to a variety of faithbackgrounds. His own family mayhave tried more than one faith, or shemay have attended church with friendswho are from different faith cultures.

Skillful teachers will guard againstassuming common knowledge; theywill explain references to Bible storiesand Bible passages. Age, too, maymake a difference in a child’s attitude

24about church. The older the child isthe less acceptable church becomes. Ifthe child’s parents are the driving forcebehind participation, the child mightresent or resist some of the changestaking place in his family.

Tips for talking to parents ofunchurched children

Ask parents or guardian to shareany information about their child thatwould help you be a better teacher fortheir child.

Realize that their first priority maynot be learning; safety and fun areusually more important to them atfirst. Invite them to tour the child’sclass and have written policies that you can send home. Look for opportunities to invite parents toteaching times so they can observelearning in progress. Hold an openhouse or pre-class breakfast where you can display learning activities.

Share positive reports with parentsabout their children’s experiences atchurch.

Seek to influence rather thaninstruct parents in changes they canmake in child rearing and spiritualdevelopment. When you build a relationship with children and parents,they will seek out your influence.When there is no relationship,instruction often falls on deaf ears.

Tips for Guiding BehaviorHome, school, community, and

teaching environments influencebehavior. You have control over theteaching environment. The room configuration, the type of activities,the relationship with the leaders, thepace of the lesson all affect the children’s behavior.

Let children help you establish positive behavior guidelines. “Whatdo we need to do to help us to have agood experience at…?” For example:“We will listen when someone else istalking. We will share with others. Wewill stay in the teaching area until it istime to be dismissed or parents comefor us. We will participate in theplanned activities. We will be kind toothers.” Make the guidelines general,reasonable, and few in number.

Make sure that your expectationsare appropriate for the age, learningstyle, and background of the child.Be consistent in following the behavior guidelines. All leaders help to guide behavior.

Some children have specialneeds—physical, emotional, or evensocial. You may need to have extraleadership to guide children who havethese special needs.

The options of literature for preschool and children’s ministry areabundant and continue to multiply.You need to make good choices basedon a careful evaluation of what youwant to accomplish in your ministry as well as the quality of the materials. Some of the literature is fun at theexpense of good faithdevelopment teaching—the method overpowersthe message. Other mate-rials use abstractions andconcepts that children “donot get” because of their mental development. Still othersdo not present the Biblical accountaccurately.

Preschoolers and children need literature and materials that:Teach them accurately about thenature of God and His relationship to them.Take into account that they are literal, concrete thinkers until about the age of 12. They do not “get”symbolism and object lessons in which the object is symbolic of an abstract concept.Recognize that children have various preferred learning styles and provide activities or learning experiences for each style. Children learn throughall of these styles, but everyone has a preferred way to learn: “Let Me See,” “Let Me Hear,” or “Let Me Try.” Children retain more when you use their preferred learning style.Are Biblically and realistically based rather than culturally based. Books,

videos, and toys based on cartoon characters, non-Biblical historicalcharacters, or secular holidays (Santa Claus, Halloween, etc.) may be appropriate for home but not appropriate for church. For example,

Veggie Tales videos should notbe used for teaching at

church.Allow them to be creative.

Guidelines forChoosing Literature

and Resources

Are Bible stories doctrinally accurate? (Is this what our Baptistchurch believes? Are the stories “embellished” by material that is not inthe Scripture? Is the Scripture interpretedcorrectly,or is it out of context?)

Do the stories and activities helpunchurched children as well aschurched children to learn and understand God’s plan for theirlives?

Are the understanding and skilllevels of the pupil considered inthe teaching suggestions and Bible materials? (Are the teaching suggestionsand Bible stories appropriate for the agegroup? Too easy? too difficult? symboliclanguage? Is this what a child needs to belearning at this particular time in his orher life?)

Is literature pupil-centered (childfriendly) rather than teacher-cen-tered? (Do children have opportunities to

25

Choosing Literature & Resources forPreschool & Children’s Ministry

Janice Haywood

Chapter 8

express their creativity, ideas, etc.? Is theemphasis on learning through active participation rather than through “sittingand listening only?”)Are sound teaching approachesused, or are the methods primarily“busy work”? (Is a child encouraged to“think” through the use of Bible games, puzzles, and activities? How will a childgrow in knowledge and skills by doing anactivity? For example, a coloring page is“busy work.”)

Are the learningmethods/activities variedand interesting to children? (Or are all children withinthe same age-group doing the same thing atthe same time? Do suggested ethods/activities allow for different interests andlearning styles?)

Is it flexible enough to be used with multiple ages of children with varied abilities? Is it simpleenough to be used effectively byinexperienced teachers?

Is it attractive to children? (Is it good,colorful artwork? Are drawings realistic?Preschoolers and children confuse fantasyand reality. Realistic art helps them to perceive that the Bible and the truths weare teaching are real.)

Are there opportunities for worship?(or is it all “fun and games?”)

What emphasis is placed on evangelism? (Is it appropriate for theage? Is it heavy-handed or manipulative?Does it use literal language rather thansymbolic language; i. e. “give your heart toJesus?”)

What is the cost? Is it worth theprice for what you get?

Some Beginning ResourceSuggestions

Bible StudyLifeWay Christian Resources:Bible Foundations Series (has Biblestudy, missions, and discipleship components) or Family Bible Series(Broadly graded)TeamKid (recommended for childrenonly for Bible study—emphasis on Biblememory)“From Time to Time”—One yearchronological study of Bible for children

Smyth and Helwys: FaithStepsDiscipleship

LifeWay Christian Resources:TeamKid (both preschool and

children)FUNdamentals units for children: “ TheCharacter Chronicles”, “Jesus, the Oneand Only”(Parts 1 and 2—life of Jesus),and othersBible Foundations Series (for

preschoolers)

MusicLifeWay Christian Resources:Preschool—“Play and Praise” or

“Specially Special Songs”Children—“Children’s Choir”

(quarterly) or “Made for Praise”(collections)

MissionsPreschool—Mission Friends

(WMU materials)Children in Action (co-ed WMU

materials) or MissionKids (co-ed Brotherhood materials)

Other short-term studies (such as Secret 001 and Secret 002 produced by LifeWay)

Contact Information for LiteratureLifeWay Christian Resources

1.800.458.2772Smyth & Helwys Publishers

1.800.747.3016Note: Contact your state preschool andchildren consultant for evaluations ofsix lines of preschool and/or children literature produced by the VirginiaBaptist Mission Board 800.ALL.BGAVx2256 or 804.915.5000 x2256.

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27

Safety, Security & HygieneKim Harris

Chapter 9

The number one concern ofparents is that their children are caredfor in a safe and secure environment.This concern crosses school,recreational, civic, and church lines.Church facilities must be both safeand secure in order for parents to feelcomfortable when leaving their children within our care duringchurch-sponsored activities.

Parental concerns regarding safetyand security include many differentareas.Parents areconcernedabout thepeoplewith whomthey leave their children. Parents maynot be familiar with the adults that areteaching their children; therefore,simple nametags for the leaders,identifying them and the church, or aposter outside of the department doormay ease the parents’ minds as theyleave their children with a leader.

The building that the preschoolersand children occupy also may be aconcern for parents. New churchstarts rarely meet in a buildingdesigned for preschool and childreneducational ministries. Communitycenters, schools, and theaters present achallenge for leaders as they try tomake the room conducive to learningas well as welcoming to parents andchildren.

A preschool/children’s ministrywelcome center can be the first step inhelping parents develop a sense ofwell-being when leaving their children.Located in a visible area near the

preschool and children’s rooms, thisarea can be the check-in area for parents and children.

Members and guests alike may register their children, become familiarwith the leaders, and be greeted byadults. Guests may be escorted totheir children’s rooms and have theirquestions answered by those at thepreschool/children welcome center.

Security of PreschoolersA security system for preschoolers

and their parents is a necessary toolfor a secure preschool environment.A security system must be implemented from the start (implementing later is very, very difficult). A security system allows foronly a parent or designated adult topick up the child at the preschoolroom or area. This prevents older siblings and those unauthorized by theparent from picking up their child.These systems can be as simple orinvolved as the church or preschoolministry team determines.

Some security systems require picture identification of the children.These pictures are made in house, arepresented to the parents, and arerequired when the children are pickedup.

Other times churches may chooseto purchase systems which require amatching tag or numbers when picking upthe children.

More simple systems merelyrequire paper and pen.

Parents sign in their children, pickup a coordinating number, and returnthe numbered card when receivingtheir child.

Regardless of what is decided, theleaders must be committed to the system and resolve to use it. Withoutleader support the system will probably be doomed to failure sinceteachers interact with parents andimplement the system. The more simple the system, the more likely itwill succeed and be welcomed by bothparents and teachers.

Screening of LeadershipAnother important component

of a secure teachingenvironmentinvolves screening of potential leaders.

Providing necessarysecurity checks protects not only thepreschoolers and children, but also inmany cases is required by insurancecompanies when insuring churches.These screening procedures involvecriminal background checks and/orvolunteer screening forms for thoseteaching pre-schoolers and children.A sample is included in this packet or you may refer to other legal information books listed at the end ofthis article. Simple changes in theform may need to be made to fit yourparticular situation.

These forms allow for potentialteachers to state informationregarding their teaching experience with children,Christian background, and privateinformation in a confidential manner.Once these forms are complete, thePreschool and Children Ministry TeamLeader may question the potentialteachers concerning the informationthat was shared, if needed.

28Churches also may want to

implement a rule where potentialteachers must be an active member of the church for six months beforeteaching children. This allows forboth parties to become familiar withthe policies, philosophy and commitment of those involved.

Churches may consider agerequirements for teachers as theybegin setting up their preschool/children’s ministry. (Check the laws inyour state for legal age requirements.Some states consider anyone under 18to be a minor). Preschool and chil-dren rooms should have at least twoadult teachers present at all times.This protects not only the children butthe teachers as well. With two adultteachers present (not husband andwife), potential problems can be prevented by verification of actualfacts by either teacher.

Safe Room EnvironmentSafety at church also includes

providing a safe room environment for preschoolers and children. Somesafety questions regarding the room orarea used are:Are electrical outlets covered andsecure?Are there large items in the room(desks, adult-sized chairs, tables,panels, etc.) which preschoolers may damage or pull down on themselves?Are cabinet doors and items inside secure?

Is there equipment (computers,overhead projectors, keyboards,musical instruments) which preschoolers could damage?

Is the floor clean of trash, food items, staples, etc. that may have been left by a previous group?Are the safety exits and fire escape routes clearly marked?Is the room on ground floor level for preschoolers?

Is the equipment used by preschoolers and children safe? (i. e. folding chairs are a safety hazard, small toys can be a choking hazard, balloonsare unsafe, glass containers can break easily, etc.)Is an emergency first aid kit readilyavailable and accessible? One should be included in the materials unpacked and packed each Sunday.Is a telephone available for emergency use?Is the preschool area arranged so that preschoolers cannot “run away?”

CleanlinessPreschool “rooms” in a new start

setting also need to address cleanlinessprocedures for teachers, parents and volunteers. Proper diapering procedures include using gloves when diapering a child and sanitizing thearea after changing the diaper.Sanitizing gels, sprays and other disinfectants are available if there is no water source in the room. Theseproducts can be used after wipingnoses and for general clean up.

Toys that are used by babies andtoddlers during the session need to becleaned after each use. The toys maybe cleaned by placing them in a pan of soapy water, rinsing them in cleanwater, laying them on a towel to airdry, and then returning them for further use. Sheets, blankets and quiltsused during the session need to be washed after each session.

Security/Legal ResourcesReducing the Risk of Child Sexual Abusein Your Church (prevention kit), RichardHammar and others, Church MinistryResources, Matthews, NC(800.222.1840)

The Good Shepherd Program: Tools forProtecting Your Church, Nexus Solutions(toll free 888.639.8788)

Risky Business co-produced by BaptistState Convention of NC andCampbell University Church-StateResource Center of the Norman A.Wiggins School of Law(800.395.5102 x414, Cost $10)

Stop Child Abuse Before It Happens: APrevention Plan to Minimize the Risk inYour Ministry by Bill and Carol Harper,Church Growth Institute,P. O. Box 7000, Forest, VA 24551.

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I just love those pictures ofpancakes on television or in a magazine. There is always a tall stackof golden brown pancakes…maybeeight or ten stacked one on topof the other. They aresmothered in butter anddripping with syrup.Just the sight of themmakes me want to biteinto one of them. But in reality that tall stack of pancakes usually has trouble standing straightup. Because of the height, they usually wind up slipping off of oneanother and end up on the side of theplate. Thus the “Pancake Principle”of preschool and children’s ministry.

The basic components ofchildren’s Christian education ministryhave traditionally consisted of Bible teaching during Sunday School,Christian growth and living inDiscipleship Training, a children’schoir program and a children’s missions education program. Thesefour programs would consist of thebottom four pancakes on our plate.Even though considered basic,churches have struggled in the pastfew years to provide these programsfor children in the traditional timeslots of Sunday morning and eveningand Wednesday evening. Familyschedules, time restraints, and teacherrecruitment have caused many churches of all sizes and types torethink and retool their educationalministries.

A new start often struggles to provide these basic educational components in a children’s ministry.

Limited time slots are a challenge. Somenew starts have only Sunday morningto provide ministries for children.With only an hour or two of

programming time, church-es must decide what

type ofministry to providefor children. An

adequate number ofleaders to serve in the

ministries may present a problemfor the new and growing congregation. Meeting recommendedleader-child ratios may make providingadequate supervision for children dif-ficult. Many new starts attract youngcouples with preschoolers and children. Consequently, there are manychildren and few adults to lead in theministry.

The Christian maturity level of thoseadults available to lead also may provideanother challenge. In our church start,our core group was small and thosewe were reaching were unbelievers andnew believers at best. Many wereunfamiliar with the Bible and its message and felt inadequate in leadinga group of children.Space limitations also may hinder a newchurch start from providing the traditional ministries during the initialstart-up phase. Community centers,schools, theaters and other meetingareas many times are limited in suitable space for preschool and children’s activities.

As a new church begins structuringthe preschool and children’s ministry,they need to ask themselves severalquestions. When these questions are

Beyond the BasicsKim Harris

Chapter 1031

have begun a ministry and have doneit well, but later abandoned it due to alack of committed personnel anddiminished quality.

Once these questions are answered, you can begin to stack your“pancakes” of children’s ministry.Your new start may offer one, morethan one, or a combination ofBible study, music, missions, and discipleship for example. You maymeet at times when families are available, or the ministries may occurat physical locations other than yourchurch meeting place. But, they will beyours and they will be ministries thatfit your people at your place and inyour time frame.

After you put the basic ministriesyour church has chosen in place, youmay begin adding additional pancakesto your children’s ministry stack. Thesemay include new member training orinquirer classes for children, childrenin worship, family Bible study,Vacation Bible School, and neighborhood or apartment clubs forchildren. Camps for children such assport camps, music and art camp, craftcamp, back-to-school camp and preschool day camps are great opportunities for outreach and instruction. Special one-day events,family outings and activities, preschoolday trips or events are excellent waysto provide wholesome activities forfamilies and children in your community. These events may beadded as your church grows and mayreasonably provide these activities.Hence, the “Pancake Principle” ofpreschool and children’s ministry.

answered, new starts have a betterchance of keeping their “pancakes”from slipping off the plate.What do we want to accomplish? Do we want to provide in-depth Biblestudy for children at this time or willthe material be introductory in nature?Is this time going to be more recreational in nature with lots ofgames and a brief devotion time? Dowe want to incorporate music, arts,and crafts? What will be our focus forthis time slot? What do we want ourchildren taking home in their headsand their hearts?

Who are we teaching?What is the Bible background of thesechildren? Are they familiar with Biblestories and verses? If not, you wantto create an open learning environ-ment where children are not embarrassed when ask questions related to Bible material.

How are we going to do it?Who are the people committed toteaching and leading in the ministry?How will we accomplish this endeavorwith the adults that are committed toteaching?

Can we do it with the resources wehave?Do we have adequate space, time,equipment, and personnel to accomplish what we want? Manytimes we have a vision of what wewant to accomplish with a certainministry but lack personnel with theneeded gifts to make it happen. Thisis especially true in a new start withlimited people resources.

Can we do it well?Will our ministry be done with excellence? Do we have the resourcesto sustain this ministry, or will it be a“week-to-week, just-get-through-the-hour” approach? Several times we

32

ADDENDA

CHILDREN AND CHRISTIAN CONVERSION

Leon Castle

“I want to be baptized,” the child said. “I want to be a church member.”

“I think it is great that you are thinking about being baptized,” responded the wise counselor. “Would you tell me why you want to be baptized?”

That simple question opened up an opportunity for a serious discussion about the meaning ofChristian conversion, baptism, and church membership. By asking “why,” the counselor is able to discoverwhat the child is thinking and why the child is interested in being baptized. Each question deserves animmediate answer with information that is brief, simple, but adequate to satisfy the inquiring child.

Motivations for children making professions of faith are many. Some may want to be baptized in order to partake of the Lord’s Supper. Others may feel pressured, for whatever reason, to make a publicdeclaration of their faith in Christ, while others may want to please someone by doing such. However,many children will seek counseling because of the Holy Spirit’s conviction in their lives.

By following the child’s lead, the counselor, with the leadership of the Holy Spirit, can guide the child through the counseling process that may or may not result in the child committing to the Lordship ofChrist. A Christian is one who has committed his or her life to Christ by making Christ the “boss, Lord,guide, leader, director, savior” of his or her life. A Christian is one whose desire is to live the Christ way—to do what Christ would do. It does not mean living a life of perfection that is without sin.

In order for this commitment to take place, the child must understand some basic facts aboutJesus. The early church proclaimed a simple gospel message that contained five basic concepts about Jesus.They were:

1. God sent Jesus.2. Men killed Jesus.3. Jesus’ death was God’s plan.4. Jesus arose from the dead.5. The Holy Spirit reveals what God has done through Christ—opened the way to God.

Most children have played “Follow the Leader.” A Christian is one who follows Jesus, the Leader, anddoes what the Leader does. The child who wants to become a Christian must come to realize that Jesuswants to be their Leader. And the child needs to come to the point of wanting or having a feeling of a need to have Jesus as “leader, guide, friend, boss, director, savior.” This is known as conviction.

John, the gospel writer, said it this way,“For God loved the world so much that he gave his only Son, so that everyone who believesin him may not die but have eternal life” (John 3:16 GNB).

An understanding of the meaning of belief is necessary for Christian conversion. Belief, as used in the above verse, means the committal of oneself to the Jesus way—becoming a Christ imitator. Thisinvolves at least an elementary understanding of what sin (not sins) is—a basic attitude of disobedience.Disobe-dience is choosing to do what we want to do rather than choosing what Jesus would want us to do.

Once a child wants to become a Christ-follower, the next thing the child must do is to “turn his orher life over to Jesus,” to commit oneself to the Jesus way and let Jesus become his or her Leader. A common term used to describe this experience, that may or may not be understood by the child, is to “letJesus into your heart.” Life then has a new direction. Rather than desiring to live selfishly or doing whatself wants, the desire becomes to do what Jesus would want him or her to do. This process is called repentance and results in a feeling of completeness and wholeness.

Professing or confessing Christ follows repentance. Paul expressed it this way, “If you confess thatJesus is Lord and believe that God raised him from death, you will be saved. For it is by our faith that weare put right with God; it is by our confession that we are saved” (Romans 10:9-10 GNB).

Although not essential for salvation, believer’s baptism is a means whereby Christians publicly professtheir faith in Christ. Following the conversion experience that sets the child on a life-long journey offollowing Jesus, discuss the importance of obedience to God’s will, prayer, Bible study and church membership. Assure the child that becoming a Christian does not mean living a sinless life. Share that God forgives our sins when we ask Him.

Develop your own approach in dealing with children. Invoke the Holy Spirit to guide you and giveyou wisdom as you counsel. Use Scriptures that are comfortable and meaningful for you. Sharing your own testimony is a great way of witnessing that will help children learn about and think through their conversion experience. Talk about how you came to want Jesus as your Leader and what your life was likebefore doing so. Relate the experiences and the feelings you encountered when you accepted Jesus as Lord.Describe what your life has been like since your conversion experience.

Paying attention to and answering a child’s question about spiritual matters is of utmost importance.Being aware of other emotional and spiritual behaviors that are somewhat out of the child’s ordinarydemeanor could be signs of the Holy Spirit working in the child’s life.

“As the scripture says, ‘Everyone who calls out to the Lord for help will be saved.’ But how can theycall to him for help if they have not believed? And how can they believe if they have not heard the message? And how can they hear if the message is not proclaimed? And how can the message be proclaimed if the messengers are not sent? As the scripture says, ‘How wonderful is the coming ofmessengers who bring good news!’ (Romans 10:13-15 GNB).

TIPS FOR COUNSELING CHILDREN

Janice Haywood

1. Always consider the child’s religious backgroundIf a child does not have previous exposure to Christianity, it is wise to help him/her with some basic

understandings before the commitment.

2. Deal with children individuallyRemember that children are very different and not all children are ready to make this decision at the

same time. Group evangelism is in many cases not effective. A child will be far more prone to talk openly ifyou talk with him privately.

3. Use terminology that the child can understandLearning to speak the “Language of Zion” is not a prerequisite to becoming a Christian (i.e., Give your

heart to Jesus; lost; profession of faith; the hand of Christian fellowship, etc.). Use an easy-to-understand translation of the Bible. As you point out Scriptures to explain God’s wonderful plan of salvation, allow thechild to read them aloud and to mark the scriptures in his/her own Bible.

4. Use scripture referencesGod loves you 1 John 4:10 or 1 John 4:14Sin separates us from God Romans 6:23Everyone sins Romans 3:23Christ paid your penalty Romans 5:8Be sorry for your sins 1 John 1:9Believe in Jesus Acts 16:31 or John 3:16Tell others about your faith in Jesus Matthew 10:32Follow Jesus’ way John 15:14

5. Always employ questions that require more than a “yes” or “no” responseRefrain from questions such as:

“Do you know you are a sinner?”“Are you sorry that you are a sinner?”“Do you want to become a Christian?”“Do you want to be baptized?”

Instead, ask questions that will encourage him/her to express ideas and feelings.Ask questions such as:

“What is sin?”“What is a Christian?”“Who should be baptized and why?”“When did you first start thinking about_______?”“What do you mean by _______?”“Why do you say that?”“Tell me more.”

6. Help the child to understand the difference between an internal experience and an external expressionMany children frequently equate conversion with baptism. The reason is obvious. Children usually see

the two together. Be sure that he/she understands that baptism is an act of obedience for those who arealready Christians. Stress that baptism or “walking the aisle” will not save you.

7. Avoid giving rewardsWhile children do seek approval from adults, rewards sometimes cause children to equate their

commitment to Christ to a physical gift rather than a spiritual gift. When asked if she were a Christian, onenine-year-old child said, “Sure, I’ve got a Bible to prove it.”

8. Planned fear tactics must be avoided at all costs!Frightening an impressionable child into a decision does not communicate that God is a God of love;

rather, it communicates that God is a God of wrath (i.e., God will send you to hell if you don’t...) In addition,scare tactics may cause him/her to “make a decision” based on wrong motives.

9. Don’t press for an instant responseBe sensitive and remember it is God who is in control—it is His work. So, leave the convicting to the

Holy Spirit. You will likely know if he/she is ready to make that lifetime commitment. Assuming that he/shedoes want to accept Jesus Christ, remember to do follow up. Contact the pastor for further counseling. Dovisit the parents, but allow the child the joy of sharing the good news with them first.

If he/she does not make a decision, don’t give up. Affirm them where they are in their spiritual jour-ney and discovery. Pray for him/her daily and overwhelming joy will be yours when you do learn of his/her experience with our Savior.

For more information contact Diane Smith, Children’s Ministry Strategist, Emerging Leaders Team800.ALL.BGAV x2256, [email protected]

Made possible by the generous Cooperative Missions gifts of Virginia Baptist Churches affiliated with the Baptist General Association of Virginia.

www.vbmb.org

compiled by janice haywood, children’s ministry consultant ... · preschool and children’s...

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