QUICK SUMMARY OF CONTENTS

INTRODUCTORY SEMINAR

SEMINAR 1: Teaching, Teacher, Disciple and the Yearly Syllabus

SEMINAR 2: Lesson Objectives and the Weekly Unit - Worship, Lesson, Activity, Evaluation

SEMINAR 3: Children's Church and Christian Education Practices

SEMINAR 4: Children’s Ministry support in Wider Church Practice

OPTIONAL PRACTICAL SEMINAR

Total 31 Pages

© R D Adamson 2002, 2011

Rod Adamson ministers in pastoral charge at George Presbyterian Church, the Garden Route, with 27 years experience with Children's Church and Youth Ministry.

Rod was previously teacher principal, then chaplain of United Church School, Yeoville, Johannesburg, www.unitedcs.co.za .

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CHILDREN'S CHURCH AND

CHRISTIAN EDUCATION

Rod Adamson

CONTENTS – CHILDREN'S CHURCH AND CHRISTIAN EDUCATION

CONTENTS: Page:

INTRODUCTORY SEMINAR 3

SEMINAR 1: Teaching, Teacher, Disciple and the Yearly Syllabus 41.1 Teaching 51.2 The Teacher 51.3 The Children or Disciples 6

1) Theology of Discipleship 2) Differentiation1.4 The Yearly Syllabus 7

SEMINAR 2: Lesson Objectives and the Weekly Unit -Worship, Lesson, Activity, Evaluation 10

2.1 The Objective 11a. Jesus and lesson Objectives b. Educational Science and Objectives

2.2 The Weekly Unit 12a. Worship b. The Lessonc. The Activity Component d. Evaluation Feedback

2.3 Teaching Resources and Media Aids 15a. Church Budget resources b. Personal, Private Resourcesc. User Friendly Visual Aids d. Three Orders of Service

2.4 Further Application Section - Home Bible Study/Cell Group Lesson 16

SEMINAR 3: Children's Church and Christian Education Practices 183.1 Introduction 193.2 All Ages Worship - Seperate Occasion Children's Church and Youth3.3 All Ages Worship with included Children's Church Component 203.4 The Traditional Sunday School and Bible Class 213.5 Management Function in Christian Education/Children's Church 213.6 Christian Education and Children's Church in the New South Africa 21

a. The Context b. Biblical Basis, Christian History, the Christian Call

SEMINAR 4: Children’s Ministry support in Wider Church Practice 244.1 Sunday School in Crisis 254.2 The ‘Ducking-Out’ crisis in Sunday School and Children’s Ministry4.3 Re-establishing the Aim of Children’s ministry/Christian Education4.4 The Way Forward 26

a. The Dynamics b. A Biblical Perspective4.5 Children’s Ministry - Environment, Faith and Relationships 28

OPTIONAL PRACTICAL SEMINAR – Giving a Micro-Lesson 31

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INTRODUCTORY WORKSHOP SESSION

It is suggested that each Lay Leader's Seminar Course offered should include an initial ‘INTRODUCTORY WORKSHOP SESSION’.

The following are some essential pointers for inclusion:

1. Registration of participants, mutual introduction of participants and ice breaker. If course leaders have not already distributed the Manual material to participants before this first session, then the Manual material should be distributed at this point.

2. Outline of the workshop seminar format of the course, emphasising the needfor participants to be ready for specialist input, discussion and activity groups, report backs, think tanks - AND Yes! Assignments or homework if needed. Obviously no kind of testing/marking/grading is offered, since it is expected that participants have already been elected as either Elders or Board members, or been accepted as other gifted Lay Leaders.

3. An Introduction to the Word, Work and Witness of the Gospel: This first section of a Lay Leader Course should always have included a review of the proactive gospel in the initial introductory workshop session - Being rooted in Jesus Christ, delimited by apostolic authority according to the scriptures, inspired by the Holy Spirit, claiming the legacy of the Protestant Reformation and being active in global evangelical ecumenical inculturated mission according to the Great Commission, humbly yet in unity and resolve,the Christian keeps to this service of its Lord.

On their own, have all the participants review a specialised brief history overview of the work of their particular denomination and congregation.

4. Have participants divide into discussion groups (if the group is large). According to which course is being offered, have participants discuss how they perceive their gift of ministry as they enter into the seminar course.Let them record their opinions and give feedback in a plenary report back.

5. Assignment in preparation for the first Seminar: Ask the participants to take some time at home (or private time at a retreat) and read the material for the first seminar that they will be participating in.

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CHILDREN'S CHURCH AND CHRISTIAN EDUCATION

[INTRODUCTORY SEMINAR: For leaders and participants in a course on Children's Church and Christian Education, an “Introductory Seminar” should make up the initial Seminar of a 5 or 6- part seminar format.]

SEMINAR 1: Teaching, Teacher, Disciple and the Yearly Syllabus

1. Ask participants to write down their brief responses (2-3 sentences only) to the following questions:

a. Why have you come to this Christian Education/Sunday School/Children’s Church course?

b. What do you expect to gain from the course?c. What expectation does the Bible place on you in regard to ministry in

Christian education/Sunday School/Children’s Ministry?In group discussion, invite the participants to read their answers, then discuss the various expectations within the group.

2. Input/Input invite (Guest Speaker)Input on material of Seminar 1: Teaching, Teacher, Disciple, and the Yearly Syllabus, bringing out the biblical basis and the practical educational basis for each aspect of the Seminar's material and the input given.

3. In discussion group/s, identify one or two participants who went through

Sunday School personally and have them prepare to relate on: a. How Sunday School helped or did not help ground them in the faith,b. Which teacher, if any, stands out as having passed on faith to them,

and why? Then have each participant write down their answers to the same, and also stating

c. How they would be different, change/improve things. In plenary group, have the various individuals and groups give their responses drawing conclusions about the nature of teaching, teachers and pupils.

4. Have the annual syllabi provided by SANSSA/SU/Umalusi/UPCSA on hand and invite the participants to look at various syllabus materials and lectionary syllabii for a year’s work. Still in plenary session, have participants give their opinion on the value of a year syllabus and the place of flexibility or movement of the Spirit.

5. Assignment in preparation for the next Seminar: Ask participants to

read Seminar 2: Lesson Objectives and the Weekly Unit, invite them to select and prepare one of the components of the weekly unit - objective, worship, lesson, activity, evaluation (being age specific) for a weekly unit on Matt 22.1-14 - Parable of the Wedding banquet.

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1 TEACHING, TEACHER, DISCIPLE, AND THE YEARLY SYLLABUS

1.1 TEACHING

In Luke 6.40 Jesus said “A student is not above his teacher, but everyone who is fully trained will be like his teacher.” Dr. L. Richards expounds this: “Christian education is concerned with helping people become what their teachers are”. By extension, once maturity is reached, people learn self-responsibly in one-on-one relationship with Jesus, the one and only. Says Dr. Richards, “We are concerned about transformation. We “teach” to communicate and to build up the life of God which faith in Christ plants firmly in the believer. Christian education seeks to support a process of growth; the gradual growing up of the believer into Christ and into ever more adequate representation of his character. ... This unique task of building up men and women towards Christ’s likeness is the task of making disciples.” Thus Christian education seeks not just to pass on content, but to pass on Christ to the next generation in particular. {1}

A ‘hands on’ approach to training Christian educators shows four involved parties:1) GOD in Jesus as both content of Sunday School teaching and an interested

party, as presented in the holy scriptures, and in link to Him, the Church. 2) Responsible PARENTS or guardians, as the front line of example setting or role-

modelling; church leaders and mature believers have this as front line for their own children, and share it in a secondary fashion towards the children of others.

[Besides identifying the involvement of these two; more formal presentation of their activity in Christian education is referred to Seminar 4 “Children’s Ministry - Ministering with Children through Relationships”, otherwise it is specialist input beyond this paper’s scope.]

3) The TEACHER, front line scripture-based content giver, and self-responsible role-model.

4) The CHILDREN, or disciples in development to faith-filled adulthood. (Matt 28.19-20)

1.2 THE TEACHER

Many scriptures give us insight into God-given Christian education. Among others in the Old Testament, Deut 6.4-9 is most well known for Jew and Christian, showing the value of the practice of Christian education among people with a Covenant theology. This insight is spread across the Law, the Prophets and the Writings - it is commandment, urgent call and wisdom to pass on faith to the next generation by both pedagogic purpose and role-modelling. (Please read Deut 6.4-9)

In the New Testament the glorious challenge to Christian education is well captured by Paul in his relationship with Timothy. 2 Tim 2:15 gives Paul's crunch verse,

“Do your best to present yourself to God as one approved, a workman who does not need to be ashamed and who correctly handles the word of truth.”

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The theological and educational context of this verse is given in 2 Tim 3.14-16: “But as for you, continue in what you have learned and have become convinced of, because you know from whom you learned it, and how from infancy you have known the holy Scriptures, which are able to make you wise for salvation through faith in Christ Jesus. All scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the man of God may be thoroughly equipped for every good work.”

The teacher - an approved unashamed worker; respectful of the role of scripture and competent in biblical use; continuing their own learning as they pass on learning to the next generation; most pivotal, wise for the salvation in Jesus of those they teach; and of righteousness in word and deed. In educational theory, pedagogy/education/teaching is a “deliberate, purposeful action between an adult and a child formed to assist the child throughout his youth to reach responsible adulthood successfully,” {2} - in our case responsible, faith-filled adulthood. Actually to teach (or practice meaningful pedagogical engagement) for the Children's Church /Christian education teacher implies the teacher ‘intervenes in the life of the child for his betterment, to direct him along the path to adulthood” {3} - in our case faith-filled adulthood. The process is thus not passive, but proactive and positive. Parental misunderstanding of this process is that they will ‘let the child make up it’s own mind’ which translates into a passive neither speaking at home nor attending Church in role-modelling themselves while the child is at Children's Church. Teacher misunderstanding of this is that he/she must be seen to be giving ‘moral, spiritual input’ but can’t really be biased towards one faith, the Jesus faith, or Christian education/Children's Church is 'Bible-punching' or indoctrination. Teachers must expect to give proactive educational encounter for the Jesus faith in the child.

1.3 THE CHILDREN OR DISCIPLES

Whether it is children in Children's Church, or adults in Confirmation or new membership or conversion, the learner in Christian education/Children's Church is a disciple in development to faith-filled adulthood in the Jesus faith. From this arises two issues of consequence:

1) Theology of Discipleship: In the New Testament ‘disciple’ is one upon whom the call of Jesus for redirection of one’s whole life in obedience through attachment to Jesus is being entered upon or underway. Jesus did not wait for voluntary followers, even though he did activate a free will decision by the challenge of faith to this ‘discipleship’, which usually includes giving up or leaving the ‘old’ life for development of the new life of Christ. Jesus’ view in Mark 10.13-16 definitely included children in discipleship. {4}

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2) Differentiation in Christian education: As the focus of this paper is largely on children, all educationalists know this means children of different ages can only learn at the level of their age or psychological development capability. Differentiated Education is formally defined as follows: “Each child receives an education corresponding to his aptitude, interests and abilities which will enable him to reach his potential and become a responsible adult” , in our case reaching his faith potential and become a responsible faith-filled adult. If a child of 6 receives lesson and activity designed for 10 year olds, the child’s Christian education encounter is of questionable success; conversely, if a 10 year old receives lesson and activity designed for a 6 year old, this child’s educational encounter will fall short. {5}

Disciples/children also have two-way relationship with their teacher, their responses and backgrounds affect the way they interact with their teacher. The teacher must be aware that the disciple/child “admires teaching skills, clarity and good classroom control, but also fairness, impartiality, patience, cheerfulness and empathy.” But the teacher must also be aware that disciples/children also bring “attitudes and values which may be negative and destructive; many pupils are disadvantaged and suffer in all sorts of unspecified ways because of poverty, or broken homes, and all this affects the pupil’s relationship to the teacher.” The teacher is not a social worker or ’buddy-buddy’ level companion of the disciple/child, yet encouraging a positive discipling environment is needed for teacher (in terms of stress) and disciple/child. {6}

Discipline and disciples, especially children, are linked issues. In Christian education /Children's Church has one rule - discipline is always parent-centred. For teachers who face ‘pushy parents’ - be sound in your Christian education practice, and with your Session/Church Council.

1.4 THE YEARLY SYLLABUS

The great test of Christian education/Children's Church is long-term continuity. Most will face presenting one or two lessons quite easily, maybe even a term of lessons. Mature educators know that reality is taking a class or group from point A (as in education development level, syllabus planning and beginning, relationship building including the demands and responsibility of role-modelling, and individual lesson planning and delivery week by week) to Point B ( new education development level, syllabus monitoring and evaluation and ending, relationship sustaining with now increased demands and responsibility of role-modelling due to a year spent and a transference of trust built, and wrapping up the year’s lessons with overall syllabus lessons). It requires the consistent personal discipline, work and love for children and teaching faith that leaves being just a stand-in behind, and accepts that the call to teaching/discipling is a ministry. It should be recognised as such by the Church Council/Finance-Management Board and the Church should have year-beginning service in which teachers, among others are set apart before the congregation.

That said, teachers should also not feel as if they have to constantly re-invent the wheel of Christian education. Many Christian educational groups offer material for

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year-long, differentiated courses which fit both the All Ages and traditional Sunday School method. Some of the material is costly, involving financial lay out for each pupil. Other material is cost friendly, a teacher book is usually needed, along with a master copy of the course material or activity material which then allows the photostatting of such material. Some material provides only the teacher book, from which the teacher must take suggestions and plans for lesson material and activities and develop his/her own material. One benefit of an All Age worship approach is that an organised minister/teacher will plan a year’s lectionary of readings and themes, from which lessons, material and activities are then put together at local cost levels. The warning must obviously be - Christian education/Children's Church teaching without proper year planning or lesson planning usually ends in frustration for teacher, children/disciples, parents and local Church, AND WEAK CHRISTIAN EDUCATION MINISTRY.

Resources and material are usually available at local bookstores, or online. Some local suppliers:

SANSSA Christian Education Ministries1 Seldom Inn, 8 Eckstein Street, Bellevue or P O Box 46464 Orange Grove 2119

Tel: 011 - 618-1590 eMail: sanssa@iafrica.com Net: www.sanssa.org.za (or your regional office for local details)

SANSSA stock both “age appropriate” annual syllabi and “all ages” annual syllabi, as well as ranges of teacher resources, DVDs, cd’s , games, and novelty stationery and other items. Costs of material depend on the course chosen.

SU - Scripture UnionJohannesburg - 66 Bompas Road, Dunkeld Tel: 011 - 447-3878

eMail: jhb.shop@su.org.za Rosebank Union Branch Tel: 011 - 884-5628

Cape Town - 14 Park Road, Rondebosch Tel: 021 - 686-8594Durban - 70 Musgrave Road, Berea Tel: 031 - 202-6882SU stock both “age appropriate” annual syllabi and “all ages” annual syllabi, as well as good ranges of teacher resources, videos, cd’s , games, and novelty stationery and other items. Costs of material depends on the course chosen.

“UMALUSI” - the Christian Education For Children Series (Initiating Conference 1974). Black Sunday School Development of the Joint Education Council.

Your own denomination should also have material and resources available.It is up to the Christian education Elder/Children's Church Superintendent (or teacher alone) to evaluate the user-friendliness, cost-effectiveness and suitability of materials for themselves. Cost constraints usually mean the Church Council and Board must be kept in the picture.

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Summary: 1. Christian education seeks to pass on a relationship with Jesus Christ to the

next generation of disciples.

2. The teacher is an approved worker, competent in Biblical use, a disciple of Christ discipling others and wise for their salvation, and a righteous role-model.

3. The child is a disciple in development to faith-filled adulthood in the Jesus faith.

4. Effective teachers give ministry in which the disciple’s educational need to be encountered in Christ is met through year-long syllabi throughout childhood and adolescence.

References:1. Richards, LO. 1975. A Theology of Christian Education. Grand Rapids, Michigan: Zondervan. p 30.2 & 3. Van Den Aardweg, EM & ED. 1988. Dictionary of Empirical Education/Educational Psychology.

Pretoria: E & E Enterprises. p 162.4. Brown, C. Ed. 1971,1980. New International Dictionary of New Testament Theology Vol 1.

Exeter: Paternoster. p 480f5. Van Den Aardweg, EM & ED. 1988. Dictionary of Empirical Education/Educational Psychology.

Pretoria: E & E Enterprises. p 61.6. Van Den Aardweg, EM & ED. 1988. Dictionary of Empirical Education/Educational Psychology.

Pretoria: E & E Enterprises. p 188.

See also:Curzon, LB. 1985. Teaching in Further Education. London: Cassell Educational (p 3-65, 69-107, 111-123)Graystone P and Turner, E. 1993. A Church For All Ages. London: Scripture Union.Heuer, NAC. 1983. My Book of Life - For Children of All Ages. Durban: La Mancha.Morrow, W. 1989. Chains of Thought. Johannesburg: Southern Book Publishers. (p 13-103)Prest, E. 1999. For God’s Sake Have God’s Heart For Children. South Africa: PCSA.Prest, E. 1992. God, Children and the Church. Cape Town: Training for Leadership.Rae, G & McPhillimy, WN. 1976,88. Learning in the Primary School. London: Hodder and Stoughton.Richards, LO. 1975. A Theology of Christian Education. Grand Rapids, Michigan: Zondervan. (p 11-126,165-227)Stoffberg, C. 1998. Ministering with God’s Children through Relationships. Gauteng: (Private)Stoffberg, C. 2001. The Body is a Unit? Gauteng: (Private)Turnbull, RG. 1967, 1980. Baker’s Dictionary of Practical Theology. Grand Rapids, Michigan:

Baker Book House (p 414-421)Walterstorff, N. 1980. Educating for Responsible Action. Grand Rapids, Michigan: Eerdmans.Wood, SN & Hill, JR. 1964. Bible Class Teaching and Leadership. London: Scripture Union.Zuck, RB and Clark RE. 1975. Childhood Education in the Church. Chicago: Moody Press. (p 9-183).

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SEMINAR 2: Lesson Objectives and the Weekly Unit - Worship, Lesson, Activity, Evaluation

1. In discussion group, invite the participants to present to the group the component of the weekly unit on Matt 22.1-14 (Parable of the Wedding Banquet) that they prepared. Each component presented may be discussed, with a view to clarification and not ‘judging’.

2. Distribute some copies of resource provider components on the parable

in question, and invite the participants to examine them in order to review them and compare their efforts.

3. Input/Input invite (Perhaps use a Guest Speaker - from a resource provider group like SANSSA/SU). OR the workshop leader gives input based on SEMINAR 2: Lesson Objectives and the Weekly Unit... In discussion group, review the input, asking each participant how it helped or not in how he/she goes about their part in this ministry.

4. OPTIONAL PRACTICAL SEMINAR 6: GIVING A MICRO-LESSON

If the participants are to do SEMINAR 6, it must be set up as follows:a. Course organiser is to find a multi-service church with multi-venue, age

differentiated Children's Church to guest the course participants; all directions, times and meeting places to be clearly known. If possible, a text and theme from the relevant class/all ages service should be obtained for each participant.

b. Participants need to:i) use the text and theme, knowledge of the age differentiation and

class setting into which their lesson is to be given;ii) work out their micro-lesson using the outline at the top of page 11;iii) prepare all media aids they will use, making sure equipment eg

overheads is available and working;iv) make travel arrangements to arrive at the inviting church well before

time. OR

NO Optional Practical Seminar: If practical Seminar is not used, then in discussion group/s, have participants put together a brief for the Lesson and Activity component for a weekly unit based on John 6.1-15, specifying what age group they will be taking.In plenary, let each group/participant present their Lesson and Activity brief, being open for clarification and suggestion, not ‘judging’.

5. Assignment in preparation for the next session: Ask participants to read the material for SEMINAR 3: Children's Church and Christian Education Practices. Invite the participants to put together the order of service/order of practice for how their congregation’s Sunday School/ Christian education/Children’s Ministry is given.

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2. LESSON OBJECTIVES AND THE WEEKLY UNIT - WORSHIP, LESSON, ACTIVITY, EVALUATION

2.1 THE OBJECTIVE

a. Jesus and Lesson Objectives: Jesus, the greatest teacher of all, practiced an exemplary teaching ministry for Christian educators/Children's Church teachers. Most of Jesus’ parables are single lesson units, some have extended parts, but interesting to teachers is that each parable has an introductory remark or question or situation which sets up the lesson objective. The Parable of the Sower: When people crowd around anticipating spectacular signs and slogans of the kingdom, in Mark 4 Jesus told the parable of the Sower concerning the kingdom taking root. Lesson objective: Move hearers to evaluate the quality of their personal affiliation to God, so move them to obedience to his word shown in plentiful good fruit produced personally, and in overflow to others.The Parable of the Good Samaritan: In Luke 11 a teacher asks Jesus “Who is my neighbour?” Jesus tells the parable of the Good Samaritan, that the one who shows the neighbourly servant-hood of God is the neighbour, a religious leader who cannot serve in neighbourliness doesn’t know God. Lesson objective: Move disciples into neighbourliness, so move them into knowing God. The Parable of the Prodigal Son: In Luke 15.2 Pharisees and Teachers of the Law pour scorn on and judge Jesus’ love for the ‘sinner’ and the outcast. Among others, Jesus then tells of the Prodigal Son to illustrate God’s love overflowing with grace, forgiveness and restoration for lost sinners and outcasts. Lesson objective: Move disciples to embrace love like God’s, so embrace love and restoration as full heirship for the lost as they come to God in earnest personal repentance, for all are sinners, and (second part of the parable) embrace the reluctant faithful in celebrating the mission to the lost. Sayings that Jesus used to end many of his parables, like “You go and do likewise”, indicate that Jesus expected his followers to take personal practical action to fulfil the aim or objective. {1} One can transfer Jesus’ technique into Christian education, observing that the objective is the organising key to the weekly Christian education/Sunday School unit. Resource materials from SU, SANSSA, Umalusi or your church all have a stated objective/message for each week. Even without such, a year syllabus put out by the teacher, or the minister’s year lectionary of readings and theme, is enough to put together a good weekly objective. The objective is not only for the lesson, but is the common thread through worship, lesson, activity and evaluation so the “class session is devoted to achieving a specific purpose toward which all experiences are planned”. {2}

b. Educational Science and Objectives: The lesson objectives above would fall into the category of a ‘general syllabus objective’ expressed in wide terms to allow generalised assessment by change in relationships and lifestyle - putting off the old life, taking up the new life. Educationalists also have a more specialised use - ‘specific objectives/behavioural outcomes’ - rigorously defined in terms of classroom observable student performance expected at lesson end to allow clear evaluation/

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assessment linked to classwork/homework, practicals or even tests. For example, teaching children a prayer lifestyle is generalised; but in a weekly unit, giving the lesson on prayer, saying an example prayer, then getting them to write an own prayer and deliver it in class, is a specific objective/specific behavioural outcome. Thus if “...a lesson is viewed as an unprepared activity, with no discernible objective, if its content is to be determined by whim and its course by improvisation on the spur of the moment, instructional goals may be irrelevant. If, however, the efficiency of the instructional process is to be tested by its success in leading students to desirable goals, then those goals ought to be stated as accurately as possible and the paths to their attainment ought to be charted with precision. The use of instructional objectives may contribute to that end.” {3}

2.2 THE WEEKLY UNIT

A variety of Christian education/Children's Church approaches is used (See Seminar 3:). Across these approaches the common elements of weekly practice are the Worship component, the Lesson input, the Activity component, and the Evaluation Feedback component. A good tool for teachers to use in their preparation time will be a weekly unit planner. It should contain a heading portion to fill in date, reading and theme, and objective(s). Thereafter, using the framework Worship, Lesson, Activity, Development, Evaluation, planning and outline should be done of how each component of the whole worship and Christian education encounter is unfolded.

What attention-grabbers/aids/material/media can go into any of the lesson, activity, evaluation feedback phases? One source lists these:

i) news items ii) attention-grabbing questioniii) simulated interview iv) interview into tape/video recorderv) newspaper report vi) adverts

vii) a good story/serial story viii) quizix) opinions of other/non-class pupils x) small group work and interactionxi) short video/film clip xii) photos for character study xiii) role-plays xiv) dramatic dialoguesxv) letter writing or letters written xvi) class projectsxvii) Bible activity xviii) scripture readingxix) competitions xx) memory verses {4}

Any list of ways to facilitate the lesson, activity or evaluation feedback components can not be exhaustive; there simply is too much opportunity, and creative teachers find new options. The major point to make is that the chosen attention-grabbers/aids/material/media must be topical to and complement the objective for the weekly unit, for children/disciples quickly identify irrelevance.

a. WORSHIP: See Seminar 3. In the All Ages with Inclusive Children's Church component, the worship component occurs in the Sunday Service and the minister or a teacher gives the lesson input, but the children then go out to the classroom group environment for the activity and evaluation components which the teachers deliver. In the All Ages with Separate Occasion Sunday School, the children worship in the Sunday Service; lesson input, activity, evaluation components are done on a

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separate occasion (which may or may not include its own worship component). In the Traditional Sunday School approach the Sunday School leadership offers all of these common elements, the worship component being about 20 minutes of the usual hour long weekly practice.

Each of these approaches must allow ‘differentiated worship’ if the integrity of worship is to be upheld for the children, worship at the level of the child/disciple. The minister/Christian educator/Children's Church leader must show worship expertise in dealing with whichever approach is used. 3 Orders of Service/Sunday School Orders are included under 2.3d of Teaching Resources and Media Aids. {5}

b. THE LESSON: The lesson input is common to all the worship and Christian education practices used in Churches. Obviously the Traditional Sunday School approach and the All Ages Worship with Separate Occasion Sunday School offer greater time opportunity and variety of method for the lesson input. Within the All Ages with Inclusive Children's Church component approach, time to actually give the lesson is restricted, the lesson must be short and crisp so is most often restricted to a teacher teaching (with 3 or 4 overhead slides recommended). The 5 minutes input recommended in All Age Inclusive Services (7min. max), 10 minutes recommended in Traditional Sunday School (15 min. max), of the ‘teacher teaching’ the lesson was very successful for Jesus, and is the basis of any Christian education practice.

The following outline of a lesson input is thus suggested:

i) Introduction: Usually a question, or 5 line illustration, or 1 minute attention grabber linked to the objective AND sets up the lesson and whole weekly unit.

ii) Development: Usually the unfolding of a Bible story, parable or event, in which the use of AUDIO-VISUALS is recommended (Overhead slideshows are recommended for ease of use in all worship and Christian education environments, and because they fulfil the learner need to receive visual stimulation to keep attention).

iii) Conclusion: Usually a 1 minute/5 line linking of the Development to the personal lives of the children so that the Jesus purpose “You go and do likewise” is made clear. {6}

Because of the Biblical content of the Lesson component, it is recommended that the teacher have a high standard of Biblical knowledge. Most teachers develop this privately as the overflow of their own personal faith, and must be congratulated on that. For those concerned about this aspect, Biblical Studies training is available through many books (see 2.3 d.) or courses through local Bible Colleges or Universities, or some churches recommend such part-time studies through TEEC (Theological Education By Extension College). It is important to discuss the quality and suitability of courses with your minister to gain his and your church/fellowship/denomination's insights of study courses. .

c. THE ACTIVITY COMPONENT: Teachers and children value greatly the well-planned activity component successfully to reinforce the lesson received, and to further enhance achieving the objectives set for each particular weekly unit.

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“Creative activities have an important place in the total learning situation, bringing a new dimension into learning experiences. They enable a child to add doing to seeing and listening. They shift him from a passive to an active role where he can put himself totally into the learning experience. They help the child to discover for himself whether he can do what he thinks he can or what he wants to do. They present new opportunities to apply Bible truths to daily life. Children enjoy creative activities.” {7} Matching activity to weekly unit objective(s) and to the Lesson component are the gift, talent and opportunity of the teacher, who should not be scared to try new things or use ideas from other materials though without feeling bound by them. Over the syllabus, not necessarily in one weekly unit, take note of this quote from a seasoned teacher: “Provide a variety of activities and materials . Evaluate choices in view of children’s ages, environment for activities, abilities and interests, physical needs, seasons, and learning goals. Consider activities for listening (CDs, cassette tapes); for thinking (writing stories and poems, riddles, rebuses, slogans, letters); for doing (games, role play, drama, arts and crafts, motion songs, finger plays). Consider media: for creating (clay, newspapers and cardboard, seeds, household discards, string and yarn, shells, pictures); for decorating (paints, crayons, glitter, stickers); for expressing a role (costumes, yardage, wigs, paper sacks for puppets, hats, etc.).” {8}

d. EVALUATION FEEDBACK: Educationalists place major emphasis on this aspect of an educational unit as the duty and opportunity to monitor lesson and learning success. There is greater need in school education to work with ‘specialised objectives/behavioural outcomes” so that one can do clear evaluation/assessment usually linked to classwork/homework, practicals or even tests. Children's Church/Christian education/Sunday School has greater emphasis on voluntary long-term discipleship life change and more emphasis on learning through role-modelling relationships rather than by mastering prescribed syllabus content. Thus a high level of homework and testing for evaluation is very likely to be counter-productive. Unless it can be used as a voluntary initiative elicited from the child/disciple personally, it is to be discouraged. At older age level, in particular Confirmation/Adult Baptism level, some level of homework or testing mainly by oral method is essential, as is the case for Lay Leadership/Lay Bible Course training. Christian Education specialist Dr. Lawrence O Richards says this: “Christian education is a ministry distinct from what we have tended to call “education”. It produces not simply men and women who know, but men and women - and a community - who are, in this world, taking on Jesus’ likeness.” {9}

How does one test “taking on Jesus’ likeness”? The Christian education/Children's Church/Sunday School teacher can’t just overlook the fact that some ‘evaluation’, ‘feedback, 'testing' is educational responsibility. If a weekly unit objective is to teach obedience to God’s Word through Matt 7.24-27, evaluation by having children know the parable and know the 10 commandments for example, is straightforward, and must be done. However, true discipleship would mean the child/disciple engages in such obedience as a lifestyle in which Bible study is a vital component. Evaluation of this would probably be invasive, and still be indiscernible, for the true test is the

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child/disciple ‘taking on Jesus’ likeness’ in obedience to God’s Word. This comes by role-modelling by parent and teacher, and by consistent and not pedantic encouragement showing that obedience to God’s Word, with personal Bible study as component, translates into success and progress for the child/disciple.

2.3 TEACHING RESOURCES AND MEDIA AIDS

The use of different resources and media aids in all components of the weekly unit has been clearly emphasised. The good teacher will make sure that a reasonable and adequate supply of such resources and media aids is available, using correct channels through the Christian education elder/Children's Church Superintendent to link to the Church Council/Management Board in doing so, and ensuring one’s private resources are also in order.

a. Church (Children's Church/Sunday School) Budget Resources: Resources like the SANSSA or SU or UPCSA syllabus material, blank transparencies, Bibles, crayons, paper, glue, koki pens, etc are the budget responsibility of the Church Council and Management Board, as are resource material on Christian Education/Children's Church/Sunday School.

b. Personal, Private Resources: Many Christian educators/Sunday School teachers are socially mobile people, often making job and family moves which mean making church moves too. Christian Education/Children's Church/ Sunday School ministry is a gift or talent of the teacher, thus goes with them wherever the move. Because there are no guarantees about what quality of local congregation one will move to, teachers for whom this is serious and not one-off ministry are encouraged to build up their own working resource collection, despite the fact that their own children may move on in age. If you the teacher are into computer based resources, there are good quality resources available online. PC resources like e-Sword, Logos Library System, or IVP Essential Reference Collection are available for home PC, laptop, tablet, smart phone - range free to costly. Discuss choices with your minister.

i) The following are good personal library purchases:Good Study Bible Good Bible Dictionary, e.g. Douglas, JD, Ed. New Bible Dictionary.

Grand Rapids: Eerdmans/Leicester: Inter-Varsity Press.Good One Volume Commentary eg. Richards, LO. Small Group

Member’s Commentary (NT and Selected Psalms). Wheaton, Illinois: Victor Books.

Good Bible ConcordanceVarious Children’s and Youth Bibles.

ii) Retain old copies of SANSSA, SU, Umalusi and other materials. Keep a Favourites folder of websites for Children's Church Resources.

iii) Bible based activity resources: The Children’s Worker’s Encyclopedia of Bible Teaching Ideas, (New Testament). 1997. Loveland, Colorado: Group Publishing.

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The Children’s Worker’s Encyclopedia of Bible Teaching Ideas, (Old Testament). 1997. Loveland, Colorado: Group Publishing.

iv) Build up files of visual projector slide shows, maps, lessons etc v) Good music playback system and various children’s downloads, DVD's,

CD’s, like the Psalty series, or others - in particular if sing-along is important.

c. User Friendly Visual Aids: As pointed out earlier, visual aids fulfil the child/disciple need to receive visual stimulation in order to keep attention focus, the visual aspect dominating the sensory reception by which we humans interact with our world. Most user friendly across worship, lesson, activity and evaluation feedback components are the well presented, well illustrated, well laid out, well sequenced slide shows in many operating systems, using plentiful computer clip art and print options. Please note: Some material is clearly indicated as ‘can be Photocopied’, and should be used appropriately. Copyright material is to be respected; it's recommended that this be properly purchased, or used as source material for home-made aids with due respect about license, copyright and plagiarism issues. {10}

d. Three Orders of Service for different Church Worship Service types: Traditional Order Sunday School Order All Ages Service OrderEntry of the Bible Entry of Bible, Notices Entry of Bible and NoticesCall to Worship Call to Worship Call to WorshipHymn Hymn/Songs Hymn/SongsPrayer (Praise/ Prayer (Praise/Confes- Prayer (Praise/Confes-Confession/Assurance) sion/Assurance) sion/Assurance)Hymn 2 Sunday School Songs 2-3 Contemporary Songs Scripture Lessons Scripture Lesson Scripture LessonSermon (Creed) Sunday School Lesson Sunday School LessonNotices Offering with Prayer Offering with Prayer -Prayer (Intercession) Song (SSchool helps, then outOffering with Prayer (Children to differentiated to differentiated classes) and Lord’s Prayer) classes) Prayer (Intercession)Hymn (Class Teacher closes 2 Contemporary SongsBlessing (with Doxology) with Prayer) Sermon

HymnBlessing (with Doxology)

2.4 FURTHER APPLICATION SECTION - HOME BIBLE STUDY/CELL GROUP LESSON:

The weekly unit of the Home Bible Study/Cell Group is an adult specialised application of the above Christian education weekly unit. These meet, usually in private homes and in groups of 5-12 people, with purpose to enhance personal faith and Bible study and find Christian fellowship and support more intimately than is possible in Sunday Service attendance. This is a suggested weeklyorder::

Welcome and Notices (2-3 min)Short time of prayer and worship (10 minutes; 15 max)Reading of the designated scripture passage and )

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Leader Input/Guest Input/Video Media Input ) (15-30 min)Discussion (15-20 min)Closing Prayer

The group leader should be far more of a facilitator than a lecturer or lesson giver, for the purpose is that members will grow in the ‘breaking open of the scriptures’ for themselves. For a successful outline of how to do this, leaders are referred to courses like the ‘Alpha Training Manual’ and Alpha Video on Training Leaders and Helpers’, which give valuable insights into facilitating groups. {11}However, leaders will very often find themselves in the role of primary input giver as well as facilitator, so the point made in 2.2 b needs repeating. Because of the Biblical content of the Lesson component, it is recommended that the teacher have a high standard of Biblical knowledge. Most teachers develop this privately as the overflow of their own personal faith, and must be congratulated on that. For those concerned about this aspect, Biblical Studies training is available through many books (see 2.3 d.) or courses through local Bible Colleges or Universities, or some churches recommend such part-time studies through TEEC (Theological Education By Extension College). It is important to discuss the quality and suitability of courses with your minister to gain his and your church/ fellowship's insights of study courses. One additional resource note: for new South Africa ‘cutting edge’ and contemporary material the CB Powell Bible Centre attached to UNISA is most cost effective. {11}

It can also be a recommendation only that an elder on Session lead the group’s weekly unit. Besides the spiritual recognition in this, the pastoral elder can make this a successful modern adaption of pastoral visitation practice for his/her time and travel benefit and more regular support of members.

References:1. Brown, C Ed. 1976 NIV Dictionary of New Testament Theology Vol 2. Exeter: Paternoster. p 743-7602. Turnbull, R. 1980. Baker’s Dictionary of Practical Theology. Grand Rapids: Baker Book House. p 4253. Curzon, LB. 1976,85. Teaching in Further Education. London: Cassell Educational. p 88-107, 97

Rae, G & McPhillimy, WN. 1976,85. Learning in the Primary School. London: Hodder and Stoughton. p23-35.4. Wood, SN & Hill, RJ. 1964. Bible Class Teaching and Leadership. London: Scripture Union p 16-38,101 ff.5. Graystone P and Turner, E. 1993. A Church For All Ages. London: Scripture Union. p 5-106

Wood, SN & Hill, RJ. 1964. Bible Class Teaching and Leadership. London: Scripture Union p 92-107.6. Turnbull, R. 1980. Baker’s Dictionary of Practical Theology. Grand Rapids: Baker Book House. p 4257. Zuck, RB and Clark RE. 1975. Childhood Education in the Church. Chicago: Moody Press. p 214.8. Zuck, RB and Clark RE. 1975. Childhood Education in the Church. Chicago: Moody Press. p 217.9. Richards LO. 1975. A Theology of Christian Education. Grand Rapids, Michigan: Zondervan. p 117.10. Freysen, JB. 1989. Media Science. Kempton park: Audio Visual Aids.

Wood, SN & Hill, RJ. 1964. Bible Class Teaching and Leadership. London: Scripture Union p 39-46. Zuck, RB and Clark RE. 1975. Childhood Education in the Church. Chicago: Moody Press. p 230-241.11. ‘Alpha’ Training Manual/Training Video. Scripture Union: Rondebosch. (Tel. numbers above) and

‘Renew’ Small Group Leaders’ Manual (Season One) 1993. CPSA. CB Powell Bible Centre. P O Box 392, UNISA 0003. Tel: (012) 429-4581

See also:Heuer, NAC. 1983. My Book of Life - For Children of All Ages. Durban: La Mancha.Prest, E. 1999. For God’s Sake Have God’s Heart For Children. South Africa: PCSA.Prest, E. 1992. God, Children and the Church. Cape Town: Training for Leadership.Stoffberg, C. 1998. Ministering with God’s Children through Relationships. Gauteng: (Private)Stoffberg, C. 2001. The Body is a Unit? Gauteng: (Private)

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SEMINAR 3: Children's Church and Christian Education Practices

1. In discussion group, invite each participant to present the order of service or order of practice for a weekly unit in his/her congregation’s Sunday School/Children’s Church, giving a brief on how similarities/ differences between congregations are used to address the needs of that particular congregation.Again, allow discussion with a view to clarifying, not ‘judging’.

2. Input/Input invite (Guest Speaker)Input on material of SEMINAR 3: Children's Church and Christian Education Practices, bringing out the wide variety of practices in usein churches, differing needs and resources available in congregations, and emphasising that quality of ministry is dependent not just on teacher quality, but also the management ethos coming from minister/ pastor and Church Council and parents towards this ministry.

3. In discussion group/s, let each participant write down their evaluation of

the quality of their Children's Church, their understanding of the ethos (congregational attitude) moulding the Children's Church practice their congregation has, and the ethos that they personally are going to be adopting. Let each participant share their answers, again allowing discussion for clarification not ‘judging’.

4. Again let each participant write down the management structure of their

own congregation’s Sunday School/Children’s Church operation, and present their approach to making any improvements.

6. Assignment in preparation for the next seminar: Emphasise the

importance of the content of the next seminar in the life and work of churches. Invite each participant to cover the next seminar's input - ‘Seminar 4 - Children’s Ministry Support in wider Church Practice’ - very carefully. Have each participant find out an approximation of the number of ‘duck-outs’ after Children's Church/Sunday School and Confirmation in their church and be ready to give reasons for that.

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3. CHILDREN'S CHURCH AND CHRISTIAN EDUCATION PRACTICES

3.1. INTRODUCTION

Denominations or church associations are heterogeneous (varied demographic groups in one uniting church) in which varied approaches are used in Christian Education, also in South Africa and wider Africa. The “passing on of the faith to the next generation of Church and Mission” is used as an oversimplified working definition of Christian Education. The Baptismal service uses Matthew 28.19-20, Acts 2.38-39, and Mark 10.14 to highlight this ‘passing on’ to children and new Christians, which entails committed obedience to the Great Commission of Jesus by the work of the Holy Spirit particularly in the practice of taking up of God’s ministry to children. Three general approaches to delivering this practically are discussed below. 3.2. ALL AGES WORSHIP - SEPARATE OCCASION CHILDREN'S CHURCH

AND YOUTH The majority of Christians worship in multi-purpose church or hall type settings across all races and nations of the church. The traditional classroom-based and age-differentiated Sunday School approach is difficult in such one-venue setting (even with the use of shade under trees or different spots outside). Current costs of resources for Children's Church/Sunday School/Christian Education add further problems to provision of good Christian education. Congregations with such venue and budget constraints tend to use “All Ages” services of worship.

In “All Ages” services, members and youth and Sunday School attend the full service together. Once this all ages component is over, the Sunday School/Youth Component is then usually held in the same venue before or after the service or before the adults arrive or after they leave; the youth often meet on an entirely separate occasion or evening. Age-differentiated input is then given during these non-community worship service times. Managed properly, this method can still provide high quality Christian education influence, but parents’ role-modelling of faith in services is crucial, as is the capability to lead/minister all age inclusive worship of the minister/lay preacher taking the service

Working benefits: 1) For congregations with limited facilities and leadership person power, this is the

practicable method both for worship and orientation of children to faith practice.2) Common family worship time is provided where parents want the family to worship

together.3) The sense of community or ‘ubuntu’ is strong when the method is used well, for

children grow up with a sense of identity and loyalty to the Christian Community.

Limitations:1) The method is the most inefficient and difficult. Most Christians want to worship at

their level, so differentiated worship and education practice in services puts people off. Poor use of the method just dominates adult level onto children, swamping differentiated worship or learning.

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2) Adult-dominated worship level and non-differentiated Christian education practice stifles individual discipleship development in the children and youth.

3) The minister/preacher carries a burden of preparation for worship (and Christian education if he gives the children’s address) which is most heavy and onerous because of the need to provide properly differentiated worship and Christian education for all.

4) The separate Youth/Christian education occasions often become isolated, so mature ‘Priesthood of all believers’ use of gifts/talents/leadership by members is needed by leaders.

If at all possible and practicable by venue and manpower, alternative method should be sought which allows the management practicality of worship and Christian education at a common time but which allows proper differentiated input for various ages of learners.

3.3 ALL AGES SERVICES WITH INCLUDED CHILDREN'S CHURCH COMPONENT

All members, youth and children attend the first part of the service, usually 20-30 minutes, in which the Children’s address/Sunday School input is given as the lesson part of Children's Church Ministry. Before the last half of the service in which the sermon is delivered, the Children's Church from toddler to Grade 7 go to differentiated classes for an activity session based on the lesson part/Children’s address/Sunday School input that was given in the service. Youth remain in the church, with differentiated youth time given on a separate occasion from worship. The “All ages” component may include opening hymn, thanksgiving prayer, Scripture reading with matching Children’s address/Sunday School input/Lesson, choruses, and Offering with children participating.

It must be said that some top congregations by earning also use this approach in at least one of their services. Many parents with commitment linked to the “born again renewal” want family worship time in services as a priority of Christian education, over against non-attending parents who ‘dump’ their children on Sundays for teachers and others to take responsibility for. Further, the church venue will only allow this method to be used successfully if the specialised facilities like cry room/mothers’ room, and proper Sunday School rooms, perhaps even a Youth Venue, are available as in the traditional approach to worship and Christian education.

Working benefits:

1) Common family worship time is provided where parents want the family to worship together; simultaneous Christian education time keeps efficiency of worship and education for parents who don’t have the time and travel problems arising from non-time equivalence.

2) Differentiated learning and application time/class/activity allows faith and discipleship development at the level of the learner.

3) Discipleship of children is fostered with a strong sense of community/ ‘ubuntu’.

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4) ‘Priesthood of all believers’ use of gifts/talents/leadership by members is more easily employed because of the connectedness that comes from the joint worship service part. ‘Dumping’ of children or Youth is far less likely.

Limitations:1) Because this “All Ages” worship method caters for such wide age differentiation,

worship attentiveness of all (toddlers/primary children especially) is lessened.2) The minister/preacher carries a burden of preparation for worship (and Christian

education if he gives the children’s address) which is heavier than for traditional services because of the need to provide properly differentiated worship and Christian education input.

3) The giver of the Children’s Address/Input is under the added stress of having to do this under the watchful eye of a congregation of parents as well.

3.4 THE TRADITIONAL SUNDAY SCHOOL AND BIBLE CLASSMost developed congregations with adequate facilities to provide differentiated input across the age-development spectrum of the congregation will retain the traditional Sunday School format. Children, even teenage youth (Confirmation age) take no part in the services, (for Youth it is advised this be more flexible so they can attend regularly with adults). At the same time as services, they attend Sunday School, Youth or Confirmation at a separate venue, usually with either a differentiated or joint worship component, but with a differentiated lesson and activity phase component.

Working benefits: 1) Parents and other adults can focus on their worship without having to worry about

children; simultaneous Christian education time keeps efficiency of worship and education for parents who don’t have the time and travel problems arising from non-time equivalence.

2) Because equal age children can be grouped in attached small group rooms, differentiated Christian education input is possible with maximum development opportunity for the child;

3) Opportunities for ministry by the ‘Priesthood of all believers’ is expanded;

Limitations:1) Non-connectedness to adult worship and community is severe. The sense of role-

modelling, community and ‘ubuntu’ that needs to be part of Christian education is easily compromised, with subsequent ‘absentee’ discipleship in adult life a probable spin-off.

2) ‘Dumping’ of children and Youth by parents who are not interested in attending themselves and who may not even be members, is a problem growing larger by the year. (This is the extreme version of Limitation 1).

3) Without mature ‘Priesthood of all believers’ use of gifts/talents/leadership by members, this separate Youth/Christian education occasion can often become isolated or sidelined, and lose it’s focus as the opportunity and ministry for ‘passing on to the next generation’.

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3.5 MANAGEMENT FUNCTION IN CHRISTIAN EDUCATION/CHILDREN'S CHURCH

Each congregation implements its Christian education/Sunday School/Children’s Ministry according to its own needs and circumstances, but the above-mentioned three approaches to that ministry all require hands on management to work effectively. This is the role of the Christian Education Elder/Sunday School Superintendent/Children’s Ministry Leader whose functions include: ensuring venues and materials and resources are ready; link with the worship service and Church Council/Management Board and minister/pastor and denomination, also perhaps affiliation to a SANSSA type provider is kept; contact with parents by attendance contact and picnics or camps and other parent involved programmes (see 4.2 d 2)) and for discipline is made; setting up differentiated classes and prize-giving and certificates for pupils and training opportunities for new teachers is done; other management actions are completed. In the volunteer, part-time world of Children’s ministry/Christian education/Sunday School if this leader is teaching regularly as well, then he/she is headed for Church leader burn-out and/or is neglecting the proper management function for ‘teacher’ function.

3.6 CHRISTIAN EDUCATION AND CHILDREN'S CHURCH IN THE NEW SOUTH AFRICA

a) The Context: Educational policy, coming with implementation of OBE (Outcomes Based Education) and the like in schools, make it clear that schools are intended to provide only input for multi-faith religious tolerance as part of an environment of global tolerance and respect. How schools implement multi-faith in assemblies, and so forth, is not the scope of this paper, nor is the issue of Church-based schooling. What is, is the discipling in ‘own faith’ education that is not a government function, and is not to be considered for schools. Simply put for churches, ‘own faith’ education as in “passing on the faith to the next generation of Church and Mission” is a Church matter, get on with it.

Coincidentally, this swing in South African society comes at the same time as a downturn in Children's Church/Sunday School practices across most churches, and very definitely at the same time as a downturn in worship attendance. Many publications and papers on Children's Ministry express grave concern over this (though individual congregations may be exempt), and even graver concern that churches are struggling to find new and successful ways forward for Christian education and Sunday Schooling in the Church. Their suggested diagnosis is a widespread one: the downturn has to do with increasing isolation/sidelining of children’s ministry as opportunity and ministry for ‘passing on faith to the next generation’, increasing non-connectedness of children’s ministry to adult worship and community (and/or ubuntu) and a lack of sense of role-modelling, and increasing ‘dumping’ of children and youth by parents who are not interested in responsible attending or involvement themselves in passing on faith to their children. Their suggested response has been one valuable one amongst many that will still be made: Children’s ministry needs to be either given back its proper place in the body of Christ and the Great Commission, or to have that place radically renewed.

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b) Biblical Basis, Christian History and the Christian Call:From 3.6 a) the state is subordinating the role of the Bible from an earlier position of ascendancy to a new “constitutionally measured, multi-faith equivalence” position in schools. By contrast, churches usually reflect confessional standards about the Bible as the Word of God in the scriptures of the Old and New Testaments as the only final rule of faith and life.” It is a claim of uniqueness in a world as multi-faith in nature in both Old and New Testament times as in our own. By extension in our time, it reaffirms God’s call on parents, members and leaders to corresponding uniqueness in ministering the “passing on of the ‘Jesus’ faith to the next generation of Church and mission.” The Old and New Testament basis for this is quite as evident as is the part of tolerance yet non-syncretism towards other faiths. Christian history shows that self-responsible Christian parents and self-responsible churches over 2000 years have always risen to God’s call and God’s challenge to ground their children in Biblical faith and life, notwithstanding current political fashion in their society.

The renewal of Christian education and Children's Church/Sunday School in churches is therefore a high priority at a time when pressure for multi-faith education quite easily encourages a spirit of apathetic syncretism, unrealistic as that may be. In truth, God’s call for leaders in Children’s ministry/ Christian education/ Sunday School in practice of the ‘Priesthood of All Believers” is as Spirit-overflowing as it ever was. Blessed are you who let the little children come to Him.

References:Badenhorst, DC. Ed. 1987. School Management. Pretoria: Haum Educational Publishers. p 1-69.Bondesio, MJ. ED. 1989. The Teaching Profession: Legal Requirements. Pretoria: JP van der Walt.Christie, P. Ed. 1985,88. The Right to Learn. Johannesburg: Sached Trust/Ravan Press. p 61-92.Copely, T. 1997. Teaching Religion. University of Exeter Press: Exeter.Curzon, LB. 1985. Teaching in Further Education. London: Cassell Educational. p 3-15/69-81.Graystone P and Turner, E. 1993. A Church For All Ages. London: Scripture Union. p 5-99Gwarinda, TC. 1985. Socialism and Education. Harare: College Press.Morrow, W. 1989. Chains of Thought. Johannesburg: Southern Book Publishers.Prest, E. 1999. For God’s Sake Have God’s Heart For Children. South Africa: PCSA.Prest, E. 1992. God, Children and the Church. Cape Town: Training for Leadership.Rae, G & McPhillimy, WN. 1976,85. Learning in the Primary School. London: Hodder and Stoughton.Richards LO. 1975. A Theology of Christian Education. Grand Rapids: Zondervan. p 11-157 and 149-153Stoffberg, C. 1998. Ministering with God’s Children through Relationships. Gauteng: (Private)Stoffberg, C. 2001. The Body is a Unit? Gauteng: (Private)Turnbull, RG. 1967, 1980. Baker’s Dictionary of Practical Theology. Grand Rapids: Baker Book House. p 414-425Walterstorff, N. 1980. Educating for Responsible Action. Grand Rapids: Eerdmans. p 3-15Wood, SN & Hill RJ. 1964. Bible Class Teaching and Leadership. London: Scripture Union.Zuck, RB/Clark RE. 1975. Childhood Education in the Church. Chicago: Moody Press. p 9-42 and 315-494

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SEMINAR 4 : Children’s Ministry Support in Wider Church Practice - Ministering with Children through Relationships

1. In discussion group/s, invite each participant to give their

approximation of the number of ‘duck-outs’ after Sunday School and Confirmation in their church. Have them give possible reasons why they think this is occurring.

2. Input/Input invite (Guest Speaker). It is recommended that a guest

speaker with recognised links to/clear acceptance of, the wide practice of the churches in Children’s Ministry be invited to speak, covering the issues of the input on the material of Seminar 4: Ministering with Children through Relationships, and highlighting wider practice of Children’s Ministry in the Churches. In discussion thereafter, have the participants give their responses to some of the challenges put to them by the input given.

3. In discussion group/s, have participants check the Biblical basis

offered for Children’s Ministry, giving their response to the scripture texts used in the 6 point outline given.

4. Invite participants to write down how they are going to bring into

involvement: a. the parents

b. the church leaders c. other Sunday School/Children’s Ministry/Christian education

teachers/helpers.

5. Have a display of wider Church Children’s Ministry literature and resources laid out. Invite the participants to browse through the materials, then share observations on the materials.

6. If this is the participants last Seminar, close the Seminar by

thanking them for their involvement, hoping they will have found personal growth through the course, and useful material and practice to take back to their congregations.

If the participants are to do OPTIONAL PRACTICAL SEMINAR 6:

GIVING A MICRO-LESSON, remember to remind the participants(as stipulated during Seminar 2) that they need to:

a. have their lesson completed properly, with all media aids they will use;

b. arrive at the inviting church before time to get all preparations ready.

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4. CHILDREN’S MINISTRY SUPPORT IN WIDER CHURCH PRACTICE - MINISTERING WITH CHILDREN THROUGH RELATIONSHIPS

4.1 SUNDAY SCHOOL IN CRISIS

Regular “Decade of the Child””Vision for Children” programmes have challenged the wider churches about the call to minister to our children. These have often supplied trainers and training seminars to congregations that have sought them, and even suggested a strategic plan to train those in the churches who have a heart for ministering with children. Sadly, one programme notes that “there is still so much that needs to be achieved in the next ten years...” and “that there are still innumerable congregations in which the children have not yet been given their rightful place in the home, the Church and the community.” (UPCSA Children’s Ministry Committee Report - 2001). In support of ongoing efforts in Children’s Ministry, this paper acknowledges the perspective of one such book in order to promote fresh approach to children’s ministry and spread better practice more widely. “For God’s sake have God’s Heart for Children”, published in 1999 by author Eddie Prest, addressed relevantly the crisis of dwindling attendance and success in children’s ministry, and is still relevant, Rev David van Duyker, then Children's Ministry Convenor, prefaced the book like this: “This booklet carries an impassioned plea for the church to rediscover God’s heart for children and shift the “Cinderella” status of children’s ministry to the place of prominence afforded it in the Bible.” 4.2 THE ‘DUCKING-OUT’ CRISIS IN CHILDREN’S MINISTRY AND SUNDAY

SCHOOL

Citing dwindling attendance in Sunday Schools and their lack of success deduced from the high rate of pre-and post Confirmation duck outs from the traditional Protestant church system, “God’s Heart...” calls for a new model for MINISTRY WITH CHILDREN as necessary and urgent because strong opinion is that “the Sunday School as a method is not achieving what is expected of it.”

From pages 3-12, Six Reasons are given: 1) Contemporary Sunday School operation is increasingly becoming an impossible

dream.2) Breakdown of communal support is undermining the achievement of Sunday

School aims. 3) Secularising of contemporary society is working in opposition to the aspirations of

ministry with children. 4) The effectiveness of the “schooling” for faith model is being questioned.5) Compartmentalising of God’s people by age groups has left children virtually

without role models and mentors for passing on faith and values.6) A consistent picture of Sunday School is that it’s effectiveness is being slowly

eroded.

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4.3 RE-ESTABLISHING THE AIM OF CHILDREN’S MINISTRY/CHRISTIAN EDUCATION

“OUR AIM... is to re-establish the Biblical importance of ministry with children in the church, in the congregation and in the home, providing as much help as possible to enable children:

· To be guided into an ever growing faith relationship with the FATHER, SON and HOLY SPIRIT

· To be incorporated into the family life and service of God’s people· To be prepared for Christian work and worship in the church, home and

community.

To bring our children to faith in Jesus Christ, build them up into his body and send them out into the world as his witnesses.” (page 2)

4.4 THE WAY FORWARD - Towards Ministry with Children in Relationships

a. The Dynamics: “In the search for a more effective ministry with children we need to identify at least three dynamics which will lead or contribute to achieving this end:1) a conducive attitude which will create a child-friendly environment of prayer

for and love and acceptance of children2) a conducive environment which will practically incorporate children into a

real sense of belonging, being valued, and experiencing fellowship with the people of God.

3) a conducive method that will be most effective in leading children into a genuine and heartfelt relationship with God and his gathered people.

The argument is, that if children:• encounter the attitude described, • enter an environment that accepts and incorporates,• experience a ministry of being led into a personally owned faith relationship

with God,then, with prayer on our part and the work of the Holy Spirit, we can expect the way to be made straight for the great Lover of children to reveal himself to them and draw them to himself.” (page 14)

Four guidelines for developing these dynamics are then offered:1. Identify the ultimate goal of ministry with children.2. Identify the essence of the gospel for children.3. Identify the vulnerability of children in society today.4. Identify the basic Biblical principle of ministry with children. (pages 14-18)

b. A Biblical perspective:

“God’s Heart...” then outlines main truths emphasising the biblical nature about God’s way with children, which are stated more fully in pages 22-67 of Eddie Prest’s prior book “God, Children and the Church” 1992. Cape Town: TFL Training for Leadership:

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1) Children occupy a place of value and importance in the life of the people of God:- God was the giver of children Gen 4.1- God was the ultimate possessor of children Ex 22.29- Children were a great blessing from God Gen 22.17/ Ps 113.9/ Ps 127.3-5

2) Children are acknowledged as being able to experience God, worship and serve Him:- Ps 8.1-2/ Ps 148.12/ 1 Sam 1-3/ Eccl 12..1

3) Children are important in the Church’s religious life and practice:- they featured prominently in the festivals and celebrations of Israel, thus

Church Sabbath/Sunday worship - Ex 20.11/Ex 16.29,Passover/Easter – Ex 12.1-51/Lev 23.4-8/Deut 16.1-8,

Shavout/Pentecost Lev 23.15-22/ Deut 16.9-12 Sukkot/Tabernacles Lev 23.33-43/ Deut 16.13-17/ Deut 31.9-13

- They are specifically referred to concerning other religious occasions:Deut 12.1-32/ Josh 8.35/ 2 Chron 20.13/ Ezra 10.1/ Neh 10.28/ Neh 12.43

4) Children are bearers of the Church’s name, faith and values into the Future:- delay in God’s promises to Abram to materialise in history meant fulfilment

would be through the obedient lives of their children.- limited concept of life after death meant the people saw that life lived on

through their children and successive generations or was not. - corporate identification of people, as Hebrews of old held, bonded present

generations with those to come

Prest then states that these three concepts offer the following guidelines for parenting:

i) The fatherhood of God fashions and shapes the concept and reality of the family

ii) The father’s family headship, defined in terms of the fatherhood of God, is a basic requirement of such a home

iii) Deut 4.1-10 sets faith and role-modelling qualifications for parentsiv) Deut 6.1-10 sets directions for education, nurture and faith transfer

for parents

AND this requires principles and processes of “faith transfer”:i) a special bond exists between parent and child or the covenant people and

childrenii) a critical sense of “future” invests in childreniii) high and intrinsic value is placed on childreniv) parents are to be involved experientially with transferring faith to childrenv) the faith transfer process allows scope for whatever age or stage the

child is atvi) there is concrete base to the teaching in parental role-modellingvii) the father as head of home and family role-models the fatherhood of God.

SO

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5) Children are authenticated in the Family: - the family is God’s sacred unit of society - the Decalogue (10 Commandments) entrenches family solidarity i) honour your father and mother ii) you shall not commit adultery iii) you shall not covet your neighbour’s ... wifeSo as a child is formed in the protection of the womb before birth, so after birth it is God’s plan for the child to be formed as a person in the protection of a warm, loving and accepting family.6) Children are welcomed and accepted by Jesus:

- Jesus interacted with children Matt 9.18-26/ Matt 17.14-18/ John 6.1-15/ and Mark 10.13-16 with parallels

- Jesus made statements about children Matt 11.25-26/ Matt 21.14-16/ Matt 18.1-5 and Mark 9.33-37/ Matt 18.6

Returning to “God’s Heart...”: Thus “...the family of the home, the extended family and the family of the nation of Israel accepted that effective ministry with children lay in relationships with God’s people in the home and in the nation.” Very significantly by extension to the Church this summary must then say that the family of the home, the extended family, and the family of the people of God accept that effective ministry with children lies in relationships with God’s people in the home and in the congregation. (pages 14-19, 19) 4.5 CHILDREN’S MINISTRY - in an environment developed for faith and

focussed in close Christian relationships

“God’s Heart...” outlines a suggested way forward for churches:

1) Develop a faith nurturing environment for children and Children’s ministry:A quote from Lance Armstrong is highlighted:

“What appears to be most important in most people’s growth in faith, is a loving, caring, close relationship with other Christians. The Bible (Word of God) then becomes important for people because they have been introduced to it by some significant person(persons) in their lives.”

The claim is this: “faith is nurtured in an environment through close Christian relationships. Faith is “caught” through caring, accepting and loving groups of people...” (pages 23-24)

If congregations are to rediscover Christian education/Children’s Ministry, their Church Councils will have to balance the age-differentiated Biblical Studies content input with the following:

2) Mobilisation of Key Role Players in nurturing relationships: (pages 23-38)- Parents in the Home Family: “Biblically the nurture of children in the faith was of

utmost theological importance and the responsibility was laid squarely on the shoulders of the parents.” Ps 78.1-8(4). Practical suggestions are good:

i) Minister and Church Council are to be alerted to the pressures of Christian parenting:

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ii) Programmes for young parents like “Focus on the Family”, the James Dobson series.

iii) Programmes in which Children’s Ministry leaders enter the family lives of the children.

iv) Some Home Cell/Bible Studies should be intergenerational. v) Seminars for parents dealing with perplexing Child-Rearing problems vi) All Ages Worship. (from pages 23-29) - Full spectrum of leadership in the Church Family: Pointing out that the New

Testament Church was also called the household of God (Eph 2.19), because of its strong corporate or body culture which saw it as the larger extension of the home family, the book stresses that relationships amongst God’s people, including children is of the essence of Christianity and the church. Again, practical suggestions (pages 30-33):

i) Church Council appoint a workgroup to discuss a) the implications of the corporate nature of Biblical ministry b) the implications of short/long term failure to be the genuine family of

God c) programmes so the church restructures as the family of God.

ii) Ministers/Church Council work through the Children’s Ministry literature iii) Ministers/Church Council draw up plans to remould attitudes to children

and move the congregation towards a covenant family relationship among members of all ages.

iv) Ministers/Church Council, take up the theology and practice of All Age worship.

– Full team of the Children’s Ministry family : “If children enter the church with

their parents and other significant adults, experience a sense of welcome, acceptance and inclusion in modified worship, ... they will learn to worship, pray and have direct access into God’s presence and thus begin a growing experience of part of God’s people. As this sense of belonging consolidates, the temptation to duck out of the church system will diminish.” Again, good practical suggestions:

i) Make it corporate/church body awareness that the children are real people in development, able to understand, experience, worship and serve God.

ii) Re-programme superintendent and teachers from ‘traffic cop look alike’ to a real person who is friend, facilitator, helper and listener and so has respected authority.

iii) Plan each aspect of ministry time to result in quality relationships, difficult but worthwhile.

iv) Ensure attractive ministry environment, not just rows of chairs, in services and other venues of children’s ministry to show inter-generational interaction is wholesome.

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v) Plan the communication/learning content by preparing own curriculum or adapting ready made curriculum for “All Age/Inter-generational/ Ministry through Relationships:

· with a team of teachers/communicators able to present All Age/Inter-generational situations in wide variety of lesson media.

· with planned children oriented interaction on the week’s theme· children’s prayers on the truth/s learned· Inter-generational feedback, with assistance to the one reporting for a

group· facilitators aware of children ‘feeling threatened’ by this approach and

able to help the child/children through within the inter- generational environment (pages 34-38)

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OPTIONAL PRACTICAL SEMINAR: GIVING A MICRO-LESSON If the participants are to do the Practical Seminar, it must be set up

as follows:

1. The Course organiser is to find a multi-service church with a multi-venue, age differentiated Sunday School to guest the course participants, with set date. If possible the participants should fit into the existing syllabi arrangements; thus a text and theme from the relevant class/all ages service should be obtained for each participant. Because the activity component of a weekly unit is closely tied to the lesson component, the course organiser must also determine if this is to be done by the participants, or whether the hosting teacher will complete this component.

2. Participants need to: i) use the text and theme, knowledge of the age differentiation and

class setting into which their lesson is to be given; ii) work out their micro-lesson based on the outline at the top of

page 11;iii) prepare all media aids they will use, making sure equipment

e.g. computer slideshows and projectors are available and working;

iv) make travel arrangements to arrive at the inviting church well before time.

v) If possible, with the oversight of the course organiser, each participant should either make a video or audio recording of their lesson (and activity component), with a view to reviewing this themselves, and/or with the course organiser. This will obviously depend on availability of the video/audio recording equipment for participant or organiser.

3. All dates, directions, times and meeting places are to be clearly

made known.

4. The course organiser should obtain permission to use a venue for a concludingdiscussion/feedback group with the participants. Invite each participant to give their impression of the experience. If time allows, review each video/audio lesson with the participants.

5. If this is the last Seminar, close the Course: Thank each

participant for their involvement, hoping they will have found personal growth through the course, and useful material and practice to take back to their congregations.

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