Ch. 3 - Nurtured as Partners in Ministry

What seemed most meaningful to you in this chapter? This basic look at faith formation is essential to us, as we work with children, both in the church and elsewhere in our lives. How do the gifts of the children (trust, fresh point of view, unrestrained emotions) impact you in your experience of church and in the classroom?

The authors tell us, "Every child needs someone to listen to events that have happened at home, to jokes and riddles to fears and triumphs. Every child needs someone to listen to his or her question sensitively." In a classroom setting, how can we help facilitate this listening?

The authors also write, 

"Faith, too, follows a developmental process that is related to the other processes of development. Children are persons of faith. Their faith may be different from the faith of an adult, but it is real and genuine and fits the development and needs of the child. Faith involves building trust, developing a body of beliefs, and taking action on those beliefs."

 What does this mean to you, as you work with our children?

The authors do a great job looking at developmental stages and faith development. Did anything in this chapter surprise you?

And, finally, the authors include some wisdom from John Westerhoff,

"...all three generations are necessary in the faith community. Children, the first generation can be persons of vision. The second generation confronts the community with reality. The third generation provides memory and a sense of continuity. All three are necessary because each makes its own contributions."

Which role belongs to you? Are you living up to your responsibility? Are you inviting others to participate and live up to their own responsibilities?

Ah, the church is an invigorating, exciting place.

Let's breathe in the always perplexing, always challenging, always inspiring ways in which Spirit leads us forward.

Tamalyn

Ch. 2 - Adult Leaders with Children Speak Up

How did you relate to this chapter? Do you identify with the authors' assertion that, "our world is moving and changing rapidly, and we often get caught up in the urgent at the expense of the important?" Do you feel that it's often hard for you to give children the priority they need and deserve? How can you make an adjustment, in your life, so that this can change?

The authors also talk about our need, as adult leaders of children, for training. What training are you needing, at this stage of your teaching/leading?

• Are you needing more information about the psychological or sociological needs and stages of the children with which you work?
• Are you wanting better guidance when using your curriculum?
• Do you need more materials for your classroom?
• What other support would you like, if you could have anything?

The authors tell us, "We should share with others what God is doing in our lives through our contacts with children." When is the last time you did this?

It's so easy for us to share the "cute" kids stories, or the funny stories from a classroom. But, how often do we tell people how these children have touched our hearts? How often do we even stop to think that these little ones can speak for God and make a beautiful difference to us in our own faith journeys? How often do we tell the children what they mean to us?

Look at the questions at the end of this chapter. Consider them carefully. They go straight to the heart of our ministry with children.

I'm pondering VERY carefully. And praying hard for our kids!

Tamalyn