CORE Training Curriculum A resource for helping churches, individuals and organizations equip one children’s outreach and discipleship leader for every 50 children around the world

2010-11 PILOT VERSION • •

Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

INTRODUCTION

Contents Heart of the Leader

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Growing as followers of Jesus ourselves as the first step in helping others grow as disciples LESSON 1: Heart of the Leader Handout 1 Enrichment 1a – Connecting with God

Nurture the Whole Child

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Serving the mental, social-emotional, physical and spiritual needs of children in our care, as wee as those in crisis LESSON 2: Understanding Children Today Handout 2 Enrichment 2a – World in a Minibus LESSON 3: Building Relationships with Children Handout 3 Enrichment 3a – Classroom Management Enrichment 3b – God Bless You!

Reach the Unreached

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Reaching children outside the church, as well as those inside LESSON 4: Sharing the Good News with Children Handout 4 Enrichment 4a – Who Is Jesus? Enrichment 4b – Sharing Your Story LESSON 5: Inviting a Child to Trust Jesus as Savior Handout 5 LESSON 6: Creating Opportunities for Children to Meet Jesus Handout 6

Make Disciples

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Guiding children to follow Jesus for a lifetime LESSON 7: Understanding Discipleship of Children Handout 7 LESSON 8: Helping Children Engage with God’s Word Handout 8 Enrichment 8a – Bible Memorization LESSON 9: Sharing God’s Word with Children (Storytelling) Handout 9 Enrichment 9a – Storytelling Tips LESSON 10: Helping Children Grow in their Life with Jesus Handout 10 Enrichment 10a – Teaching Children to Serve

Engage Families

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Helping Christian families disciple their own children and reaching unreached children and families LESSON 11: Engaging Families Handout 11

Build the Kingdom

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Working together with others in the Body to build the Kingdom by reaching and discipling children LESSON 12: Building the Kingdom Handout 12 Enrichment 12a – Sharing Your Heart for Children

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INTRODUCTION

What Makes this Curriculum Unique? WHY WAS THIS CURRICULUM CREATED? There are many wonderful training resources available around the world. This curriculum was created to meet a unique vision shared by those who are part of the 1 for 50 training movement. This program was created: o To offer a collaborative, globally-created CORE curriculum to help people get started with 1 for 50 training in their sphere of influence (local church, ministry organization, network, etc.) anywhere around the world. o To help fill gaps that groups or individuals might have in their training especially as they consider the 1 for 50 Hand (see appendix). This curriculum may be taught as a whole, or in separate modules. You may change it or adapt it as needed. o Many other groups may create their own 1 for 50 programs. Hopefully, some of these will also be made available open source to others. We look forward to many more options for 1 for 50 training in the future. WHAT IS 1 FOR 50? 1 for 50 is a collaborative training and networking initiative born at the first Global Children’s Forum in 2008. It is focused on equipping ONE children’s outreach and discipleship leader for every 50 children in churches and communities around the world. WHY DO WE NEED 1 FOR 50? Over 2.2 billion children live on our planet. At least 2/3 do not know Christ. Additionally, at least 2/3 are “at risk.” The best people to help nurture, reach and disciple these children are those who live in their community, speak their language and can have ongoing relationship with them as they grow in faith.

WHO IS THIS CURRICULUM FOR? Ultimately, this curriculum is designed to help the ONE in 1 for 50. Trainers who present this material are helping to build a foundation of children’s ministry perspective and skill for one local outreach and discipleship worker or leader, anywhere around the world. 1 for 50 children’s leaders may be young mothers, college students, grandparents, families, missionaries, church leaders … anyone who may work with children at a local level and is available to nurture, reach out and disciple children for Christ. We realized that many children’s leaders do not have access to curriculum, resources, or supplies, so we have worked hard to provide children’s leaders with training that can work with whatever supplies are available. DO WE HAVE TO USE THESE LESSONS FOR 1 FOR 50 TRAINING? No! 1 for 50 trainers will not all use the same training material or conduct training in the same way. 1 for 50 does not promote a single training curriculum. Instead, it offers a framework that allows training providers to more effectively work together to provide training for lasting ministry to children.

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INTRODUCTION

What is 1 for 50 Training? WHAT IS 1 FOR 50 TRAINING TRYING TO DO? The goal of 1 for 50 Training is to equip leaders to reach and disciple children for Christ in their local communities all around the world. This means training 40-60 million leaders over the next 10-20 years—enough to give every child in every neighborhood the opportunity to follow Jesus. 1 for 50 Training may take different forms: • CORE TRAINING is the foundation and focuses on the heart of the leader as well as developing basic skills in nurturing, reaching, and discipling children. We imagine it taking 2-4 days, depending on the needs of the group. • OTHER TRAINING: Vision Training is a shorter presentation for pastors, parents, and others in the body of Christ who need a basic understanding of the vision to reach and disciple children. It might be one hour or several in which vision is shared. NEXT STEP Training builds on CORE Training, developing additional skill in each area of the Hand. It might include all kinds of creative, classroom skills and offer additional perspective and information on many important topics to help children’s leaders grow in their abilities. What is it?

Vision Training

Core Training

Who?

Pastors, leaders, believers who influence children

Time?

1 hour to 1 day

Purpose?

Equipping with vision and a basic understanding of disciple-making role Emphasis on heart of the leader and developing a clear vision for the task.

Emphasis?

Next Step Training

Local believers who will initiate outreach and discipleship ministry with children Two days or more; varies Equipping for primary tasks (nurture, reach, disciple) with awareness of context All six areas addressed with primary emphasis on the three-fold task.

Children’s ministry leaders who desire more equipping Seminars, modules or structured classes Deeper level of equipping in each area Equal opportunity for further training in all areas

NOTE: This curriculum program meets the CORE objectives for training (see appendix for more details).

WHAT DOES 1 FOR 50 TRAINING COVER? The 1 for 50 Training Framework is based on the six elements of lasting ministry to children as presented in the 1 for 50 Hand. It starts at the center with the heart of the leader, moves outward to the three primary tasks of nurturing, reaching and discipling, and from there to the ministry contexts of engaging family and building the Kingdom.

1 for 50 Training Framework (Find a fuller description of see the 1 for 50 Training Goals in appendix.)

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INTRODUCTION

General Format & Description DESCRIPTION • This program includes twelve 1 to 1-1/2 hour modules that meet the 1 for 50 CORE level training objectives. • It also includes 10 enrichment lessons (15-30 minutes each) that build on key ideas presented in core modules. • The anticipated length of time for presenting this entire program is 2-3 days. Of course many factors may change this: variations for translation, cultural variations, more novice or more experienced audiences, significant familiarity with some topics already, etc.

LESSON FORMAT The first page offers an overview of the whole lesson. Objectives describe the overall purpose and goal for the lesson. Scripture Focus: A list of key scriptures used in various activities is included on the front page so you can review these separately. Lesson Overview: Gives the name, description, time needed and materials needed for all lesson activities. Introduction to Trainer: At the beginning of each session, there should be a note to the trainer giving some practical suggestions of ways that the trainer can purposefully model the content of the module in the way he/she interacts with the trainees. The rest of the lesson (about 4-5 pages) includes: • Opening Activity/Introduction: to catch attention and to set a foundation on why the topic of the lesson is so important. • Activities: Each lesson is comprised of 2-4 activities lasting 10-20 minutes each. Each lesson has a variety of interaction, reflection, group activity, games, etc. • Practice-Feedback: Most lessons have a session for practice of a skill or group work to respond to the lesson. • Wrap-Up: Includes review and closing thoughts.

HANDOUTS • In addition, each lesson includes a handout with reinforcing outlines or resource material. These are not required to teach the lessons, but offer a support to the lesson if photocopies are possible. • These are designed in color but may be printed in black and white

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INTRODUCTION

How to use this curriculum 1. PLAN AHEAD These lessons may be used one at a time or in modules. Lessons may be presented in order, or units may be moved around. The first page of each lesson contains an overview of lesson objectives and activity options. Read this early, and choose what you will do. Also, prepare yourself to share the 1 for 50 vision to reach and disciple children for a lifetime. See appendix for a 1 for 50 Vision page. 2. GET ORGANIZED We have required as few materials as possible, so the program can be implemented in as many settings as possible around the world. An overview and list of materials is included in each lesson. You will also need access to: A Bible Erasable board (or paper) and writing supplies (if available) OPTIONAL: a copy machine (if possible) OPTIONAL: paper, pencils or pens OPTIONAL: DVD player or projector OPTIONAL: Access to the Internet If possible, also plan for other trainers to work with you to demonstrate partnership in the Body of Christ to reach more children. Be sure that every teacher and helper gets the materials and instructions they will need to teach or lead. Prepare to give each children’s leader a 1 for 50 Personal Training Record for them to use to track their progress in training. 3. MAKE ADJUSTMENTS Your presentation will look different from any other. You may simplify or expand the pieces of this program to match your talents, experience and interests. Differences in the culture, values, children, community, location, etc. will require you to make changes for your context. As you make changes, always keep the lesson theme and objectives in mind. 4. PREPARE YOUR HEART Read the Bible references for each lesson and think about what you read. Consider the topic. Prepare to teach these lessons from your heart, not just your head. Although these materials have been prayerfully written, they cannot substitute for personal prayer on behalf of the participants, as well as the children and families in your community. Pray for the Holy Spirit to guide and teach you as you study and plan. Pray for participants to have open hearts to hear and learn about this wonderful life with Jesus.

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INTRODUCTION

What happens at a 1 for 50 training event? 9 Vision Is Shared Participants will hear the 1 for 50 vision: • To reach and disciple every child in a lasting way. • To train local leaders to do it. • To support each other as we do it. Use the 1 for 50 Vision page, show the 1 for 50 video, or present other tools to share a vision for reaching and discipling children. Participants also need to hear the vision for long-lasting ministry to children: the 1 for 50 Hand (see appendix).

9 Training Is Given •

•

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Training should introduce all six areas of the 1 for 50 Hand and provide training that meets CORE goals in at least one area. Trainees should receive a 1 for 50 Personal Training Record (in appendix) for tracking their own training experiences. The hope is that leaders will get CORE training in all six areas, and pursue even more in the future! You will be responsible to mark trainees’ booklets to indicate completion of training in each area.

9 Ongoing Support Is Offered We know that training is just the beginning and ongoing support will be needed. • Trainees should be invited to connect with other children’s ministry leaders and/or networks for ongoing encouragement, collaboration and resource sharing. • Trainees with Internet access will be invited to benefit from online information and resource-sharing opportunities. WHAT NEXT? Ultimately, the purpose of 1 for 50 training is not to help participants finish their booklet. It’s to help mobilize and equip local-level workers to reach and disciple more children for Christ. Once you have presented this training, then it’s time to go reach and disciple children!

Your Father in heaven is not willing that  any of these little ones should be lost.   Matthew 18:14 NIV 

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LESSON 1

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Heart of the Leader

MAIN OBJECTIVE: Participants will understand God’s heart for children and the importance of following Christ wholeheartedly as the first step in reaching and discipling children. IN THIS LESSON WE WILL: • Understand that God loves and values children and respond by sharing his heart of love and value for children. • Define and discuss what it means to be wholehearted disciples of Jesus. • Understand the role of the Holy Spirit in discipleship and commit to depending on the Holy Spirit through listening, prayer and obedience. INTRODUCTION TO TRAINER This module is foundational to everything else related to reaching and discipling children. It is essential that in our hearts, as leaders, we recognize how very valuable children are in the Kingdom of God. Jesus made this very clear in Mark 10:13-16. We are to receive the Kingdom of God like a child. Studies show that most Christians receive Jesus as children. Children are moldable and teachable. They have their whole lives before them to serve God. Children are vital. We as leaders need to see their potential as disciples both now and in the future. As we consider discipleship, we also realize it is about relationships. Effective discipleship begins with the heart attitude of the leader to God and to the child. No leader can take children to a place they have not been themselves. Leaders must be learners and be growing and active in their relationship with Jesus. The strength of this bond with Christ forms the foundation for all efforts to reach and disciple children.

Lesson Overview Time

Activity

Title

Description Game that introduces participants and the theme Enactment to help understand value of children Lesson to understand importance of nourishing our own friendship with God Introduces key ways for leaders to connect with God Time to consider personal relationship with Christ

10 min 15 min 15 min

OPENING

Getting to Know You

ACTIVITY 1

God Loves and Values Children Be a Disciple of Jesus

10-15 min 10 min

ACTIVITY 3

Connect with God

WRAP UP

Heart Reflection

ACTIVITY 2

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Key scriptures used: Mark 10:13-16 Various scriptures about children 1 Peter 2:9, 10 Luke 4:42 Luke 5:16 John 14:26

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials Materials Bell or noisemaker to signal changes Handout 1, Bibles, paper, markers, pins or tape Plant or young tree (or picture/drawing of one) Picture of a motor boat and a sailing boat; papers Paper or erasable board, pens

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LESSON 1: Heart of the Leader

OPENING: Getting to Know You (10 minutes) Materials:

Bell or noisemaker

Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson is all about the Heart of the Leader (the palm). Activity Instructions: Ask participants to stand and ready themselves to meet several people in the classroom. Instruct each person to find a partner. Read out the first question and instruct partners to share their answers with each other. Ring the bell, find new partners, and ask the second question. Continue in this fashion until all questions have been asked. Invite participants to be seated. Questions: 1. What did you eat for breakfast? 2. What age did you first hear about Jesus? 3. Who is your favorite Bible character? 4. Who was your best leader when you were a child? 5. What game did you most like to play when you were a child? 6. What age did you accept Jesus as your Savior? 7. What child you are praying for now? 8. What was your favorite toy when you were a child? Did you get to know someone new? We are all here at this training because we love children. Our desire is to help us not only know and enjoy them (using questions like the ones we just answered), but to reach them and to disciple them for life. What will we need as leaders to do this well? In this lesson, we will consider three important elements to “put in the heart of the leader” as foundational for our discussion: God loves and values children, be a disciple of Jesus and help connect children to God. Transition: If we want to help children connect with God, we need to first understand God’s heart for children and our responsibility to personally be disciples of Jesus. Let’s begin by considering what God thinks about children…

ACTIVITY 1: God Loves and Values Children (15 minutes) Materials Needed: Sheet of paper Marker(s) to write on paper Something to attach paper to a shirt (tape or safety pins) Handout 1 (optional) Bibles

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LESSON 1: Heart of the Leader

Instructions/Activity: Invite participants to gather around you. Ask one person to volunteer to be a “child.” Attach a piece of paper to the back of this volunteer. Ask everyone to think of words used by people in the community to describe a child. Write these words on the piece of paper attached to the back of the volunteer “child.” Next, read the description of how Jesus treated children from Mark 10:13-16. Explain the Bible passage. Tell the group that Jesus did much more than teach with words. He demonstrated to everyone in the crowd that children are important to the Kingdom of God. In a separate story, he brought a child right into the center of the group (Matthew 18:2), right into the heart of the group. Ask for the volunteer “child” to come to the center and kneel so that his or her head height is lower than everyone else’s. While still standing around this “child,” invite students to talk with a partner. Instruct them to discuss why children are so important in the Kingdom of God. After several minutes of discussion, ask different people to share their answers with the group. Add other ideas that were not mentioned by the group. Possible suggestions: • Jesus said we are to receive the Kingdom of God like a child. • Most Christians receive Jesus as a child. • Children are moldable and teachable. • Children teach adults how to receive the Kingdom … with total trust. • The gospel can be understood by children. • They have their whole lives before them to serve God. What amazing potential! • Children are the next generation and will be the Kingdom of God on earth in the future. They will be the decision makers. • They can also be participants in the Kingdom now! Scriptures about children: Ask people to return to their seats. One at a time, ask different volunteers to read each of the following scriptures (use Handout 1 if available). After each scripture, ask the group to share what that scripture teaches us about God’s attitude toward children. The Bible shows us how God loves and values children. Mark 10:13-16 Jesus blesses the children Psalm 127:3 They are a heritage from the Lord Deuteronomy 4:9 To be taught the things of God Psalm 78:4-6 To know and trust God Matthew 18:5-6 Welcome them; don’t cause to stumble Matthew 10:42 Reward for giving a cup of cold water Psalm 8:2 Ordained to bring praise

Video Option: Jesus described himself as the Good Shepherd. We are his sheep. He told the parable of the Lost Sheep to describe how valuable each person is to him. Show the video of the ‘Parable of the Lost Sheep’ Max7.org

Lesson Note: In light of God’s love and value for children, what should our attitude be toward them? To love them, accept them, care for them, nurture them, value them, treat them with respect as members of the Body of Christ.

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LESSON 1: Heart of the Leader

ACTIVITY 2: Be a Disciple of Jesus (15 minutes) Materials: A plant or young tree in a pot (or picture/drawing of one) Activity Instructions: Explain that anyone wanting to begin a discipleship journey with a child or a group of children must first examine themselves. It is not just about the child – it is also about the leader. What will your children see as they look at your life? This is not about the style of our hair or the brand of our clothes; it’s about who we are as people, as followers of Jesus. Read 1 Peter 2:9-10 out loud. Emphasize ‘YOU’ each time that word is read. Display a small tree or plant in a pot (or the picture/drawing of one) so that everyone can see it. What is the most important part of the tree? (Roots, trunk, leaves and branches, all). It’s interesting that the only part of the tree we cannot see is the roots and yet the roots are so important. What do roots do? (Nourish the tree with water and nutrients, keep the tree strong and stable). The roots cannot be seen. But they are very important. A tree can survive drought with deep roots. A tree can survive a storm or high wind because of the roots. We invest a lot of our time and resources into what others can see “above the ground” in our lives. We want to look good, to impress and sometimes make people think we are something that we’re not. But how much time are we investing into what’s “below the ground” –our roots? We are all disciples: people who are loving and obeying Jesus. To keep growing as disciples we need to develop habits or disciplines in “the roots” our lives that help us to grow to be more like Jesus everyday. Spiritual disciplines help keep our relationship with God in good working order and help us develop intimacy with God. What are the habits and disciplines that will shape our character, our attitudes and our values making us the “real” people that God created us to be and that our children see? Talk with a neighbor for 1-2 minutes answering this question: What kinds of spiritual disciplines (habits) help a person grow strong and healthy “roots” in their relationship with Jesus? Share answers with the group including definitions and examples. These may include: • Prayer – talking and listening to God • Bible Reading – regular Bible study • Solitude – being alone in God presence • Fasting – giving up everyday things to focus on God • Worship – giving God his worth in every part of our life • Meditation – reflecting about God’s ways intentionally and creatively • Sabbath – rest • Others?

Children & Spiritual Disciplines As you consider the disciplines that help disciples grow a strong relationship with Jesus, have you considered children? Are they simple enough to be practiced by a child? See Lesson 10 for more ideas on helping children grow.

Consider the roots of the plant or tree. These are the types of activities that help us grow strong roots as believers.

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LESSON 1: Heart of the Leader Small Groups: Divide into small groups and share around the following questions: • Which of the spiritual disciplines do you find most helpful and enjoyable? • Which of the spiritual disciplines do you find the most challenging? • How might spiritual disciplines look different for different people? Consider young mothers, college students, older believers and believers who do not own a Bible. Spiritual disciplines may vary according to age, culture, a person’s schedule, their church’s worship patterns, etc. • Which of these will be most important for helping children grow as disciples? Summary: In the middle of busy ministry times, Jesus would withdraw from the crowds to spend time with his Father. Read Luke 4:42. Read Luke 5:16. Where is your wilderness? Where is your quiet place with no distractions – no people, no mobile phones, no Internet – where you can hear God speak to you? Will you follow the example of Jesus and “often slip away”? For us to help children grow spiritually, we must also be growing spiritually. We need times, places and activities that give space for God to speak to us. (See Enrichment 1a for practical exercises in connecting with God through prayer and Bible reading.)

Activity 3: Connect with God (10-15 minutes) Materials: picture of a row boat and a sailing boat sentences listed below, written on separate slips of paper Handout 1, optional Activity Instructions: As followers of Jesus, we now want to consider how to help children join us in our journey to follow him. It is a task that is bigger than ourselves. We know we need help. Display the picture of the row boat. Ask the group to imagine they are children, trying to move this boat across a body of water. Row, row, row. Feel the exhaustion that might soon set in. Now display the second picture and ask participants to make their arms into a sail, making the sound of a gentle wind and sailing around the room. Point out that in our Christian lives, many of us try to travel through life under our own power - just like the row boat. We do things in our own strength, in our own way, making our own turns, and so on without seeking God’s direction. We can pray or read the Bible on our own, not listening for God’s voice. We can even work with children in our own power. But we might not see lasting results. The Holy Spirit was given to help us develop a relationship: it involves two parties who communicate and connect with each other.

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LESSON 1: Heart of the Leader

In John 14:26 Jesus tells his disciples that he is going to ask the Father to send a Helper - someone who will teach his disciples about God and how to live their lives. Jesus was referring to God’s Holy Spirit. When we allow God’s Spirit to lead us we are more like the sailing boat being carried along by him. In what ways do we need the Holy Spirit as we try to help children connect with God? Turn to a neighbor and discuss this for 1-2 minutes. As a class share ideas. • We cannot draw a child to Christ • We cannot convict children of sin • We cannot be with a child at all times • We cannot help Bible truth become a part of a child’s heart for a lifetime • Etc. Summary: So are you a row boat? (Invite people to do the action from their seats one more time) Or a sail boat? (action from their seats). Read John 14:26 aloud together: “But the Holy Spirit will come and help you, because the Father will send the Spirit to take my place. The Spirit will teach you everything and will remind you of what I said while I was with you.”

WRAP UP: Heart Reflection (10-15 minutes) Materials: Large heart on paper or erasable board Pens, pencils or markers Activity Instructions: So what is in the heart of a good children’s leader? Take suggestions from the group to sum up the session and give feedback about how the participants have understood the content. Write these comments and ideas on the paper. Remember the three important headings: God Loves and Values Children Be a Disciple of Jesus Help Connect Children with God (with the Holy Spirit’s help) How does the content in our heart impact our ability to reach and disciple children? So often, as we consider working with children, we think about creative classroom activities, curriculum or materials, our classroom setting, or our need for more ideas. But God’s pattern for discipleship was not all about the creative classroom fun (though this can help us connect in relationship with children!). Instead, the focus is on our lives and examples as leaders. Read 1 Corinthians 11:1 – “Follow my example, as I follow the example of Christ.” The apostle Paul wrote these words as a reminder that we must first be following Christ if we are going to help others learn to follow him.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

Closing: To end the session, divide into groups of two or three. Pray for each other to grow strong in relationship with Jesus. Pray for the children in your spheres of influence. Pray that we will be strong examples of those who love Jesus wholeheartedly to the children we work with.

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LESSON 1: Heart of the Leader

Handout 1

Heart of the Leader What needs to be in the heart of a leader?

1) God loves and values children Mark 10:13-16

Jesus blesses the children

Psalm 127:3

They are a heritage from the Lord

Deuteronomy 4:9

To be taught the things of God

Psalm 78:4-6

To know and trust God

Matthew 18:5-6

Welcome them; don’t cause them to stumble

Matthew 10:42

Reward for giving a cup of cold water

Psalm 8:2

Ordained to bring praise

2) Be a disciple of Jesus 1 Peter 2:9-10 List activities that can help you grow in your love and obedience to Jesus.

3) Connect children with God With the help of the Holy Spirit

John 14:26

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ENRICHMENT 1a

Connecting with God • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

Introduction Review the three key ways, presented in Lesson 1, that we connect with God to help us grow strong as disciples and followers of Jesus: Bible reading Prayer and Holy Spirit

It’s important that we not only talk about the importance of these, but that we actually give time to practice and to do it. Use this lesson to encourage participants to take personal time to connect with God through Bible reading and prayer, strengthening their dependence on the Holy Spirit in their own lives and in their work with children. This lesson can be done in a class session of 30 minutes or more. Or it can be given as homework, so participants do this activity on their own. If possible, as they gather for a next lesson time together, have them share some of the thoughts and experiences they had as they connected with God. Begin by encouraging participants to ask the Holy Spirit to teach them, to guide them, and to instruct them as they read and pray.

ACTIVITY 1: Bible Reading Activity (15 minutes) Materials: Bibles Handout 8 (optional) Paper, pencils or pens

Optional for illustrating “Connecting with God” Bring three lengths of rope. As each item is mentioned (Bible reading, prayer, Holy Spirit), show a length of rope. At the end, braid these together to create a very strong rope (connection) that will be durable and lasting.

Activity Instructions: If possible, give out copies of Handout 8. Present the 6-step process of reading and reflecting on the Bible. Review the important questions together. Step 1: Pray (talk with God) Step 2: Read (or hear) the Bible passage • Is there a particular phrase or word that catches your attention? • Are there any difficult words you need to ask someone about?

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PILOT VERSION

Enrichment 1a-1

ENRICHMENT 1a: Connecting with God Step 3: Think (about what you have read) • What is Jesus/God like in this passage? • What does God want (or not want)? Step 4: Feel (how does this passage make you feel) • How did this story make you feel about God? Or about yourself? • What do you think it would be like to live every day with this God? • What do you want to say to God after reading this? Step 5: Pray again Step 6: Do! • How might God be asking you to change? How could you do that this week? Invite participants to open their Bibles to Matthew 14:22-33 for a Bible reading and reflection activity. Choose a volunteer to read the passage to the whole group. Then allow time for each person to take some individual time to reflect on what God may be saying to them. Write down thoughts, if paper and pencil are available. After a time of reflection, ask participants to share their thoughts. Summary This is a simple process that can even be practiced by a child. If they cannot read, someone can read to them. Daily reading and personal reflection help us connect with God and grow strong in him.

ACTIVITY 2: Prayer Activity (10-15 minutes) Prayer involves many different things. It includes listening and talking. These activities are part of any strong relationship. Jesus taught his disciples to pray. Read Matthew 6:9-13. This prayer gives us a pattern to follow to help us remember important aspects of prayer. (Review the pattern of prayer presented in Lesson 10 for children.) Praise & Worship: “Our father in heaven, hallowed by your name” • Jesus taught his disciples to worship and honor God first before praying about anything else; Psalm 103:1 • Worship is when we honor God for who he is, his character and attributes • Praise has more to do with thanking God for what he has done, for his gifts, for what he is doing, for his blessings Repentance (Relationships): “Forgive our trespasses as we forgive those who trespass against us” • Jesus taught them to ask for forgiveness and for help to forgive others • Psalm 66:18 – God listens to prayers from people with clean hearts where sin has been confessed • Psalm 139:23-24 – God sees our hearts; as we are quiet and listen, he teaches us things, shows us areas where we need to ask for forgiveness • 1 John 1:9 – He will forgive every sin as we ask Ask: “Give us this day our daily bread” “Lead us not into temptation but deliver us from evil”

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Enrichment 1a-2

ENRICHMENT 1a: Connecting with God • • • •

He taught them to ask for things they need like daily bread and help not to fall into sin when tempted Jesus wants to answer prayer; he loves to give good things to his people He also commands us to pray for others; praying for people close to us, those in our community, those in far away places; praying for our leaders; praying for enemies He cares about our troubles; Philippians 4:6-7

Yield to God: “Your kingdom come, your will be done on earth as it is in heaven” • Above all, he taught them to pray for God’s plans to take place on earth (and in their own lives) as they do in heaven • This happens as people trust in him daily; Proverbs 3:5-6 Take time for prayer, presenting each section, then inviting each person to spend several minutes on their own, quietly practicing this type of prayer. Continue through the entire sequence. Ask one leader to close in prayer, thanking God for his presence with us, his desire for relationship with us. Ask for his help to guide children to know and love him as we do.

1 for 50 CORE Training Curriculum THE HAND: Heart of the Leader

PILOT VERSION

Enrichment 1a-3

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LESSON 2

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

Understanding Children Today MAIN OBJECTIVE: Understand basic characteristics of children and their world and consider ways to respond to their unique needs.

Key scriptures used: Luke 2:52 Psalm 139:13-16 Psalm 82:3, 4 Matthew 25:37-40

IN THIS LESSON WE WILL: • Understand basic characteristics of children and consider their needs at different ages. • Discover the nature and challenges of global and local children and consider ways to accommodate children’s unique needs. INTRODUCTION TO TRAINER Every one of us can look at a smiling, young child and feel a deep sense of love and care. It’s when those children begin to cry, ask difficult questions, misbehave, or simply act in ways that are different from adults, that we become challenged.

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

This lesson will help to lay a foundation for understanding children and their world. When we understand their needs and characteristics, we find that we are not as surprised by their behavior. And we actually begin to understand how we can help them flourish and grow to be all God planned them to be. As we consider how to reach and disciple children, we do so with the whole child in mind. After all, how can a child grow to love and serve Christ, if his body is never cared for? Or if he has frequently moved, or has no home at all? Enjoy helping participants grow in their understanding of children today.

Lesson Overview Time

Activity

10 min 15 min 20 min 10-15 min 10 min 10 min

OPENING ACTIVITY 1 ACTIVITY 2 ACTIVITY 3

Title Children & Adults Game How God Created Children to Grow Age Characteristics

ACTIVITY 4

Understanding a Child’s World Children in Need

WRAP UP

Pray for Children

Description Game to introduce the theme

Paper, pens or pencils

Scripture and foundation in holistic parts of children Group activity to discover attributes of different ages Considers realities for children in the community Discover facts and scripture about children at risk Respond in prayer to children in the community

Handout 2, Bibles

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Nurture the Whole Child

Materials

Handout 2 No materials Bibles Bibles

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LESSON 2: Understanding Children Today

OPENING: Children & Adults – A Game (10 minutes) Materials: Paper, pencils Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson fits under the category of Nurturing the Whole Child (the pinky finger). Activity Instructions: Invite participants to divide into groups of four for a race. Each group should have a piece of paper and a pencil. Instruct each group to consider children and adults. Ask them to write down as many things as they can think of that are different between adults and children. The team with the longest list will win. Ready, go! Give teams several minutes. Stop. Ask groups to count up the number of items listed. Determine which team has the longest list. Listen to their lists of items. If time allows, play another round. This time, instruct each group to write down as many things as possible that are THE SAME between adults and children. Again, the team with the longest list wins. After the next round, ask participants to be seated and review. What did we discover that is different between children and adults? What is the same? Transition: As we consider “understanding children today” this is an important realization. Children are not “little adults.” They are different. They require different things than adults do. This lesson will help us learn about it.

OPTIONAL ACTIVITY: To further consider the differences between adults and children, divide the class in half for an activity. Ask half to walk around on knees or crouched (to avoid touching the floor), and imagine seeing the world through a child's eyes. Others act as adults. Switch roles. Discuss how it felt to be small.

ACTIVITY 1: How God Created Children to Grow (15 minutes) Materials:

Bibles to share Handout 2 (optional)

Activity Instructions: ƒ Invite a participant to read Psalm 139:13-16 out loud. Ask, who created children? God did. He is not surprised that they wiggle, giggle, cry, shout or get into mischief. He made them! ƒ Discovering “parts of a child.” Read Luke 2:52. What words do you hear used to describe the holistic parts of a person or child? (Use diagram, if copies are available. Discuss the main parts of a child. Or select a volunteer to be an example of a child as you discuss these parts.)

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LESSON 2: Understanding Children Today

God created all people, including children, to grow and develop... o PHYSICALLY: Just as Jesus grew in stature, our children’s bodies are growing. We see the changes in size, in strength, and in appetite! And as children grow physically, they develop skills and learn to live in the world around them. Even their play time is an important part of physical growth. God created our children with five senses: to see, hear, smell, taste, feel (touch). All information comes in through these five senses. Keeping our children physically active helps their bodies develop. o MENTALLY: Just as Jesus grew in wisdom, our children are growing in what they know and how to make choices based upon their knowledge. Their minds are always thinking, absorbing information, and making choices. But while they are learning, they also must learn to weigh the information, choosing what is good and helpful and rejecting what is harmful. o SOCIAL-EMOTIONALLY: Jesus grew in favor with man, and children need to grow in their emotions and in their ability to share those emotions appropriately with people around them. God has created every child with their own personality. Some are quiet, others outgoing. Some are serious, others like to laugh and joke. Some are forceful, others are caring and compassionate. As children develop their personalities, they learn to relate who they are with those around them, being a friend, dealing with conflict, and having good relationships with others. o SPIRITUALLY: Jesus grew in favor with God. Spiritual development is the part that only God sees. This is the place where children respond to God, experience him, and grow as disciples when they choose to follow him. Summary: We must understand that children grow in different ways as a part of their journey to become disciples. All parts need to be considered as we work with them. Read Mark 12:30. Loving God requires all of us.

ACTIVITY 2: Age Characteristics NOTE: (20 minutes) Materials (and Preparation): A very short prepared Bible story, like the story of the children coming to Jesus (2-3 minutes only!) Handout 2 (optional) Activity Instructions: o Ask the group to consider themselves to be children. Invite 1/3 of the group to imagine that they are very young children (2-5 years old). Invite another 1/3 of the group to imagine that they are young school-age children (6-9). Assign the last group to imagine that they are older school-age children (10-12 years old). o Explain that you are going to tell a short story to them. As you do, they are to behave as a child of that age would behave in a classroom or story session. Read or tell the story. Allow “children” to behave their age as you read. As the story comes to an end, invite all the “children” to stop and become adults again, taking their seats. Realize the class may be slightly chaotic as people act these younger ages!

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Children around the world will develop at different rates. Check for norms in your community. At what age do they attend school? Read? Play? Work?

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LESSON 2: Understanding Children Today o o

What did you about notice the differences in the children? (take 1-2 answers from each group.) Let’s work on this a little more. Find 1-2 others in your “age group.” Everyone should have a partner. Spend several minutes talking about children of this age and describe their growth and characteristics: o Describe a child’s mental abilities at this age (What can they do? What can they not do?) o Describe a child’s physical attributes and abilities at this age (What can they do? What can they not do?) o Describe a child’s social-emotional attributes and abilities at this age (What can they do? What can they not do?) o Describe a child’s spiritual capacities at this age (What are they ready for? What can they do? What can they not do?) • Get reports back from people working in each “age group.” (Give examples from home, then from local culture. Enjoy remembering funny things kids do at different ages.) Are children the same at different ages? No. Can we expect them to learn in the same ways? No. We must adapt. Summarize each age group by reviewing the points on Handout 2. (Use it for your own reference, if copies are not available to participants). Add stories from your own experience.

Transition We can understand a child’s holistic parts and their age, and still find ourselves needing to know more about the world of a child. Let’s consider their context and community.

ACTIVITY 3: Understanding a Child’s World Materials:

(10-15 minutes) examples of technology, inventions, brands, toys, entertainment items that children in your community would use frequently

Activity Instructions: Divide the class in half. Give each side a turn to answer the following questions. Play round after round until you feel it’s time to stop, or there are more ideas. o Name an item that children enjoy that you did not have when you were a child (play many rounds; discover many answers such as cell phones, the Internet, DVD’s, Pepsi, etc.) How has the daily life of children changed in the past 20 years around the world? We now have so much more technology. We have more communication with people around the world. We have more shared education, sports experiences, etc. How does this impact our work to spiritually nurture children? What do children need us to do in light of these realities? (Take 1-2 answers from each side. Discover that we need to learn about them and try to understand their likes and dislikes; this will help us develop relationships with them and also teach them in a relevant way.)

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LESSON 2: Understanding Children Today

Next, invite the two sides of the class to play the same game, but answer a different question: o Name things that delight children anywhere and always have. (discover answers such as friends, attention, laughter, hugs, play, singing, drama, surprises, gifts, etc.) How does this information help us in our work with children? We recognize that while the world has changed significantly, we still have many points of connection with children. Transition: While many of the characteristics of children are simply different from adults, some are more serious and require our special attention.

ACTIVITY 4: Children in Need (10-15 minutes) Materials: Bibles Activity Instructions: Children in Crisis What happens when children do not get the holistic care they need? Here are some of the statistics related to children at risk around the world: • Street Children: over 100 million • Child Labor: Nearly 246 million (8.4 million in human trafficking) • Refugees: at least 12 million worldwide (child soldiers 300,000) • HIV/AIDS Orphans: Nearly 25 million have lost one or both parents • Little to no education: 130 million • Poverty: 500 million live on under $1 per day • Disease: 30,000 die each day from preventable diseases

Updated Statistics: For updated statistics on children at risk, visit www.viva.org

Who are the children at risk in your community? Spend 1-2 minutes of reflection allowing trainees to consider children at risk. Share a few answers together. What does the Bible say about children in crisis? Read Psalm 82:3-4 Matthew 25:37-40

WRAP UP (10-15 minutes) Materials: Bible Activity Instructions: What have we learned about children in this lesson? • That children are different from adults • That children grow physically, mentally, social-emotionally, spiritually • That children respond differently at different ages • That we need to connect with our children’s world • That we need to remember children in need Close in prayer for children in the local community and beyond—especially those in need. Pray that God will raise up people to care for them and help them grow to become all God intended them to be.

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LESSON 2: Understanding Children Today

How God Created Children to Grow Who created children? Psalm 139:13-16

Read Luke 2:52. God created all people, including children, to grow and develop... o PHYSICALLY (body, stature) o MENTALLY (mind, wisdom) o SOCIAL-EMOTIONALLY (personality, relationships) o SPIRITUALLY (spirit, heart)

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Handout 2

LESSON 2: Understanding Children Today

Handout 2

Children at Different Ages Physical

Mental

Very Young Children (2-4 years old)

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Young SchoolAge Children (5-8 years old)

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Learning to play typical childhood games. • They love to be active. • They are growing good muscle control.

They don’t know how to read. • They can only remember short phrases. • They need us to use simple words. • They have a short attention span. • They are curious and love to learn new things. • Literal minded. • They are learning to read. Some may not be good at it yet. • They have lots of questions. • They are eager to learn.

Older SchoolAge Children (9-12 years old)

•

•

They love to touch, feel, move. • They get tired easily. • They cannot play most kids’ games well yet. • They are growing rapidly. • They have limited muscle control.

Some are awkward, growing quickly as adolescence approaches. • They love physical activity. • They love food and are often hungry.

•

They have great memories. • They are ready to think relationally about different subjects. • They come up with challenging questions.

Social-Emotional •

They do not understand winning/losing. • Play best sideby-side. They may not be good at sharing. • Parents are the most important people in their lives. • They express intense emotions •

They enjoy friends. • They are still tender about winning and losing. • They are growing to enjoy group play more. • Competitive. • Friends are important. • Big differences between boys and girls, socially. • Everyone concerned about fairness.

Spiritual •

They can understand basic truth about God’s love for them. • They can understand the difference between right and wrong. • They can recognize their need for forgiveness and respond to Christ as Savior. • They are more ready to understand their personal decision for Christ. • They begin recognizing the truth and authority of the Bible. •

They may need assurance of their personal decision to receive Christ. • They can begin praying on their own, reading the Bible on their own. • They want heroes, like JESUS!

DISCUSSION QUESTIONS •

What might you need to pay attention to if caring for a very young child?

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What might you need to give special consideration to if caring for or interacting with a school-age child?

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What will you need to do differently with an older school-age child?

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Who are the children at risk in your community (those who are not getting the holistic care they need)?

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What is God speaking to your heart as you consider the needs of children?

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Nurture the Whole Child

ENRICHMENT 2a

World in a Minibus • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

ACTIVITY: World in a Minibus (15 minutes) Activity Purpose: To help participants consider modern realities of children in the world and in their local area. Materials:

State of Children’s Ministry Statistics for your nation (optional) download at www.1for50.net

Instructions/Activity: Choose ten volunteers to imagine that they are in a small bus. Ask them to stand in a line across the front of the classroom. Imagine that these people represent all the people of the world—over 6.7 billion. What are they like? 7 are adults (over 15) 3 are children 6 live in Asia 1 lives in Africa 1 lives in Europe 1 lives in North America 1 lives in South America 5 are able to read 6 own a cell phone 2 have regular access to the Internet 1 receives 40% of all income 9 share the remaining income All 10 would … be loved by Jesus and invited to know him. What about mission? How many of those would know Jesus? 3 live in countries with almost NO access to the gospel (World A). Only 2% of the world’s missionaries work here. ƒ 4 live in countries with SOME access to the gospel (World B). One fourth of the world’s missionaries work here. ƒ 3 live in countries that are Christianized (World C). However, over 90% of all missionary funds are spent on these nations. ƒ

1 for 50 CORE Training Module UNIT: Nurture the Whole Child

PILOT VERSION

Enrichment 2a-1

ENRICHMENT 2a: World in a Minibus

Invite volunteers to be seated. Invite participants to each find 1-2 others and discuss children in their community. Answer these questions: • How will this awareness influence our work with children in our own community? • Which of the people in the “minibus” would they be? • What other facts might be important to know about them? Ask several of the groups to share facts about the children in their community. Close by praying together for the children to have people who understand them and their needs and help them grow to be all God intended them to be.

1 for 50 CORE Training Module UNIT 1: Heart of the Leader

PILOT VERSION

Enrichment 2a-2

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LESSON 3

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

Building Relationships with Children MAIN OBJECTIVE: Learn basic principles and skills in developing positive relationships with children. IN THIS LESSON WE WILL: • Understand the importance of relating to children and building relationships with them. • Learn basic principles of communicating with children and prepare to interact with children on their level. • Practice blessing each other and children with positive words of encouragement.

Key scriptures used: Psalm 127:3 Mark 10:13-16 Numbers 6:24-26 Matthew 18:5

INTRODUCTION TO TRAINER Adults have tremendous influence on how children view themselves and their world. Children have deep feelings. While their ability to think and reason develops as they mature, even young children feel pain, loneliness, joy, fear, love, acceptance, rejection and other emotions. We have a wonderful opportunity to shape how a child feels about God and the Church by ensuring their early experiences with the things of God are pleasant, positive and loving. We do this by intentionally treating each child as a precious gift from God to be valued, respected, and loved. Remember that you are setting an example as you teach. Model relationship building to participants in your group by warmly greeting each person, learning their name, and showing a genuine interest in them as individuals. Treating each participant with kindness and respect will allow them to feel important and demonstrate to them how they can treat the children they teach. .

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Lesson Overview Time

Activity

10 min 10-15 min 10-15 min 10-15 min 10-15 min

OPENING

My Name Is …

ACTIVITY 1

Everyone is Unique

ACTIVITY 2

Jesus & the Children

ACTIVITY 3

Communication to Build Relationships Closing

WRAP UP

Title

Description Game to introduce participants and the theme Activity to help consider the value of individuals Lesson to understand how Jesus related to the children Role play to discover ways to communicate with children Final lesson on a leader’s potential to influence a child

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Nurture the Whole Child

Materials Ball Paper, writing utensils No materials Papers with role play descriptions Clock or watch, blank paper, handout 3

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LESSON 3: Building Relationships with Children

OPENING: My Name Is… (10 minutes) Materials: A ball or other object that can be tossed Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Nurturing the Whole Child. We will specifically be learning about building relationships with children. Activity Instructions: Arrange everyone into a circle. (Divide into more than one circle if your group is very large.) Explain the game. The trainer begins by holding the ball and saying, “My name is ________ and I like to _______,” then tosses the ball to another person. The person with the balls says, “My name is ________ and I like to ________,” and also repeats the first person’s name and likes, tossing the ball to the next person. This routine goes around the circle until everyone has had a turn to say their name and what they like to do, and also say the name of everyone else in the circle. For example: “My name is Sarah and I like to dance.” The next person says, “My name is Mark, I like to play soccer, and this is Sarah, she likes to dance.” Transition: What did you learn about each other? Learning a person’s names and likes/dislikes is one way we start building a relationship. This game can be used with adults or children. Today we will focus on principles and skills to help us build positive relationships with children.

ACTIVITY 1: Everyone Is Unique (10-15 minutes) Materials: Paper and pens, pencils, crayons or markers Activity Instructions: STEP 1: Instruct each person to trace around their hand on a blank sheet of paper. Instruct them to draw items or write words inside the handprint that might be helpful in describing what is important to them. As they finish, invite students to share a few of these with a neighbor. NOTE: This is not the 1 for 50 Hand. This current activity can be used with children later. STEP 2: Discussion as a large group. Turn the paper over and trace around the hand again. Ask the participants to write some of the needs they had as a child (and needs other children in their community might have had). Ask each person to share the needs they have written with the group. o Needs that will probably be given are food, shelter, love, education, clothing, family, etc. o If the need for attention, touch, and purpose/significance are not mentioned, be sure to add these needs to the list.

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PILOT VERSION

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LESSON 3: Building Relationships with Children Lesson Note Each of us, including the youngest child, is as unique as our handprints. We have different interests, capabilities, talents, needs, and challenges. Each of us has value, because we were all created and given by God as a reward according to Psalm 127:3. We all have needs. Children are especially dependent on others to meet their needs. When a child stretches out his or her hand, he or she are longing for someone to take that little hand, be a friend, and help meet his or her needs. We can ignore the little hands or we can reach out and touch a hand and impact a child’s life. Some cannot even stretch out their hands. They depend on us to see them. Transition Prayer: Pray “Father God, help us to see the outstretched hands of children and realize the value you placed in each one. Help us to see each child as you see them, help us to relate to them in a positive way, and help us to meet their needs.”

ACTIVITY 2: Jesus & the Children (10-15 minutes) Materials: none Activity Instructions: Read and retell with great expression the account of Jesus with the children in Mark 10:13-16. (If you have time and space, invite the group to dramatize it.) All children have three basic needs and Jesus met each of these needs in his encounter with them. These needs are: o Focused attention (point to your eyes): Jesus gave the children attention. He ignored every other demand and the wishes of his disciples, and focused on the children. o Affectionate touch (demonstrate hand reaching out): Jesus took the children in his arms and laid his hands on them. o Significance/Purpose (point to your lips/mouth): Jesus blessed the children. A spoken blessing signifies worth, value, and approval. Practice the hand motions together. Encourage each participant to find a partner of the same gender. Ask them to hold the hand of their partner or place their hand on their partner’s shoulder, make eye contact, and speak a short blessing over their life. They may want to quote the blessing from Numbers 6:24-26. We have discussed the example Jesus gave us regarding the importance of children, and we have practiced giving focused attention, touch, and speaking positive words to one another. Can we do the same with children? We are told in Matthew 18:5 that “whoever welcomes a little child like this in my name welcomes me.” As we receive children into our life and church and we love them, it is the same as receiving Jesus. Transition Now let’s consider how we can start to follow Jesus’ example in building our relationships with children and their families.

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PILOT VERSION

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LESSON 3: Building Relationships with Children

Activity 3: Communicating to Build Relationships (10-15 minutes) Materials: Papers with description of role play situations (see below) NOTE: Create your own or adjust these for suitability to your context. Activity Instructions: One factor in building relationships with children is the way in which we communicate with them. We communicate by our words, our tone of voice, our actions, and our body language. Children can quickly understand if we care for them or not by how we communicate with them. Our goal is to be caring communicators in our speech and actions so we can build strong positive relationships with them. Let’s discover some truths about the ways in which we communicate with children. Activity- Role Play Select 8 volunteers. They will form teams of two. Instruct one to be a child, the other an adult. Give each pair a situation to dramatize in front of the class. After the team performs, the remaining class will indicate if they treated the child in a way that will foster a good relationship or if they acted in a way that could hurt the child and the relationship. The team can then switch roles and act out the situation in a more positive way. Role Play Situation #1 (Respect for child) A child asks an adult for advice about a situation the child is facing, and the adult responds by criticizing the child, etc. Questions: What did the adult communicate to the child? How did he or she do this? How could the adult change his/her communication to show respect for the child’s feelings? (pray, listen, etc.) Role Play Situation # 2 (Listening) A child approaches an adult and starts to tell something exciting, but the adult ignores the child. The child walks away with head down. Questions: What did the adult communicate to the child? How did he or she communicate this? How could the adult change his/her communication to show respect for the child’s feelings? (get down on child’s level, look child in eye, focus attention, repeat what child said to be sure of understanding, etc.) Role Play Situation # 3 (Body Language) A child approaches a Sunday school teacher by saying “Hello” with a smile and moves toward the teacher. While the teacher says “Hello,” she does not look at the child and remains seated with arms crossed and continues to look at her book. Questions: What did the adult communicate to the child? How did he or she communicate this?

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PILOT VERSION

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LESSON 3: Building Relationships with Children How could the adult change his/her communication to show genuine care for the child? (teacher moves close to greet the child with a smile, affirming touch on shoulder, etc.) Role Play Situation # 4 (Words) A child asks the teacher a question, and the teacher responds by yelling “What a stupid question. Everyone knows the answer to that!” in a sharp, unkind tone of voice. Questions: What did the adult communicate to the child? How? How could the adult change his/her communication to show care for the child? (change tone of voice, avoid words that shame, be soft, gentle) What did we learn about communicating with children? o RESPECT: We show respect for a child when we acknowledge their thoughts and ideas as valuable and important. We disrespect children when we make fun of them, hit them, or ignore them. o ATTENTION/LISTENING (eyes): When a child is talking we should listen by giving them our full attention. Put down other things and really listen to what they say. Repeat back to them what we think they said in order to clarify our understanding. o BODY LANGUAGE: Our body language (how we position our body) can communicate to the child if we value them or not. (Since body language varies with culture, the trainer should discuss how body language shows a child they are welcome or not according to the cultural norms.) o POSITIVE WORDS: When we talk to a child it is important to speak kindly and gently, using words of affirmation that build up the child. We should avoid yelling, name calling, and speaking cruel words to anyone. To finish, invite everyone in the class to participate. Form pairs with one being an adult and one being a child. Practice caring communication as the “child” shares something with the adult. Switch roles and practice again. Transition Comment It is so easy to hurt a child by the way we interact with them. We can ignore them or address them in a way that makes them feel stupid and unwanted. We can choose to be a caring communicator and be intentional in our interaction with them to show we love them. We can acknowledge their presence, give them full focused attention, and speak kind words to them. It will go far to build a good relationship with them. Let’s make it our practice to speak positive words with the children.

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PILOT VERSION

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LESSON 3: Building Relationships with Children

Wrap Up

(10-15 minutes) (10-15 minutes)

Materials Needed: If available, show a calendar, clock, or watch blank notepad or blank piece of paper Handout 3 for each (if available) Instructions/Activity: Notice the calendar, clock or watch. God has given us a number of days to live on this earth. He has given the children we know a limited number of days too. We can use our time to make a tremendous impact on their lives. Their days can be better because of how we invest our time. Show the blank notepad or blank sheet of paper. A young child is like a blank notepad. Our influence can help their lives be colored and filled with the love and knowledge of the Lord Jesus. Or, we can ignore them and let whatever comes in from the world fill their lives.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

Give several minutes of personal, private reflection for participants to answer the questions at the end of Handout 3. Write these on a board or read these to the class, if handouts are not available. Closing: Jesus gave us his example. Jesus responded to people with different levels of nurturing. We can learn so much from his example. We can touch, encourage and teach children. We can love them as he did. Close in prayer, asking for God’s help to love children and relate to them as he does: with great love.

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LESSON 3: Building Relationships with Children

Handout 3

Building Relationships with Children 1. Recognize the value of each child (Psalm 127:3). • each child is unique and valuable • every child has needs

2. Jesus loves children (Mark 10:13-16). • We can follow his example and love children too. o Focused attention o Affectionate touch o Significance-Purpose

3. We can build relationships with children through caring communication. • We communicate love and acceptance through our speech and actions. o Showing respect o Listening o Body language (non-verbal communication) o Positive words

Pray, and then complete the following sentences. •

I will build relationships with children by….

•

I will meet the needs of children in my care by….

•

I will communicate love and respect to children by….

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ENRICHMENT 3a

Classroom Management • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

IN THIS SESSION WE WILL • Recognize the value of good classroom management • Understand a teacher’s influence upon the classroom environment • Gain skills to help create a pleasant learning environment INTRODUCTORY NOTES TO TRAINER Children learn best in an environment where they feel loved, respected, and safe. Creating such an environment requires the teacher to develop both relationship and management skills. PREPARATION • Find a heart shaped object or make a heart from paper to use as a visual aid. • Write out discussion questions/situations for the small group discussion segment of this class.

ACTIVITY 1: It’s All About Relationships (10-15 minutes) Materials: Any object shaped like a heart or paper cut into a heart shape

Materials Needed If possible• Visual aid: Heartshaped object or heart shape cut from paper • Situations for discussion questions (Ideas are included) • Small heartshaped sheets of paper (optional)

Activity Instructions: Ask everyone to stand in a circle looking at the trainer who is also a part of the circle. The trainer will do a series of motions/actions and the trainees will copy what the trainer does. For example, the trainer can clap three times quickly, and everyone else will then clap three times quickly. The trainer rubs his/her head and everyone will follow what the trainer is doing. Continue with various actions. After a minute or so, the trainer will point to another person in the circle, and each person will then copy the movements of the new leader. Lesson Notes: Participants will discover the following points: In our game, we all followed the leader. When we teach children, we are the leader and they follow. We can influence children to love God or turn away from him. We lead by the atmosphere we create in our classrooms, and how we how we manage and discipline the children in our care. Show the heart-shaped object 1. How we discipline is directly related to our relationship with the Lord Jesus Christ. All of our thoughts, words, and actions flow from our relationship with him. Don’t just tell children about God’s love,

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Enrichment 3a-1

ENRICHMENT 3a: Classroom Management demonstrate it. Let his love flow through you to the children, their parents, and to the other teachers. Children learn more from what you do than from what you say. 2. How we discipline is also a reflection of our relationship with our students. (Show the heart visual again.) How will children know that we care about them? (Love them, accept them, laugh together, understand their needs, respect them, treat them with value.) Transition Our goal is to create a positive learning environment where the children will feel God’s love and learn his ways. We have looked at the importance of having a growing relationship with the Lord and with the children we teach that will help foster such an environment. Now let’s look at how we can manage our classrooms and be more effective teachers.

ACTIVITY 2: Classroom Management (10-15 minutes) Materials: Discussion questions prepared before class begins. Sample situations are listed in the lesson. Create new situations based on the needs of the participants as needed.

Activity Instructions: Effective classroom management requires us to do two things. 1. We must manage ourselves. • Be prepared for our class. • Be enthusiastic. Our enthusiasm is contagious. • Present the lesson in an easy to understand and interesting way. • Use a variety of teaching methods. • Be consistent. Don’t keep changing the rules or the schedule. 2. We must manage the children. • Set a few basic classroom rules that everyone (including you and any helpers) will obey. State the rules in a positive way. Sample rules stated positively are: o Listen when someone is talking and raise your hand if you have something to say. o Keep your hands and feet to yourself. o Use words to encourage one another and not to hurt. Develop a plan to deal with children who do not follow the rules. Let the children know the consequences of not following the rules. For example: o The first time a child breaks a rule, quietly tell them the rule. o The second time a child breaks a rule, ask them to repeat the rule to you. o The third time the child breaks the rule, enforce a consequence related to the deed or a predetermined consequence.

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Enrichment 3a-2

ENRICHMENT 3a: Classroom Management

Application: Small group discussion: Divide the class into groups of 3 or 4 people. Give each group a situation/problem to solve within their group, then bring everyone together again and allow a spokesperson from each group to share their situation and their group’s solution. Ideas for situations/problems to be discussed: • A Sunday school teacher becomes angry at the children when they talk while he is teaching the lesson. What are some things he can do to prevent this from happening? • A Bible club teacher has a list of 15 rules that the children seem to break each week. Give her some help with establishing and enforcing rules. • Children who used to attend church are no longer coming. They say that they don’t come because the teachers don’t like them. How can the teachers show the love of Christ to these children? • Two children are saying unkind things to and about another child in class. What can a teacher do stop this behavior? What is a consequence that is related to the deed that the teacher can use to discipline the children who are verbally hurting another child? Transition: We have discovered some general principles of good classroom management and how teachers must manage themselves and the children in their care. Let’s look at how this applies to us personally.

WRAP UP (5 minutes) Materials: none Activity Instructions: Invite participants to divide into pairs and answer the following questions. • What will you do differently next time you work with a group of children? • Which principles are the greatest challenge for you? Close by praying for each other. Closing: Show the heart-shaped visual aid again. Encourage the class members to continue to grow in their personal relationship with the Lord, with the children they teach and in their classroom management-discipline skills. End the session with prayer for the participants.

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Enrichment 3a-3

ENRICHMENT 3b

God Bless You! • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision.

ACTIVITY: God Bless You! (10-15 minutes) Activity Objective/Purpose: o As we understand the power of the spoken blessing, we will bless others, including children. Materials Needed: None Activity Instructions: “God Bless You” is a phrase that is easy to say. In some cultures people say this when someone sneezes. What does it mean to say “God Bless You”? Read Numbers 6:24-26. A blessing is one of the most wonderful things we can communicate with others, including children. We’ve created hand motions to help us remember parts of this blessing so we can share it with others: Demonstrate hand actions as you speak the words. 1. “The Lord bless you and keep you…” God make you glad (smile) 2. “The Lord make his face shine upon you…” God heal you and help you in every part of your life (physical, mental, emotional-social, spiritual) (move your hands from your head to your toe) 3. “…and be gracious to you” God be merciful and prosper you (move hands as if to pull out your pockets to indicate pockets that are full of God’s blessings) 4. “the Lord turn his face toward you…” God give you divine favor (stretch hands out from side to side and turn face up to receive the favor) 5. “…and give you peace” God make all of your circumstances well (give yourself a hug and breathe a huge sigh of relief) Invite trainees to repeat this blessing along with the actions several times. Speak it to each other. Finally, instruct each participant to find a partner. Using this scripture verse as a basis, pray prayers of blessing and encouragement for each other. Ask God to bless you as you reach out to touch children in your spheres of influence with the love of Christ. Closing Note Think of a child in your life or ministry with whom you can share a blessing. Plan to bless him or her with positive words in the coming week.

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Enrichment 3b

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LESSON 4

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source”. Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Sharing the Good News with Children MAIN OBJECTIVE: Motivate and equip teachers to be witnesses who share the truth about Christ with children.

Key scriptures used: John 3:16 John 10:10 Romans 3:23 Romans 6:23 Ephesians 2:8-9 Romans 5:8 Romans 10:9 John 1:12 1 John 5:11-12

IN THIS LESSON WE WILL: • Learn principles and skills for clearly and appropriately sharing the good news with children and practice sharing the gospel message with a child at a child’s level. • Consider different settings in which the children may hear the gospel message. INTRODUCTION TO TRAINER This lesson is about sharing the greatest story ever with children. While we have heard the gospel, we often do not feel at ease sharing it with others. However, the good news about Jesus Is not a treasure to keep to ourselves, but to be shared with the world.

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

For most believers, sharing the good news does not come naturally. Be prepared to offer lots of encouragement, spend time in practice and interaction and answer lots of questions as you work together on sharing the truth about Jesus with children. We go to school to learn how to do many things. There is a need to apply this kind of diligence to learning to share the gospel. This is what this lesson is all about.

Lesson Overview Time 10 min 10 min 15 min 10 min 15 min 5 min

Activity

Title

OPENING

Participation Game

ACTIVITY 1

What Is the Gospel?

ACTIVITY 2

The Bridge

ACTIVITY 3

Idea Exchange

PRACTICE

Sharing the Good News Prayer

WRAP UP

Description Game to introduce importance of all of us sharing the gospel Discussion and discovery activity to define the gospel Tool for sharing the gospel with anyone Idea exchange of other ways to share gospel with a child Practice sharing gospel and testimony Praying for God to work in children’s hearts

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Materials No materials Bibles Handout 4 or papers, Bibles Paper and pens or pencils (optional for notes) Bibles, notes for reference No materials

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LESSON 4: Sharing the Good News with Children

OPENING: Participation Game (10 minutes) Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Reaching the Unreached and focuses on sharing the good news with children. Materials: none Activity Instructions: • Choose three people to come to the front of the classroom. Explain that these people represent pastors, missionaries and evangelists. • Instruct the three to each go select one person out of the class and bring them to the front of the teaching area. Once they walk the person to the front, the pastor, missionary and evangelist can go back into the class and repeat this. People who have been selected out of the class must remain at the front. • After several minutes, if they have not finished gathering the whole class, stop the activity and have everyone return to their seats. • Repeat the activity, except the second time, once the people from the class reach the front, they too may go back into the class and bring people forward, so everyone is participating in bringing people to the front. Stop the activity when no one is left in the class. Ask class to be seated. o Why were we able to get to everyone faster? o Are pastors, missionaries and evangelists the only people who should be telling others about Jesus? o What prevents the average Christian from doing this? o If we are all active in sharing the good news about Jesus, what will we accomplish? Lesson Note: The point is that we can reach people with the gospel more effectively if we all participate as witnesses and do not rely only on pastors, missionaries and evangelists to do this work. We need families, children’s leaders, business people, caregivers, school teachers – everyone – to be involved! Transition: One of the most common reasons that the average Christian is not active in telling others the good news about Jesus is because they are uncertain how to do this and what to say. This often causes people to be afraid to share the gospel with others.

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LESSON 4: Sharing the Good News with Children

ACTIVITY 1: What Is the Gospel? (10 minutes) Materials:

Bibles

Activity Instructions: Instruct participants to find 2-3 to work with in a small group. Ask each group to try to answer the question, “What is the gospel?” If someone asked what the gospel or good news of Jesus Christ was all about, what are the most important pieces of information they would need to share? Perhaps they will find one or two Bible verses to use as part of their answer. Give several minutes for this activity, then ask groups to share what they have found. They should have truths that fall into these categories: 1. 2. 3. 4.

God loves us. Our sin separates us from God. Jesus is the only way. We can trust in Jesus to save us.

While there are many different ways to share the gospel, the gospel truths themselves are very simple. All the elements of the gospel can be found in John 3:16. By going through this verse phrase by phrase, we can see all the important truths in the gospel. Transition: Let’s consider a tool for sharing the gospel message with children.

ACTIVITY 2: The Bridge (15 minutes) Materials:

Bibles Handout 4 (optional) Paper or writing surface and writing supplies

Activity: Before class, familiarize yourself with the Bridge illustration, the steps for creating it and for telling the story of Jesus. In class, begin by demonstrating how to share the gospel in a short amount of time using “The Bridge.” Optional: Invite participants to refer to Handout 4 to follow along. Explain the process while drawing. God loves us: • TWO SIDES: Draw two half squares with a separation/space between. • PEOPLE & GOD: On one side above the picture write “People;” on the other side write “God” • GOD LOVES US: Explain that the Bible tells us God loves us and created us. He wants us to experience peace and life (John 3:16).

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LESSON 4: Sharing the Good News with Children

Our sin separates us from God: • PEOPLE SIN: Explain that the Bible tells us we have fallen short because of sin (Romans 3:23). Because of sin we are separated from God—write Romans 3:23 on the “People” side. • WE DESERVE DEATH FOR OUR SIN: We fall short of being able to reach God on our own. The consequence we deserve for our sin is death (Romans 6:23)—write it below Romans 3:23. • WE CANNOT SAVE OURSELVES: People often try to do many good things in order to overcome this separation, but all of these efforts fall short. Ask, “What are some ways people try to get to God?” In the gap, write answers such as good works, being moral and religious (make sure your writing doesn’t reach to the God side—write small). Explain that as hard as we try, we cannot save ourselves. Jesus is the only way: • JESUS IS THE ONLY WAY: God tells us in the Bible that there is only one way to reach God and that is through Jesus. God sent his Son to pay the penalty for our sins. Jesus did this when he died on the cross and rose from the grave—Ephesians 2:8-9 & Romans 5:8—draw a cross to bridge the gap. We can trust Jesus to save us: • WE CAN TRUST IN JESUS TO SAVE US: We can only be united to God and saved from our sin by trusting and believing in Jesus – Romans 10:9 and John 1:12

Counseling a Child This lesson focuses mostly on practice presenting the gospel message. Lesson 5 delves into issues of counseling with a child who is asking to follow Jesus. Visit that lesson for more guidelines on this important topic.

Now, invite people to work in pairs, drawing the story elements and sharing the gospel story. Instruct each person to take a turn presenting the gospel to the other. How did it go? Do they have questions? Discuss the activity • As you share this story with children, what might be difficult for them to understand? Which words and concepts need more explanation? • How many scriptures will you use? Which ones? • How might you present this in a group or story setting? • What might be different if you were presenting this to just one child?

ACTIVITY 3: Idea Exchange (10 minutes) Materials: Paper and pens or pencils for taking notes (optional) Activity Instructions: Instruct participants to divide into their small groups again. Ask each person to share at least one creative idea for presenting the gospel to children. If there is time, invite groups to trade two members with another group and briefly share what they have learned with a new group. Close this activity by asking for 2-3 people to share their favorite new idea.

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LESSON 4: Sharing the Good News with Children

PRACTICE-FEEDBACK (10-15 minutes) Materials: Bibles, notes for reference Activity Instructions: If you have time, practice being children again, and sharing the gospel one more time. 1. Find a partner 2. One partner practices explaining the gospel using “The Bridge” on their handout (3 minutes) 3. One partner uses another idea for sharing the gospel, perhaps one that was learned in the idea exchange or use John 3:16 as a guide to sharing the gospel truths. 4. The other partner takes turns doing the same. 5. Partners give each other encouragement and feedback. Transition: Now we have some simple tools for effectively sharing the gospel with children. However, the most powerful tool we have in reaching children with the gospel is prayer.

Wrap Up (5 minutes) Materials: None Activity Instructions: Realize that it is the Holy Spirit’s work to lead children into faith and call them to trust in Jesus. Therefore, we should always be praying for opportunities to share the gospel, and for open and responsive hearts. As we work with children, we know that our work is much more than just presenting truth to children. We are watching, waiting for them to grow in Christ and genuinely want him for themselves. Pray together to close. • Thank the Lord for his work in the lives of children’s leaders and his desire to reach children through us • Pray for each other and your ministries to children. • Pray for the children and people who you can share the gospel with to have open hearts to hear the message and to choose to follow Christ.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 4: Sharing the Good News with Children

Handout 4

Sharing the Good News with Children What is the gospel? Use these drawings of The Bridge to help remember important points in the gospel story.

God loves us *Two sides *People and God *God loves us (John 3:16)

Jesus is the only way • Jesus paid the price when he died on the cross Romans 5:8 Ephesians 2:8-9

Our sin separates us from God * People sin (Romans 3:23) *We deserve punishment for sin Romans 6:23 *We cannot save ourselves

We can trust in Jesus to save us *John 1:12 or Rev 3:20

Draw boxes on the back of this paper to create the Bridge drawing on your own. 1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Reach the Unreached

LESSON 4: Sharing the Good News with Children

Handout 4

Sharing Your Story Questions

What was your life like before you believed in Jesus?

How did you come to believe in Jesus?

How did you hear about him?

What did you hear about him?

How did you accept him?

What difference has Jesus made in your life? (What do you love most about Jesus today?)

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ENRICHMENT 4a

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Who is Jesus?

ACTIVITY: Who is Jesus? (10-15 minutes) Activity Objective/Purpose: To offer a specific story tool to help children’s leaders teach specific truth about Jesus to children. Materials Needed: Pencil and paper or chalkboard and chalk/markers Bibles Instructions/Activity: As we desire to introduce children to the Good News, we should remember that we are called to bear witness to the central figure in the story: Jesus himself. The goal of this section is to help us to further introduce children to Jesus. Children need to understand who he is and what he has done: o Jesus is fully God and fully man. o He lived a sinless life. o He died and rose again (death and resurrection). o He is the object of our faith, hope. Choose one of the Bible stories from the list below to use as your example for this training activity. Study the story and prepare ahead of time. 1. Draw a line down the center of a piece of paper or chalkboard. On one side write “Jesus is God.” On the other side write “Jesus is a human, and lived a sinless life.” 2. Explain that the Bible teaches us that Jesus is fully God and fully human. He was God long before he was born in Bethlehem; he has always existed as God. He decided to come to earth as a man so that he could rescue us from our sins by dying on a cross. Jesus is perfect. He never sinned. He died to pay the penalty that we deserve for our sins. He made it possible for everyone who believes in him to be forgiven of all their sins and have a relationship with God, and to be with God in heaven forever. 3. Read the Bible story to the class. Ask them to imagine they are a classroom of children. After reading the story, ask them to name things from the story that show us “Jesus is God” and “Jesus is human, and lived a sinless life.” Write the things from the story under the correct column on the piece of

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Enrichment 4a-1

ENRICHMENT 4a: Who is Jesus? paper/board. (You may want to give some examples in each category to get them started.) Bible stories that can be used: -Jesus calms the storm (Mark 4:35-41) -Jesus walks on water (Matthew 14:22-33) -Jesus heals a paralyzed man (Luke 5:17-25) -Jesus and Lazarus (John 11:17-27, 38-44) -Jesus and Zacchaeus (Luke 19:1-10) -Jesus’ death and resurrection (Matthew 27:32-54, 28:1-10) Questions to stimulate thinking and understanding about Jesus (God the Son) • Why did God send Jesus to earth? Turn to a partner to answer this question in one simple, concrete sentence. (God sent his Son Jesus to live with people and show God’s love for all people everywhere.) • How did Jesus come to earth? Again, turn to a partner to answer this question in one simple, concrete sentence. (Jesus came as a baby; only a few people knew who he was: God’s one and only Son, Savior.) Application: This story exercise can be used with children to introduce them to Jesus. They can see he is God, he is good, loving and merciful. These stories also elicit a response, such as the people in John 4:42 who said about Jesus “We have heard for ourselves, and we know that this is indeed the Savior of the world.”

ACTIVITY 2: Jesus Truths (10-15 minutes) Activity Objective/Purpose: To consider a variety of ways to help reinforce truths about Jesus with children. For as much as children hear about Jesus, they do not always understand how different he is from other characters in the Bible. Consider the following truths. They are especially important for children to hear about over and over again in stories and songs. • Jesus grew to be a man. Jesus did not stay small as a baby in a manger. He talked about God, his Father, to everyone he met. Jesus told people how much God loved them. Jesus showed people how to love God and how to love each other. • Jesus loves all people everywhere. He loves people when they think and say and do right, and he loves people even when they think and say and do wrong. Jesus really likes it when people apologize and ask him to forgive the things they think and say and do wrong. • But Jesus knew he was sent to earth for another special reason. That reason was to take the punishment for all the wrong things everyone had ever done. So Jesus let people kill him. Jesus died so that all people could be forgiven for doing wrong and live in friendship with God now and forever. • But God brought Jesus back to life. Jesus came back to life to show that he is God. Jesus has the power to help people live a life with God. “I have come that they may have life, and have it to the full.” John 10:10 • Jesus wants to have a friendship and life with boys and girls, men and women, all people.

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Enrichment 4a-2

ENRICHMENT 4a: Who is Jesus? • •

He always loves and always forgives. Anyone can invite Jesus into their life, anytime, anyplace or anywhere.

Invite participants to find a partner. Instruct each pair to choose ONE of the truths above. Work together to think of one song, one Bible story and one scripture verse they could use to help teach this truth to children at home or in a classroom setting.

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Enrichment 4a-3

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ENRICHMENT 4b

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Sharing Your Story

ACTIVITY: Sharing My Own Story (10-15 minutes) Activity Purpose: • Present the importance of listening to others and learn to share our personal testimony about God’s great love in three minutes Materials:

Bible Handout 4 (optional)

Instructions/Activity: Before class, prepare to share your testimony for presentation to the group. See questions below for the format to follow. In class, begin by demonstrating and sharing your story. After sharing the story, explain that our personal testimony is often just as compelling and important to consider for people who do not yet know Christ. Especially for children, gospel truths are abstract. The gospel, because it is God’s story, doesn’t have to be abstract, especially as a child also hears a real person telling how Christ changed their life. This helps anyone, especially children, to understand the relationship that comes with following Christ. Things to remember when we prepare to share the story of what God has done in our life: • God can use what has happened in our life to help us tell others about Him. • Listen to others so they will listen to you. • Remember the goal is to tell about Jesus and what He has done in your life… it is not just talk about yourself. • Make sure people know that God loves them no matter what. • Keep it simple, not complicated. Writing out your story. Instruct participants to each take 5-7 minutes to write out or plan how to share their story. Ask these questions in the process of preparation (these can be found on Handout 4, also):

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Enrichment 4b-1

ENRICHMENT 4b: Sharing Your Story 1. What was your life like before you believed in Jesus? 2. How did you come to believe in Jesus? • How did you hear about him? • What did you hear about him? • How did you accept him? 3. What difference has Jesus made in your life? What do you love most about him today? Instruct each participant to find a partner. Spend several minutes, each taking a turn to share their testimony. Celebrate the difference that Jesus makes in our lives! How might we tell our stories to children? Which details will be important to them? Which parts of our story will be hard to understand? Which part will they like the most? Application This is a simple tool for sharing the Good News and inviting others to believe in Jesus. As we continue to explain the gospel and share stories from our lives with children, they will understand more and more. If they do not choose to accept Jesus right away, then we can pray for them and continue telling them about Jesus and their need for him. Close in prayer, thanking God for what he has done in your lives.

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Enrichment 4b-2

• •

LESSON 5

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Inviting a Child to Trust Jesus as Savior MAIN OBJECTIVE: Gain skill in appropriately guiding a child to begin a life of following Jesus as Savior. Key scriptures used:

IN THIS LESSON WE WILL: • Understand important principles for talking with children about following Jesus and practice appropriately inviting and guiding a child to trust Jesus as Savior • Understand the process a child may go through in choosing to trust Jesus as Savior. • Learn to recognize signs that the Holy Spirit is at work in the heart of a child to draw him or her to Jesus.

Matthew 13:3-9 Matthew 18:14 1 John 1:9 John 14-17

INTRODUCTION TO TRAINER Guiding children to an intimate, personal, “with-God life” is much more than helping children pray a prayer to invite Jesus into their life. It is imperative for those of us who are privileged to guide the formation of a child’s spirit and character to understand the whole picture. Rather than just viewing a “salvation moment” as the first and foremost experience, we are helping to build positive understanding, beliefs, and attitudes about God their Creator, guiding them without pressure to hear God’s Holy Spirit invite them to ask Jesus into their life and offering continued guidance in the process. At the same time, we need to equip ourselves to be able to explain abstract spiritual concepts and give careful attention to language that lays the foundation to help children make a personal decision to invite Jesus into their life.

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Lesson Overview Time 5 min 15 \\\\\ min 20 min 15 min 10 min 5 min

Activity OPENING ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 PRACTICE WRAP UP

Title Planting Seeds for Harvest A Child’s Process Counseling with a Child Words & Concepts Counseling with a Child Prayer

Description Story to help focus on the process of receiving gospel Discussion to help understand a child’s process of decision Story and principles for counseling a child Considering gospel words that are difficult for children Practice counseling a child ready to follow Christ Praying for God to help seeds grow strong in children

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Reach the Unreached

Materials Bibles No materials A rope Handout 5 No materials No materials

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LESSON 5: Inviting a Child to Trust Jesus as Savior

OPENING: Planting Seeds for Harvest (5 minutes) Materials: Bibles Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Reaching the Unreached and focuses on inviting children to trust Jesus as Savior. Activity Instructions: Choose someone to read the parable of the sower from Matthew 13:3-9. This story gives us some important perspective as we consider reaching children for Christ. We want to see a harvest of the gospel now and in the future. We want to plant seeds in “soft soil” in their lives. We also see that the growth of the seed of the gospel is not just about one moment in time (the planting), but that is also about the nurturing (the early growth). As we work with children, we are aware of guiding them through a process that begins with planting a seed, but ends in the growth of a strong plant that is bearing fruit.

Video Option: If you have access to the internet and to DVD playing equipment, show the video of the “Parable of the Sower” Max7.org

 

Transition: We desire fruitfulness and future harvest as we plant and nurture seeds.

ACTIVITY 1: A Child’s Process (15 minutes) Materials: none Activity Instructions: God’s heart is for all people to know him. We see many examples of young people responding spiritually to God. Matthew 18:14 tell us that God is not willing that one should be lost. This was in the story of lost sheep, but was also in the context of talking about children. So how does a child come to Christ? What does it look like? Let’s begin with a discussion. Examples: Invite each participant to find 1-2 partners. • Briefly, ask partners to tell their story of coming to trust Christ as Savior. o What was the process? o Was there a moment or prayer of decision? o What happened before a prayer of decision? o What happened after? • Next, share the story of a child who came to follow Christ. If possible consider examples of a very young child and also an older child. o What was the process? o Was there a moment/prayer of decision? o What happened before a prayer of decision? o What happened after?

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LESSON 5: Inviting a Child to Trust Jesus as Savior Come back together as a group. Share some of the important principles discovered as stories of “process” were told. The most important lesson we learn is that, regardless of the age of the person, there is a process. This is especially true in children. We may not always be aware of the whole story. As a class discuss the following questions: • How might a child’s age affect the process? • What questions might a child ask at the beginning of the process? Towards the end? • Who is in control of the process? What we do know is that, of all people who come to Christ, 84% make their decisions between the ages of 4 and 14. This is called the 4/14 Window. It is the most ripe harvest field for evangelism. What does a child need to know? Children may make a first response to Christ at very young ages. Of course, their decision is reinforced again and again as they grow older. In order to make a true, lasting, and personal decision, children need to be able to: • Understand that there is a standard for right and wrong—the Bible. Younger students may only recognize parents as having this authority. • Accept the truth that God loves them, even though God is invisible. Younger students are so literal they may not be able to grasp this intangible idea. • Recognize their own sin (inability to live up to the standard of God’s Word) and to realize the eternal consequences of their sin. This requires the development of a conscience, usually occurring between three and six. • Understand truth about Jesus: who he is, why he came, what he did for them. • Think relationally. They must be able to compare their sin to Jesus’ perfection. They must be able to understand how HE paid the price for THEIR sin, and then accept this as truth for themselves.

Can children respond to God? The Bible is full of examples of children and young people who responded spiritually to God. Consider these young heroes of faith? Samuel Esther Daniel Namaan’s servant David Mary Timothy

Lesson Note: Children need process and time as they consider following Christ and then grow in him.

ACTIVITY 2: Counseling with a Child (20 minutes) Materials: a rope Activity instructions: Consider this story of a child who is asking questions about life with Jesus: “I want to ask Jesus to live in me again,” nine-year-old Joseph said to his teacher one day. “What do you mean ask Jesus to live with you again?” Mr. Mr. Matthew replied. “When did you pray and invite Jesus into your life before now?” “When I was at children’s club this summer,” replied Joseph. “Well, Joseph, did you mean it when you asked God to forgive you for the wrong things you think, say, and do? And do you believe that Jesus is God’s Son?” said Mr. Matthew. “Yes,” replied Joseph, “I believe Jesus is God’s Son, and I asked him to come live in me, but I have thought and said and done some wrong things since then. So, I think I need to ask Jesus to live in me again.”

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LESSON 5: Inviting a Child to Trust Jesus as Savior Mr. Matthew realized that Joseph did not understand what asking Jesus to live with him and in him meant. He took time to tell Joseph how to talk to God and to agree with God that what he thought or said or did was wrong and then ask God to forgive him. He helped Joseph read 1 John 1:9, which says that if we confess our sings, he forgives us. He always does what is right. He will make us clean from all wrongs. Questions for discussion as a class: • Was Joseph interested and serious about following Christ? Absolutely! He was very serious about Jesus. • What did he need? Why was he asking these questions? He did not fully understand God’s grace and forgiveness. Some of the words and concepts were still confusing to him. He had not been helped to know how to live his life AFTER receiving Christ. • Did Mr. Matthew help Joseph? Please remember that children often imitate or repeat words used by adults to gain acceptance, but their real understanding is based on continual and consistent explanation. The story of Joseph is just one example. As a class, ask participants to help answer this question: How can we recognize that the Holy Spirit is at work in a child’s life? Together, discover these, as well as other indicators: • They are asking questions about God and Jesus • They begin to personalize spiritual truths • They show increased desire to please God • They experience conviction of sin • They’re reading scriptures or showing hunger for more of God’s Word • Their facial expressions and body language reveal it. As we begin to sit with a child to talk about following Jesus, there are some additional principles to keep in mind. Have a volunteer come up to help you use the rope to learn. •

• • •

•

Help children understand this is a life-long relationship, not one point in time – Hold one end of the rope and have the volunteer hold the other end. As the rope is stretched out, explain that following Jesus is something that happens over the course of a lifetime. Ask clarifying questions – Twist rope into a big ball in your hands. Explain how sometimes kids get confused and we need to help them understand, and help them untwist the rope as you do. Avoid frightening or manipulating children – swing rope randomly around in a wild fashion Remember it’s the work of the Holy Spirit and we need to rely on him – Loosely tie the rope around the waist of volunteer and let go of the rope, reminding trainees that it’s not our job to pull, but that of the Holy Spirit’s. It’s a process – wrap rope around the legs of the volunteer. As you unwrap it, talk about how it takes time and is a process for children to come to know Jesus, just like you can’t unwrap the rope all in one motion.

Transition Without meaning to, we often confuse children with our words. Let’s consider how to help a child understand key gospel terms more clearly.

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LESSON 5: Inviting a Child to Trust Jesus as Savior

Activity 3: Words & Concepts (15 minutes) Materials: Handout 5 for reference (optional) Activity Instructions As a class, make a list of words and phrases that are commonly used to describe life with God, Jesus, or the experience of salvation. Discover some of these: Jesus is Lord coming into God’s family Father God take Jesus into my heart salvation saved born again accept Jesus as Savior believe receive Christ Which of these might be confusing to a child? Why? What can we do to help? We must pay attention to our words and consider what a child is understanding. • Avoid the use of symbols. Use words that mean what they say. Be careful that the real message of God is not hidden in symbolic ideas. Sin is not a black thread or black heart. Sin is lying, stealing, cheating, and so on. Jesus does not come into our hearts, our livers, or through doors. Jesus comes into our life. His spirit joins with our spirit (John 14:17). • Explain meaning of words and abstract concepts Sin Trust Savior Prayer Forgive Faith Confess Spirit Our task is to find concrete words and ways to illustrate with firsthand experiences or physical activities the meanings of these abstract concepts to children. It’s time to practice. Invite participants to each find a partner. Choose a word or phrase that was listed by the class (or use some of the words above). Take turns being a child and having the adult explain the meaning of the selected words. Consider explaining it to the child at 4 years old, 8 years old and 12 years old. Trade roles and choose a new word. Follow the same process. (Refer participants to Handout 5 as a resource, if available.) Conclusion Children need to know that these words come from the Bible. The Bible is a book written for adults by adults. Adults need to be interpreters of the Bible for children. Whenever possible, open a Bible and point out the verses or words you are reading. Even when a child cannot read, the knowledge and understanding that the words and ideas are from the Bible is important.

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LESSON 5: Inviting a Child to Trust Jesus as Savior

a

PRACTICE: Counseling a Child (10-15 minutes)

Materials Needed: None Activity Instructions: Now it’s time to practice counseling a child who is wanting to begin a life of following Jesus. Instruct each person to find a partner. They will take turns acting as the child who wants to begin to follow Jesus. Choose any age for the child. Imagine the child has responded after a gospel invitation in a children’s meeting. This is not a leader’s presentation of the gospel truths, but a conversation with a child preparing to pray a prayer of trust in Jesus as Savior. Begin the conversation by asking: What are you thinking about Jesus right now?” What are you wanting to do? Questions to ask children as you converse with them: Who is Jesus? Why do you need Jesus? What did Jesus do for you? (died and rose again) What does it mean to trust Jesus as your Savior? (or follow him?) Would like to begin your life with Jesus snow? Now that you’ve chosen to follow Jesus, what do you do now? Lesson Note Ask for feedback on this process. What was easy? What was difficult? What else might you need to do to prepare to talk with children at this important moment in their life with Jesus?

Wrap Up (5 minutes) Materials Needed: None Activity Instructions: Ask each person to consider 1-2 children they know who are in the process of choosing to follow Jesus for their lifetime. Consider the Parable of the Sower. Pray that God will help seeds of the gospel to fall on soft soil. Pray that there will be no distractions, and that the gospel will grow strong in the child, so that he or she will not only grow to love and obey Jesus wholeheartedly, but will help many others know and follow him, too.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 5: Inviting a Child to Trust Jesus as Savior

Handout 5

Inviting Children to Trust Jesus as Savior A Child’s Process What does a child need to know? In order to make a true, lasting, and personal decision, children need to be able to: • Understand right and wrong • Accept that God loves them • Recognize their sin • Understand the truth about Jesus • Accept the truth of forgiveness for themselves

Counseling with a Child How can we recognize that the Holy Spirit is at work in a child’s life? • They are asking questions about God and Jesus • They begin to personalize spiritual truths • There is increased desire to please God • They experience conviction of sin • They are reading scriptures or showing hunger for more of God’s Word • Their facial expressions and body language show it What do we need to remember as we counsel with children? • Help children understand this is a life-long relationship • Ask clarifying questions • Remember it’s the work of the Holy Spirit and we need to rely on him • It’s a process • Avoid frightening or manipulating children Questions to ask to check their understanding: • Who is Jesus? • Why do you need Jesus? • What did Jesus do for you? (died and rose again) • What does it mean to trust Jesus as your Savior? (or follow him?) • Would like to begin your life with Jesus snow? • Now that you’ve chosen to follow Jesus, what do you do now?

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LESSON 5: Inviting a Child to Trust Jesus as Savior

Handout 5

Gospel Words & Concepts to Define for a Child Sin—“Sin involves thinking, saying, and doing things that God tells us in his book, the Bible, not to think, say, or do, such as lying, stealing, and cheating.” Savior—Children may hear this word but think of the word saver. Jesus is a “saver.” Begin your explanation with a firsthand experience of a person such as a lifeguard or fireman. You might say: “Lifeguards and firemen sometimes keep people from dying. Jesus is the Savior. He makes it possible for people to live forever.” Remember that children may have experienced someone’s death, and you need to clarify that people’s bodies die but their spirit can live with Jesus forever. Forgive—“Forgiving is making a choice to excuse or put away pain or punishment for wrong thoughts, words, or actions.” Tell or read a story with an example of someone who made a wrong choice and then was offered forgiveness. Trust—“To trust means to depend on or to be certain of something or someone.” Sitting in a chair is a good firsthand and physical experience for children. All children have the firsthand experience of sitting on a chair and trusting that it will hold. Trust is built on firsthand experiences that prove true time after time. Prayer—“Prayer is talking with God in conversation, like talking to a family member or friend.” Faith—Hebrews 11:1 says that “faith is the assurance of things hoped for, the evidence of things not seen.” We can see that faith is something very difficult to explain to children. One way to explain faith is by asking the question, “Can you think of something that we cannot see but we know is there?” Allow children time to answer. If you need to, ask, “What about the wind?” Allow children time to answer. “We can see the evidence of the wind even though we cannot see it. Faith is the same way. It is a step beyond trust because it involves believing what we cannot understand.” Confess—“To confess means to tell the truth about who God is. To confess also is to agree with God that what I said, thought, or did was not what he wanted.” Use the word confess as a positive way of saying what is true. “I confess that Jesus is God’s Son.” This use enables children to develop positive attitudes about talking to God concerning the wrong things that they think, say, or do. Spirit—That part of us that never dies. With-God Life—“Life with Jesus and God is now and forever. Jesus and God are with you in everything you think and say and do at school, at home, and at a friend’s house. Jesus and God are with you in happy and sad times.”

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• •

LESSON 6

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Creating Opportunities for Children to Meet Jesus MAIN OBJECTIVE: Consider intentional ways to help unreached children meet Jesus. IN THIS LESSON WE WILL: • Understand and embrace God’s desire for believers to reach unreached children. • Consider the local community and identify opportunities to connect with children (build bridges). • Begin to pray and plan about a specific outreach opportunity to engage with unreached children in the local community.

Key scriptures used: Matthew 18:10-14 Matthew 19:14 Story of Joshua

INTRODUCTION TO TRAINER Children’s leaders around the world are so important to the task of helping to reach our world for Christ! But many are unaware of the incredible need and opportunity right before them. And many more may be frightened by the idea of “moving out” into the community to reach children for Christ. In this lesson, we hope to help children’s leaders feel God’s heart for unreached children, then consider important principles and practical ideas for building bridges to these children and their families so they can be invited to experience the love of Christ for themselves. Where possible, gather stories of outreach that have had a lasting impact. Share these examples as you teach today. Even share some stories of programs that did not work, and the lessons you learned. Above all, help participants see that their small, local obedience can have eternal impact in the life of a child, their community and our world.

Lesson Overview Time

Activity

10 min 20 min 10-15 min 10-15 min 10-15 min

OPENING

The Lost Sheep

ACTIVITY 1

Mapping a Child’s World What Is Outreach?

ACTIVITY 2 ACTIVITY 3 WRAP UP

Title

Outreach Brainstorm Ideas The Joshua Principle

Description

Materials

Activity introduces the need to reach more children for Christ Group drawing and discussion to assess the community Game to help understand program issues-possibilities Consider ideas for programs that build bridges with children Prayer time for God’s clear direction

100 cotton balls (or other items to represent sheep) Handout 6, paper, crayons or markers No materials

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GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit. • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

PILOT VERSION

Paper, pencil No materials

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LESSON 6: Creating Opportunities for Children to Meet Jesus

OPENING: The Lost Sheep (5 minutes) Materials:

100 cotton balls (or small stones or seeds to represent 100 sheep)

Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Reaching the Unreached and focuses on creating opportunities for children to meet Jesus. Instructions/Activity: Before class, hide one cotton ball (sheep) somewhere in the room or nearby hallway. Show your stack of 100 cotton balls (sheep). Explain that today you want to begin with the story of the lost sheep found in Matthew 18:12-14. Can everyone help you remember this story? The shepherd had how many sheep? 100. How many were lost? One. And what did he do? He went to look for the one lost sheep. What did he do with the 99? He left them to look for the one. Instruct the group to find the lost sheep (cotton ball). Celebrate when it is found! Return and discuss the story. If the story of the lost sheep were told about the children in your community, about how many would be “in the fold” (following Jesus), and how many would be “outside the fold”? Listen for a few answers. Around the world, at best, about 1/3 of the children are “in the fold.” But the rest, 2/3, are outside the fold. If the shepherd was willing to leave the 99 for ONE, what might he be willing to do for so many? And what might he want us to do, as those who follow Jesus’ example? This story shows us God’s heart for children and the importance of focusing on reaching those who do not know him yet. Read Matthew 18:14: God is not willing that even ONE should be lost!

Video Option: Jesus described himself as the Good Shepherd. We are his sheep. He told the parable of the Lost Sheep to describe how valuable each person is to him. Show the video of the ‘Parable of the Lost Sheep’ Max7.org

Transition Comments: Next, we will consider ways to find more of those “lost sheep” and invite them to follow Jesus.

ACTIVITY 1: Mapping a Child’s World (20 minutes) Materials: blank paper, crayons or markers Handout 6: Community Outreach Mapping Guide Activity Instructions: Before we brainstorm about outreach activities that will work to reach the children we care about, we need to prepare ourselves with some perspective. We are going to consider some questions used by church planting groups as they reach out into new areas. We have simplified this for our experience. It involves asking four big questions:

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LESSON 6: Creating Opportunities for Children to Meet Jesus ƒ ƒ ƒ ƒ

Who are these people (what are they like?) What are their needs? What are the barriers that need to be considered? What can be done to reach them?

Divide the class into groups of 4. Give each group a blank paper and crayons or markers. Each group will draw a “map of a child’s world.” Ask each to choose ONE community to focus on (there may be several communities represented by the leaders in each group). The map should have simple drawings that illustrate answers to the detailed questions in #1 and #2 and #3 on the Community Mapping Guide. (NOTE: If handouts are not available, write these questions on a board or read them for the group to remember.)

State of Children’s Ministry Pages For broad overview statistics for each nation, download the State of Children’s Ministry page for your country from www.1for50.net.

Be creative, adding anything to the drawing that will help to describe an important truth about the children in this area. • DO NOT add ideas in answer to #4 until later. • Also, refrain from drawing fancy pictures; this will take too long. Discuss and draw for about 10-12 minutes. Gather the attention of all the groups. Ask 2-3 groups to share their maps showing the needs and realities of children in their communities. Review some of the common elements. Notice some of the needs that are also common – and difficult. Transition: Next, let’s consider some elements of effective outreach events and programs.

ACTIVITY 2: What Is Outreach? (10-15 minutes) Materials: none Activity Instructions: Some define outreach as anything that occurs outside the church building. Others define outreach as events that invite people inside the church walls. How do you define outreach to kids?

Listen to the Community If possible, assign homework to participants. 1) Ask adults in the community “What are your hopes and aspirations for your children? What are your fears for your children?” 2) Ask children in the community “What are the best things about being a child? What do you not like about being a child? What do you think God is like? What would you like your community be like in the future?”

True or False Quiz: Ask everyone to stand. As you read the list of statements, participants turn to the RIGHT if they think it is TRUE and to the LEFT if they believe it is FALSE. If they are facing someone, explain why they feel this is important. Listen to each other’s thoughts. Enjoy the dialogue. There are no right or wrong answers. 1. 2. 3. 4. 5. 6. 7. 8. 9.

Sunday school and outreach are the same. You can do outreach even if you have very little money. Non-Christian children are just like Christian children. If we present the gospel, children will always listen and understand. Children do not need words. They will best understand the gospel if we simply show them love. Children are too young to make a serious commitment to follow Jesus. The bigger the outreach event, the better it is. What works in one place will work everywhere to reach children. Children can lead other children to Christ.

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LESSON 6: Creating Opportunities for Children to Meet Jesus 10. If children are not saved at an outreach, it is a failure. 11. It is okay to have humor or games at an outreach. Discussion There is much to discuss about outreach. It is okay if there are different opinions. Some of these are related to our context or our kids. As you consider these statements, and other issues we have discussed, what kind of outreach builds bridges from God to the hearts of children? Likely, you discovered some of these truths, in addition to others: ƒ Outreach is very different from Sunday school. Non-Christian kids may not know how to behave in church settings, they will not know Bible stories, songs, etc. ƒ Outreach does not need to take a lot of money. ƒ The gospel needs to be given in a child’s language, but always presented in the context of relationship and love. Sometimes their friends are the best ones to share the gospel. ƒ Children are old enough to consider following Christ (Matthew 19:14). ƒ It is very easy to compare ourselves with the work of other churches or groups and to copy what they do. But our community and our children’s needs are unique. We will need to listen to God, then obey what he tells us to do. Different groups and individuals may be involved in different parts of the process of a child coming to Christ, from pre-evangelism, including prayer and building relationships with the child, to sharing the gospel with the child, to helping them grow as a disciple and share their faith with others. (See the Pattaya Scale, Handout 6, page 2) Lesson Note God is calling us to build bridges from his heart to the children in our neighborhoods. The real work of salvation has already been done by Jesus. Children simply need to know about what he did and be offered an opportunity to choose him for themselves.

Pattaya Scale A group of global leaders created this tool (See Handout 6) to help us see a variety and progression of programs that might possibly be offered to children as they are coming to know and follow Christ. Some of us may specialize in one area or another. It helps us to see that there are many aspects to evangelism and that evangelism should always lead to discipling.

ACTIVITY 3: Outreach Brainstorm Ideas (10-15 minutes) Materials: paper, pencil (optional) Activity Instructions: Now it is time for some ideas. Divide the class into groups of 5-6. Begin by making a long list of possibilities. In this exercise, there is no such thing as a bad idea. Let your mind run free. Imagine many different kinds of programs the children in your community might need or would enjoy. Look at your map for ideas on what issues may offer opportunities to build bridges to children and their families. Also consider these questions as you make your list (see Handout 6, page 1, #4) What methods could be used? What kind of outreach will be best for the children you hope to reach? What resources do you have? What can you do within the limits of these resources? What needs to be considered for lasting impact and relationship with children?

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LESSON 6: Creating Opportunities for Children to Meet Jesus

How will you connect with families? How will this be linked to the ministry of the local church? Who should be invited to be partners in this? What are the challenges that will require prayer? How will you mobilize prayer? Summary: Ask each group to find one other group and share their ideas with each other. End by asking for 2-3 examples from the whole class of favorite ideas for outreach.

WRAP UP: The Joshua Principle (10-15 minutes) Materials: No materials Activity Instructions: In mission and in evangelism, we need to remember the story of Joshua. Jericho presented a huge obstacle. Joshua waited on the Lord for direction, and the Lord gave it to him. It was a remarkable, unique plan, to march around Jericho and eventually see the walls fall. Joshua followed the directions exactly. And the Israelites were victorious (Joshua 2, 5, 6). The next battle, however, was different. The Israelites forgot to check in with God. There was sin in the camp. The next battle required a new strategy. Joshua and the Israelites moved ahead, thinking that with God on their side they were assured victory. They were routed. As they returned to their knees, God showed them the problem and then a new strategy. They followed God’s specific plan and directions, and saw success (Joshua 7, 8). Read through the rest of the book of Joshua. Every time the Israelites forgot to ask God for his plan, they met with problems. Every time they listened for God’s plan and obeyed, they experienced success. This is the attitude we need as we move forward with any kind of endeavor to reach people for Christ around our world. Closing What is God saying to you? What is he leading you to do to reach the children of your community? Pray together for clear direction from the Lord about how to help more children come to know and follow Jesus.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 6: Creating Opportunities for Children to Meet Jesus

Handout 6

Community Outreach Mapping There is an assessment used by evangelistic missions organizations as they plan for ministry to unreached people groups that involves asking the questions below. To prepare for effective outreach, use available research from various groups to answer each question for your own community, neighborhood, or area of ministry. It may require some research and thought. If working with a group, draw your answers to questions 1, 2 and 3, creating a “map” of a child’s world. Then use this to begin to answer question 4 and consider appropriate outreach possibilities for your area. 1) Who are these people? Where do children naturally gather? What do children like to do? How do children group themselves: by age? By gender? What are their family situations? 2) What are their holistic needs? PHYSICAL: Do they have obvious, basic physical needs? (e.g. Clothes, food, shelter, supplies) Are there health or medical needs? (e.g. Vision, hearing, diet, equipment, dental, vulnerability due to poverty, medical) SOCIAL-EMOTIONAL: Are there obvious or unseen emotional needs? (Social, family, trauma, security) MENTAL: Do they have needs for education, practical information? (Schools, literacy, tutoring, life skills, English lessons, technology help) SPIRITUAL: What is their spiritual condition? (Confusion, sterile, cult, pluralistic, seeking) 3) What are the barriers to outreach to consider? Cultural attitudes? Language? Families? Other religions/beliefs? Time & process? How to work with other ministry groups? Other? 4) How can they be reached (bridges of relationship) What methods could be used? What kind of outreach will be best for the children you hope to reach? Pre-evangelism? Evangelism? Growth-Relationship? What resources do you have? What can you do within the limits of these resources? What needs to be considered for lasting impact and relationship with children? How will you connect with families? How will this be linked to the ministry of the local church? Who should be invited to be partners in this? What are the challenges that will require prayer? How will you mobilize prayer? DISCUSSION QUESTIONS How might God be challenging you to reach children?

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LESSON 6: Creating Opportunities for Children to Meet Jesus

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Handout 6

•

LESSON 7

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Understanding Discipleship of Children MAIN OBJECTIVE: Participants will understand essential elements in discipleship of children.

Key scriptures used: Deuteronomy 6:4-9 Matthew 22:36-39 Matthew 28:18-20

IN THIS LESSON WE WILL • Know that following Jesus wholeheartedly involves loving and obeying him, and respond by being an example for children and recognizing in children what it means to follow Jesus wholeheartedly. • Understand essential elements of discipleship in children and respond by suggesting practical steps to formally and informally disciple children.

Multiple other references to examples of Jesus’ interactions with his disciples throughout the Gospels

INTRODUCTION TO TRAINER Jesus’ last command was not to convert people to Christianity—it was to make disciples. This session will challenge participants to love and obey Jesus and help their children to do the same. Jesus made disciples by modeling, teaching, spending time with his students, giving them opportunity to serve and surrounding them with prayer. Make sure you are seeking to put these same principles into practice as you conduct training: • Examine your own heart and ask God to be growing you as a wholehearted follower of Jesus yourself. • Begin praying now for those who will participate in the training. • Plan to arrive early and linger following the session so you can spend informal time with the participants. • Be willing to share personal experiences with the participants—both your successes and failures. • Encourage participants to consider how new information applies to their ministry situations.

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Lesson Overview Time

Activity

10-15 min 15 min 15 min 15 min 5 min

OPENING

Who is Jesus?

ACTIVITY 1

ACTIVITY 3

What does Jesus ask us to do? How do I disciple children? Personal Examples

WRAP UP

Baton Reminders

ACTIVITY 2

Title

Description Activity to introduce concept of passing on faith to others Scripture reflection activity to focus on loving and obeying Scripture and discussion on activities of a disciple maker Discussion to consider practical ideas for discipling Challenge to be disciplers who pass on a wholehearted love for Jesus to others

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Materials A relay runner’s baton or stick Baton with heart and hands cutouts; paper and utensils Bible Baton Small batons for each (optional)

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LESSON 7: Understanding Discipleship of Children

OPENING ACTIVITY: Who is Jesus? (10-15 minutes) Materials: a relay runner’s baton (or stick or rolled up newspaper) Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Making Disciples and focuses on understanding basic principles of discipleship with children. Activity Instructions: This lesson is all about helping children become wholehearted followers of Jesus. This begins with a total focus on him. Let’s remind ourselves of some truths about Jesus together. Start by completing the statement, ‘Jesus is ___’ and passing the baton to someone else. That person completes the statement, and passes the baton to someone else. Continue until everyone has had a turn or you run out of time. Open with a short time of worship through singing and prayer. Sing 1-2 reflective children’s songs, if possible. Focus on the character of Jesus in your worship. Lesson Note-Application: This is the Jesus who calls, “Follow Me!” (Matthew 4:19, 8:22, 9:9, 10:38, 16:24, 19:21 etc.). He calls us to follow Him wholeheartedly—to be his disciples. Transition: What will following this Jesus look like for children? Let’s consider this together.

ACTIVITY 1: What does Jesus ask us to do? (15 minutes) Materials: baton with heart and hands cutouts attached Paper or writing surface and writing supplies Activity Instructions: What does it mean to follow Jesus wholeheartedly? Someone once asked Jesus what was the most important command. He gave the greatest commandment: Love the Lord your God with all your heart and with all your soul and with all your mind. The command to love God was at the very center of both the Old Testament and the New Testament. Read or ask volunteers to read Deuteronomy 6:4-5 and Matthew 22:36-37. Point out the heart on the baton. Read or ask volunteer to read John 14:15, 21 and Matthew 22:39. Point out the hands on the baton. Use hand motions to review: LOVE—Fold hands over heart; OBEY—Extend hands with palms upturned. These are mentioned in all the scriptures above.

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LESSON 7: Understanding Discipleship of Children

The more we get to know Jesus, the more we fall in love with him. The more we grow to love him, the more we desire to obey him. How do you know if a person loves Jesus? How do you know if a person is obeying Jesus? Draw a stick figure picture of a person on the board and write suggested answers around the picture. Responses may include the following: They admire Jesus. They talk about him. They spend time with him. They want to learn more about him. They desire to please him. They seek to be and do what pleases Jesus. This includes character issues (kindness etc.) as well as action issues (giving, witnessing, making right choices, etc.). Jesus gave us the greatest commandment—to love him. He also gave us the great commission as he returned to heaven. What was His final command? (To make disciples.) Read or ask volunteer to read Matthew 28:19-20. Jesus wants us to love and obey him but he also wants us to help others come to love and obey him—to pass the baton to the children we lead. How do you know if a child is learning to love Jesus? How do you know if a child is learning to obey Jesus? Draw a small stick figure beside the larger one on the board to represent a child. Underline existing suggestions and add others around the picture. Remind participants that children can love and obey Jesus as wholeheartedly as adult believers. Application-Neighbor Nudge Invite participants to turn to a partner and discuss the following. Invite pairs to share responses. Consider the children you work with. What evidence do you see that they are (or are not) growing to love and obey Jesus?

ACTIVITY 2: How do I disciple children? (15 minutes) Materials Needed: Bible Activity Instructions: Jesus spent only spent three years with his 12 disciples but when he left them, 11 of the 12 turned the world upside down. What did Jesus do to ‘pass the baton’? (Review LOVE and OBEY hand motions and pass baton to a participant.) 1. Jesus wanted His followers to LOVE and OBEY him so he set an example. Jesus’ life and actions were perfectly consistent. How did Jesus put his teaching into practice? Get responses from participants before adding the following:

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LESSON 7: Understanding Discipleship of Children

• • •

In Matthew 20:25-26, Jesus said “Be a servant.” (Jesus washes his disciples’ feet—John 13:2-15) In Matthew 5:44, Jesus said, “Love your enemies.” (Jesus prays for his enemies on the cross—Luke 23:33-34) In Matthew 6:6, Jesus said, “Pray in secret.” (Jesus rises early to pray alone—Mark 1:35)

Sometimes our children are not knowing, loving and obeying Jesus because their leaders are not doing so. Making disciples starts with falling in love with Jesus ourselves and determining to follow him wholeheartedly. Ask participant to pass back the baton and repeat, “Jesus set an example.” Review LOVE and OBEY hand motions and pass baton to another participant. 2. Jesus wanted his followers to LOVE and OBEY him so he taught them. Jesus taught truth in a variety of ways so they would understand what they learned and could put it into practice. • What examples can you think of where Jesus taught and what did he do? Get responses from participants. Discover the following: Telling stories (Matthew 13—Parable of Sower etc.) Preaching sermons (Matthew 5-7—Sermon on the Mount) Sharing object lessons (Matthew 22:18-20—Roman Coin) Question and answer (Matthew 16:13-16—Peter’s Confession) We need to teach children about Jesus in age-appropriate ways that encourage them to apply what they have learned to their lives. Ask participants to pass back the baton and repeat, “Jesus taught.” Review LOVE and OBEY hand motions and pass baton to another participant. 3. Jesus wanted his followers to LOVE and OBEY him so he spent time with them. Jesus wasn’t a model at a distance. For three years he spent time with his disciples. • What were some of the things Jesus and his disciples did together? Get responses from participants before adding the following: Ate together (John 12:2); attended weddings (John 2;1-11); celebrated special occasions (John 12:2); worked (John 6:12-13); fished (John 21:6); cried (John 11:33-35); faced problems (John 6:5-6) and so on. As he spent time with them, he was able to help them work through situations they faced. How did Jesus use the following situations? • Someone ask a question (Matthew 22:36—What is the greatest commandment?) • Disciples have an argument with each other (Mark 9:33-37—Which disciple is the greatest?) • Disciples encounter a situation they can’t handle (Mark 4:38-40— Jesus calms the storm.) • Disciples visit the temple (Mark 12:41-44—Jesus points out the widow’s offering.) Can you think of other everyday situations that Jesus used to teach and challenge his followers?

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LESSON 7: Understanding Discipleship of Children

Ask participant to pass back the baton and repeat, “Jesus spent time with them.” Review LOVE and OBEY hand motions and pass baton to another participant. 4. Jesus wanted his followers to LOVE and OBEY him so he gave them opportunities to serve. Even though they were still learning and growing, Jesus allowed them to minister on their own. Can you think of examples? Get responses from participants before adding the following: • Jesus sends them out in twos (Mark 6:7-13) • The disciples try to cast out an evil spirit (Mark 9:17-18) • Jesus sends Peter to fish for a four-drachma coin (Matthew 17:2427) • Jesus sends the disciples to get a colt (Matthew 21:2-7) Ask participant to pass back the baton and repeat, “Jesus gave them opportunities to serve.” Review LOVE and OBEY hand motions and pass baton to another participant. 5. Jesus wanted his followers to KNOW/LOVE/OBEY him so he surrounded them with prayer! Jesus was the perfect disciple-maker and yet even he could not force his disciples to follow. He knew that there would be difficult situations, temptations, other competing voices etc. and he prayed for His followers. (Peter: Luke 22:32; Disciples: John 17) He asked his heavenly Father to do HIS work in their lives. Review and Transition Ask participant to pass back the baton and repeat, “Jesus surrounded them with prayer.” Review LOVE and OBEY hand motions and five things Jesus did.

GROUP FEEDBACK: Personal Examples (15 minutes) Materials: baton Activity Instructions: Divide participants into four groups (or more if needed). Assign each group one area to focus on (setting an example, teaching, spending time with children, giving opportunity to serve). Ask groups to discuss the following questions. • Who are people who have encouraged you to follow Jesus? How did they set an example, teach, spend time with you or give you opportunities to serve? • What are some practical ways you might do this with your children? Pass the baton to participants who volunteer to share their stories and ideas with the whole group. Be prepared to share some examples from your own experience also.

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LESSON 7: Understanding Discipleship of Children

WRAP UP: Baton Reminders (5 minutes) Materials Needed: small baton for each (optional) Activity Instructions: We want our children to follow Jesus wholeheartedly—to LOVE and OBEY Jesus. Review LOVE and OBEY hand motions. Hand out small stick with heart and hands for each participant - optional As we hold the small baton in our hands, let’s quietly consider the children we lead. Are we passing the baton? How are we helping them come to love and obey Jesus? Ask the Lord to reveal at least one practical thing to do to help children come to love and obey Jesus more. Allow several minutes of silent reflection and prayer. We began by passing a baton to each other and identifying some attributes of Jesus. Now we must put our discipleship into action, and pass the baton to the children in our ministry. What do receivers do after they get the baton? Do they sit down? No, of course not! They carry the baton to the next person in the relay. We love and obey Jesus. We help others love and obey Jesus. They in turn, carry the baton and disciple others. This is the Great Commission—and every one of us has a part to play!

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 7: Understanding Discipleship of Children

Handout 7

Understanding Discipleship of Children GETTING STARTED • What is Jesus like? •

What does Jesus ask us to do? The great commandment… (Matthew 22:36-39) The Great Commission… (Matthew 28:19-20)

Jesus wanted his followers to LOVE and OBEY him so…. 1. He set an example. Matthew 20:25-26/John 13:2-15; Matthew 5:44/Luke 23:33-34; Matthew 6:6/Mark 1:35 2. He taught. Matthew 13; Matthew 5-7; Matthew 22:18-20; Matthew 16:13-16

3. He spent time with them. John 12:2; John 6:12-13; John 21:6; John 11:33-35; John 6:5-6 Matthew 22:36; Mark 9:33-37; Mark 4:38-40; Mark 6:7-13; Mark 12:41-44

4. He gave them opportunities to serve. Mark 6:7-13; Mark 9:17-18; Matthew 17:24-27; Matthew 21:2-7 5. He surrounded them with prayer. Luke 22:32; John 17 WRAP UP • Who are people who have encouraged you to follow Jesus? How did they set an example, teach, spend time with you or give you opportunities to serve? • What are some practical ways you might do this with your children?

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•

LESSON 8

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Helping Children Engage with God’s Word MAIN OBJECTIVE: Learn skills to help children personally engage with God’s Word. IN THIS LESSON WE WILL: • Consider principles and techniques for helping children engage with God’s Word personally. • Understand key guidelines for helping children respond to Bible truth. • Practice sharing a Bible passage with children and asking questions that help them apply it to their own life. INTRODUCTION TO TRAINER Two important things to remember: • Anticipation: Bible engagement is so much more than considering a list of favorite stories or good moral teachings. It is about encountering God in his word. Do we expect that, when children open the Bible, they will meet with the living God? Are we prepared for the possibility that God will speak to them in ways that we might not have imagined? • Our example: If we want to help children or adults to engage with the Bible, then we must model the practice ourselves. Others will believe us when we talk about the importance of reading the Bible when they see:: o we are inspired by God’s Word o we depend on it for guidance o we look to it for comfort and o we act on the challenges that it brings to daily life This is a great opportunity to make sure that you – as a trainer – have developed a regular habit of meeting God through Bible-reading and prayer.

Lesson Overview Time

Activity

10 min 15 min 10-15 min 10 min 10 min 5 min

OPENING

The Bible Is Like …

ACTIVITY 1

Finding Our Way around the Bible Bible Exploration Method Head, Heart, Hands

ACTIVITY 2 ACTIVITY 3 PRACTICEFEEDBACK WRAP UP

Title

Blind Bartimaeus Review Actions

• • • •

Psalm 119:105 James 1:22-25 Luke 8:11 Psalm 19:7-11

Stories: Luke 19:1-10 Mark 10:46-52

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Description

Materials

Activity to explore why the Bible is so important for kids Activity to use with children who are new to the Bible 6-step model for reading and applying the Bible Review of 6-step model and focus on “do” or response Practice using the 6 steps from the point of view of a child Actions for 6-step model to use to help children remember

A light, a mirror, a treasure, a seed Bibles

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Key scriptures used:

Bibles, Handout 8 Handout 8, optional Handout 8, optional Handout 8, optional

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LESSON 8: Helping Children Engage with God’s Word

OPENING ACTIVITY: The Bible Is Like … (10 minutes) Materials:

a light (e.g. candle, torch) a mirror, ‘treasure’ (e.g. money) seed

Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Making Disciples. It is focused on helping children connect with God’s Word in such a way that they grow strong as wholehearted followers of Jesus. Activity Instructions: Brainstorm: Ask the group to think about the children they are working with. What would those children say if you asked them to describe the Bible? Encourage honest responses: some may see it as boring or as hard to understand while others may enjoy reading it every day. Bring each of the objects out separately and invite the group to describe how each object helps us understand the importance of the Bible: 1. We need light to show us the direction to go and to help us avoid dangers. The Bible is like a light because it guides us to live life God’s way and to avoid the things that will make him and us unhappy. Read Psalm 119:105 aloud. 2. Treasure is valuable because it helps us to buy things. But the Bible is much more valuable because it shows us how to become God’s people whether we are rich or not! Read Psalm 19:9-10. The treasure is also God himself, as we learn more about who he is. 3. We look in a mirror to see if our faces are clean, to comb our hair – because a mirror tells us the truth. The Bible is like a mirror because it shows us what we are like, where we need to change - and it helps us change. Read James 1:22-25. 4. Small seeds grow into strong plants. Letting the Word of God grow in our lives helps us to become strong followers of Jesus. Read Luke 8:11. Transition: If children are to know how to live, to grow and to change, then they need to read or hear the Bible often and regularly.

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LESSON 8: Helping Children Engage with God’s Word

ACTIVITY 1: Finding Our Way around the Bible (15 minutes) Materials: Bibles to share Activity Instructions: (Note to Trainer: We are assuming that each trainee has a Bible or is able to share a Bible with one or two others. We are making the same assumption for the children that they will be working with. If that is not the case, then move to Presentation Activity #2 after the two introductory statements to follow.) Invite the class to imagine they are children. Demonstrate the following process for helping children find their way around the Bible. Hold up the Bible. Explain that it is one book – because it is one story, God’s story. God has given us this book to tell us his story – but it has lots of books inside it written by different people. Hand out the Bibles and teach the simple navigation tools: • Turn together to the Contents page. Point out that some books are in the Old Testament (written before Jesus was born) and some in the New Testament (written after Jesus was born). • Show the group how they can look up a Bible book from the list and have them practice. • Turn together to the book of John. Point out the big numbers on the page (chapters) and the smaller numbers (verses). Ask everyone to turn to chapter 6 and then to find verse 35 so that they can practice looking up chapters and verses. • Show how this is written: John 6:35. Write up some other references and practice looking them up together if there is time. (This is not a competition: make sure that no one feels embarrassed because of the knowledge of others.) Transition Now we are ready to start exploring what God says in the Bible!

ACTIVITY 2: Bible Exploration Method (10-15 minutes) Materials:

Handout 8, optional Bibles

Activity Instructions: Note to trainer: The trainees will move step-by-step through a Bible-reading method that can be used with people of any age. So first they will practice it as adults; then they will practice using the method as children. In this step, they are responding as adults – you can choose if they do it individually or in small groups. Where children or adults do not have a Bible that they can share or read for themselves (or where they cannot read), all the following steps can be adapted by having them listen together as the Bible passage is read aloud.

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LESSON 8: Helping Children Engage with God’s Word Guide the group through each step. Use the Handout so that they can record their responses. Step 1: Pray (talk with God) Because this is God’s Word, it’s important to ask him to help us to understand it and to speak to us. Explain that this can be very simple, e.g. “Please help me God, to learn something special in the Bible today. Amen” Step 2: Read (or hear) the Bible passage Read together Luke 19:1-10. Ask yourself • Is there a particular phrase or word that catches your attention? • Are there any difficult words you need to ask someone about? Step 3: Think (about what you have read) Invite people to think about the passage. The following questions are very general ones. You may use them or others. In this passage: 1. What is Jesus/God like in this passage? 2. What does God want (or not want)? Step 4: Feel (How does this passage make you feel?) 3. How did this story make you feel about God? Or about yourself? 4. What do you think it would be like to live every day with this God? 5. What do you want to say to God after reading this? Trainees share their answers. Remember that for most of these questions, there is no single ‘right’ answer. Step 5: Pray again Individually or in a small group, talk with God about the things that you read or learned (or didn’t understand). Ask him to help you to know what to do differently now that you have read this part of his story. Step 6: Do! Zacchaeus changed because he met Jesus. We change as we meet God when we read the Bible. 6. How might God be asking you to change? How could you do that this week? Ways of responding might include: • write a song or prayer • draw a picture • make a promise • go and make a difference in your school or home

ACTIVITY 3: Head-Heart-Hands (10 minutes) Materials: Handout 8 Activity Instructions: It’s easy to ask questions like: “What kind of tree did Zaccheus climb?” But this kind of learning is only one small part of reading the Bible. We ask questions that help children discover the adventure of following Jesus.

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LESSON 8: Helping Children Engage with God’s Word Did you notice? • Questions 1-2 are ‘head’ questions: what things do I know about God from this passage? • Questions 3-5 are ‘heart’ questions: how do I feel when I read this passage? (a reader might feel uncomfortable or encouraged; amazed or confused; intrigued or skeptical.) • Question 6 is a ‘hands’ question: what will I do for God now? This is because when we come to read the Bible, we come as people who think and feel and need to respond to God – not as people who are trying to find the right answers. Ask the trainees to label these sets of questions on their handout. Invite them to comment on how the 6 step method could be used with children. Which steps are the hardest for children to use? How can you make that easier?

PRACTICE-FEEDBACK: Blind Bartimaeus (10-15 minutes) Materials: Bibles Activity Instructions: The group uses the 6 steps to engage with Mark 10:46-52 specifically from the viewpoint of children. This can be done either individually or in pairs. Ask them to draw out special details like: 1. Is there any background information that you/the children might need to understand in this story? e.g. ‘Son of David’ means that Jesus was the one promised by God to bring healing and salvation. 2. What are some ‘head’, ‘heart’ and ‘hands’ questions for Steps 3, 4 and 6? For example: a. Head: Why do you think Jesus called for Bartimaeus when others told him to be quiet? b. Heart: How might you have felt if you saw Bartimaeus following Jesus? c. Hands: If I were to follow Jesus like Bartimaeus did, what difference would that make to me today? 3. Invite feedback from the group as to how useful these steps would be to use with children. 4. Consider children who cannot read, or who live in areas without printed scriptures. Can they learn God’s Word? How? Can they use the “head, heart, hands” framework for considering and applying the Bible? What might leaders need to do differently to help these children engage with God’s Word? Transition: Now here is an idea to help children remember the method so that they always have a simple plan when they engage with the Bible.

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LESSON 8: Helping Children Engage with God’s Word

WRAP UP: Review (5 minutes) Materials: If a chalkboard or paper is available, write up the 6 steps and display as you revise. Activity Instructions: Review the 6 steps: Pray – Read – Think – Feel – Pray – Do Invite the group to devise 5 simple actions that will make the steps easy to remember. For example: • Pray: claps hands in praying action • Read: open hands like an open book (or turn ear as if listening) • Think: point to head • Feel: point to heart • Pray: as for Step 1 • Do: hands and feet in motion Now do the actions as the words are spoken together, as if it is a rhyme. Repeat until the group knows these by heart. Point out that this is easily taught to children.

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LESSON 8: Helping Children Engage with God’s Word

Handout 8

Bible Reading Journal

Head

‰1-PRAY ‰2-READ

Are there words that stand out? Are there parts that are hard to understand?

‰3-THINK

What is Jesus/God like?

Heart

What does God want? What does he not want?

‰4-FEEL

How did this story make you feel?

‰5-PRAY

Hands

What do you think it would be like to live with this God?

‰6-DO

What would you want to say to God after reading this?

How might God be asking you to change? How could you do that this week?

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ENRICHMENT 8a

Bible Memorization • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source”. Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

ENRICHMENT TITLE: Bible memorization SESSION PURPOSE/OBJECTIVE: To learn enjoyable ways to help children memorize scripture personally

INTRODUCTORY NOTES TO TRAINER None of these methods in this session requires any materials other than a Bible. If you have time at the end, feel free to demonstrate other ways of memorization e.g. 1. Put the words/phrases inside balloons and then assemble the words in the right order once the balloons are burst. 2. Bounce or roll a ball back and forth around the group as each word of the verse is said. PREPARATION Choose about 4 Bible texts for the group to practice teaching for memory. Make sure that these are not so well-known that people already know them by memory. For example: Psalm 37:3 – 4, Ephesians 1:7

ACTIVITY: Try it! (10-15 minutes) Materials: Bibles to share Activity Instructions: We are commanded in Deuteronomy 6 to teach the commandments to our children as part of everyday life. Children are at an age when memorization is easy – we can take advantage of that. Ask participants to imagine that they are preparing to work with a group of children as they learn these Bible memory games. Divide the whole class into groups of about 6 people. Give each group a Bible passage that they have to learn from memory – and a method that they have to use.

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Enrichment 8a-1

ENRICHMENT 8a: Bible Memorization

Group 1: create an interesting rhythm that fits the passage Group 2: put the Bible passage to a well-known melody (e.g. a folk song) Group 3: create a new song (world premiere!) that fits the words of the verse (this takes the longest so it needs to be the shortest passage) Group 4: create actions that fit the passage as the words are spoken If there are more people, then give the same exercise to different groups, each with a new Bible verse. Practice Rules: 1. Each group has 15 minutes to practice before presenting their memory verse to the whole group. 2. Every person in the group must know all the words in the passage. 3. The Bible reference must be included in the memorization. 4. They will demonstrate the entire activity/game they have created. Presentation If the number of participants is very large then not all groups will be able to present their version to the whole group. Choose one from each different task (songs, rhythm, actions…) Feedback • Were there any words, phrases or ideas that the children might not understand? How would you explain these? • Which age group would each passage be suitable for? • Was it fun? • Did it cost money? • Was it effective – were the passages memorized?

Enjoy preparing to memorize scripture with children.

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Enrichment 8a-2

•

LESSON 9

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Sharing God’s Word with Children (Storytelling) MAIN OBJECTIVE: To gain skill in sharing God’s Word effectively with children through storytelling.

Key scriptures used: 2 Timothy 2:15 Hebrews 4:12 Nehemiah 8:8

IN THIS LESSON WE WILL: • Learn to share God’s Word in ways that are easily understood and enjoyed by children. • Understand the process and practice preparing a Bible story for presentation to children. INTRODUCTION TO TRAINER The Word of God is one of the most powerful forces on the planet. As we consider how to reach and disciple children, the Bible is our main tool. The amazing thing is that we are not alone as we consider how best to take the stories, scriptures, principles, and examples and use them to build faith in children. We have the author himself, God’s Holy Spirit, with us to teach us, guide us, and help us to know how to share his Word with children so that their lives are transformed.

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Telling stories to children is enjoyable. Sharing stories from God’s Word can be not only enjoyable but life changing for both us and the children we serve. May God fill you with awe anew at his Word today.

Lesson Overview Time

Activity

10 min 15 min 10 min 15 min 25 min 5 min

OPENING

Personal Stories

ACTIVITY 1

Tell a Bible Story

ACTIVITY 2

Storytelling Tips

ACTIVITY 3

Preparing a Story

PRACTICE

Practice Preparing a Story Nehemiah’s Stories

WRAP UP

Title

Description Activity to introduce the importance of Bible stories Demonstration by trainer and discussion about Bible stories Principles for effective storytelling Model for preparing a story lesson with spiritual impact Group activity to practice preparing a story for children Challenge to share God’s Word for response of faith

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Materials No materials Bible Handout 9 Bibles, Handout 9, footprint cut-outs Bibles, Handout 9, paper and writing utensils No materials

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LESSON 9: Sharing God’s Word with Children (Storytelling)

OPENING ACTIVITY: Personal Stories (10 minutes) Materials: no materials Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Making Disciples. It is all about helping children encounter God’s Word in a way that helps to build faith in their hearts, not just facts in their heads. Activity Instructions: Begin by asking each person to find a partner. Instruct each person to quickly tell their partner an example of a dramatic incident (listed below) in their own life. Tell it in a way which highlights their emotion at the time. Choose one: • How they got a scar on their body • A time they were frightened • When they had an accident • They received an unexpected gift they thought they’d never receive • Something they waited a long time for finally happened What did you notice about these stories? Were they boring? Were you interested? Why? There was so much passion and emotion. Why do you think good storytelling is an important part of discipling children? Listen for several examples from the class. One of the most important reasons is that Jesus used stories (parables) more often than any other method to capture attention and make spiritual truths relevant to everyday life and ordinary people. Bible stories are unique. What are some of the unique advantages of Bible stories? Get ideas from the class. Transition Above all, Bible stories have the potential to build faith, not just facts, into the lives of children. How can we share stories that have this kind of impact?

ACTIVITY 1: Tell a Bible Story 15 minutes Materials:

Bible

Instructions/Activity: Before class, prepare a Bible story for presentation. If possible use the story planning guide and be sure you are demonstrating many of the good storytelling techniques mentioned in Activity 3. Present the Bible story lesson to the class in 10 minutes without props.

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LESSON 9: Sharing God’s Word with Children (Storytelling) After the presentation, ask several questions. 1. What was the spiritual truth taught? 2. How could children apply that truth to their lives? 3. What other truth or life application could have been taught from this Bible story? (have at least one example in your mind) Most Bible stories can be presented in a variety of ways as there are many possible truths and applications in any story. As a class, quickly give examples of different spiritual truths that could be taught from these stories: • Moses being saved from river Nile as a baby. • Paralyzed man lowered through roof for Jesus to heal. • Peter walking on water to Jesus. • Good Samaritan parable. Why is this possible? Because God’s Word is living. Read Hebrews 4:12. Stories from the Bible are not like other stories. They have power to change lives. In fact, children may also surprise us by drawing out a spiritual truth that we had not anticipated as God speaks to their hearts. Transition So what is needed for a great Bible story presentation to children?

ACTIVITY 2: Storytelling Tips

Enrichment Lesson on Storytelling See enrichment lesson 9a for more storytelling and preparation tips.

(10 minutes) Materials: Handout 9 Activity Instructions: Ask the group to each remember one of their favorite storytellers. What did you like about that person’s ability to tell stories? Listen to several answers and examples. Discover some of these together: • They use eye contact, with different people in the audience. • They’re enthusiastic. • They use facial expressions. • They move body and arms. • They use a variety of voices, pitches and volumes, including silence. • They involve their listeners (questions, interaction, etc.). • They have clear opening and ending statements. • They make a clear point and application.

ACTIVITY 3: Preparing a Story 15 minutes Materials:

Bibles to share Handout 9 (if available) 5 large footprint cutouts with one preparation heading on each Pray, Read, Plan, Write-Remember, Practice

Activity Instructions: Begin by asking the class if they like to eat raw onions. Or raw potatoes? While we can eat these items raw, cooking the vegetables makes the meal taste good

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LESSON 9: Sharing God’s Word with Children (Storytelling) and easy to digest. In the same way, preparing our lesson well makes it fun, interesting and easier for kids to understand and apply in their lives. Let’s consider a process for preparing an effective story lesson for children. Read 2 Timothy 2:15: study as a workman who does not need to be ashamed. Refer to Handout 9 as you work, if possible. (As each item is discussed, place one footprint on the floor until all five steps are in place). 1) Pray for God’s guidance and help. a. Ask the Author (God) to open up your understanding, to not just see facts. b. Ask God to open children’s hearts to receiving the story. c. Ask God for his direction in applying this lesson to children’s lives. d. Ask God for his guidance in leading children to decisions to receive Christ. We are the children’s pastors and teachers. Prayer is vital if we are going to see God change lives through our preaching/teaching. 2) Read: a. Read the Bible passage or story a few times slowly and prayerfully. b. Let your imagination be free in visualizing characters’ actions and the setting (as if you are watching a movie, or experiencing it as one of the children). c. Write down or remember the main events and conversations. d. Let the living Word of God bring the story to life in your heart. Ask God to show you how you are applying to your own life the truth you want to teach (prepare yourself to change if needed). It’s so important to teach from our heart if we want to impart that which changes the heart attitude of the child. If it’s only knowledge we teach, then the child will only gain some more knowledge. 3) Plan: As you read ask yourself: a. What can we learn about God or from the people in the story? b. How can we apply the spiritual truth to kids’ lives? Then write down: • What spiritual truth will I teach? • What is the life application I should emphasize to make the spiritual truth relevant to children? • What attitude or emotion of someone in the story will I highlight? • What action will I encourage the children to do? Give examples of spiritual truth (e.g. the Lord always hears our prayers) and life application ( e.g. talk to God with confidence that he is next to you and listening every time you talk to him wherever you are). 4) Write/Remember: • Write or memorize the main teaching points in the lesson and consider where you will weave these into your story presentation. 5) Practice: a) Organize your material and visual aids or objects (if you have them). b) Use a mirror to check your body language and facial expressions. c) NOTE: Storytelling is like any skill – it can be learned and improved even if a teacher is naturally shy. Practice telling your story until you are ready and comfortable.

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LESSON 9: Sharing God’s Word with Children (Storytelling)

Transition Note: Review the footsteps of preparation: Pray, Read, Plan, Write-Remember, Practice. Now let’s practice preparing a Bible story.

Practice Preparing a Story (25 minutes) Materials:

Bibles Handout 9 and/or paper, writing utensils

Activity Instructions: Invite the class to work in groups of 4-5. Ask each to choose one Bible story. Work through the first four steps of the story preparation process. After prayer and reading, instruct the group to work together on planning what spiritual truth to present, and how to make the story presentation interesting for children. Check back after about 15 minutes. • When you read the story from the Bible, did you see something new? • Was it easy to find a spiritual truth that your children really needed to learn? Will the story lesson be relevant to children’s daily lives? • How will this story apply to your life? (If you have time, ask two groups to get together. Invite one person from each group to share their story in a 5-minute version to the other group.)

WRAP UP: Review

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ.

(5 minutes) Materials: Bible

www.1for50.net

Activity Instructions: Consider the story of Nehemiah. He and the people had been busy rebuilding the wall. It was a very important task. As they worked, someone found the book of the law. It had been set aside for a long time and rediscovered as they were rebuilding the wall. So they planned a day for the people to gather and for the book to be read. Does this sound boring? Here is what Ezra did: Read Nehemiah 8:8. They read and explained, so that the people could understand. How do we know they understood? Because several verses later, we see their response. They were cut to the heart. They wanted to repent. They wanted to live in a new way. Does your presentation of stories from God’s Word have this kind of impact on a child? Pray and ask for the help of the Holy Spirit, the author of the Book, to help you share his Word so that children are reached and discipled, and become all God intended them to be. Close in prayer.

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LESSON 9: Sharing God’s Word with Children

Handout 9

Story Planning Guide 2 Timothy 2:15 Study as a workman who does not need to be ashamed.

1) Pray: a. b. c. d.

For God’s guidance and help. Ask the Author (God) to open up your understanding, not just see facts. Ask God to open children’s hearts to receiving the story. Ask God for his direction in applying this lesson to children’s lives. Ask God for his guidance in leading children to decisions to receive Christ.

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2) Read: • • • •

Read the Bible passage or story a few times slowly and prayerfully. Let your imagination be free in visualizing characters and setting (as if you are watching a movie, or experiencing it with a child). Write down or remember the main events and conversations in the story. Let the living Word of God bring the story to life in your heart.

3) Plan: As you read ask yourself: a. What can we learn about God or from the people in the story? b. How can we apply the spiritual truth to kids’ lives? Then write down: a. What spiritual truth will I teach? b. What is the life application I should emphasize to make the spiritual truth relevant to children? c. What attitude or emotion of someone in the story will I highlight? d. What action will I encourage the children to do? Remember: New knowledge leads to new attitude which leads to new action.

4) Write/Remember Write or memorize the main teaching points in the lesson and in the part of the story that you want to weave into the story. Note: If you do all the teaching after you tell the whole story, you may lose the attention of the kids.

5) Practice: o o

Organize your material and visual aids or objects (if you have them). Use a mirror to check your body language and facial expressions.

1 for 50 CORE Training Module PILOT VERSION THE HAND: Make Disciples

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ENRICHMENT 9a

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Storytelling Tips

ACTIVITY: Storytelling Tips (10-15 minutes) Materials Needed: Pencil/paper or chalkboard Bibles Instructions/Activity: Consider the following five principles in presenting an excellent Bible story. These principles are not meant to be followed in exact order, but considered for the story presentation as a whole. 1) Start well • Clear BEGINNING statement – Question or strong statement or visual aid/object to get group attention. Have you ever been frightened/lonely/sad? E.g. King Ahab was more frightened of his wife than God! • Background Information – What led up to the situation in this story? Keep this brief but enough to set the scene. Don’t worry about names of ALL characters for younger children. Just say “his servant” or “the king.” • Character contrast – Explain good and bad character qualities or attitudes in the people. This applies to some stories and is useful to show the right way. 2) Help children feel like they are there • Conversations – Use actual words spoken in the Bible. You can also imagine what people might be saying to each other and use those conversations in your story. Say, “I think some people would have said…” • Word pictures describing the situation well – weather, noises, people’s clothes, expressions and actions, sensations of hot, cold, thirst, hunger. • Use voice and body actions to make it exciting/interesting. • “You are the best visual aid!” Speak slow, fast, loud, soft, whisper. Act out the movements of people in the story. e.g. praying, crying, laughing, staggering, begging – overcome your shyness so kids can be blessed! • Describe feelings or emotions of people in the story and what they may have been thinking. e.g. amazement, fear, hope, doubt, jealousy, anger, kindness – wondering who could help them, etc. Children can relate these to themselves.

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Enrichment 9a-1

ENRICHMENT 9a: Storytelling Tips

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Give explanations and reasons for behavior or events. Good lessons show how problems were overcome. The Bible does not always explain things clearly for children. Tell them why people or God did certain things. If you’re not sure, then say, “Maybe they did that because…” Use visual aids or object lessons when possible, but realize that the best storytellers do not rely on props.

3) Involve children in the story • Help listeners to identify with people in the story i.e. Refer to similar emotions or problems children have today. • Also sometimes use a personal testimony of yourself in similar situation. Be honest about your weakness or failings when you were a child or adult. • Consider ways to involve a child’s five senses in the story: see, hear, listen, taste, touch involve their whole body, when possible! • Questions –use these to keep attention. Answer most of the difficult questions yourself to keep story flowing without long stops while children think. They often want to talk about unrelated things. This is not the time to be sidetracked. 4) Keep Bible truth and its application at the center • Spiritual truth and life application – Explain clearly and more than once. It is much better if it is in the middle of story and then repeated at the end. • Bible verse – Quote one or two to support the teaching. Use one main verse. • Ask questions for reflection that help a child answer the question, “What does this mean to me?” 5) Finish well! • Conclusion – Make it short. Give a challenge. Lead quickly to prayer.

Closing After reviewing these principles together, ask people to work in pairs and discuss these questions. • What are the easiest things for you to include as you present a Bible story to children? • What is challenging for you? • What one thing did you learn that you will focus on next time you prepare and present a story to children?

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Enrichment 9a-2

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LESSON 10

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Helping Children Grow in Their Life with Jesus Key scriptures used: MAIN OBJECTIVE: Learn practical skills to help children grow in their own personal lives of love and obedience to Christ. IN THIS LESSON WE WILL: • Consider child-appropriate spiritual disciplines that will help children grow as wholehearted followers of Jesus. • Identify ways children can participate in building God’s Kingdom now. INTRODUCTION TO TRAINER Many books have been written about spiritual disciplines. Some even take the matter of spiritual disciplines to a legalistic level. However, as we consider children, we must start by focusing on their relationship with Jesus. This lesson is all about helping children grow in love and obedience to him. Next, disciplines for children must be essential, they must be manageable for a child, and should result in genuine spiritual growth. As we consider how to help a child grow, realize that much of the growth we hope for takes place on the inside of a child, where we cannot see what is happening. The true teacher, guide, comforter … and spiritual growth coach … is the Holy Spirit. Depend on him as you prepare, as you train leaders, and as you work with children.

Lesson Overview Time

Activity

5 min

OPENING

Whole Heart

15 min 20 min 15 min 15 min 10 min

ACTIVITY 1

Growing to Love and Obey Learning about Prayer Presence of Holy Spirit Connect with God’s Family We Need Everyone

ACTIVITY 2 ACTIVITY 3 ACTIVITY 4 WRAP UP

Title

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials

Description

Materials

Demonstration to introduce loving God with a whole heart Group discussion on what a discipled child looks like Presenting a serious but simple model of prayer Scripture activity to consider presence/work of Holy Spirit Discussion about the need for children to be in fellowship Pray for children’s potential

Piece of fruit (apple or banana) Picture of a tree, Handout 10

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Make Disciples

Mark 12:30 Matthew 5:16 John 14:23 Matthew 6:9-13

Handout 10, optional string Bibles Sheet of paper No materials

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LESSON 10: Helping Children Grow in Their Life with Jesus

OPENING: Whole Heart (5 minutes) Materials Needed: piece of fruit (banana, apple) Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Making Disciples. It is all about guiding children to develop disciplines that will help them grow strong in their life with Jesus. Activity Instructions: Tell the group that you have a gift to give one person. Choose a volunteer to come forward. Show the piece of fruit. Clean it, shine it. Begin to hand it to the volunteer, then quickly take it back. Polish it more, commenting that you missed a spot. Again begin to hand it to the student and take it back. Do this several times, then, surprise everyone by taking a big bite out of the fruit and chewing it. Continue, until most of it is gone. Dramatically share how tasty it is. Now offer the peel, core (whatever is left) to your student who should be shocked. Do you still want it? No. Why not? It is not a nice gift. It is used up.

See Other Lessons This lesson has overlap with several others. You may want to review those lessons for ideas to help enrich this lesson if it is being taught alone. Lesson 1 (Heart of Leader) Lesson 7 (Discipleship) Lesson 8 (The Bible)

This reminds us of how do many people give their love to God? They say they love him, but they …(take another bite) … keep part back for themselves. Is this what God deserves? Is it the best for us? No. We read in the Bible that God wants us to love him with all our heart, all our soul, all our mind and all our strength. There are two themes in God’s Word regarding what disciples do: love and obey Mark 12:30 – love God with all heart, soul, mind, strength John 14:23 – if you love me you will obey my commands Matthew 5:16 – let your light shine so others will see good works and glorify God Transition: What will help children to grow this kind of love for Jesus? What will help them to follow him in this way? Lets consider this.

ACTIVITY 1: Growing to Love & Obey Materials Needed:

(15 minutes) Picture of a tree or real fruit from a local tree (optional) Handout 10 (if available)

Activity Instructions: As we consider helping children grow, we realize they are in a process. Let’s try to describe what a disciple/believer looks like. Avoid thinking about this for children only. Instead, think about this for ALL believers at this point. Talk in pairs, for 1-2 minutes answering this question. What FRUIT are we looking for in the life of a disciple? What will they feel on the inside?

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LESSON 10: Helping Children Grow in Their Life with Jesus What will we see in their character? What will they do? After several minutes of discussion, share answers. Discover some of these: INSIDE FRUIT (what a child feels on the inside): Possible answers: love, trust, joy, hope, peace, gratitude, fruit of Spirit CHARACTER FRUIT (what we see in behavior) Possible answers: kindness, gentleness, perseverance, honesty, diligence, respect SERVING FRUIT: (what the child does for others) Possible answers: love others, give, serve, encourage, pray for others, share gospel with others, sacrifice, etc. These are the “fruit” we want to see in a disciple’s life. It is as if they are a tree, growing strong, growing roots. Why does a tree need to bear fruit? What are the ingredients (like water, sunshine, fertilizer, weeding, pruning), that will help to nurture the growth of LOVE and OBEDIENCE (the fruit)? We would like to look at a few basic ingredients/tools that help children grow in love and obedience and bear fruit in their lives. Refer to Handout 10, if available. 1) Practice praying on your own 2) Engage with God’s Word (in a way that keeps changing your heart and mind) 3) Depend on the presence of Holy Spirit 4) Connect with other believers in fellowship 5) Practice living like Jesus: love and serve others like he did These are the basics for children (and for adults, too).

ACTIVITY 2: Learning about Prayer (20 minutes) Materials: none Activity Instructions: Prayer is one of the most important elements in our relationship with Jesus. Ask participants to read out these sentences of things children might say to a friend: • “Thank you for coming to my birthday party.” • “Why do you think John doesn’t like me?” • “Can you help me clean my room?” • “I’m sorry I said that to you.” • “I had a great day today because I got to play football and I scored a goal!” • “I really liked the way that you helped Mary with her homework. I think you’re great!” What do you notice about all these comments? They are conversational, natural. What is prayer? It means simply communicating with God. We listen to Jesus and we talk with Jesus. Children need to know that people may pray in many different ways: loudly, silently, in writing, in song, whispering, talking. The most important part is communicating with Jesus. When might a child pray? People in the Bible prayed early in the morning, during the day and at night. What time will work for the children you work with?

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LESSON 10: Helping Children Grow in Their Life with Jesus

It is important for children to learn some important elements in prayer, so that the prayer is not just one-sided (includes requests from a child), or rote and meaningless, but that it helps to promote the growth of a relationship of love and devotion to Christ. Jesus taught his disciples to pray. Read Matthew 6:9-13. This prayer gives us a pattern to follow to help us remember important aspects of prayer. As we can see, this is not just a model for public prayer. This is a model for relational prayer, the kind that will help children grow to love and obey Jesus more. PRAISE & WORSHIP: “Our father in heaven, hallowed by your name” A child may remember this as: “I love you and thank you” prayers • Jesus taught his disciples to worship and honor God first before praying about anything else (Psalm 103:1). • Worship is when we honor God for who he is, his character and attributes. • Praise has more to do with thanking God for what he has done, for his gifts, for what he is doing, for his blessings. REPENTANCE (Relationships): “Forgive our trespasses as we forgive those who trespass against us” A child may remember this as “I’m Sorry” prayers • Jesus taught them to ask for forgiveness and for help to forgive others. • Psalm 66:18 – God listens to prayers from people with clean hearts where sin has been confessed. • Psalm 139:23-24 – God sees our hearts; as we are quiet and listen, he teaches us things, shows us areas where we need to ask for forgiveness. • 1 John 1:9 – He will forgive every sin as we ask. ASK: “Give us this day our daily bread” “Lead us not into temptation but deliver us from evil” A child may remember this as “Please help me/us” prayers • He taught them to ask for things they need like daily bread and help not to fall into sin when tempted. • Jesus wants to answer prayer; he loves to give good things to his people. • He also commands us to pray for others: praying for people close to you, those in your community, those in far away places; praying for our leaders; praying for enemies. • He cares about our troubles (Philippians 4:6-7). YIELD TO GOD: “Your kingdom come, your will be done on earth as it is in heaven” A child may remember this as “I’m willing” prayers • Above all, he taught them to pray for God’s plans to take place on earth (and in their own lives) as they do in heaven. • This happens as people trust in him daily (Proverbs 3:5-6). Children need to be taught about these different aspects of prayer. They need to practice with you, in a home or group setting. They also need to watch their leaders practice this type of prayer. Divide into groups of 3. Ask each group to consider the following questions:

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LESSON 10: Helping Children Grow in Their Life with Jesus What can be done to help children grow in personal prayer time? What can families do? What can the Body of Christ/teachers do? What might happen to discourage children from growth in this area? What is one practical way to help children practice connecting with God in prayer? Think of ONE SPECIFIC idea about how to help children learn about and practice one of the elements of prayer listed above. Next, God’s Word is essential to help children learn to love and obey Jesus (refer to Handout 10). This is covered in more depth in Lesson 8. In essence, children need to learn to read the Bible with their head (read, think), respond with their heart (think, feel, pray) and their hands (go, do, serve). Transition Children cannot learn to pray and engage with God’s Word on their own. They need their own families, their church community. Even more, just like other believers, they need the help and presence of the Holy Spirit.

ACTIVITY 3: Presence of Holy Spirit (15 minutes) Materials: Bibles Activity Instructions: The presence of God is here with us. Invite the group to stand and place their hands, palms up in front of themselves and say, “God before me.” Then move hands to side and say, “God beside me.” Then move your hands to the back and say, “God behind me.” Then bend and place hands above your feet and say, “God below me.” Then raise hands over head and say, “God above me. Then circle your hands around you and say, “God all around me.” Then point to heart and say, “God in me.” This is one idea for helping children learn that God is always with them. How else can we help children become aware of the presence of God’s spirit with them? Some ideas are practical. • Take them on walks in nature. Notice creation. See God’s design and wonder. Feel God’s presence in this. • Tell personal stories. Tell a current story about how God helped you in your life, taught you a lesson or spoke to your heart about something. • Invite children to do the same and make this a regular part of your times together. Ask each participant to find a partner. Each take 2 minutes to briefly tell a story of when they were especially aware of God’s presence with them. Children need to be taught that God’s presence is not just outside of them, but in them and with them. They need to learn about the Holy Spirit. Jesus himself explained the role of the Holy Spirit. Let’s see what he said. As a class, look up these verses and list what you learn about the Holy Spirit. Possible Answers: John 16:7-15 convicts of sin, guides, brings glory to Jesus John 14:15-17 counselor; lives with us, lives in us Acts 1:8 helps us witness Galatians 5:22, 23 grows love, joy, peace, patience, kindness, etc.

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LESSON 10: Helping Children Grow in Their Life with Jesus

What do children really need to know about the Holy Spirit? • He is God. • He is all around them and in them. • He is not frightening or loud; he is gentle and quiet as he teaches us, comforts us and helps us. • As we listen to him in our hearts and obey him, we grow to become more like Jesus. Transition: While the Holy Spirit’s presence is real, sometimes children also need tangible people and relationships to help them grow. Children need help from both their own families and God’s family in this. (Families are discussed in Lesson 11.)

Activity 4: Connect with God’s Family (15 minutes) Materials Needed: sheet of paper Instructions/Activity: Consider the children you work with. Are they from families that love Jesus? Are these families helping their children to grow a personal relationship with Christ? For believing children, home is like their first “church.” This is where they experience fellowship with other believers at its best. Their church experience will simply reinforce what is happening at home. For children from families that do not know Christ, the family of faith needs to help them grow in their life with Jesus, as they will not receive this support from home. It is especially important to help these children find a good church or children’s meeting that will help them. Children from both groups need to know that they are part of God’s family. What does God’s family do? How can they help a child grow in Jesus? They meet together (Hebrews 10:25) They learn together (Acts 2:42) They love each other (John 13:35): encouragement, prayer, sharing They shine Jesus to the world (Matthew 5:16) Place a piece of paper on the floor in an open space. Invite 6-7 volunteers to come forward for a demonstration. Ask one to imagine being a child. Instruct the child to stand on the piece of paper. This represents the narrow way of following Jesus for a lifetime. One of the other volunteers (the challenger) is to walk up to the child, to push him or her off the paper. Can he do it? It is easy. Next, ask the child to stand on the paper again. Invite the remaining volunteers to stand around the child, facing outward, linking arms. Then ask the bad guy to try to push the child off the paper. Can it be done? No. Why not? The child is being guarded, loved, protected by the group. What can we learn from this example about children in the church? This is how God’s family helps children. We have a global crisis of children choosing to walk away from the church as they become adults. Have they felt nurtured and loved in our churches? Do they see real believers wanting to help them become all God intended them to be? Or are we unintentionally pushing them away, as the challenger?

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LESSON 10: Helping Children Grow in Their Life with Jesus

If time allows, divide into groups of 5-6. Each group chooses one of the issues listed below. After 5-10 minutes of discussion, ask groups to report back. • UNBELIEVING FAMILIES: How can children’s leaders and local churches help children from non-Christian families to grow in their faith? What can we do? • CHRISTIAN CHILDREN LEAVING THE FAITH: How can we help children who grow up in our families and churches to NOT leave the faith as they become adults? What can we do? NOTE: Children also need opportunities to serve in our local churches. See Enrichment 10a to consider this in more depth. Closing Question: What is God saying to you about the children in your own church?

WRAP UP: We Need Everyone (10 minutes) Materials: no materials Activity Instructions: Choose a volunteer to come forward who is wearing shoes that tie with shoelaces. Invite the volunteer to be seated in front of the class. Instruct him or her to untie a shoe. Next, ask him to tie the shoe again, but only use one hand. Watch as the volunteer struggles. Perhaps he or she will give up. Next, allow the volunteer to use both hands. See how easy it is to tie the shoe? In many ways, as the Body of Christ, we have come to believe that we could do the work of the Kingdom with only half of the people. We have considered children, who comprise nearly 50% of the population in many areas of the world, as too small or too young to make a difference. As we can see from this demonstration, if we would include them, we would find that the Kingdom of God would grow stronger and faster, as there are more people to help us do the work Jesus is asking us to do in this world. How do we help children grow strong? Review the elements from Handout 10. • THE BIBLE: Connect with God’s Word in a way that keeps changing your heart and mind • PRAYER: Begin to practice praying on your own • FELLOWSHIP Connect with other believers in fellowship • HOLY SPIRIT: Depend on the presence of the Holy Spirit • OBEY: Practice loving and serving others like Jesus Think of a child you know who has chosen to follow Jesus. Pray for that child to grow strong in Christ, being helped to grow through prayer, God’s Word, the Holy Spirit, the people of God and through obedience.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 10: Helping Children Grow in Jesus

Handout 10

Growing Strong in Jesus GOAL: to help children love and obey Jesus wholeheartedly Mark 12:30

Matthew 5:16

Prayer

The Bible Engage with God’s Word in a way that keeps changing your heart and mind (Psalm 1:1-3) HEAD: Pray, Read HEART: Think, Feel, Pray HANDS: Do it!

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John 14:23

☺

Begin to practice praying on your own (Matthew 6:9-13) “I love you and thank you” prayers “I’m sorry” prayers “Please help me/us/them” prayers “I’m willing” prayers

OBEY: Practice living like Jesus: loving and serving others as part of the Kingdom! (Matthew 5:16)

Fellowship Connect with other believers (God’s family) in fellowship • • • •

(Ephesians 4:16-17) Meet together Learn together Love each other Shine Jesus to the world together

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Make Disciples

Holy Spirit Depend on the presence of the Holy Spirit • • • • •

(John 14:26) To be with you always To teach To guide To comfort To correct

ENRICHMENT 10a

Teaching Children to Serve • •

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

ACTIVITY: Teaching Children to Serve 10-15 minutes Activity Purpose: To help participants discover ways in which they can help children begin to serve God now. Materials: Slips of paper with a different area of focus written on each: home, school, family, clubs or teams, friends, church, community Activity Instructions As we consider key practices in helping a child grow, we realize obedience or service is essential. Obedience that comes from the heart leads to more obedience later. Action helps love and obedience to multiply. As we guide children to serve, we need to help them prepare: 1. Grow an attitude of a Servant (Philippians 2:7) Begin teaching on serving from a very early age. Refer often to scriptures on servanthood (see right). Realize your example is the very best teacher. 2. Help children understand that their service is to God It is not done for reward or recognition. It is done out of compassion, not pity. One time you are helping; another time you may need the help. Make prayer and listening to God’s voice a foundation for all service.

List of verses to teach on servanthood: Matthew 25:44-45 Mark 10:43-45 Romans 12:7 2 Corinthians 8:13-15 2 Corinthians 13:4 Galatians 5:13 Ephesians 6:7 Philippians 2:7 1 Peter 4:10 Hebrews 3:5

Ask different individuals to read each of the verses on servanthood. God’s heart for service is that they learn to serve God with the gifts, talents and abilities that he has given to them. Jesus is their best example. Divide into seven groups. Give each one an assigned area of focus (place on slips of paper if you wish): home, school, extended family, clubs or teams, friends, church, community. Ask groups to consider: • How might a child show the love of Jesus/serve others in this setting? • What are some ways a parent or teacher could help a child get started serving in this place? • Have you listened to children’s ideas about where to serve and how to help their community? How can you help children hear from God and obey in this area of service? Work as groups for about 10 minutes. Then gather as a class and share ideas and principles discovered. Read Philippians 2:5-7. Close in prayer for yourself and your children, that you would grow to serve Jesus with your whole heart.

1 for 50 CORE Training Module PILOT VERSION THE HAND: Make Disciples

Enrichment 10a-1

•

LESSON 11

•

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Engaging Families

MAIN OBJECTIVE: Understand the importance of families and consider how to interact with them to better reach and disciple their children. IN THIS LESSON WE WILL: • Understand what the Bible says about the responsibilities of families. • Consider different issues and realities facing families today. • Consider practical ideas for helping church workers and families work together to nurture the spiritual growth of the child.

Key scriptures used: Ephesians 6:1-4 Deuteronomy 6:4-9 Psalm 78:3-7

INTRODUCTION TO TRAINER As children’s leaders, we are aware of the fact that children belong to families, but we are often most concerned with the children themselves. As we seek to be effective in reaching children for their whole lives, we cannot ignore the important role of the family. They spend more time with children than children will spend in school, in sports or in any other activity. Families provide the primary spiritual input in a child’s life. So how can we connect with families in such a way that their children grow stronger as followers of Jesus? Answering this question is the task of this lesson. Some parents are doing a great job discipling their children and simply need to be encouraged. Others have never considered spiritual nurture as their role. And yet others are still waiting to know Jesus themselves. Pray for God’s heart of love for families to be expressed as you teach today.

Lesson Overview Time

Activity

Title

10 min 15 min 10-15 min

OPENING

Family in a Bag

ACTIVITY 1

God’s Heart for Families Discipling Children at Home

10-15 min 10 min

ACTIVITY 3

ACTIVITY 2

WRAP UP

Connecting with Families Standing up for Families

Description Activity to introduce issues, realities of families Scripture activities to discover God’s plan for families Enactment to illustrate simple things to help parents grow healthy followers of Jesus Dialogue to consider ways to spiritually encourage families Prayer for families to grow strong, overcome challenges

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Engage Families

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials Materials Bags or boxes, slips of paper (see instructions) Bibles Handout 11, optional; table, chair, tablecloth, salt, serving dish,spoon, plate or bowl Paper, pens or pencils (optional) No materials

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LESSON 11: Engaging Families

OPENING ACTIVITY: Family in a Bag (10 minutes) Materials: two bags, boxes or bowls to hold paper slips Paper slips with family members, dollars (see details below) Instructions for preparing paper slips and bags: Prepare two bags: One with slips naming different types of family members One with coin drawings to indicate different levels of income For every 20 classroom participants, prepare the following number of slips of paper with the words/names indicated written on the slips FAMILY BAG: mother and father (3), father (1), mother (2) grandparent (2), teenager (5), school age child (8), relative (2), baby (3) INCOME BAG: 5 slips of paper, one with a drawing of one coin, one with two coins, one with three coins, one with four and one with five. Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson falls under the category of Engaging Families. Activity Instructions: Instruct participants to form groups of four. Allow each group to receive a small handful of paper slips from the family bag. They should have a variety of members, all of whom will comprise their “family.” These families live in the same household. Each group also receives one paper to indicate their income level (one coin = poor; five coins = wealthy). Groups may name their families if they wish. Give groups several minutes to begin to imagine and discuss what life might be like for their fictitious family, given the members, income status, etc. Be creative! a) What is daily life like? What practical issues consume them? b) How is the marriage? Are there issues? c) Are there parenting issues? d) Are there sibling issues? e) What are their financial issues? f) Are there other community issues impacting their family? Ask each group to briefly describe their family to the class, and share some headlines about the types of issues their family is likely most concerned about. Continue the discussion. How are these families are like real families in your community? What are the biggest issues facing local families? Transition Families are the most important spiritual influence in the life of a child. We need to consider God’s heart for families, and how to connect with them.

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LESSON 11: Engaging Families

ACTIVITY 1: God’s Heart for Families (15 minutes) Materials: Bibles to share Activity Instructions: Let’s begin by discovering what the Bible says about families. Invite different volunteers to read the following scriptures out loud: Genesis 1:28, Genesis 2:24-25 Families are ordained by God Deuteronomy 6:4-9

Families are responsible to teach their children about God

Ephesians 6:1-4 Proverbs 22:6 Proverbs 13:24

Families are to help to train their children in love, by example, with guidance

God instituted the family to be a safe place to grow and learn. Families are God’s great plan to grow healthy individuals, healthy communities and a healthy world. In healthy families children (and adults!) can best receive holistic care, gain confidence, learn, and grow to be all God intended. Is this always how families work? No. But this is God’s plan. Families are also integral to God’s plan to make himself known to all the people of this world: Psalm 78:3-7 We are to pass on faith to generations Genesis 18:19 God’s call and promise to Abraham was to take place through his children Acts 2:38-39 The great commission and promises to the early church were to believers and their children Families are a key institution created by God. They came before Sunday schools, church buildings, and children’s programs. Transition How can we encourage families to be what God planned for them to be?

ACTIVITY 2: Discipling Children at Home (10-15 minutes)

Materials:

a table (with tablecloth) chair(s) plate or bowl serving dish (pot or bowl and spoon) container of salt Handout 11 (optional)

Before class, have a table set for a meal. Adapt for tables and settings that would be common in the local culture. Ask for a volunteer to come and be seated at the table. Explain that this table is set with several items needed to make disciples in the home.

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LESSON 11: Engaging Families

1. Make the most of teachable moments (table, chair) The table and chair remind us of a Bible passage. Read Deuteronomy 6:4-7 again. To begin with, Moses challenged the people of Israel to first love God with their whole being. Then he challenged parents to be watching day and night while they were “walking, talking, standing, sitting” for opportunities to teach their children. We call these “teachable moments.” “Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.” Teachable moments occur all day long, every day. Share a personal example to illustrate a teachable moment. If parents believe they need to follow an intricate program of discipleship and biblical instruction, they may be intimidated. Only a few could do this. However, all of us can teach our children by our example and as part of our daily lives. 2. Experience daily servings of relationship (the plate or bowl) Some parents want to disciple their children, but they try to do so without building good relationships with their children first. Children will not be open to your spiritual encouragement or instruction if they don’t feel at ease with you and enjoy your company. How can parents build stronger relationships with their children? Fill your “plate” DAILY with these activities that build relationship: 1) Talk together (share normal conversation) 2) Listen to each other (listen with your mind and heart) 3) Laugh together (enjoy life together) 4) Pray together (pray before bedtime or another time of day) 5) Work together (take care of the home and each other) 6) Speak God’s Word together (make it simple; teach as you live) 7) Express your love (with words and touch) 3. Discipline for growth (salt) One of the most intense “teachable moments” comes when a child has done something wrong and needs discipline. It is so easy for parents to respond to these moments in such a way that we wound a child’s spirit. When we discipline wisely, we actually help our children to grow strong in relationship with Christ. Read Ephesians 6:4. The two words used here (nurture, admonish) have interesting core meanings in the Greek. One means to “teach with great love” the other means to “love with great teaching.” Table salt helps us to understand this balance even better. Salt is made of two chemicals: sodium and chloride. Each of these is toxic by itself. Poisonous. But together, they are wonderful, healing, helpful, flavorful and useful. In the same way, if we are overly permissive and only love (without guidelines for behavior), this can be toxic to our children’s growth in faith. If we are only harsh with our children, they can become resentful and this can also harm their spiritual growth. Children need a balance of firmness and love. When disciplining, our heart is to correct and guide them, not to punish them, but to give them healthy boundaries for living. Read Colossians 3:13-15. Love is far more effective than unreasonable force at building disciples who love and follow Jesus.

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LESSON 11: Engaging Families

4. Serve God together (the main dish) The main dish for a family that loves and obeys Jesus is to be showing his love to others outside the family. (Use the spoon to imagine serving this.) This is not something all families think of doing. How can families begin to help non-Christian families come to know and love Jesus? With a partner, think of ways to reach out to non-Christian families. As a class, listen to several of the ideas. Here are some possible ideas: 1. Get to know other families by having them into your home. 2. Invite a family on a picnic away from your home and get to know them. Spend recreational time with them. 3. If there is a family in need, do what you can to meet their need food, lodging, or other resources that you can arrange. Or pray for them. 4. Bring (not just invite) them to a church event. 5. Stop by and just be friends to them. Honestly care for them.

ACTIVITY 3: Connecting with Families (10-15 minutes) Materials: paper, pencils or pens for notes (optional) Activity Instructions Parents have the greatest influence in their children’s spiritual growth. But they often need support and encouragement as they work to disciple their children. Divide into groups of 4-5 people. In each group, assign a “reporter” to write down notes from the group’s conversation. Work together to answer these questions: • What can children’s leaders do to help parents disciple their children? • What can children’s workers NOT do? • What special help and considerations do we need to have for children from families that are not believers? How can children’s workers connect with their families? After discussion, invite groups to share some highlights. Groups should have come up with some of the following. • Pray for them by name; let them know you pray for them; ask for prayer needs/requests • Encourage them about their child; share stories of spiritual interest and growth in their child; share positive and fun stories • Talk with them; be sincerely interested in them • Give them a vision for their child’s potential • Send home worksheets or notes from your class or program so they can see what their child is learning • Encourage children to pray for and serve their own parents We also realize, especially with unbelieving families, that our influence can only reach so far. The more we build relationship, encourage, and watch for simple moments to share positive words about their children, the more open these families will be to considering their own spiritual growth as well as their child’s.

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LESSON 11: Engaging Families

WRAP UP: Standing Up for Families (10 minutes) Materials: None Activity Instructions: Invite the class to follow your directions: 1) Stand if you know of a family that is experiencing a problem. 2) Stand if you know of a brother and sister that fight. 3) Stand if you know of a husband or wife that fight. 4) Stand if you know of a family where the parents do not daily teach their children about spiritual things. 5) Stand if you know parents who do not consistently take advantage of teachable moments with their children. Closing Look around and see all the people who are standing. Now let’s pray for these families (divide into groups of 2-3 for prayer). Pray using Deuteronomy 6:4-9 as the substance for this prayer but personalize it for the families represented.

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 11: Engaging Families

Handout 11

How can families disciple their children? Deuteronomy 6:4-9

Psalm 78:4-6

Proverbs 22:6

Ephesians 6:1-4

FOUR PRACTICAL IDEAS Make the most of teachable moments Deuteronomy 6:4-9 While talking, walking, sitting, eating Make it natural and genuine

Experience daily servings of relationship • Talk • Listen • Laugh • Pray • Work • Speak God’s Word • Express your love

Discipline for Growth Ephesians 6:1-4 Sprinkle equal parts of love and instruction/firmness; like salt, keep these in balance

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Engage Families

• • • •

Serve God together Matthew 5:16 Invite other families into your home Help those in need Bring people to church Shine for Jesus as you work, learn and play

• •

LESSON 12

2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Building the Kingdom

MAIN OBJECTIVE: Learn key principles and skills for working with others to build the Kingdom as we reach and disciple children. IN THIS LESSON WILL: • Discover what the Bible says about working together as the Body of Christ, and consider reasons working together is so important for those who serve children. • Learn about dynamics involved in working together to build the Kingdom. • Identify others in the Body of Christ who may be important for us to work with in our local churches and communities and explore ways to encourage and connect with them as we reach and disciple children. INTRODUCTION TO TRAINER Working together to build the Kingdom may not be a common theme for children’s ministry training. But we know that children’s leaders will be far more effective if they connect with others who influence the life and growth of children. For those working in Sunday school or club programs, we need to consider how to engage with our church and ministry leaders for the sake of our children. However, as we begin to reach outside the walls of our churches and homes to nurture, reach and disciple kids, the need to work together becomes more urgent. We must consider other churches and ministry groups who may be working to serve the same children we want to reach. We must learn to work together for the sake of the children. As you present this lesson, work with others, if possible. Model teamwork as part of your lesson.

Lesson Overview Time 5 min 10-15 min 15 min 10-15 min 10 min 10-15 min

Activity

Title

OPENING

Shout the Name

ACTIVITY 1 ACTIVITY 2

What Does Jesus Say? Body Challenge

ACTIVITY 3

The Moving Nest

ACTIVITY 4

Ideas, Ideas

WRAP UP

Puzzle Pieces

Description Activity to introduce the power of unity Scripture exploration on the Kingdom Interactive game to discover issues of working together Game to discover important principles of partnership Group activity to consider ideas for working together Challenge to work together with Body of Christ

1 for 50 CORE Training Curriculum THE HAND: Build the Kingdom

PILOT VERSION

Key scriptures used: Matthew 6:9-10 Romans 12:3-5 Matthew 18:1-4 John 13:34-35 John 17:20-23

GENERAL NOTES OF PREPARATION: • Ask the Holy Spirit to prepare your mind and spirit • Prayerfully read the entire lesson ahead of time • Make adjustments as needed for your setting • Gather materials Materials No materials Bibles, slips of paper, pens or pencils A “treasure,” blindfolds, whistle or noisemaker Chairs, items on chairs Paper, pencils or pens (optional) Puzzle pieces (cut from one paper)

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LESSON 12: Building the Kingdom

OPENING ACTIVITY: Shout the Name (10-15 minutes) Materials Needed:

no materials

Welcome: Begin by welcoming participants to this session. Review the 1 for 50 Hand. Note that this lesson is all about helping us work together to Build the Kingdom as we reach and disciple children. Activity Instructions: Invite everyone to stand. On the count of three, ask the entire group to say their names out loud together. Can we hear any names distinctly? No. Next, on the count of three, ask the whole group to say the name of Jesus together. Compare the clarity of the sound of the name this time to the previous time. What made the difference? More people, unity, working together. Transition: So, what is in God’s heart about this subject?

ACTIVITY 1: What Does Jesus Say? (10-15 minutes) Materials:

Bibles Slips of paper, writing utensils

Unity and working together. This was a very important theme to Jesus. Let’s remind ourselves what God’s Word says about this. Ask volunteer readers to read each of the following scriptures. Read John 17:20-23 – Jesus prayed for unity for later disciples (us) Read John 13:34-35 – the world will know we are his disciples by our love Read Matthew 6:9-10 – Jesus prayed for the Kingdom to come, God’s will to be done on earth as it is in heaven Matthew 18:1-4 – Jesus pointed to children as greatest in the Kingdom As we work together, we help the name of Jesus to be known in this world. We help Jesus’ prayers to be answered, and ours, too. It is especially important for us to work together as we consider the children. Give each participant a slip of paper. Ask them to draw a line down the center of the paper. In one column, instruct them to write the names of people or groups in their LOCAL CHURCH whom they may need to work with to reach/disciple children (families, pastors, leaders, other teachers, volunteers, etc.). In the other column, write the names of Christian individuals, groups, organizations/ministries reaching and discipling children in the community. (Save these papers. Add names or groups to the lists as you think of them. We will use these later in the lesson.) Transition: The ultimate champion of working together and partnership is God himself. Just think of all he could do by himself. Yet he chooses to work through us and with us. We feel amazing love, purpose and belonging in this.

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LESSON 12: Building the Kingdom

ACTIVITY 2: Body Challenge (15 minutes) Materials Needed:

The treasure - any object (book, pen, keys etc) a blindfold a whistle or noisemaker

Instructions/Activity: • Invite about 12 delegates to volunteer to participate in this game. • Divide them into four teams of three each (okay to have fewer teams) • The three people in the team are named as the “mouth,” the “hands” and the “feet.” 1. The “hands” – A person who observes the progress of the person who is the “feet” and uses actions to non-verbally guide the “mouth.” 2. The “mouth” – A person who verbalizes to the “feet,” the actions communicated by the hand. 3. The “feet” – carries out the verbal instructions given by the “mouth” and runs to find the treasure/object. • NOTE: The person who is the “feet” is blindfolded. Positions: • The person who is the “hands” stands facing the one who is the “mouth.” • The person who is the “mouth” stands back to back with the “feet.” Further Instructions: • The leader places the object/treasure anywhere in the room which will be at a distance of a few meters in any position ahead of the “feet.” • On the count of three or blow of a whistle the game starts. The “hands” sees the position of the treasure and communicates to the “mouth” (using signs) the location of the object/treasure. The “mouth” communicates these actions to the “feet” verbally who in turns searches for the object/treasure. • All the four teams compete together to find the same treasure. • The first team to find the treasure/object wins the game. Debrief Questions: As these questions are answered, make a list of lessons learned. 1. What did you learn from this activity about working together? 2. Which position did you feel was the easiest position to play? 3. Which position did you feel was the most difficult to play? 4. What made the game difficult overall? 5. How did other teams participating affect the game? 6. Which of the 3 positions was most important? 7. Which of the 3 positions was least important? 8. How did you feel when another position did his job well? 9. How did you feel when a position did not perform to your expectation?

Lesson Note-Application: List points of learning mentioned by the group. Guide them to discover others on this list, if not mentioned by the group. 1. Uniqueness – Each of the positions was unique and so are each of us in our position in the Kingdom.

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Page 12-3

LESSON 12: Building the Kingdom 2. Diversity – Each of the positions was distinctly different from the other positions as each of us are distinctly different from each other in our personalities and giftings in ministry. 3. Equality – Though each of the positions was different, each of them was equally important, just as each of us are equally important though different. 4. Unity – The game could never have been completed successfully without absolute unity among the 3 positions. So also the Kingdom can never be built unless there’s unity amongst ourselves. 5. Communication – The game required good communication for there to be a good understanding so that the instructions could be carried out correctly. Likewise communication within the Kingdom should never be underestimated. 6. Transparency – There had to be a sense of transparency amongst the members for communication to be clear. Similarly transparency in the Kingdom plays a vital role for effective partnership to take place. 7. Trust – Each position had to trust the other position to carry out his role effectively – so also each person in the Kingdom needs to have a level of trust with the other members of the Kingdom, as without trust no effective work can be accomplished. 8. Whole-hearted commitment – Every position had to give it their best for the team to win – so also we are called to serve the Lord with our whole heart so as to achieve or accomplish what he’s called us to in the Kingdom. 9. Shared Vision – All the positions had the common goal of locating treasure fastest as we all share the same goal of building the Kingdom. 10. Patience and Perseverance – There might have been times of frustration when a position was not able to understand or carry out instructions well, but patience and perseverance with each other was required. So also patience and perseverance are both required when working with other people in the Kingdom. 11. Forgiveness and reconciliation – There might have been times when errors were committed and forgiveness and reconciliation were required as will be the case in Kingdom work as well. Application Read Romans 12:3-5. What does this tell us about the Body of Christ? Each of us has a part, each is important. We are all one, with Christ as the head. These are important principles and they play a major role as we try to work together to build the Kingdom.

ACTIVITY 2: The Moving Nest (10-15 minutes) Materials: • 4 chairs • A few small items (keys, pens, clips, etc) to be placed on one of the chairs Activity Instructions: Invite 9 participants to volunteer for this activity. They are divided into 3 teams with 3 members in each team. Each of the teams stands beside one of the 3 chairs, each placed about 5 feet away from a center chair. This center chair will contain about 10 items that are common and readily available in the room like keys, pencils, pens, pins etc. Then the teams are given the following instructions together.

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LESSON 12: Building the Kingdom 1. 2. 3. 4.

“Transfer all the items to one chair” “Transfer all the items one at a time” “You may steal from each other’s chair” “You cannot stop anyone from stealing from your chair”

Let the game begin. Teams will likely rush to the center chair and attempt to transfer all the items to their respective chairs. After about 30 seconds of play stop the game and ask each team to count the number of items on their respective chair. Stop the game as you see a stalemate. Let the game resume. Invariably the same thing will happen for several rounds. If they don’t make any progress after 3 attempts then ask them to listen carefully to the instructions and repeat them once again in the correct order and very slowly. At this time one (or more) persons will get a clue (and may even pass it on to others) that you had asked them to transfer the items to ONE chair. The game is over when all the items are transferred to just one chair – it does not matter which chair! Debrief questions: 1. What did we learn from this activity? 2. Which team won the game? 3. Why did it take so long (if it took several attempts) to win? 4. What does the Bible say about some of the things we learned? Now, let’s consider some principles learned that will help us as we consider working together to reach children and build the Kingdom. Share answers. 1. In what ways was the playing of this game similar to the way we work together in building the Kingdom? 2. How can we do things differently so as to ensure that we’re building ONE KINGDOM and not several kingdoms? If the following points of learning are not mentioned by the group, you could mention them yourself: • Initiative – someone got the idea of working together and shared it with others • Communication – if the idea of partnership was not shared it would have been of no use to anyone • Individuals sacrificed for the common good • Trust – trust was required to accept the idea of partnership • Shared vision – if any person did not accept the idea the game could not have been completed. • Unity – this was a prerequisite for working together Why is working together and partnership especially important as we work with children outside the church? Listen to several answers from the group. Remember, the world will know we are Jesus’ disciples by our love for one another (not our fancy programs, wonderful preaching, great gifts for children, etc.)

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LESSON 12: Building the Kingdom

PRACTICE-FEEDBACK: Ideas, Ideas (10 minutes) Materials Needed: paper and pens or pencils for each group, optional Instructions/Activity: Instruct participants to divide into groups of 4-5. Ask them to think of several ideas that the people of God might work together on in their community to reach more children and families for Christ. Use the slips of paper from the opening activity (with names of people in local churches and also of groups in the community). Pray together before thinking of ideas. Think of simple things as well as larger projects. After several minutes of brainstorming, ask groups to share some of their ideas. Here are some possible suggestions: • Put on a shared children’s event as outreach • Make a list of local schools, and ask one church to adopt each school and offer loving prayer and support to teachers or leaders • Work together to put on a training event for children’s leaders from multiple local churches or groups • Start a children’s ministries prayer support group or network for sharing ideas, training, and encouragement. • Other? God loves to see his people work together in love and unity to make his name known to the world. Ask God to help us to share a vision for working together for the sake of loving, reaching and discipling children for Christ.

WRAP UP: Puzzle Pieces (10-15 minutes) Materials Needed: a large paper circle, cut into puzzle pieces (enough for everyone to have one piece) Instructions/Activity: Give each participant a puzzle piece. Encourage them to work alone. On one side of the piece, write 1-2 words or phrases of what they learned in this lesson that was most impactful. Ask several participants to share. Next, turn over the puzzle pieces and write 1-2 words to answer the question “What do you have to offer to help reach and disciple children in your sphere of influence?” Ask the group to stand and gather in a central place. One by one, invite people to place their puzzle pieces in the center (on a table or floor). (If your group is large do not attempt to assemble the puzzle pieces!) Pray together. Commit to working together in unity. Commit to continuing listening to God’s heart of love for the children, for families and for the world. Commit to offering what we have to help build the Kingdom and together bring glory and honor to God.

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Build the Kingdom

REMINDER Give every participant a Personal Training Record. Remind people to visit the website for more training resources, information, connections and help to reach and disciple children for Christ. www.1for50.net

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LESSON 12: Building the Kingdom

Handout 12

Working Together John 13:34-35 Romans 12:3-5 What important principles do we need to embrace so that we can work together with others in the Body of Christ to reach and disciple more children? 1. Uniqueness – Each of us is unique in our position in the Kingdom. 2. Diversity – Each of us is distinctly different from each other in our personalities and giftings in ministry. 3. Equality – Each of us is equally important though different. 4. Unity – The Kingdom can never be built unless there’s unity amongst ourselves. 5. Communication – Good communication is required for there to be a good understanding so that Kingdom instructions can be carried out correctly. 6. Transparency – Transparency in communication in the Kingdom plays a vital role for effective partnership to take place. 7. Trust – Each person in the Kingdom needs to have a level of trust with the other members of the Kingdom, as without trust no effective work can be accomplished. 8. Whole-hearted commitment – We are all called to serve the Lord with our whole heart so as to achieve or accomplish what he’s called us to together. 9. Shared Vision – All share the same goal of building the Kingdom. 10. Patience and Perseverance – To understand or carry out instructions well, patience and perseverance with each other is required. 11. Forgiveness and reconciliation – There may be times when errors are committed and forgiveness and reconciliation are required.

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•

ENRICHMENT 12a

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2010-11 PILOT VERSION Created by groups from a dozen nations, this resource is offered “open source.” Adapt, translate and use it as you wish. Please send ideas, feedback or edits by July 2011 to include in a final revision to [email protected].

Sharing Your Heart for Children ACTIVITY: Sharing Your Heart for Children 10-15 minutes Activity Purpose: To consider ways to share your heart (and God’s) for children with others in a local church Materials: paper, pencils or pens (optional) Activity Instructions: Children’s leaders often have a heart for children that is filled with love, and sees God’s potential for the children’s future. Unfortunately, we find that others do not always share this heart for children. How can we help others catch this vision for children? Divide into groups of 5-6. Work together to make a list of 10 practical ideas for helping people in your local church or community to better understand the value of children, their potential, and the need to prioritize them in ministries. After 10 minutes of working on this activity, report back and hear the ideas. Then share some of these ideas that have been gathered from people around the world. • Share your story: Your weekly “testimony” – remember the power of your words! Send weekly “praise reports” to your pastor. • Take your group or class time seriously: Do an excellent job and be sure children are enjoying themselves. What others see at drop-off and pick-up is an advertisement for ministry to children. Parents assume everything in-between is the same. • Connect people with children: o Bring children into the sanctuary for special presentations (song, verse, skit, etc.) o Invite members of the congregation to be “special guests” in your class – have them share with kids and help out. The children will capture their hearts! o Help parents connect with their own children. • Mobilize children: Invite your children to pray for others, encourage, give, serve, support, love others, and shine their light for Jesus. Don’t wait until everyone else sees their potential. Get started now! • Always be ready: Take time to share your vision and passion with individuals and groups whenever you can (inspiring stories, articles, books, examples, statistics, scriptures. Always be ready) • Pray: Pray for God’s people to see his heart for children and the world, and to be willing to serve children as a regular part of their service to God. Close in prayer for your churches and communities.

1 for 50 CORE Training Curriculum PILOT VERSION THE HAND: Build the Kingdom

Enrichment 12a-1