detailed agenda teaching the bible to young children

WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER

by

Lisa Anderson-Umana

B.S., Penn State University, 1982 Master of Arts, Wheaton College Graduate School, 1993

FINAL PROJECT

Submitted to the faculty in partial fulfillment of the requirements for

ES 8255 Models of Nonformal Education, Miriam Charter for the degree of

DOCTOR OF PHILOSOPHY Educational Studies

at Trinity Evangelical Divinity School

Deerfield, Illinois February, 2008

iii

CONTENTS

LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG

CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER....................................... 1

Statement of problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Workshop Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Detailed Teaching Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

iv

ILUSTRATIONS

Figure Page 1. Banking metaphor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

v

TABLES

Table Page 1. General planning steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

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WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG

CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER

Statement of problem

“I hope you all remember the story I just told with flannel graph, Jose, please

do not touch the pieces. Hmm, as I was saying, please remain seated at your desks while I

will hand out the sheets for you to color in the story of Jesus calming the sea. Please

remember to color inside the lines. Raise your hand if you have any questions.”

What are the noteworthy details of this typical Sunday School class scenario?

(a) Children are taught the Bible visually, but they cannot touch any of the figures related to

the story; (b) Teacher stands up front; (c) students sit below her at their desks; (d) students

passively wait for the teacher to hand them the coloring sheets; (e) creative juices restricted

to one way of coloring; (f) strict control is assumed by making sure “formal school rules”

apply by making sure you raise your hand to speak; and finally (g) the teacher assumes that

coloring a drawing has such an educational value that she dedicates a third of her class time

to it; (h) teacher hovers nearby, supervising to make sure they “get it right”.

Generally speaking, the educational model

followed in the Evangelical church in Latin America

follows the pattern so well articulated by Paulo Freire

(1993) known as the banking model, which is primarily a

“cognitive dump” of information made from the head of

the teacher to the head of the student.

Figure 1 Banking metaphor

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Freire (1993) and a plethora of other authors around the world have

thoroughly condemned this model of education, nevertheless, the schooling model still reigns

supreme both in and out of the church in most of Latin America. In regards to young

children, not only does it violate the basic active nature of learning (Piaget, 1969) but it

completely ignores the affective and spiritual nature of learning for children (Cavaletti,

1992).

Sonja Stewart (1989), greatly influenced by Sofia Cavaletti and Montessori

(1964) developed a model of teaching young children the Bible. A dear friend of mine, Sibyl

Towner, who was mentored by Sonja Stewart summarized the spiritual development of a

young child (ages 3-5 years) like this:

A young child’s natural response is to worship; spiritually they are like newborn babies whose greatest need is to be held, likewise a preschooler’s greatest need in their spiritual development is to worship God, to be with Him, to be part of His stories. Cognitively they are not ready to analyze and apply God’s Word, they cannot understand the use of symbolism or abstract object lessons anyways; their greatest need is to feel safe, to learn to trust Him.

The purpose of this workshop is to train teachers in the methodology used by

Sonja Stewart, which has been adapted for use in Latin America by Patricia Garza (2000).

She lives in Monterrey, Mexico, has been mentored by Sibyl Towner and has published

numerous packets of materials which will form part of the workshop.

Having briefly stated the problem, in the following pages, I will begin by

describing the workshop project, using Jane Vella’s(2000) steps of planning a learning

activity. Then I will provide a detailed outline of the ten-hour session.

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Workshop Program

WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER 1. Who is doing this professional development workshop?

The workshop is co-hosted by Christian Camping International, Latin America (CCI Latin America/Honduras) and Berea Wesleyan Church of Tegucigalpa (a team of their Sunday School teachers received a similar workshop some years ago and due to the positive impact it had in their church, wanted to collaborate with CCI in the promotion and training). I am a part of a teaching team as the head trainer, also in charge of coordinating the efforts of 5 other trainers from the two main cities of Honduras, San Pedro Sula and Tegucigalpa.

2. Who? Who are the participants? How much do they already know about the topic? What are the age ranges, gender breakdown, cultural mix and hierarchies at work?

Our target audience is educational institutions, not individuals. Our limit will be 30 institutions, ranging from churches, nursery schools, public and private elementary schools and camps. Each of the 30 educational institutions will send to our workshop a team of 5 members. They all work with children in their organization, are probably mostly women, early 20-30’s and all Honduran. Maybe half will be directors or hold high positions in their organizations and the other half may be volunteer teachers like in the case of Sunday School teachers.

3. Why? What is the overall goal of the learning? What do the participants want to learn? Are they attending the training voluntarily?

The goal stated on the promotional brochure reads: The purpose of this workshop is to teach your team of teachers how to guide a young child to hear, see and touch God’s stories. The institutions want their teachers to learn how to teach the Bible creatively to the children under their care. They are attending voluntarily and they or their organization are paying to attend this workshop.

4. When? How much time is available for the training? Are there any work or season-related time constraints? Is one time of day better than another for your participants?

March 14-15, 2009 Three hours: Friday from 6:00-9:00pm (after work hours; coffee and a snack will be available on arrival). Eight hours: Saturday from 8:00am to 4:00pm

5. Where? Where will the training be held? Indoors or outside? What equipment is available? Chairs? Tables? Flipcharts? Local materials?

Training will be held indoors at a local high school, we’ll be able to use classrooms for break out sessions and the school auditorium for the large group sessions. Participants will be seated on chair around tables. A flipchart will be available as well as a screen and data show projector for the main auditorium, and whiteboards will be available in the breakout rooms.

6. What for? What are the behavioral objectives of the training? What will the participants be able to do differently after the training? What specifically will participants learn? What new knowledge, skills and attitudes do you want to develop?

If the Lord greatly blesses the training and we work with excellence, we envision: We see the participants guiding the children under their care to experience God’s stories audibly, visually, and kinestically (hearing, seeing, and touching it). In faith, we see drastic changes in the manner in which the Bible is taught, not so much lecture as the child wondering, asking questions, uaing his or her imagination to understand and feel the stories of the Bible. In faith, we see each team of participants using fully the material we provide them which contains a textbook, packet of reproducible visual aids, a CD with original music, a DVD with songs and choreography, and a DVD with the Bible lessons. En fé vemos cada equipo de participantes usando al máximo el paquete de materiales de Paty Garza, que son un Libro de Texto, Ayudas Visuales, un

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CD con música original, un DVD con cantos y coreografía, junto con las Lecciones Biblicas.

7. How will you evaluate the training?

Compare the desired outcomes we articulated together during the first session with the real outcomes through a questionnaire. We will be sensitive to note “unanticipated outcomes” (Norland and Somers, 2005) as well.

Table 1 General planning steps

Detailed Teaching Agenda

DETAILED TEACHING AGENDA FOR FRIDAY, MARCH 14, 2008

Time-Duration /

Responsible

Group size

Educational Activity Notes /

Materials

PROCESS FOR THREE-HOUR SESSION ON FRIDAY

1. Welcome and presentation of the personnel and organizations hosting the event 2. Pre-Brief – Review general outline for workshop and interact with the participants regarding their desired

outcomes 3. Selection of volunteers to participate in the “concrete learning experience and expression of worship” 4. Concrete learning experience and expression of worship—The good shepherd 5. Initial Debrief of the participants 6. Final Debrief by the observers 7. Review of what they have learned thus far

4:30-5:45

75 min. Blanca, Celena Lisa

PRE-SESSION PREPARATIONS

Write the title of the workshop on a banner visible to all. Write on flipchart the general order of both Friday and Saturday sessions. Set-up laptop and datashow projector Put music from “Follow me” package of material (theme song). Prepare for registrations (table, chairs, stapler, cash box, list of those institutions who have paid, name tags for each institutions attending team members, receipts for payments, registration forms, extra name tags,

Prepare coffee and snacks. Camera to document the teaching sessions Promotional materials for CCI Latin America. Decoration of the auditorium with the theme of “Follow me and I will make you fishers of men.”

Pending decision: Determine if it is feasible to sit 150 people around 15 tables with two teams seated at one 8-foot table.

Welcome and presentation of the personnel and organizations hosting the event

LEARNING GOAL

The participants will get acquainted with each other, with the organizers of the event, and with the trainers themselves.

During the Session

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Time-Duration /

Responsible

Group size


Materials

5:45-6:15pm

30 min.

Lisa and trainers

Large group

As the participants are completing their registration in the hallway, we will have lively music playing with excerpts from the music DVD playing in the auditorium.

The trainers will prompt the teams to mingle with the other teams present through a mixer.

Coffee and a snack will be available once they have registered and entered in the auditorium.

Visual aid: music DVD

6:15-6:30pm

15 min.

Carlos Baca

Large group

Christian Camping International, Latin America will give the formal welcome along with a few words clarifying the nature of our association. Carlos Baca will introduce Pastor Mary Gomez who represents our co-hosting church.

Pastor Mary Gomez will welcome everyone again to their church site where the workshop is taking place and share their motivation in co-hosting this training event.

Each of the members of the personnel will be presented as well.

Pre-Brief – Review general outline for workshop and interact with the participants regarding their desired outcomes

LEARNING GOAL

The participants will get a feel for the overall framework of the workshop and will comment with others why they are attending.

During the Session

6:30-7:00

30 min.

Lisa and trainers

Large group

Groups of 3

Lisa will share her vested interest in children (Valerie and Victor will be present during the workshop) and will personally present each of the co-trainers/facilitators.

Groups of three people will be formed, each representing different organizations.

Reflection question: What is the biggest issue you face with teaching the Bible to young children that has prompted you to attend this workshop?

After having commented in Groups of three, an open forum will provide the opportunity for everyone to listen to others’ pressing concerns.

Technique used: Share what someone from your small group said. This will reduce some of the verbiage, however, if I sense that people’s ideas are not being actively listened to, I will ask them to confer with their small group again. This may provide a teachable moment for “active listening skills.”

Summary: In light of Nonformal education’s desire to satisfy the learner’s objectives, we can be flexible enough to weave our own workshop objectives in with theirs. We hope to articulate together our desired outcomes.

Visual aid: the reflection question will be visible on the screen. With the use of the tablet PC, their answers will be written on the screen for all to see.

Concrete learning experience and expression of worship—The good shepherd

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Time-Duration /

Responsible

Group size


Materials

LEARNING GOAL

The participants will either personally experience a Bible story or will actively observe someone else participate.

During the Session

7:00-7:15pm

15 min.

Lisa

Invitation for all to participate, whether they are direct participants or participant-observers.

Twelve volunteers will be invited to participate in the “concrete learning experience and expression of worship”.

The remainder (some 130 people) will climb up onto the nearby stage to actively observe and take mental notes on the methodology. In order to facilitate the arrangement of everyone, the organizing team will demonstrate where people must stand in order to get a good view of what is happening.

12 volunteers will sit on a small piece of rug on the floor, gathered around a large felt piece which forms the “stage”, the rest of the participants, will gather on an upraised stage so as to have a better vantage point.

7:15-7:40pm

20 min.

Lisa

Greeting and story telling with space for wondering Each member of the group is greeted by name and welcomed in the Name of Jesus to join in. Each one has his or her own piece of rug to sit on.

Lisa will tell the story using the simple cut-out figures, placed on the felt “stage”.

As the story is told, they are invited to wonder about different aspects of the story. The idea is to get them to feel a part of the story; to be immersed in God’s story; to feel a sense of awe and wonder.

Lisa will wonder aloud with them, hoping to elicit questions they have, what do they wonder about?

Story chosen to demonstrate:

Good shepherd

7:40-7:50pm

10 min.

Lisa

Mutual story-telling The participants are divided into pairs and given one photocopied set of the Bible figures.

They are instructed to take turns telling each other the Bible story using the figures.

The teacher’s role is to listen attentively to how the children tell the story, not intervening to clarify details but rather listening to hear how the child speaks of God.

The focus is on affective and spiritual development, it is not a quiz to see if the child remembered all the details.

7:50-8:00pm

10 min.

Lisa

Expression of worship After they have had the opportunity to tell the Bible story, they will be given materials with which to express themselves in worship. For this story, green, brown, black, white construction paper, crayons, scissors, cotton balls and glue, are provided for the participants.

The teacher stands aside, standing back, providing the space for the student to express their thoughts, feelings or actions to God’s word.

The participants are asked to remain in their personal space, on their rug, and to be respectful of others, not interrupting those who may want to sing or talk to God.

Materials related to the story are given, but no model is given for them to copy or pattern their work after. Children may need to wean themselves from the teacher’s constant supervision, as might the teachers from giving it! So, perhaps if this is new, you have to start little by little.

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Time-Duration /

Responsible

Group size


Materials

8:00-8:10pm

10 min.

Lisa

Going forth into the world As the participants finish their creative expression of worship, teachers may ask the child to describe their artwork or tell what it means to them.

Depending on the setting, like in Sunday School, teachers can take post-it notes and write down what the child has shared, placing it on their artwork for their parents to read and discuss. If the setting is at Elementary school or Preschool, their artwork can go into their very own folder and they can finish it later or the next day. The goal is not to finish the project; it is to create a space for the children to worship God through creative expression.

A child or the teacher may pray. To close, the teacher embraces or gives each one a “holy kiss on the forehead”, blessing them in the Name of the Lord, sending them forth into the world.

Options for closure:

* Here is a bookmark with the verse and picture of today’s lesson.

* Go and place this bookmark in your Children’s Bible, I will underline the verses we studied today. Whenever you want me to read them to you, bring me your Bible and we will read it together. This may help them lose their “fear” or intimidation of the Bible.

8:10-8:20pm

10 min.

Break “When you return from the brief break, please gather together at the table with your team.”

Initial Debrief of the participants

LEARNING GOAL

The participants will learn from the reflections of those who participated directly in the concrete learning/worship experience.

During the Session

8:20-8:40pm

20 min.

Lisa and trainers

Large group

Just those who participated directly in the concrete experience will reflect on their thoughts and feelings and share them with the rest of the group.

Reflections questions: Personally, as a participant, what feelings did you experience right now?

What aspect of this experience was most awkward for you? And why?

How was this teaching the same or different than you have experienced in Sunday School or elementary school?

Visual aid: Reflections questions will be visible on the screen as will the groups answers.

Final Debrief by the observers

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Time-Duration /

Responsible

Group size


Materials

LEARNING GOAL

The participants will continue to reflect on what they observed from others participating in the learning/worship experience.

During the Session

8:40-9:00pm

20 min.

Lisa and trainers

Large group

Reflection questions: What additional observations, that have not been mentioned, do you have about what you observed?

What did you observe about my role as a teacher? What similarities do you see with this methodology and how Jesus taught? (he often left his listeners hanging, his teaching was open ended, he did not always make sure everyone “got it”, he sat with the people,

We leave you with this question: What impact might this type of teaching have on our young children?

Visual aid:

Reflections questions will be visible on the screen as will the groups answers.

9:00

Pastor Mary

Prayer and blessing of dismissal Reminder that training will begin at 8:00am sharp.

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DETAILED TEACHING AGENDA FOR SATURDAY, MARCH 15, 2008

Time-Duration /

Responsible

Group size

Educational Activity Notes/ Materials

PROCESS FOR EIGHT-HOUR SESSION ON SATURDAY

1. GROUP SONG WITH CHOREOGRAPHY –EVERYONE PARTICIPATES LED BY A TEAM OF YOUNG PEOPLE. 2. REVIEW OF WHAT THEY HAVE LEARNED THUS FAR.

Group Song with choreography –everyone participates led by a team of young people

LEARNING GOAL

The participants will observe and experience the role of music in teaching young children the Bible.

During the Session

7:30-8:00am

30 min.

Arrival of set-up team to arrange tables, chairs, screen, laptop and datashow projector for song lyrics.

Music is playing in the background

8:00-8:15am

Welcome and prayer by Blanca Cardona

8:15-8:45am

30 min.

Blanca

Large group

Presentation of the team in charge of song/choreography Comments on the role music plays in teaching young children the Bible.

Invitation for all to participate Song and choreography led by Berea church team of young people.

Visual aid:

Lyrics of the song will be shown on the screen

Critical thinking about teaching children the Bible

LEARNING GOAL

The participants will have the opportunity to think critically about the way they teach young children the Bible.

During the Session

8:45-8:55am

10 min.

Lisa

Individual

Critical thinking process—detecting the differences In what way was last night’s class different from a typical Bible class for children?

Children are allowed to touch the Bible story as well as see and hear it.

Teachers sit at the same level as the children. More emphasis is given to wondering, leaving things open ended.

Children are encouraged to ask questions, not to answer them.

Visual aid:

Reflection questions and the answers will be projected on the screen

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Time-Duration /

Responsible

Group size


Children participate in telling the story to each other. The creative, not overly guided, use of the arts is given There are not “entertaining activities” not crossword puzzles, letter soap, coloring drawings.

The children are allowed to move around, touch things and can wonder out loud without having to follow “strict rules of engagement”.

The emphasis is not on control and discipline but on discovery and expression.

We will give each individual time to make note of at least 5 differences.

Our facilitators will be drifting around the room, taking notes of what people are writing and conferring with Lisa just to make sure she has her finger on what people are writing.

8:55-9:15am

20 min.

Lisa

Team group

(5 per.)

Critical thinking process continued—exploring assumptions In our context, why aren’t we teaching the Bible that way to our children?

Possible reasons: Maybe because we do not know how children learn, we think they learn like adults.

Because we have not connected what we know about how children learn with Bible teaching.

We believe it is most important that they cognitively “know” the Bible stories. Memorizing the scripture and the details of the story will be of most help to them.

We never have thought of the importance of affective and spiritual learning in children.

We thought the best learning position for a child was to sit still.

We thought the best role for a teacher is to assume control of the class and make sure everyone knows the moral of the story.

Visual aid: Reflection questions will be projected on the screen

Our facilitators will be drifting around the room, taking notes of what the teams are discussing and conferring with Lisa just to make sure she has her finger on what people are discussing.

9:15-10:00am

45 min.

Lisa

Large group

Critical thinking process continued—exploring alternate ways of thinking about how to teach young children the Bible In order for us to start teaching our young children this way, what must we believe and do?

We need to believe in the importance of kids knowing God and not just knowing about God.

We need to create space for children to know God on their terms, and not just on our terms.

We need to believe that young children can know God and have a sensitivity to spiritual things that prompted Jesus Himself to compare the kingdom of heaven to little children.

We need to believe that there is a time for knowing the details of the story, but at an early age, a child needs to experience the wonder and awe and presence of God.

A child’s capacity to know God as he grows older may well be built on his first experience of feeling safe, secure and

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Time-Duration /

Responsible

Group size


loved by God, just like Erik Erikson’s (1978) initial stage of a child’s development is all about trust.

10:00-10:30am 30 min.

Coffee break and snack

Testimony of how this program is taught at day camp

LEARNING GOAL

The participants will visualize how this program is used in a day camp setting.

During the Session

10:30-11:30am

60 min.

Karen

Large group

A church from another city in Honduras will bring a slide show visualizing all the steps involved in teaching the Bible creatively in a day camp setting. Their testimony will include photos depicting each of the facets Patty Garza’s material uses, like how decorations are used to immerse the child in the Biblical setting, how music and choreography is used, and how the creative arts activities allow the children to express themselves and further understand the Bible story. Real life stories of the impact on children will be told throughout the narration. The last15 min. will be reserved for questions and answers.

Visual aid:

Powerpoint presentation.

11:30-12:00pm

30 min.

By team

Comment in your team, making notes in your “team notebook” regarding what you observed from this presentation.

As your team is called, please send your representative to the registration table to receive your particular packet of materials of Patty Garza.

Half of the institutions will receive the same packet of Patty Garza, “Follow me” and the other half will receive an assortment of her materials.

12:00-1:00pm

60 min.

Eating by

teams

A full meal of lunch will be served as is the custom in Honduras.

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Time-Duration /

Responsible

Group size


Testimony of how this program is taught at an elementary school/pre-school

LEARNING GOAL

The participants will visualize how this program is used in a well-known elementary school that has a pre-school program.

During the Session

1:00-2:00am

60 min.

Hanna and her team

from Academia

Pinares

Large group

A well known bilingual elementary school has been using all of Patty Garza’s material for their pre-kinder and kindergarden students for the last four years. Hanna and her team of teachers will bring a slide show visualizing all the steps involved in teaching the Bible creatively in their school setting. They teach Bible class for 30 minutes per day from Monday to Thursday. They teach on the same Bible lesson each day and progressively delve deeper and deeper into the passage with each passing day. Their testimony will include photos depicting how they use different objects like the full armor of Christ when they teach Eph. 6; how they set up a kind of tabernacle when they teach the series called “The house of my Father”; how they presented the plan of salvation and individually gave each child the opportunity to respond; how they use the music and integrate the songs and choreography for the school presentations the children do for the parents; Real life stories of the impact on children will be told throughout the narration as observed in the children themselves and heard from the parents. The last15 min. will be reserved for questions and answers.

Visual aid:

Powerpoint presentation.

Individual workshops according to different roles

LEARNING GOAL

The team from each institution will split up and learn a specific role related to putting into practice Patty Garza’s program into their context.

During the Session

2:00-2:30

30 min.

transition Break and transition to break out room Explain the manner in which their team will divide itself and each one will attend a different workshop, according to their gift mix and responsibility in their organization.

As they transition to their particular break-out room, they are free to pick up their snack and drink.

Visual aid:

Powerpoint presentation showing the 5 different break out rooms and

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Time-Duration /

Responsible

Group size


2:30-4:00pm

90 min.

5 different trainers

Five simultaneous workshops (1) Role of director or coordinator of logistics, and the group of

adolescents who make up the work team support. (2) Role of Bible study teacher (3) Role of music and choreography (4) Role of creative arts activities that allow the children to express

themselves and further understand the Bible story (cooking, crafts, drama, etc.)

(5) Role of decoration and scenery (creating the setting which stimulates the child’s imagination)

Each workshop will provide opportunity to learn the theory and time to practice the skills needed to fully utilize Patty Garza’s material in their educational setting.

Bringing closure to the learning cycle

LEARNING GOAL

That each team will reflect on what they have learned separately and together as they gather their thoughts and decisions and begin to put them on paper.

During the Session

4:00-4:30 By teams Final evaluation: What impact might this type of teaching have on our young children? Write on a piece of paper your team covenant regarding how young children will be taught the Bible in your educational institution, so far as it depends on you.

4:30-4:45pm 15 min.

Carlos

Large group

CCI Latin America will announce upcoming activities and training events, literature on sale as well as describe the benefits of becoming a member of our association.

4:45-5:00

15 min.

Lisa

individual Evaluation of the workshop Having made note of their desired outcomes the night before, we will place those on a questionnaire and inquire as to whether those outcomes were obtained in addition to giving opportunity to make note of their “unanticipated outcomes”. There will be space for suggestions for improvements as well.

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REFERENCES

Cavalletti, Sofia. 1992. The religious potential of the child : Experiencing scripture and

liturgy with young children. 2nd. Edition. English. Oak Park, Ill.: Catechesis of the Good Shepherd Publications.

Erickson,Erik H. 1978. Childhood and society. 2nd. Ed. NY, NY.: W.W. Norton &

Company. Freire, Paulo. 1993. Pedagogy of the oppressed. NY, NY: Continuum. Garza, Patricia. 2000. Sigueme: Mateo 4:19. [Follow me: Matthew 4:19]. Monterrey,

Mexico: La Gran Commision Publishers. http://www.grancomision.com. Piaget, Jean; Inhelder,Bèarbel. 1969. The psychology of the child. NY, NY: Basic Books. Montessori, Maria. 1964. The Montessori method. NY, NY: Schocken Books Norland, Emma and Somers, Cindy, ED. 2005. Evaluating Nonformal Education Programs and Settings. New Directions for Evaluation. No. 108., p. 5-55. Stewart, Sonja M., Berryman, Jerome. 1989. Young children and worship. Louisville,

Ky.: Westminster/John Knox Press Vella, Jane. 2000. Taking learning to task: creative strategies for teaching adults. San Francisco: Jossey-Bass.

detailed agenda teaching the bible to young children

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