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Spring 2014 Vol. 47, No. 2

Childhood A Special Opportunityfor Congregations

EARLYEDUCATION:

IN CHRISTIAN EDUCATION

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A PUBLICATION OF CONCORDIA UNIVERSITY, SEWARD, NEBRASK A

Early Childhood Education: A Special Opportunity for Congregations.

Spring 2014Vol. 47, No. 2

Reflections

Rev. Dr. Brian L. Friedrich, President

Editorials

Early Childhood Education in the lcms

Judith Christian

Ways Christian Early Childhood Education Can Make a Difference

Eunice McCarty

Faith, Family, Child, and Church: Feeding His Lambs

Kim Marxhausen

Starting a Christian Childhood Ministry

Martin Barlau

Parent Education: How Important Is It in Early Childhood Education?

Dr. Patricia A. Hoffman

Book Reviews

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Editor

Editorial Committee

Editorials

Associate

Associate

Graphic Design

Copy Editor

Circulation Coordinator

Issues in Christ ian Education is avai lable online only. We encourage church workers, lay leaders, interested

congregational members, university and seminar y faculties, district and synod offices, and libraries to visit

www.cune.edu/issues and simply complete the sign-up form on the page.

Marvin Bergman, Ed. D., Ph. D.

Russ Moulds, Ph.D.

Daniel Thurber, A.D.

Brian L. Friedrich, M.Div., Ph.D.

Seth A. Boggs, M.F.A.

Marlene Block, B.A.

Holly Matzke

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CONCORDESIGNSTUDIOA Student +Faculty Design Collaborative

TYPEFACES USED IN THIS PERIODICALTitles set in 22 point Mrs. Eaves Roman (Emigre of

Sacramento). Tracking normal.Subheads set in 13/13 point Mrs. Eaves bold.By-lines and author information set in 13/13 point

Mrs. Eaves small caps.Footers and folios set in 11 point Mrs. Eaves.Feature articles set in 11/13 point Mrs. Eaves.Three column text set in 9/10 point Mrs. Eaves.

Layout, design and illustration by CONCORDesignof Concordia University, Seward, Nebraska.Artist: Seth A. Boggs, M.F.A.

When the Editorial Committee selected Early Childhood Education: ASpecial Opportunity for Congregations as the topic of this edition of Issues, ourintent was to highlight significant needs existing among youngerchildren, the faith formation of younger children, an overview of

what is happening in early childhood education (defined by someeducators as extending from birth through age eight) in lcmscongregations, challenges and opportunities facing congregations

in offering early childhood education, and models of launchingearly childhood education ministries. The authors of the articles,editorials and book reviews nailed our intent.

As I reflect on the contents of the edition, it is not lost on methat early childhood education, a relatively new opportunity forministry in the lcms, began and has developed during the courseof my lifetime. Born in 1957, I grew up with the materials which

Jahsmann, Gaulke and others developed for Concordia PublishingHouse to be used in Sunday schools throughout the lcms. As I wasgraduating from high school in 1975, Project: Young Childwas beingdeveloped, and a new national position was being established togive direction to early childhood education in the lcms. Called

to serve as assistant pastor of Peace Lutheran Church in ParkFalls, Wisconsin, in 1988, (a year in which the number of lcmspreschools was increasing by more than five percent), I had theprivilege of helping to launch the congregations first pre-schooland daycare program. As a member of St. John Lutheran Churchin Seward since 1991, Ive watched St. Johns Child DevelopmentCenter blossom, flourish and move from rooms in a then-vacantresidence hall on Concordias campus to a self-standing facility afew blocks from St. John and soon to a new facility on the St. Johncampus. I have also had the privilege of serving with lcmsearlychildhood education giants Lenore Diek and Leah Serck whileobserving hundreds of students complete their early childhoodeducation degrees in order to be sent forth to serve in a wide varietyof ministry opportunities in Gods church.

The growth of the importance, impact and influence of earlychildhood education upon children, parents, and families issignificant and expanding. Countless people have come to know

Jesus or have grown in their faith in Jesus through early childhoodcenters, programs and educators. In addition, early childhoodeducation experiences have given parents tools to be more effectiveparents, have re-energized congregations in their mission outreach,have served the needs of the whole child in Christ-centered waysand have enabled the light of Christ to glow more brightly in the

world around them.The content of this edition of Issues is thick and rich in articulating

both the need for early childhood education and the amazingGospel ministry opportunities which early childhood educationprovides. May God continue to bless the more than 2,000 earlychildhood programs in The Lutheran ChurchMissouri Synod, thenew programs He will raise up, those who serve and lead them, thechildren who attend them and the congregations that support anduse them as spokes and outposts to proclaim the Good Newsof the Gospel of Jesus Christ.

Brian L. Friedrich, President

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and use their creativity to make and buildthings, draw and paint, and use their handsto manipulate objects with a useful purpose.This well-laid foundation allows latereducation experiences to develop academicand cognitive executive thinking skills sothat when the students graduate from formaleducation, they are well prepared to performas competent citizens who make valuablecontributions to society. This is exactly thekind of help parents need and seek to assistthem in meeting this first urgent need oftheir children.

The second need to address is thechildrens nurture and encouragement ofspiritual lives. We in the Lutheran Churchunderstand the need to address this issue

very early in infant baptism. The Scripturestell us that a ll people are to be baptized intothe faith, including children. The HolySpirit begins the work of faith in that l ittleheart at baptism, but unless that faith isnurtured, it can be extinguished. Lutheraneducators can relate incidents of tragedies

where young lives have ended, ma king realthe fact that life on this earth is fragile forhumans of any age. It has been a comfort tome and to families who have experienced thedeath of a child to have witnessed evidenceof faith in those chi ldren before they wentto heaven. I am convinced that the spiritual

welfare of ch ildren is an urgent matterbecause it has such eterna l consequences.

German Lutheran immigrants who cameto this country considered the educationof their children to be a necessity, anda relationship with God was a priority.

Adults in the family often modeled spiritualdisciplines for their children, teachingthem to pray and to trust. Fathers taughtfrom Luthers Small Catechism as Lutherintended. As groups of families formedcongregations of Lutheran believers, theybuilt churches, and they built Lutheranschools. They sometimes built a Lutheranschool before they built the church. Whileit is true that one of the motivations forbuilding Lutheran schools was to preservethe German language, a higher motivation,the spiritual welfare of their children,drove parents to expand and maintainthem. I mention these things, not because

editorials

Early ChildhoodEducation: Children

Need ItAccording to the United States Centers forDisease Control and Prevention, nearly fourmillion infants are born in this countryannually. What will happen to all of thesechildren? For me, two scriptural conceptsdefine the need for educating those childrenat a very young age.

The first is to help parents meet thephysical, emotional, spiritual, andeducational needs of their chi ldren. Yearsago, most parents were able to supply most ofthose needs because mothers or fathers were

with their chi ldren a very high percentage

of the time. Children learned executivethinking sk ills, practical skills, and socialskil ls from their parents. Early elementaryschools expected children to have masteredsome of the basic skills and concepts evenbefore they enrolled.

Parents today value their children no lessthan parents of earlier generations. However,todays society often pulls them in severaldirections in order to make financia l endsmeet. Unfortunately, many children live inhomes where a single parent provides forthem by working outside the home. Manyare unable to give their young childrenthe experiences necessary to prepare themfor the education system they will enter.Because they value their children, parentslook for a safe and nurturing place wherethey know and trust the caretakers and

where they understand what will happenwhile their children are under their care.Most parents care deeply about how theirchildren are treated, how they are protectedfrom physical and emotional harm, andhow they are prepared for future education.

Good early childhood centers offerphysically and emotionally safe and healthyenvironments to help parents meet this firstneed. Quality centers lay a foundation onwhich future education builds. They enablechildren to learn skills that equip them totake full advantage of future educationalexperiences, such as self-control, patience,manners, and other social skills. Well-prepared educators understand that earlylearners are still developing their brainsfor learning. They provide activities andexperiences that help young childrendevelop properly by allowing them to play

I believe that parents in the past excelled inthat call ing, but to point out the high value

which those parents placed on meeting theneeds of the children that would carry thefaith and the culture to future generations.

Many of todays parents have expresseda need for help in nurturing the spirituallives of their children because either theythemselves do not feel they have the time,or they do not feel competent to do the jobwell. Congregations can be of great help tofamilies because they have a responsibility toeducate all in their fellowship in the nurture

and admonition of the Lord, includingparents and children. Congregationsshould have the resources and competentteachers necessary to do this task well. Thecongregation through its ministr ies shouldbecome the very best friend of the fami liesthey serve by helping parents equip theirchildren for coping with life on earth evenas they equip them to nurture that HolySpirit-initiated faith for eternity. We canbe sure that the children will be educatedby someone. If parents are not able to carryout the task themselves, their children willbe educated by other adults, other children,or the ubiquitous media. God clearly wantsHis people to learn what the Scriptures teach,to live lives motivated by love for Him andby love for one another because of the saving

work of His Son, Jesus, rather than to livelives motivated by the ways of the world.

Good early childhood education isnecessary. When parents are not able toprovide it, the Church is in a unique positionto help in so many ways. Congregationsthat provide for the early education ofchildren can give those children essentialsfor living this life and for eternity. Theylay the groundwork for children to acquirethe necessary skill-set to become productivecitizens in this society, and they nurture theGod-given faith that leads to eternal life.Congregations providing early childhoodtraining begin preparing people to carryon the faith from generation to generation.

Don WeberAssistant to the President

for Education and YouthNebraska District

The Lutheran ChurchMissouri Synoddonw@ndlcms.org

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Joy in the OrdinaryIts been more than fifteen years since Itransitioned from early childhood into otherareas of ministry. The question I still hearis What do you miss most about teaching?Invariably my answer is Joy in the ordinary!

Theres a reason wrinkles crinkle everytime I smi leits because of twenty years oflaughter and delight as I helped hundreds ofchildren navigate those precious early yearsof development. Its no secret that childrenare born with a desire to learn; they aresponges soaking up every interaction andexperience in the world around them. Their

faces are filled with curiosity; their lives arefilled with possibility.The early years truly are a foundation for

learning and future success. I was blessedto be teaching during the evolution ofdevelopmentally appropriate practices. Forme the writings of David Elkind regardingthe power of play merged perfectly withErik Eriksons stages of psychosocialdevelopmentmost specifical ly, EriksonsStage of Initiative vs. Guilt (Stage 3). Theyled me to frame a classroom that put as much,or more, emphasis on interactions with eachother and the environment in meaningfulways over and against rote academic teaching.

Yes, it was normal practice in my classroomto use your words to resolve conflict. It wasnormal to be reminded that only one persontalks at a time so that the children couldbegin to grasp the concept of what it meansto be honored as an individual while stillbeing part of a group. It was normal to havechoice incorporated into Discovery Timeso that they could navigate the landscapeof problem solving. And it was normal tohear the chatter of language being enrichedthrough self-expression, conversation, andthe art of negotiation.

Getting back to Erik Eriksons Stage ofInitiative vs. Guilt, its the preschool yearswhen children have potential for developingfeelings of capability as they experiencethe successes and failures of directing playand social interactions. Their dress-up and

imitation of the adults they see in their livesis not mere childs playits setting the stagefor the adults they wi ll one day become.

Im still in aweso many years laterat thepotential that oozes out of young children.Im still in awe at the potential of eachexperience for laying the foundation forfuture learning. But then I take a step backand my awe changes into wonder at whathappens to us along the way?

One could say that career-wise, Im stil ltrying to figure out what I want to be whenI grow up. My first four years were spent as

an admissions counselor for Concordia-St.Paul, followed by 20 years of teaching earlychildhood. Then God opened doors oftransition that led to editing at ConcordiaPublishing House, creative developmentat Lutheran Hour Ministries, and nowdirecting communications at LutheranSenior Services. Its been a perfect blend ofexperience and learning. And while othersassume that the corporate, nonprofit worldis very different from teaching four-year-olds, Id disagree. Along the way Ive cometo the conclusion that were all just likefour-year-oldswere just in bigger bodies.

Rarely a day goes by where I dont see an

article or posting about tips for nailing aninterview or how to improve effectivenessin the work place. It all seems to boil downto whats termed as Soft Skills whichinclude, but are not limited to, listening,adaptability, teamwork, judgment, initiative,communication, and positive demeanor.One author even linked them with phraseslike: What happens when you dont get yourown way? Do you think before you act?

Can you play nice with others? Are younice to be around?

Arent these the very sk il ls we weretrying to teach in the early childhoodclassroom? And arent they essential forevery interaction both inside and outside theworkplace? Maybe Robert Fulgham was onto something with his book title All I ReallyNeeded to Know I Learned in Kindergarten.

Please understand that Im not advocating alesser emphasis on academics. Im advocatingfor a greater emphasis on that which does notcome from books, but comes from ordinary,teachable moments.

Our Lutheran classrooms are the verybest places for children to discover whoGod created them to benot just who we,their parents, or the world expects them tobe. They are the perfect places for teachingthat mistakes are opportunities for growth,and that forgiveness is more than merelysaying Im sorry. Every Bible story is rich

with imagery of trust in Gods promises,whether we are facing giants or need a touchof healing. The question becomes whetherwe are mining the ordinary as opportunitiesfor extraordinary learning.

There are many mistakes I made as ateacher and there are many I continue tomake in the corporate, nonprofit world.If were honest with ourselves, we can allrelate. But thanks be to God for bathingus in the grace that is ours through Christ.One of the greatest blessings of forgivenessis that the slate is wiped clean, and every daybecomes a new opportunity for turning theordinary into the extraordinary.

Where do we start? By looking to facesfilled with curiosity and lives filled withpossibility. We start by being open tolearning from the very children we havebeen blessed with the opportunity to teach.

We open our eyes to moments that inviteconversation about what it means to be thehands and feet of Christ as we interact withothers. We model patience and respect as wehelp children dissect problems and come tosolutions that benefit the greater good, not

just themselves.If we are going to prepare children for

life, whether it be in the early childhoodclassroom or beyond, we must equip themfor dealing with the ordinary circumstancesthey will face along the way. And as we do,lets embrace joy in the ordinary. Its one ofthe biggest and best lessons Ive ever learned.

Jane WilkeAdministrator of Communicat ionsLutheran Senior Services, St. Louis

JWILKE@LSSLiving.org

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As the babies grew, we real ized that weneeded to be more intentional in helpingthese families grow in the faith. Thechallenge involved working parents whowerent interested in adding anything else totheir schedules, especially if it meant beingseparated from their children who were inchild-care during the week. So our worshipteam, together with teachers, created Fam

Jam, a Sunday worship service for famil iesthat is very active, very energetic, a bitnoisy, and overflowing with Gods Wordin ways that can involve people of any age.

We learned th at week ly preparat ion forthis service is like leading Vacation BibleSchool every weekend. This engages one inministry fifty-two weeks a year which callsfor creativity and the involvement of teachers.

This sounds l ike a g reat opportunity,doesnt it? It was! Until we let internalfrustrations and staff conflicts get in the

way. As the teachers pulled back and werenot encouraged to return, so did our abilityto effectively reach the families with smallchildren. We underestimated how God wasusing the dai ly contact of the teachers thatresulted in accepted invitations to worship.Picture the joy of a three-year-old childwho sees ones teacher involved in worship,whether it be reading a Bible story, tal kingto a puppet or leading an activ ity.

Taking advantage of such opportunitiesinvolves teachers. Why? Early childhoodteachers not only have unique connections

with children, but they also are trusted by

editorials

A Kingdom Opportunity!It isnt easy to admit that we lost anopportunity. We had been blessed. Thenthe opportunity slipped through our hands.I passionately prayed that the Lord wouldopen our eyes to see another opportunity.

So what happened? Pretty muchfrom the beginning, St. Peters, Edina,Minnesota, had a rich history in elementaryeducation. Then, shrinking class sizes left usdiscouraged. We did all we could to increase

enrollment. That even included expandingthe preschool so that it would feed into thekindergarten and beyond. When combinedclasses resulted in empty classrooms, Godgot our attention to see a need all aroundus. The opportunity was as obvious as ourreceptionist wishing out loud, If only wehad as many parents calling to inquire aboutour elementary school as we do asking forinfant care. Then it soaked in; why not useour empty classrooms to meet this need? Anexplosion followed, complete with two babyshowers to repurpose classrooms with desksinto warm spaces with cribs and curtains.

Once the Early Childhood Centeropened, joy came when a couple of teachersapproached me and said, Weve beentalking to parents about the baptism of theirchildren. Pastor, do you think you couldoffer a class to explain what baptism is allabout? I took the suggestion! In the nextfew months, we baptized eleven of thesechildren. This was when I figured out that itwasnt the pastor whom the Spirit was usingfor these connections; it was the teachers.

parents. Why wouldnt they be? Teachersinteract with parents and grandparentsmost days of the week. It is exactly thesekinds of relationships that lead to Godsopportunities. The Holy Spirit uses teachersto reach the unchurched and dechurchedin our communities.

The families of our early childhoodcenters need Jesus! Members of thi sgeneration often display a lack of interestin what the church offers and can make itclear that they have no intent to return tothe church.

There is one word which stands at thecenter of the opportunities to connectwith non-connected families and chi ldrenthrough early chi ldhood centers, the word

teachers. Teachers can open many doorsto reaching family members who are notmembers of the Body of Christ. God hasequipped them for this special ministryat this time. Thats why we encouragethem, value their part icipation, and dontstop thanking them for the impact thatthey are making. By loving children andtaking an interest in their families, theyare doing what Jesus did. What a Kingdomopportunity!

Mark Shockey, PastorSt. Peters Lutheran, Edina, Minnesota

(a small congregation andelementary school with a robust early

childhood education center).mshockey@stpetersedina.org

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Preschool Education. The volume demonstratesa growing awareness of, and commitment to, theeducation of the young child, shown in these

words from the dedication:

To the little childThe example of faithThe future of the ChurchThe joy of the homeThe hope of the nation.

Second Yearbook, 1945, LutheranEducation Association

In this same era, A.C. Mueller counseled:Christian parents are asked to face the factthat Christian training begins at birth. Heauthored: Growing Up with Jesus, a manual forparents and teachers (Concordia PublishingHouse, St. Louis, 1948).

While the secular press poured out preschooleducational materials, it was not until the late1950s that Earl Gaulke arrived at ConcordiaPublishing House (cph) to assist Dr. AllenJahsmann in writing Nursery-Kindergarten

materials. Dr. Jahsmann had been authoringthese materials in 1957, as well as Little ChildrenSing to God,A Childs Garden of Song,andA Childs Gardenof Bible Stories. Earl Gaulke conceived and editedthe childrens magazine, Happy Times,which cphcontinues to publish today.

While men and women of the Churchproduced and edited materials for the youngchild, there were still few religious materialsproduced for preschool programs. Sundayschool and Vacation Bible School materials

Note from the author: The historical contentof this article was acquired from a historyresearched and written, at my request, by thesainted Marilynn Beccue, and the ReverendCarl and Marti Beuschlein. We celebrate theirsignificant contributions to forwarding themission of Jesus Christ with and among youngchildren and their families. Their dedicationto delving into the past enables us to celebrate,learn, and build on the foundation laid by theearly education pioneers for the present andthe future.

Past

The year was 1945. Harry S. Truman wasPresident of the United States. In that sameyear, The Lutheran ChurchMissouri Synodreported 127 kindergartens and one nurseryschool, a fact which was considered a newphenomenon on the educational horizon ofour country. In that same year the LutheranEducation Association (lea)published itssecond yearbook, which focused onChristian

Judith Christian has served TheLutheran Church as a classroomteacher, author, editor, and theNational Director of Childrensand Family Ministry. Currently,she is self-employed in supportingchurch work professionals and

volunteers in various capacities.j.christian525@gmail.com

Early Childhood Education in the lcms:Affecting lives and faith of young children and

their families for generations

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were adapted to fit the few programs that existedin the decade. For example, the NorthernIllinois District of the lcmsreported only ninepreschool programs at that time. In 1967, Rev.Dan Burow arrived at cphand was instrumentalin developing the Mission: Life material. Thefirst curriculum to include preschool and theemerging full-day child care centers, Mission:Liferecognized an unprecedented opportunityto affect young childrens lives and the livesof their families with the extravagant love of

Jesus Christ.Preschool ministry was the proverbial

sleeping giant of The Lutheran ChurchMissouri Synod. Then, in 1970, the Yearbookof the Lutheran Education Association was

devoted to early childhood education, andthe organization established a departmentfor early childhood educators. By 1976, 25percent of lcms congregations had one ormore early childhood programs. Interestingly,there were no materials produced for nurseryschool, and early childhood educators were notincluded in professional educator conferencesuntil the decades of the 60s and 70s. Statisticsdemonstrate what was happening to this giant.

year programs enrollment

1966 64 1,8791970 120 3,4361972 328 10,140

According to Doederlein (1945, p.77)theindustrial revolution, economic poverty, war,urbanization, progressive education and thegrowth of life sciences, and the numbers of

women who were entering the workforce allcontributed to the growth of programs serving

young children. The giant was no longersleeping. It was awakening and stretching. By1969, and through the 1970s, there were strongindications that interest in early childhoodeducation was growing. In October of 1969Dr. Velma Schmidt penned Developments in

Early Childhood Education for Lutheran Education.In 1970, she followed trends by editing EarlyChildhood Education and the Church in theleaYearbookfor that year. Again in LutheranEducation(November 1971), Irma D. Gross wrote

Organizing a Preschool.The next year Beverly Beckman reported on

a survey of the 52 nursery schools listed inthe 1971 Lutheran Annual.At that time, the lcmsNational Board of Parish Education beganissuing publications offering helps for starting

and maintaining preschools. Daniel R. Burrowasked a challenging question in the 1971 March/April issue of Lutheran Education: What in Synodis Going On with Early Childhood Education?

The Leaders.ask where the way isand walk in it. Jeremiah 6:16

Any cha racter izat ion of ea rly childhoodeducation in its formative years will need torecognize what was occurring in the Churchscongregational classrooms. Teachers in thefield were anxious for organizational help from

national church body leadership. The effectivecare and early education of young children wasat stake! Who initiated the first step in creatingan early childhood organization will forever beshrouded in the mists of history. Suffice it tosay that women from the District of Columbia,Denver, St. Louis, Milwaukee, and Chicagowere concerned about an organized effort onbehalf of early childhood education. These earlyleaders included Beverly Beckmann, Marge

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Foelber, Greta Matin, Marilyn Lindemann,Lenore Diek, Leah Serck, Velma Schmidt, MaryManz-Simon, and Ann Reiser.

Realizing that something had to be done tofurther early childhood education, committees,meeting with open agendas, came together inthree geographical areas. The Indiana Districtheld meetings for interested teachers, led inpart by Lenore Diek and Beverly Beckmann.The Michigan District looked to Chris Lehl,while the Northern Il linois District met atConcordia River Forest (now ConcordiaUniversity Chicago), which was led by Dr.Shirley Morgenthaler and Marilyn Lindemann.These meetings would be the seed for thedevelopment of a later formal organization.

One such committee led by Beverly Beckmannmet in Washington, D.C., to form a DistrictConsultation Core Committee. Beckmann wasalso involved in the initial meeting for Project:Young Child,a synod-wide program, which setthe pace for ministry with young chi ldren forthe next decade.

The outcome of these activities, discussionsand vision planning sessions, as well as fromthe voiced needs of teachers of young childrenthroughout the lcms, led to a formal request tothe Lutheran Education Association to create

a new department within the organization toaddress the needs of early childhood educatorsthroughout the church body.

A meeting in conjunction with leaand theNational Lutheran Parent Teacher Leagueconvention held at Concordia Senior College inFt. Wayne, Indiana, on July 31, 1971, created thenew leadepartment: the Department of EarlyChildhood Education (dece), which still existstoday. The roster of attendees included womeneducators from Indiana, Missouri, Illinois,

Kansas, Oklahoma, Michigan, Texas, Arizonaand New York. A News on Convention articletitled Women Take Helm of New Departmentreported that there were 150 charter membersin the new organization. Carl Rubow was thefirst president of the new department, withLenore Diek and Mary Manz-Simon roundingout the deceleadership team.

In the early 1970s, Concordia TeachersCollege in River Forest, Illinois (now Concordia

University Chicago), offered early childhoodelective courses. In 1976 an early childhoodmajor was approved and initiated. The followingyear, Concordia Teachers College in Seward,Nebraska (now Concordia University Nebraska),added an early childhood major. At present, allten schools of the lcmsConcordia UniversitySystem offer early childhood courses.

A Milestone.While people committed toearly childhood education gathered togetherfor mutual support and for ideas to extendtheir ministries, little was done at the nationallevel until 1975. The Board for Parish Servicesof the lcms presented a resolution to thelcmsConvention in 1973. Resolution 703was tit led To Encourage Development of

Early Childhood Education Programs. InReport 7-01, Recommendation 2 (ConventionWorkbook, pp. 296-297)the resolve reads:That the Synod direct the Board of ParishEducation to devote special efforts in the nextbiennium to this specialized field. Project YoungChildwas one of these special efforts. Theproject was the vision of Melvin Kieschnickof the lcmsBoard of Parish Education. OnOctober 4, 1974, the stage was set to launchProject: Young Child. The Aid Association forLutherans (now Thrivent)provided a three-

year grant to fund the project. The chosendirector of the project was Joanne Eisenberg.By September 1975, Project: Young Childwas up andrunning. Over the next three years Eisenberglaunched Insights and Ideas, a publicationfor early childhood educators, which is stillin publication today. She also initiated theidea of an early childhood consultant in eachdistrict. These consultants were volunteers. ThePacific-Southwest District of the lcmswas thefirst to add an Early Childhood Consultant to

its staff: Marti Beuschlein. The consultantswere trained at an annual conference, whichcontinues to this day.

On March 1, 1978, Joanne Eisenberg wascalled to fill a new lcms national position as

Associate Secretary, Early Childhood Educationfor the Board of Parish Services, an office shefilled until 1985. Marilynn Beccue followedEisenberg, beginning her work on August1, 1986. By 1986, children enrolled in lcms

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preschools had increased by 5.4 percent.Over 54,000 children were enrolled in lcmspreschools, resulting in a shortage of lcmstrained educators (only one-third of earlychildhood educators were lcms trained).

Among Beccues many accomplishments wasthe project Preschools in Mission, whichprovided workshops designed to clarif y themission of the preschool in lcmscongregations.In 1993 Marilynn accepted a call to be theDirector of Christ Lutheran Preschool in LaMesa, California, and later, in September1998, followed Marti Beuschlein as the PacificSouthwest District Early Childhood Consultant.

Leadership Today

Todays landscape both in the lcmsand thecommunity is different from that in 1945 whenthe idea of an early childhood ministry inSynods congregations was merely a dream ofa few visionary men and women. The directionof this ministry passed from Joanne Eisenbergto Marilynn Beccue and then, in 1994, to

Judith Christian. Christian inherited thedirection of early childhood ministry in anage of upheaval and change, both within andwithout the church, and in an age when the

very definition of the family was being debatednationally. Recent history (1994 to the present)is yet to be recorded, but suffice it to say, therapid growth of early childhood centers, whichnow surpass lcms elementary schools, haschallenged the system.

The most recent Lutheran Schools Statistical Data20122013 indicates that there are currently1,376 early childhood programs that arenot part of elementary school campuses.In addition, the majority of the 871 lcmselementary schools provide some form of

early childhood education. The enrollment inthese elementary school-based centers has alsoincreased, with many serving more than 100

young children. The most recent report (SchoolYear 20122013) indicates an enrol lmentof 121,980 children in lcmsFull Day andPre-K programs. In addition, another 12,584children are enrolled in lcmsKindergartenprograms. By comparison, reported enrollmentin lcmsschools grades 112 is 96,251 children.Throughout Christians tenure, staffing lcms

early childhood centers with qualified teachersand administrators has challenged lcmsschoolsand congregations. A first-ever national studyof early childhood centers, launched by her in2003, verified the already apparent need forleadership development and training. Findingsof the study indicated that approximately 33percent of the directors had two or fewer yearsof experience, and that the majority of therespondent directors ranged in age from 4059.The study also found that the average numberof years served in this leadership position wassix years, which suggested that a large numberof vacancies would need to be filled around2009 and beyond.

Early childhood director training and

development became the focus of Christiansleadership. The publication Time Out for Directorshad been launched early in her tenure withthe first author being Marilynn Beccue.Responding to the already articulated needsof early childhood center directors, thepublication became a training resource and thefocus of the annual meetings of early childhoodconsultants, which centered on leadershipdevelopment, training and support. Nationalgoals for directors were established and widelyshared. During Christians tenure early

childhood directors began to be included inlcmsdistrict and national school administratorconferences, and were well represented at the2008 (Chicago)and 2011 (Orange, California)National Childrens Ministry Conferences,as well as the 2010 Childrens Ministry

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Future

Our State of Being. John Westerhoff stated,A school is to be an educational ministry,not to have one. It has been a neglect of thisunderstanding and practice of educationthat has prevented us from becoming morefaithful, and its practice will be essential ifwe are to reach our potent ial as Lutheransschools (1997, Lutheran Education, 133(1),5-12). The future of early childhood educationin the lcms and Lutheran education ingeneral, is predicated on mission and purpose,opportunity, adaptation, standards of quality,fiscal responsibility, community supportand qualified, knowledgeable, energetic,collaborative and imaginative leaders (allstaff and administrators), who themselves are

life-long learners. However, critical to boththe present and future of early childhoodeducation and Lutheran schools in general isclarity around the dialectical struggle found in

school. The Lutheran early childhood centerby its very nature is law oriented. There areclear standardsexpectationsfor children andteachers (as well as parents) and consequencesfor failing to meet those standards. At thesame time, we must dedicate ourselves toapplying the Gospel, extending grace daily toall others both personally and professionally.

Consideration of the balance of law and gospelmust be reflected in disciplinary practices,curricular choices, class sizes, and othereducational and managerial decisions.

We must set ourselves apart. Beingdifferentis our strength! One of the greatest challengesfacing care and education in Lutheran schoolstoday is our being the very people we say weare. We must lead by example, practicing andexemplifying grace-filled behavior daily inour actions, reactions, and interactions. We

must faithfully evaluate the manner in whichwe relate to all others: co-workers; children;parents; and community. The centers climateand culture reflect our faith.

We must not only tell the story of salvationbut also give clarity to it. Children (as wellas their families) need to be exposed to the

words and ways of the people of God. We mustserve as role models for the Christian life offaithteaching and modeling, speaking andacting in healthy faithful ways, demonstrating

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Workshop (Wausau, Wisconsin). All wereestablished under her leadership. With thearrival of William Cochran as lcmsDirectorof School Ministry, early childhood educatorsidentified as future leaders were included inthe School Ministry sledprogram (SchoolLeadership Development), which has become awell-respected avenue for preparation of futureadministrators. Today, it is not unusual todiscover that administrators oflcmselementaryschools were formerly early childhood centerdirectors, and the system continues to workat identification of qualified individuals toadminister early childhood centers.

The restructuring undertaken by theInternational Center of The Lutheran Church

Missouri Synod as per a resolution passed at the2010 Synods National Convention resulted inthe dissolution of Childrens Ministry at thelcmsInternational Center in St. Louis. At thetime of the dissolution, Childrens Ministryhad national responsibility for supporting thedenominations districts and congregationsin their service to early childhood centers, allother congregational childrens ministries, andfamily ministry. The responsibility for supportof early childhood centers was reassigned toSchool Ministry in the newly created National

Missions. The other areas of childrens ministryand family ministry have not been reassigned.

At this writing, an Associate Director of EarlyChildhood Education is being sought forNational Missions: School Ministry.

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understanding and freely extending grace andforgiveness to all those who come into our sphereof influence. Our faith-filled living permeatesthe school environment. Key questions include:

What is our language? What do people see, hearand experience in our places? Do children hearand practice the words, I forgive you because

Jesus forgives me or I love you because Jesusloves me? Do families say, We expected highquality care and education for our child, but

we got something more?Quality of Care and Education.Lutheran

Early Childhood Centers must exemplify highstandards of excellence in care and education.

Accreditation is a recognized measure ofstandards for excellence. Yet, only ninety-three

lcmsearly childhood programs are reported tobe accredited through lcmsNational LutheranSchool Accreditation (nlsa). Although at thistime, there is no official report pertainingto such, it is known that some lcms earlychildhood programs are accredited throughthe National Association for the Education of

Young Children (naeyc)or other accreditingagencies. The accreditation process is one ofself-evaluation for the purpose of improvingour practice for the benefit of children. We

must systematically and faithfully examine andevaluate our educational philosophy, purpose,goals, practice, conduct, climate, curriculum,culture, facilities, and other standards ofchild-care and learning. At this time, schoolaccreditation is the recognized process for self-evaluation and assures the public of a certainlevel of quality.

Leadership.It is critical that leaders arefocused on the efficient and effective operationof the early childhood program to accomplishGods purposes and contribute to the dynamic

pursuit of Christs mission. They prayerfullylead into the future with a vision revealed byGod, equipped by Him with new skills, andmore collegial and collaborative styles ofleadership. They are competent, confident,committed, connected and courageous. Theyare life-long learners. They work with a bold

vision, courageously taking informed risks,set challenging goals and attaining standardsof excellence. They are engaged in energizingand enabling others to act on behalf of children.

They vigorously defend, protect and interpret thecenters purpose and mission, which is Christsmission. And, they relentlessly guard againstaccommodation, the adoption of a scarcity

mentality, and acceptance of the limitations ofcurrent situations.Funding. Current reports (Lutheran Schools

Statistical Data 20122013school year) indicate that:10 percent of operational funding is providedby the host congregation; 83 percent of fundingsupport is tuition and fees; and 7 percent comesfrom other sources. This financial reliance ontuition and fees presents significant challengesto the provision of affordable care and educationand to adequately provide for the salaries ofqualified administrators and teachers as well

as high quality teaching and learning resourcesand facility maintenance. It is imperative thatan entrepreneurial approach to funding beundertaken by all leadership. This may meanidentifying individuals (governing body,administration, congregation members and/orindividuals in the community)with financialdevelopment experience and inviting themto actively participate in advancing the ministryof early childhood education and to mentoror coach leadership in financial planning

and development.

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Liz Schultz is the Directorof Touching Hearts EarlyChildhood Center, Faith LutheranChurch, Lincoln, Nebraska.eschultz@faithlincoln.orgSp

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God gives the responsibility of caring forchildren and teaching them His Word primarilyto parents. Christian early childhood centersserve as support to families, assisting themin building a better foundation of Christian

love and understanding in the lives of theirchildren through daily contact with His Word.As early childhood centers seek to meet theneeds of each child, teachers adapt curriculum,teaching methods, and structure so that thedevelopmental needs of the whole child aremetphysical, intellectual, social, emotional,aesthetic, as well as spiritual.

Implementing this role of the early childhoodcenter is not a small undertaking. As Matthew18:10 reminds us, See that you do not despiseone of these little ones, for I say to you that

their angels in heaven continually see the faceof My Father who is in heaven. It is a greatresponsibility to labor through the sanctifying

work of the Spirit to lead these little ones to thearms of their heavenly Father.

Challenges and Opportunities

Early childhood centers offer both chal lengesand opportunities to congregations. At times,the challenges may seem to be heavy burdens.The cost, the time investment, the wear and

tear on the church facilities, and the rigorouslicensing requirements all can weigh down oreven drain the joy that is possible in an earlychildhood program.

The challenges that congregations face maybe seen as obstacles or as steps to providingquality ministry to children and families,knowing that we are never alone and that ourHeavenly Father will guide our journey. God

promises in Genesis 28: I will not leave youuntil I have done what I have promised you.That promise can sustain us through anychallenges we might face to grow His kingdomthrough Lutheran early childhood centers.

Cost

Many congregations address the burden ofthe cost of a Lutheran early childhood centerby requiring the early childhood center to befinancially independent. While the business-minded view holds that this is wise, it doesraise the question of whether we can then callthe early childhood program a true ministry ormerely a program. Quite often, self-supportingearly childhood programs must scramble to findfinancial donors to help defray costs for theirprograms. They may decide to reach out to findgrants, such as those provided by the American

Academy of Dermatologists Sun Shade Grantor individual state grants that may be available.In some instances, early childhood directorsmust expand their use of outside resources to

help maintain quality.These outside resources provide an excellent

source of additional funding. However, itwou ld seem that congregations should besupporting the early childhood ministry just asany other ministry offered by the congregation.Quality ministry to families does not comefree. We must address the congregationscommitment to children whom they can servephysically, spiritually, and financially. Thebenefits of ministry through early childhood

Early Childhood Education:Challenges and Opportunities

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programs will far outweigh any financial costa congregation incurs.

A pay-off of early ch ildhood educationcenters can be seen in a statement made by thefounder of the Zero to Three Movement, JRonald Lally: What is built in infancy steersour future learning. The early development ofour brains is truly a school readiness activity.During infancy critical brain development istaking place. Research clearly shows that wemust start early and pay attention to this mostrapid brain development time. Today, qualityinfant care is extremely difficult to find at anaffordable cost. Families are struggling to findquality care, with infant care ranging from$200 to $400 a week.

How can we minister to these families whoare searching so desperately for quality care fortheir most precious gifts in the world? Infantcare is certainly not a big money maker. Infact, it is often seen as barely breaking even.Congregations should consider investing ininfant care, since it is a time in a familys lifethat provides a window of opportunity. Parentscome to the church seeking assistance and care.

When the church responds to this need, it finds

the opportunity to share the Gospel as well.Infant care is ministry that will pay off for thechild and the church. Ministry to these families,especially a ministry that focuses on baptism, isat a prime time for these young families.

It is vitally important for congregationsto reach out to the families that are or couldbe walking through their doors. Ministryshould not be dependent solely on the costto the congregation, but seen as resulting inthe eternal benefit for children. Ministry tochildren and their families should never takea second seat to the finances of the church.Building the right foundation for infants canhelp optimize the probability of success forchildren in the future as well as the growth of

the church. Lutheran early childhood centersare on the forefront of education and themission field by reaching out to the familiesin our own communities.

Licensing

Licensing requirements over the last ten yearsin most states are increasingly more rigorous.The ultimate goal of licensing in the UnitedStates is protecting children. At times, the

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regulations and paper work can seem like amountain that we must climb to secure carefor children and hire staff. The staffs ofLutheran early childhood centers must havea clear understanding of the relevant state

and local regulations. Being knowledgeableabout state regulations brings credibility to aprogram. Parents want to know that their childis receiving the best care possible. High qualityearly childhood centers take the necessary stepsto be licensed.

Licensing requires directors to maintaincenters that are safe and staffed appropriately tomeet the expectations of their state. Additionalsteps to become accredited can help a centerreach the next level of quality. Accreditation by

naeyc(National Association for the Educationof Young Children)or nlsa(National LutheranSchools Accreditation)is a great achievementfor any center. Hard work by the entire earlychildhood staff can pay off with accreditationand most importantly a high quality center.

Developmentally Appropriate

There has been great emphasis placed onearly childhood students to become gradelevel competent, to complete standardizedtests, and to focus on math and literacy skills.There is currently no research to supportthe pushing of school age standards downto pre-school, and yet our culture of testingseems to demand it. The ability to maintain aclassroom that is developmentally appropriateis becoming difficult during this age oftesting. Lutheran early childhood centersare not exempt from the pressure that societyis placing on them to place more emphasison chi ldrens cognitive development.

Research has clearly shown that we must

address all aspects of the childsocial,emotional, physical, spiritual, aesthetic, andintellectual. For example, the American

Academy of Pediatrics concluded that playwas essential for healthy brain development.Lutheran early childhood teachers need tounderstand the development of children andwhat current research is say ing about howchildren learn. When we understand howchildren learn, we can share that information

with parents and expla in how and why we

have designed the curriculum. We mustarm ourselves with the vital information ofdevelopmentally appropriate practices so wecan meet the needs of children and help themto develop an enthusiasm for learning.

Some of the most remarkable learninghappens through child-directed play. We canbuild and scaffold on that learning in our earlychildhood centers through developmentallyappropriate activities. Lutheran earlychildhood centers are positioned to be theleaders in the preservation of developmentalpractices, demonstrating that while our worldhas changed, Gods design for child learningremains the same.

Modeling Jesus Love

One of the great opportunities of earlychildhood education is the sharing of the loveof Jesus with each child on a daily basis. Thisunique ability of Christian early childhoodcenters is the heart of Lutheran early childhoodcenters. What great joy we find when a two-year-old tells mom and dad the story of baby Jesusand his birth in a dangerous mangerbutdont worry God was protecting him. With aweand wonder, we watch these little ones comfortone another with a pat and hug and words ofcomfort, such as Dont worry, Mommy willbe back. We know that we are models of Jesusfor these young children. They see the love of

Jesus in us.What a great responsibility we have to share

that love in all we do with the children. Thegrace we show to children as they learn throughmistakes is like the grace our heavenly Fathershows us through our own daily sinful walk.The seeds of the Word of God we plant in theseyoung lives are there for the Holy Spirit to work

faith into their lives. Lutheran early childhoodcenters take this seed planting responsibility

very seriously. We understand that without themessage of salvation, some children will not seeheaven. We want children to grow intellectuallyas well, but we are educating for eternal life.

As George Barna wrote: We can strive to giveour youngsters all the advantages the world hasto offer, and motivate them to make the mostof available opportunities and resources. But,unless their spiritual life is prioritized and

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nurtured, they will miss out on much of themeaning and purpose and joy of life. We wantLutheran early childhood centers to be placeswhere children are nurtured in their spiritual

lives every day!

Relationships

Developing relationships in our early childhoodcenters is a key opportunity of this ministry.The joy in relationships expressed in theeveryday language of children is inspiring.Their simple enthusiasm for life reminds usof how fearfully and wonderfully we are made.

As one child stated, Hi, my name is Brett, andI do tricks. That relationships with children

can be exhilarating, amazing, and loads of fun,is seen, for example, in a childs question andresponse: Whats for lunch?... Yum! Illprobably need two trays! The innocent joy wesee each day brings a smile to our faces and joyto our hearts.

The early childhood classroom is often achilds first experience with a teacher. It iscritical that their first experience be filled

with grace and love. Letting a child knowthat one is loved and cared for will providea sense of security. That feeling of safety and

security developed through a good teacher-childrelationship is crucial in the early childhoodsetting. Having a close relationship with an earlychildhood teacher is often the cornerstone of achilds first educational experience. It is vitalthen that Jesus be reflected in al l we do as earlychildhood teachers.

The relationships we develop with theparents in our early childhood programsare as wonderful and joyful as the ones wedevelop with children. Parents provide the

unique opportunity to minister to adults in achild-friendly way. Parents are often seekinga trusting and warm relationship with theearly childhood staff. Parents have a wealthof knowledge and understanding about theirchild and are our best ally in working withtheir child. High quality centers seek parentinput and realize the importance of a healthyrelationship between staff and parent.

Parents can serve as board members,fundraisers, advertisers, supporters, prayer

warriors and advocates. When parents havecomplaints, how wonderful it is for them toknow that you care and want your center togrow and learn from mistakes. Making a faith

connection with parents is our ultimate goal.We want to connect with them on a spirituallevel and encourage their faith walk as a family.Reaching out to families and going the extramile through parenting classes, baptismopportunities, a pastor-greeter, and fami lyactivities let families know how much we care.The relationships we create with familiesduring the early childhood years can haveeternal consequences.

One of the great blessings of my own ministryhas been the relationships that have developedamong the staff of the early childhood center.

What another wonderf ul opportunity forministry! Staff can grow in their faith-walkby listening to the faith stories of teachers andchildren. The bonds among staff that havebeen created through working with youngchildren have been full of joy and promise.Creating a warm and safe environment for alarge staff to feel welcome and important tothe early learning experience is vital. A teamapproach to the early childhood center is most

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beneficial to young children. Now you are thebody of Christ, and each one of you is a partof it (1 Corinthians 12:27). Everyone on theteam seeking to share the love of Christ with

parents, children, and each other exemplifiesthe Great Commission in action.

Another opportunity for early childhoodcenters is growth in the relationship betweenthe congregation and the center. How

wonderful for congregations to see baptisms,new members and joyful children and parentswho are involved in early childhood centers.Our church buildings are being used to theirfullest potential by families and children whoare involved in an early childhood ministry. Themission field is walking through the doors being

opened by this ministry. Congregations are onthe forefront of evangelism by reaching out tochildren and parents in their communitiesthrough early childhood centers.

Connecting

It is important for congregations to know theircommunities. What better way to get to know

your community than through a high-qualityearly childhood center. Pastors who are active in

their early childhood centers will find familiesthat are hurting, celebrating, weeping, lovingand searching. Congregations can revel in thefact that they are helping to plant the seeds

of faith in young children. Early childhoodcenters can connect with their communities andcongregations in many ways. Visiting with andsinging for residents of nursing homes, quiltingladies, and Bible study groups helps childrenand members of a community and congregationto connect. Special events like Veterans Day,grandparents day, and Hearts for Jesuspromote connections. The congregation inturn can provide opportunities for connecting

with the larger community through free parentmorning coffee times, parenting classes, and

prayer groups.

The Future

The future holds great potential for Lutheranearly childhood centers. Yes, there are manyquestions that lie ahead in the future. What willhappen if there are federal or state sponsoredearly childhood centers? Will Lutheran centersbe able to maintain a ministry that is vital totheir communities? Will Lutheran centersfind ways to meet state standards while keeping

ministry as the number one objective? How willLutheran early childhood centers continue tomeet licensing requirements? No matter thefear or worry, we know that God will guide ourpath. The Lord is the stronghold of my lifeof whom shall I be afraid?

Lutheran congregations and early childhoodcenters need to stay on the forefront of earlychildhood education. This means staying tunedto legislation, state regulations, accreditation,and community needs. Maintaining highquality centers that put faith in Jesus as the

cornerstone will bring joy to our Savior. Themission of early childhood centers is to growour Heavenly Fathers kingdom. No matter thechallenge, with prayer and Gods Word, wecan face these obstacles so that Gods light willshine through early childhood centers and theministry they provide on a daily basis to growthe Kingdom.

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*When the term center is used, it is referringto all ages and sizes of early childhood ministry,ranging from a one-class preschool to a multi-

room, multi-age childcare center.

Eunice McCarty is the Director ofFamily Life Ministry atTrinity Lutheran Church,Grand Island, Nebraska.euni@triluthgi.org

Early Childhood Education has been aroundfor many years. It started out as NurserySchool, continued as Pre-Kindergarten,and now encompasses children from birth tosecond grade.

The years, birth through five, are veryimportant in a childs total development.The human brain develops more rapidlybetween birth and age five than during anyother subsequent period. Children cultivate85 percent of their intellect, personality andskills by the age of five years.1This is also trueof their faith development.

Whats Needed for EarlyChildhood Education to Impacta Childs Development

Developmentally appropriate early childhoodeducation centers*need to provide opportunitiesfor children to explore their environments attheir own pace. A wide variety of materialsneed to be provided to enable children to

learn through play and hands-on exploration,including items for faith development such asBible story puppets, Bible character dress-upclothes, Christian symbol cookie cutters

with play dough and various other items.

Through this type of learning, children testnew knowledge in a relaxed setting and thennaturally relate it to existing knowledge andexperiences.

Daily opportunities need to include bothlarge- and small-muscle skills development,the practice of developing social skills, andexposure to rich language experiences in allactivities. Exposure to language creates thefoundation for a childs use and understandingof words, and increases the likelihood ofreading success at a later age. Research showsthat the richness of a young childs verbalinteractions has a dramatic effect on vocabularyand school readiness.

It is important for early childhood centersnot to be pressured into more academics atan earlier age view as a better way to preparechildren for school. Children need concrete,hands-on activities to develop pre-reading,pre-math, small-and-large-muscle, language,and social skills so they are prepared for moreformal instruction as they progress through

the various grades. David Elkind, notedauthor of child development resources, states,

The characteristics of learning readiness aredeveloped rather than taught, and only throughnumerous concrete interactions with the worldcan a young child prepare to benefit fromformal instruction later.

Ways Christian Early ChildhoodEducation Can Make a Difference

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As early childhood programs and centersare growing in Lutheran churches and schools,it is important that their early childhooddirectors, teachers and staff understand childdevelopment. These leaders need to be able tocommunicate this perspective to church boardsand members, parents, and the community asthey provide a learning environment that ischild-centered, age-appropriate, and reflectsthe joy of Jesus in all they do.

In todays society, there are manydysfunctional families, single-parent families,grandparents raising their grandchildren,children with emotional and social issuesalong with many children exposed tothings that are not age appropriate. Thesechildren need to feel safe and comfortablein order to have continued excitement toexplore and learn. Therefore, it is especiallyimportant that Christian centers provide asafe, caring environment where childrenand parents can feel Christs love radiatingthroughout the center.

The center needs adults who allow childrenenough time to try things over and over again.

Young learners need someone who is availableto help and encourage them when things getoverwhelming in new situations.

It is important that the emotional and faithdevelopment of each child is nurtured and notoverlooked or blamed on behavior issues, badparenting or home environment. Every child

who enters a Christian center/classroom shouldknow that he or she is a special child of Gods

and should feel safe and cared for by beingshowered with Christs love. It is these typesof centers that are not only going to grow andflourish, but are truly carrying on the ministryto which the Lord has called us.

How Can Early Childhood CentersSponsored by CongregationsMake a Difference?

Congregations need to take an active role in theearly childhood ministry just as they do with all

other ministries. The congregations missionstatement should reflect not just the churchprograms and goals, but the total ministryof the congregation which includes the earlychildhood center. This should then be postedin various places around the center and church,in the staff and parent handbooks, on all socialmedia as well as newsletters and brochures forboth the congregation and center.

A church is like a wagon wheel. The centerof the wheel (hub) is the mission statement,and each spoke is a ministry and mission ofthe church. A wheel which has a broken spokeor one spoke that is larger or smaller than therest does not roll evenly. Therefore, each spokeof the churchs wheel needs to be viewed withthe same importance reflected in the ministriesof the pastor and members of the congregation.Unfortunately, the early childhood center canbe a spoke that is overlooked, with the attitudebeing that they are their own entity who cantake care of themselves.

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In some instances, an early childhood centercan be blamed for the budget problems of thechurch because the center is not self-sustaining.Members of a congregation need to ask suchquestions as: Are Sunday school, Vacation BibleSchool, or the youth group self- sustaining orself-supported? In some instances, an earlychildhood center is viewed as a part of the wheelthat really isnt as important as the rest of theministries. A view that an early childhoodministry is okay as long as it does not interferewith other groups or activit ies such as lwmlevents, Bible study, or funeral dinners can beexpressed in a number of ways.

Such views and opinions do not allow theearly childhood center to truly be a ministry of

the congregation which carries out its missionstatement. These views prohibit the staff fromhaving the support they need to reach out and

witness to the children and families, not onlyin the classroom, but also during times of joyand crisis.

Whats Needed in EarlyChildhood Centers

All curriculum, activities and environmentof the center should be based on the mission

statement and then carried out in accordancewith the mission. Walking into a Christiancenter should be a totally different experiencefor a parent/guardian than walking into asecular center. The welcoming environmentshould be filled with Christ-centered posters,bulletin boards, books, artwork, etc., that leteveryone know that this is not just an earlychildhood program, but that Christ is thecenter of this place, and that it is a ministry.

The staff attitude, behavior, body and verballanguage should reflect the mission statement/

philosophy of the congregation at all times,regardless of the situation. Kind words, caringgestures, taking time to listen, and showinggenuine love must be part of the daily lifeof a center.

The entire day of the children who attendthe center must be permeated with the love of

Jesus. Simple things such as a devotion bookand Bible in the family living center, Bible storypuzzles, Bible characters in the block area, and

Bible story books in the library area will say tochildren that Jesus is with them in everythingthey do.

Prayer needs to be offered throughout theday and not only at the opening and closing ofa day or at meal times. Impromptu prayers thatare spoken when someone is hurt or sick, needsforgiveness, shares a joy, becomes a disciplineproblem or is involved in other situations go along way in modeling prayer life.

Discipline should be intended to correct achild in order to learn to change ones behaviorrather than being seen as an act of punishment.Incorporating confession and forgiveness in allsituations should occur first rather than beingseen as an after-thought.

It is important that teachers and staff willinglyadmit mistakes and ask children, parents and

Jesus for forgiveness. This is not only biblical,but it also provides a role model for those whoare involved in the situation as well as for those

who are witnesses.W he n pl anning the curric ulu m and

program for a Christian early childhoodcenter, it is important to intentionally include

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opportunities in and out of classroom time forthe faith development of children. Also neededis finding opportunities to equip parents withtools and resources to assist them with theirown faith-walks as well as their childrens. Somepossibilities include: postin g fam ily devotions on a blog

or website; naming tips for parents, prayers or songs

children are learning at the center, andopen ended questions to discuss at homethat accompany the weekly Bible story;

hosting a family event to help prepare forAdvent, Christmas, Lent, Easter, or otherevents. These events could include a Biblestory, snack, craft, take-home devotion or

ideas related to the season of the church year; providing take-home bags for children to

check out with an age appropriate Bible storybook, a family activity that connects with thestory, or a childrens cd;

building a parent library that offers resourcessuch as devotion books for young familiesand middle-age adults, parenting resources,and discipline resources;

providing a list of Christi an websitesthat relate to parent issues, activities

with children, or specif ic subjects suchas discipline, emotional behaviors, orblended families.

These suggestions require investing timeand money. However, if a congregation trulycares about the salvation of the childrenand their families who are entering theirbuilding, resources, staff, and volunteers willbe made available to carry out the plan ofbringing the Good News of Jesus to parentsand their children.

Church boards, a task force, an appointedcommittees or another entity need to takean annual inventory of whats happening in

the early childhood ministry. This inventorynot only needs to examine equipment andsupplies, but also the environment, bothphysical and emotional, the attitudes of staff,and the curriculum. Possible questions in theinventory include: Do the parts of the centersministry reflect the mission statement? Does thecongregation see the early childhood center as apart of its total ministry? Is the center carryingout its role in this ministry? Do the children see

Jesus in their teachers and staff? Do the parentswitness Christian role modeling when they are

present at the center? Does the staff regularlyuse teachable moments to nurture the faith ofthe children and parents?

Whats Important in an EarlyChildhood Center

Many children deal with some type of specialneed. This could be due to a non-safe orimpoverished home or to a physical or learningdisability. Christian early childhood centersshould be willing to embrace these children

with open arms as Christ embraced those whomHe met and ministered to.

It is important to minister to the childsor familys immediate needs in a kind,compassionate way to let them know they arecared for no matter what their situation. Jesushimself was a perfect example of this as He alwaysmet the physical or emotional needs of the personbefore sharing Gods Word with them.

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As a persons immediate needs are cared for,one can begin to build a relationship. As thisrelationship grows, trust also develops along

with the realization that one is genuinely cared

for out of selfless love. When this takes place,ears and hearts are opened to listen as the GoodNews of Jesus is shared.

Working with some situations may mean thatsome modifications need to be made in theschedule, the building or room arrangement.

An open mind and a willingness to be flexiblein checking out all the possibilities are needed.It is important to keep in mind that the center,the staff, and the ministry need to focus on

what is best for the children. This means thatthe solution is not always easy, and that work

and cooperation from everyone are important.The reality, however, is that a center and its

staff cannot have all the knowledge or resourcesto meet all needs. Therefore, it is important tobe aware of all the resources that are availablein the congregation and also in the community.These resources may include but not belimited to health care workers, social workers,occupational and physical therapists, policeofficers, food pantries, abuse hotline numbers,Christian counselors, homeless shelters andother resources that could be tapped for adviceand/or assistance.

Some communities have a brochure listingsocial agencies and hotline numbers along withother resources that are available in the area.If such a brochure is not available, it is worththe time to investigate avai lable help and makea list that can be shared with families.

Developing a good working relationshipwith the local public school staff also is a way tobecome familiar with resources and personnel

who can offer assistance when issues arise.

Children who are going through difficulttimes, whether physical, developmental, oremotional, need extra attention. When it isnot possible to give the attention that is needed,finding volunteers in the congregation who havea love for children, a caring heart, patience,and a passion for outreach can be an asset inthese situations. Caring grandparents, retiredteachers, non-working empty-nesters can givelove and support to these children by assisting

them in working on developmental skills.Reading a story, rocking a child, or simplytelling a child that one cares can go a long wayin helping ones development during the early

years of life.These same caring adults will be buildingrelationships with the children that may carryover to the parents, and therefore open doorsto do ministry that relates not only to physicaland emotional needs, but also to the spiritual.

An Open Mission Field

Every congregation that has an early childhoodcenter should see it as an open mission fieldon their campus. Many children who attendLutheran early childhood centers come fromfamilies that do not have a faith background ora home church. They attend the center becauseof the quality care and reputation. What amagnificent opportunity the Lord has givento a congregation!

In order for this spoke on the wheel toremain strong and sturdy, it takes a team efforton the part of the early childhood director,staff, school principal, the pastor, and themembers of the congregation. By workingtogether, they can develop ways of living out

their mission statement to connect familiesand the congregation.Using congregational volunteers to work

with the children is another way to connect andstart building relationships with the childrenand families. Another way is to brainstormopportunities to build relationships, upliftchildren and parents, and guide them in theirspiritual walk with Christ.

There are countless opportunities and waysto do this. For meaningful and successfuloutcomes to occur, an intentional plan needs

to be put into place. This could begin with atask force that includes the pastor, director/teacher, principal, an active young churchfamily, a family involved with the center, andseveral members of the congregation. Questionsto explore include: Are we a family-friendlychurch? Do we have an inviting nursery? Isit staffed adequately? Is it accessible? Do weprovide childrens bags during church? Do weinclude responsive readings that are repetitive

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for non-readers? Are new young familiesmade to feel welcomed at church activities? Ischildcare provided during Bible study or adultevents?

A next step is to examine other questionssuch as: What are the needs of the families whoenroll their children in the center? How can

we reach out and assist them with their needs?What can we do as partners in nurturing faith?What can we learn by doing a survey?

Planning to Connect

A planning group can consider starter ideasfor connecting the center, families andcongregation, such as: Include all center families on the church

mailing list or social media for newsletters,information, etc. (Assure those who are activein another church that you are not trying toget them to change their memberships, but

want them to feel welcomed.); Intentionally invite parents/families to

church events such as parenting or faith-building classes, Moms Morning Out, youngadult Bible studies, church suppers, andpicnics;

Develop a system for including family prayer

requests in the churchs prayer lists or prayerchains; Partner each child attending the center and a

member of the congregation. Give the prayerpartner the date of the childs birthday andnames of family member so that they canpray for the entire family. Encourage theprayer partner to send cards for Christianholidays. Set up events where prayer partnerscan personally meet families;

Have a church staff member or volunteervisit families who have new babies. Give

them a small baby basket made by a churchgroup. Include items such as a Baby Jesusbook, a parents prayer, and a small toy. Shareinformation about baptism during a visit;

Ask a pastor or other church staff member tocall on families in crisis situations. In orderfor this to be effective, the pastor/staff needsto be greeting parents as they bring or pickup children at least once a week;

When there are joyous events such as thebirth of a baby or difficult times when oneis hospitalized or a family member is dying,develop a plan to send cards, take food, run

errands, provide transportation or offerfinancial assistance if needed; When a family who is involved with the center

attends a worship service, connect them witha church family who can serve as mentors;

Host a special event such as Parents NightOut that involves both center and churchfamilies in order to foster relationships.Provide free child-care and offer activitiesfor children of all ages;

Staff and chi ldren of a center can makepictures or cards for those who are in a

hospital or who are shut-ins. The pastor orthose who make visits can deliver the cards;

Children can sing at lwml events, Biblestudy groups or for other groups which meetduring the day;

When the center is hosting an event oractivity, invite congregation members toattend and build relationships. This can bedone at fundraisers and at other events suchas Muffins with Mom, Donuts with Dad,or game nights.

Since each congregation and center are unique,it is important to look at the community andcongregation in developing a plan.

Early childhood centers in Lutheranchurches do make a difference, socially,physically, academically, and spiritually. Thesedifferences can be even greater if a congregationwhich is truly following its mission statementwill embrace a faith-based, age appropriate earlychildhood center as a part of its mission andministry, partnering to nurture and bring the

Joy of Jesus to those whom they serve.

References

Brain Development and Early Learning.Wisconsin Council on Children andTheir Families. Volume 1, Winter, 2007.

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Kim Marxhausen is a doctoralcandidate at the Universityof Nebraska-Lincoln. She writesand speaks on topics related toteaching the faith.kim@marxhausen.net

At a time when the Roman Catholic Churchdesired to keep its adults ignorant of church

doctrine, Martin Luther turned the churchsheart toward educating its youngest members.

Luther wrote: But praise and thanks beto God, who has long since countered thedevils intentions and put it into the heart ofan honorable and wise council to found andequip such a splendid and excellent schoolFor in this they have shown generous Christianconsideration of their subjects, contributingfaithfully to their eternal salvation as wellas to their temporal well-being and honor.

God will assuredly strengthen such a workwith ever increasing blessings and grace(Luther, 1967, p. 213)

Luthers sermon was in response to a churchcommunitys practice of taking children outof school once they could do simple math andreading. Luther wanted parents and churchleaders to understand the importance ofraising children for Gods service. He spokepassionately about the future need for pastors,preachers, and schoolmasters, and he also drewattention to the value of Christian workers in

government, medicine, law, and business. Helikewise spoke, at great length, regarding thevalue of Christian writers. Writers are those

who are able to share wisdom with others. Giventhe fact that the printing press was the social

media of Luthers time, we can safely equatethis with training our children to use Christiandiscernment in all of their communications.Luther also spoke of the value of the abilityto distinguish between Gods work and mans

wickedness. These are certainly valuable ski llsin the age of the Internet.

Luther was wise in thinking that the youngare more easily trained. The Bible instructsus to train up a child in the way he shouldgo (Proverbs 22:6, esv) for good reason.The learning of a young child is foundationallearning upon which everything else builds.Early learning of Christian values, as well as theexperience of integration of the faith, will notonly set the stage for future learning, but willdetermine a path as well. The child who learnshumility, for example, to put God and theneeds of others before personal needs will viewthe purpose of all other learning differentlythan from the child who seeks learning forpersonal reward. In fact, humility can lead achild to be motivated toward mastery learning

rather than performance learning, resulting indeeper learning as wel l as more effective use ofnew skills (Dweck, 2008). The gift of an earlychildhood Christian education is one that justkeeps on giving!

Luthers sermon on children and schoolsalso reminds the church of its task to instructfathers and mothers in their duties regardingthe education of their children. Churches can

work to create stronger families with parentsequipped to raise their children in the Lord. Is

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My son, keep your fathers commandment, andforsake not your mothers teaching. Bind themon your heart a lways (Proverbs 6:20-21a,esv).

A strong, faith-filled family life is a lifelongblessing to the child and to the Church.

Integrating the Faith

Integration of the faith into the life andteaching of the family results in several uniquedevelopmental advantages for the child. In

writing and speaking to groups of parents andteachers, my favorite topic is that of emotionaldevelopment. Emotional development isdescribed as a soft skill that has a significanteffect on a childs ability to learn and work

with others. Emotional development can be

referred to as a different way of being smart.These are skills related to executive functionskills: skills that direct and influence the brainprocesses involved in learning. These processescombine intellect with emotional and socialskills (Galinsky, 2010). While the researchshows that academic growth is supported byhealthy emotional development, one can seein research studies how faith development inchildren supports emotional development.Gods plan for our spiritual well being goes

beyond our faith life and permeates our abilityto learn and grow in fellowship with others.The first and foremost lesson faith teaches is

unconditional love. God shows his love for usin that while we were stil l sinners, Christ diedfor us (Romans 5:8, esv). Gods love modelsfor us a way of loving our children that assuresthem they can do nothing that would make uslove them less, and they can do nothing that willmake us love them more. This love is not earned;it is given. Knowledge of this kind of lovecreates a sense of resilience that allows a child to

overcome and learn from disappointment. Thislove creates a safety net that permits a child totake a risk trying something new. Children whofear risk, who avoid challenging tasks becausethey fear disappointing others, severely limit

what they can accomplish. They spend theireffort maintaining their reputation instead ofengaging in challenging activities that resultin new learning (Dweck, 2008).

The world says we should celebrate ourabilities, and that it is our fear of failing that

holds us back. In contrast, Scripture tells uswe should repent of our inadequacies and

accept Gods mercy and forgiveness. It teachesthat guilt is healthy, and instead of leadingto feelings of shame, guilt when connectedto the grace of God leads to repentance andforgiveness. Faith teaches our children that theycannot be successful, but that God is successfulthrough them. It teaches our children that theycannot walk alone, yet with God they can learn,grow, and work in Gods kingdom. This is apowerful message.

As children learn to repent and accept

forgiveness, they develop the capacity toforgive others. With this capacity comes a newskill of perspective-taking. Young childrenbegin to see situations from the perspective ofanother, a skill modeled for us by Christ. Theact of perspective taking develops cognitionby making abstract thought possible (Galinsky,2010). Again, we see how Gods plan for thefaith development of a child encourages notonly emotional development, but cognitivedevelopment as well. When I was a child, Ispoke like a child, I thought like a child, I

reasoned like a child. When I became a man, Igave up childish ways (1 Corinthians 13:11, esv).

Research in learning points to the benefit ofapproaching a problem with a positive attitude.Hopeful children walk the path to confidence(Shonkoff & Phillips, 2000). The teachingof faith defines hope as the assurance of whatChrist has already accomplished for us. Doyou not know that al l of us who have beenbaptized into Christ Jesus were baptized intohis death? We were buried therefore with himS

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by baptism into death, in order that, just asChrist was raised from the dead by the glory ofthe Father, we too might walk in newness of life(Romans 6: 3-4, esv). When we teach childrenthe faith, we do not give them a hope born ofcrossed fingers and anticipation. Instead, webless them with the confidence that their lifeand work are in the hands of their HeavenlyFather. This is a confidence that survives failureand disappointment.

While preschools often focus on learningletters and numbers, most teachers (andresearchers) will tell you that school readinessis also about self-regulation. This is the abilityto regulate attention, behavior, and emotions.

Without these three skills, learning activities

will literal ly go in one ear and out the other.From this, we begin to understand the valueof children learning obedience in the homeand school setting. The learning of obedienceteaches a child to focus on something someoneelse (teacher, parent, peer) is interested in,to inhibit the desire to do as one pleases inorder to turn attention to learning, and toregulate ones emotions by understanding adifferent perspective on what one is doingand why. When the Church assists parents inteaching their child the faith, the blessings

of the tenets of faith are realized in spiritualhealth, emotional health, social health, andlearning. From this, we see the promise ofMatthew 6: 33: But seek first the kingdom ofGod and his righteousness, and all these thingswill be added to you (esv).

Whose Responsibility to Teach?

The Bible is clear on the responsibility ofteaching children. Parents are commandedto integrate faith teachings into each aspect of

the day as they are instructed to teach themdiligently to your children, and talk of them

when you sit in your house, and when you walkby the way, and when you lie down, and when

you rise (Deuteronomy 6:7, esv).