Preschool Sunday School Is Not Just Childcare

Originally Posted on September 17, 2020

Webinar Transcript

Speaker for today is Beth Baldwin, as I said. She is the Director of Preschool and Children’s Ministries at First Baptist Church in Tallahassee. She serves on our State VBS team. She has for many, many years. And she teaches preschool at Vacation Bible School. She trains preschool Vacation Bible School teachers. And so this is something Beth is very passionate about. And so you’re gonna enjoy and learn a lot from her today. She is married to Jamie Baldwin, who is one of our State missionaries. They have two daughters that they are still very, very proud of, as well as a slew of grandkids. So I can’t even begin to tell you about those. But we are so pleased to have as Beth with us here today. So I’m gonna let Ms. Letha wave and sign off. Okay. We’ll see you in a little bit. And Ms. Beth Henderson, we’ll see you in a little bit. And then I’m gonna pray and we will kick off with Ms. Beth Baldwin. Okay? Let’s pray together. Father God, we are so excited to be able to have this way of meeting together, or getting together and having these training opportunities. Father, you have given us so many creative ideas and ways of doing things over these past few months. And we are so thankful. Thank you for providing this for us. I thank you so much for Beth and her willingness to teach through this webinars. She has such a love for you Lord, and that love overflows into children and their parents and training leaders, and Father, I know that you had given her a word today that we can all use, that we can learn from, and we can take back into our own churches and implement, so we can be the very best preschool leaders possible. Father, we want to do this not to honor man, but to honor you. Thank you for joining us here today, Lord, be with us as we continue, lead and guide us. Let us honor and glorify you in Jesus’ name. Amen. All right, Ms Beth, let’s head to your training session.

– Thank you for joining us online today. Yes, teaching preschoolers is childcare, but it is much more. If you’re with a preschooler in their presence, you are teaching them something positive or negative just by being with them. Teaching preschoolers, birth through kindergarten, is most important because you are laying a foundation of love and trust and security in their lives. You know from watching buildings being built how important a foundation is. And that’s how important you are as a preschool teacher, because you are one of the people laying a foundation in these preschoolers lives. Let’s talk about how to lay that foundation of love, trust and security. One of the first things is to be there as a teacher consistently. I know you’ll miss a day or two every once in a while within a year, but your being there every Sunday helps them to feel loved and secure. Another thing is to be on time. What’s on time to a preschool teacher? Well, you might not like this, but it’s 30 minutes before your advertised starting time for Sunday school. You may have children in your class that their mother teaches third grade or another age group, and she’s got to get to her class, get it set up and ready to receive her own children 15 minutes early. So being there consistently and own time is very important. Another thing is to be ready. When that first child walks in that door, your room needs to be ready for the day. It needs to have blocks and puzzles and activities, Bible learning activities, waiting for them when they walk in that door. So being ready is another way to teach them and show them love, trust and security. Now in our COVID world today, we’re not even secure, but as we just do these Bible learning activities, we will disinfect. If somebody puts a puzzle together, we’ll wipe it off, but we are to be ready when that first child walks in the door. Let’s look now at who this child is that we are supposed to be teaching. We’re going to look at their characteristics. If you have signed in, you may have pulled up a handout that relates to this, or if not, you can look in the Q&A, I mean in the box in the corner, the Chat section and see a copy of this handout. So we’re going to look for just a minute, at who this child is we’re supposed to be teaching. The first thing we’re gonna look at is their characteristics. The characteristics of preschoolers. The very first one is… You guessed it. Active. Now, here you are sitting as a preschool teacher with the same characteristics and you’re having to sit still and watch a webinar, but preschoolers are very active. And because they’re active, we give them opportunities to move around and do things in Sunday school, we teach through Bible learning activities. So as we’re teaching this child, we need to remember that God made them with lots of wiggles. The next characteristic that we’re gonna look at is they are sensitive. If that child in your room is crying or whining or frustrated, we need to be sensitive to what that child’s need is and how they got that way and what’s the problem. And we need to reach out to them and help them to be comfortable and secure. Another thing that is a characteristic of preschooler is they are imitative. They imitate everything in their environment. That’s how they learn to talk. They speak Southern English or whatever language they speak because they’re imitative. They’re going to imitate us. A baby is gonna imitate their teacher’s facial expressions. They’re gonna imitate our attitudes. So we as a teacher need to make sure we are worthy of being imitated. Another thing is, they are imaginative. God gave preschoolers of vivid imagination. So while they’re with us on Sunday morning, we need to give them opportunities to use that imagination, blank paper with crayons, playdough, blocks, things that they can use their imagination to make things which leads to our next thing. They’re creative. God made them creative. He made all of us creative. So while they’re with us, we need to remember, they’re not to sit still and be quiet. We’re supposed to give them an opportunity to use their imagination and be creative. The next one is a little challenging, if you’re trying to fill in a blank. It is literal-minded. Preschoolers are literal-minded, and most preschool teachers are too. But with preschoolers, we don’t use symbolic language, we use very simple words that we know they can understand. If we’re talking to them about their day, about their week, about things, we need to think about how we’re wording things. You know, we don’t just run to the store, because if we run to the store, they think there we go with tennis shoes on running to get a gallon of milk. While we use words like that in our own conversation, we need to think about, what are they hearing us say? You know, we don’t tell them they’re driving us up the wall because they may be seeing themselves taking a car and driving us up the wall. And if you go to worship and you listen to some of the songs we sing, listen to how a preschooler would interpret some of the words to some of the songs we sing. For instance, “Our God Reigns.” Well, we’re talking about R-E-I-G-N-S, while they’re sitting, they’re picturing God on a cloud with raindrops pouring out. So as you’re having group time or just visiting and talking with a preschooler, always remember that they are literal-minded. As we continue to look at this child that we’re supposed to be teaching, I want us to look at what their basic needs are. And if you also will look, you can pull up a handout that’s titled, The Basic Needs of the Young Child. And this is a little scrambler that you can work through. And the first one is super simple. It’s love. We already talked about how do we show love to a preschool child. And we said that was to be there consistently and ready to receive them. So we know that we can meet their need of love by being there and being someone who listens to them. But the next one is security. We’ve already talked a little bit about that, but we want them to be secure with us. We want them to trust us, which is the next word. So love, trust and security, are what we’re trying to lay a foundation of in their life. So as we try to meet those needs we need to look at, what are we doing and how are we doing it in the classroom? Are they feeling secure when they are with us? The next thing is guidance. We don’t leave preschoolers in a room by themselves, nor do we leave them sitting at a table full of tempera paint and walk away. We let them do for themselves what they can do, but we also need to be there to guide them. So as you’re in a room with whether it’s three-year-olds or five-year-olds, or even babies, ones and twos, we need to let them do anything for themselves that they can, but we need to be there to give them guidance. The next one is acceptance. We know that Jesus loves us as we are, and that he accepts us, and we need to accept the children that God brings to us in our Sunday school class or wherever we may be. And we need to accept them as they are. They’re not gonna all be on the same level. They may have a special need or their vocabulary may be above everybody else’s, but whatever they are like, we need to love them and accept them as they are. Another one is self-respect. You say, “how in the world do we instill self-respect “into a preschooler?” Well, one way we do that besides accepting them as they are, is we do not touch up their artwork. We accept it as they do it. We don’t add another piece of construction paper to something they glued. We don’t add something to whatever it is they drew, we accepted as they did it, and we might need to say, “Now, can you tell me a story about your picture?” Instead of saying, “What’s that?” So that is just one way we can help show them self-respect. Another thing, another need that they have is independence. Now, when a newborn baby comes into the world, they’re totally dependent on someone to take care of them, feed them, do everything for them. But very quickly you will watch a baby begin to show signs of independence. But I want you to put those clothes on, they wiggle as you’re trying to do things. And they’ve quickly learned to do things for themselves, and we need to let them do those things for themselves, but they will need help with pottying or maybe even some of the activities that we’re doing, but we know that even though they come dependent on us, they have a need to become independent. And before we know it, those children will be driving out of the driveway, totally independent. We’re going to cover one more area of understanding this preschool child that we’re supposed to be teaching. Let’s look now at how a child learns. And it’s not just how a child learns, is how most people learn. We all learn by hands-on experience or by doing. Now as you’re sitting there having to watch a webinar and you’re a hands-on learner, you’re missing out on having the fun of touching and feeling and doing. But as you go back and you’re teaching your preschoolers, remember we all learn by doing and by hands-on experience. Kind of reminds me of a point that I’ve used quite a bit, and you may actually know it yourself. Is entitled “On Sitting Still” by Muriel Blackwell. She says, in this poem, “He told me just to sit right there and not to make a sound, “and he would teach me all the truths “within the lessons found. “Although I sat still in that chair, “my mind went out to play, “for God’s blue sky called out to me, “this is a lovely day. “I soared the vast expanse of space without an earthly care “and built me castles in the clouds, “yet never left that chair. “It’s true I didn’t make a sound, “but he could not discern that sitting still, “does not assure a single thing I’ll learn.” So if you’re sitting there watching this webinar and you’re having to be still, hopefully your mind has not gone out to play too much, and hopefully you are able to learn a few things as we talk about how we all learn. So yes, we learn by doing, but we also learn through our senses. If we’re just telling a story or they’re just looking at a picture, not as much learning is taking place if they are using more senses. So as you’re planning an activity or telling a story, just think how many senses can I use in this activity? Can they feel something, taste something? So as you’re planning your activities, think of how many senses can you use. Another way they learn and we learn, is by repetition. The more times we hear something, the better we get, the more times they do something, the better they get. That’s why they love to put a puzzle together over and over and over. And each time they do it, they get a little better than they did before. Or maybe you have a child at home and they want you to read the same bedtime story every night. Cause they’ve security in hearing that same thing over and over and knowing what’s about to happen next. So as they learn by repetition, we know that’s how we memorize scripture, or how we learned some of the things we know is by doing them over and over. So we all learn by repetition. We also learn through our curiosity. When a preschool child walks in that door on Sunday morning, they need to survey that room and think, “Oh wow, what are we going to do in here today? “I see sand in a sandbox. “Maybe there’s some seashells hidden in there.” Or maybe you’ve just got some other activities laying around that their curiosity can not wait to see what it is they’re gonna do in Sunday school this morning. Another thing that we’ve talked a little bit about already is imitation. So one of the ways they learn, as we’ve mentioned, one is that they’re imitative. They also learn through imitation. So as we’re working with them and we’re wanting to learn things in Sunday school, we remember that they do learn through imitation. Through the words we say, the actions we do. You know, how did they learn to turn a flip? If they’d never seen anybody turn a flip before, they might not even try to turn a flip while you’re telling the Bible story. But many of the things that we do, we have learned through imitation, whether it’s an attitude. I have something I keep on my refrigerator that says, “You become like what you spend time with.” So as they’re with us and they imitate us, we need to be sure, again, that we’re worthy of being imitated. One other way is play. Play allows them to be creative. So the average person walking by might just say, “Those preschoolers are just playing.” They may be playing, but they’re also learning. They’re learning through the relationships they have with the other people in the room, but they may just be having an opportunity to be creative. Another thing that is very important in preschoolers learning is satisfaction. They need a satisfactory feeling when they finish an activity. If you give them an 18-piece puzzle, and they’re a three-year-old and their fine motor skills are not ready to put that puzzle together, they are not having a sense of satisfaction. So we need to make sure that the activities that we present to them and give them an opportunity to do on Sunday morning, is something that they can do, so they have that sense of satisfaction. Now you may have three-year-olds through five-year-olds in one room. So what’s satisfying to a five-year-old might be frustrating to a three-year-old. So as you prepare activities for varied age groups that have to meet together, please work toward having some activities that are gonna give satisfaction to the older ones and not frustrate the younger ones, and have some options of what they can do. What’s the opposite of satisfaction? Frustration. Have you ever been with a frustrated preschooler? It’s a not a pleasant thing. So as we are working with them, we need to try to make sure we’re not frustrating them by the things we’re asking them to do. I’ve already mentioned relationships and how important relationships are. But they learn through the relationships they have with us as teachers, the other children in the room, as well as their parents, their grandparents, and other people in their life. But relationships is something that is learned. And so as we’re working with them we need to remember we’re one of those very important relationships in their life. I have a sign that I usually put out when I’m teaching in conferences. And it says, “A child has to learn to trust parents and teachers “before he can learn to trust God.” And I also have a scripture that I would like us to remember. Luke 18-16 says, “Permit the children to come to me.” Jesus said this himself. So we as teachers need to make sure we never hinder a child from coming to Jesus. So there again, we’re laying that foundation of love and trust and security, hoping that someday this child will come to know Jesus as his savior. Y’all have been great listeners. Thank you for taking the time to listen. One of the thing about listening is, for each year old a child is, that’s about how long they can listen. For an example, a two-year-old can listen for about two minutes, while a five-year-old could probably listen five minutes. Now, just because you’re 40, it doesn’t mean you can listen for 40 minutes. It means that we usually all max out at 20 minutes. So as you’re teaching, remember the age of the child you’re teaching, and let’s make sure we don’t try to have them listen too long. But thank you for being a good listener. We all have a short attention span, but you have done really well. And now is the time for you to ask questions. So if you have some questions you’d like to submit, we’ll be ready to help answer those.

– Hello. Hello. Hi there. Hi. Thank you so much, Beth Baldwin. That was awesome. You couldn’t see me, but I was sitting here going, I was agreeing with everything that you said. So I hope that you guys we’re just taking that all in. And if you have any questions, now is a great time to go down to that little Q&A icon and click on there and type in your question. Let me reintroduce these other ladies that are on the screen because you have the opportunity to ask them questions as well. Maybe you were able to join us earlier in the week when we had some other webinars. Beth Henderson joined us on Tuesday and the title of hers was all around the room. And then Letha Paul was with us yesterday morning. She had that early coffee doughnut session on Saturday morning at eight thirty, and she talked about sensory boxes. And so while you’re thinking of questions that you would like to ask either Beth Baldwin or one of these other ladies, I’m gonna let Beth Henderson pop in and tell us a little bit… I said the title, but tell them a little bit about what your session was and kind of a short recap. Once Beth has finished, Letha is gonna pop in and share the same, and then we’ll have some discussion. All right, Ms. Beth Anderson.

– Sure. My name was all around the room and it had to do with learning centers, and the importance of the learning center with the child. We talked about how to meet the needs, we also talked about the smaller groups, which with COVID having groups that had smaller amounts of children in them. That’s a wonderful thing to do. And then we just looked at some different activities. So that’s it in a nutshell. So Letha, you’re up.

– Okay. I shared about sensory boxes. A sensory box is basically a large container. We can put it lots of different things like beans or rice or water in then, but I showed how to use these really fun hands-on activities to help enhance the biblical content for whatever Bible story you’re doing. So I shared, I don’t know, maybe 15 different Bible stories, and different ways that you could use a sensory box to enhance them, and shared about how they would be a center in your classroom.

– Yes. We’ve had wonderful information. So those of you who are listening in, come on in and ask your questions, if you will. I will just pop in with a couple of things that are on my mind, I’d like to hear from you. And Ms. Beth Baldwin, you hit on something that is so important, and that is consistency in our teachers attending and being there for the children. And we know that late… Or not lately, but for a long time, we have been saying two adults in a classroom. Could you talk a little bit about the importance of that and why that is and how that helps with this overall teaching in the preschool classroom?

– With at least two adults in the room you can have more activities going on, but the main reason we have two in a room is safety and security for the child. And nothing ever has to really happen in a preschool room. All that ever has to happen is someone say something happened. So we have two people in every Sunday school room or extended teaching care room. And preferably not a husband and wife that are married to each other, but if someone should say that something happened and it did not happen, we need prove by another witness that that didn’t actually happen. But if one is crying or fussing or having to go to the potty or whatever, there’s gotta be another person in there giving guidance and watching. two people in a room is almost an absolute.

– Absolutely. And you know, so much of what we do is building relationships. Not just with the preschoolers, but with their parents as well. And so having somebody as children come in too is that greeter. You know, at the door, welcome them into the room. And then you have that other teacher who has things prepared, and is sitting at the table or working with them, getting them into their learning centers that Ms. Beth Henderson talked about earlier in the week, sort of getting them involved. We know too that we have all sorts of learning styles. Ms. Beth just spoke about the ways that they learn, but we also have learning styles like visual and they like to touch, and we have a relational kids, and we have reflective kids. And Beth Henderson, in learning centers, how does learning styles fit in with having learning centers in your room?

– Learning center when you pick them, you look at the activity and see what learning styles that would work for. For the music, you’re looking at musical child. I know one of the activities I had was to toss a beanbag around while the music was playing. And that was one of the physical arms. That’s something physical that they can do. So when you’re choosing these activities for a learning center, think about the learning styles that your children how they learn, and then have activities for them freighting out when you’re going to have different activities at different learning centers.

– Yeah. The other day in your session, Beth Henderson, you were talking about, maybe the number of learning centers that someone should have in their classroom. We have some folks that I see on here that maybe weren’t with us on Thursday night. Could you just kind of recap that for us? What’s an appropriate number to have going at one time in a classroom?

– It depends on how many teachers you have and how many children you have. Before COVID, the average… They used to say that if you had four children in a room, then you needed another learning center if you had more than four. And so with COVID, I would say, for every two to three children, you may need to a learning center with what’s going on. You need to be able to sanitize them in between that kind of thing. But if you have two teachers, you might wanna have a guided learning center, and one that is unguided where the children can just go in that. And it also depends on your space. The room that I was able to show, I did eight different learning centers, but also I’d never would put that many in the room. But anywhere from two to four depending on your number of teachers. If you have four teachers or six, whatever your room can hold. But the average normally would be, you needed a learning center for every four children that you have.

– Yeah. Beth was just talking about, you never set up a paint table and leave kids alone with it. I used to always try… I made sure I had two teachers in the room, and on painting day, we usually asked for a volunteer mom to come in and that was her assigned spot. You stay with the paint. So yes. So good ideas there. Thank you, Beth Henderson. Ms. Letha, one of the things that Beth spoke about today was children learning through their five senses. And I think that goes so well with what your topic was yesterday. Could you maybe integrate those two things together and talk about the five senses in your sensory boxes?

– Okay. Yes. And the sensory boxes are mostly for tactile learners. You know, kids like to touch. And I think, you know, I hardly know a preschool that doesn’t like to touch things and to pour and dump and fill and scoop and all of that. But, you know, like the shaving cream, you know, the one I had the shaving cream, that is definitely one of the smelling or the rainbow that was definitely kids are seeing bright colors. Kids are drawn, you know, especially visual learners, are drawn to colors. And I think you just want your things to attractive to a child. You know, at the centers you want children to be, like Ms. Beth Baldwin said, when they walk into a room, they want their senses to be heightened to think, “Oh, you know, what is that? And, “Oh, I’d like to be involved with that.” And, you know, in my classroom, I usually let… I don’t assign children to their centers. After group time, I share about every center that we’re going to do. And so, you know, like a sensory box, I would show it, I would show them how to use it, and let them decide where they would like to go. And then we rotate it and make sure everybody gets a turn if they want a turn. But that way, they know how they like to learn best. They may not get verbalize it, but they know. And it’s so interesting that… You know old-school big wooden blocks with all the shapes, the arches and all of that? Well, my children last year in K-four barely touched those. And this year, my children are wild about them. They love building with those. It’s just interesting how children are drawn to different things. And I think just having lots of things available and being aware that it needs to be attractive to them and their senses need to be stimulated. You know, it needs to be an active thing.

– As we are all preschool teachers, or we have taught in a preschool class at some time or another the four of us, then everything that you have said is so true. And, you know, for me to have a child come to the door of my class and the visual they see, they decide as soon as they walk in the door where they’re going by what they see. You know, there’s a lot of color or… You know, Letha, one of her boxes yesterday was great for concrete and cranes. She had with foam–

– Blocks.

– Foam blocks and she used shaving cream as the mortar. And so they got to build with this shaving cream. And she said, you know, it was very clean because it’s like they’re playing with soap. So see, I was listening , but, you know, they come in our room, and they see color, they hear music, the sounds that they hear. They’re building those relationships. You know, like Beth said, someone could look at a window and say, “Oh my goodness that room is just full of play.” But the entire time they’re playing learning. And whether that’s how to build a relationship, a friendship, or whether it’s the Bible lesson of the day or a Bible verse. And so teaching preschool is one of the most rewarding things that you can do in a church environment and working in the preschool area. Ms. Letha, you had something to say?

– Yes about the just in hearing you talk. I think it’s also important that we don’t overstimulate them. You know, I think in a preschool classroom, you don’t want a whole lot of things on the wall. And you only want the things that you want them to play with to be available. You don’t want there to be things in the classroom that you’re like, “Okay, we can’t touch that, “we’re not playing with that today.” You just need to put that away. You need only the things that are good to play with and they’re allowed to play with available, and not too much simulation because you want them to focus on whatever you’re teaching them about the Bible that day. So, you know, we get in our minds our classrooms just have to have stuff on every square inch. And that’s not true. For a preschooler, they need to be stimulated, but they don’t need to be overstimulated because then they cannot learn as well.

– Right. Our first webinar this week for preschool ministries, our speaker was Landry Holmes from LifeWay. And he talked with us about the materials that LifeWay offers, whether it’s Explore the Bible or Bible Studies for Life for gospel project. And the wonderful thing about their material is, oftentimes there’s more to do than we can do, and so we can pick and choose those things that we know will best meet the need of our class. And that way, everything, like you said, Letha, is focused on the point of the day. You know, we’re not pulling in Disney or something that they saw off of television, but everything is pointed to Jesus because we know we had them for such precious little time. And while we have them, we wanna make sure that we are filling every moment from the time they get there until the time they’re picked up with Jesus, Jesus, Jesus. So ladies, I have a question from Ms. Angela, and Beth Baldwin, I’m gonna let you take it first. And then the other two ladies join in after she answers if you would like. But this is from Ms Angela, and she’s asking, what is the best way to keep the children focused during story time? And how long would you suggest Bible story time to be? Okay For each year old you are that’s how long you can listen. But it doesn’t mean group time, couldn’t be a little longer. Typically we only do a large group altogether with four and five-year-olds. Three-year-olds we can try and we make and do a small group time with them. With ones and twos, we usually may try to tell them the Bible story while they’re having a snack or one-on-one in our lab, or however we can best get Bible story told. But for four and five-year-olds, we can do a group time where they all sit down together. And one thing I try to always do is have the Bible in my lap and let them know that this Bible story is coming from this Bible, and it’s true and it’s real. Sometimes we may have something in our hand to draw them to the group time. If they’re all over the room doing multiple activities and it’s time to come together for group time and for the Bible story time, then there might be a song we sing, a game we play to bring them together to group time. And then once we get them there, they may be still a little wound up, so we might need to do a winding down song that might start out with our fingers moving and it might work us down to our being still. Whether it’s a song or one of the games that you’ve got, or even something from your leader pack, that is an activity that brings them together, gets them focused, and then as they are finally focused, you began to tell the Bible story. But you tell the Bible story, don’t let them lose eye contact with you. If you are reading, you’re looking down. We need to be looking them in the eye as we tell them the Bible story, and tell it in words they can understand. However how old they are, it needs to be very simple and on their level. So tell the Bible story rather than read it, but do have the Bible open to the right reference so they know where it’s coming from. They know it’s really coming from the Bible, but not very long. Now you can have a group time with a five-year-old that’s 15-minutes long, but you’ve done a game, you’ve done a song, you’ve told the Bible story, you’ve come back and recapped, you’ve showed them the teaching picture, you’ve asked review questions, but that’s kind of a way to do a group time. Did that answer your question, Angela?

– That’s a great answer. Great answer. Letha and Beth Henderson, have you got anything you’d like to add?

– I think I agree with Beth on all that stuff. When I was in seminary my professor, her big thing was teachable moment. So that Bible story is not just in group time, it’s during that activity. a song or whatever it is, you just tell the Bible stories so that child, especially the younger type child that doesn’t have a group time, by the time they’ve finished that morning, hopefully they’ve heard that story two and three and four times. And even if they do have a group time, at least they’ve heard parts of that story all the way through, because that encourages the repetition . So it’s the teachable moment whatever it is.

– Ms. Letha you wanna add anything?

– You know, like that’s what saying you’ve got to, you know, you’ve got to say the Bible story. That means at home, you have got to be so prepared and it’s not, you know, you’re not flying by the seat of your pants. I mean, you have read it, you have understood it. And I will tell people, I teaching preschoolers and children is sometimes more challenging than teaching adults, because you have to know the Bible’s three so well that you can say it in their own words. That way you’ve got to have the Bible story on an adult level, and then you’ve got to translate it. You know, of course, our curriculum helps us do that. And you’ve got to engage them in that story and have excitement and inflection in your voice. And you know, all of those things to just draw them in to that story.

– Yeah. Yeah. As a preschool minister and talking to the leadership in my preschool area, I’m always drawn to the babies ones, twos classes. I think that in a baby’s class time, who were in there as the teachers can discuss the lesson of the day. The babies you’re holding may not know a thing you’re saying, but they do here. They do hear the word Jesus, they hear love, they hear sweet voices. You can sing songs with them. And so I think even a baby’s one’s class can easily have a group time and it’s adult led. You know, the adults read the story and then they discuss it. One of my favorite things with two-year-olds is just to sit on the floor with my Bible, and you know, they’re gonna come crawl up on ya, and they’re gonna want to sit in your lap, they’re gonna want to sit beside you, and you start telling the story. And then more come up and they start listening to the story. One I’ll walk away. And you can just tell the story over and over and over and over again. And, you know, Ben Henderson, you said it, the repetition of being able to do that. I know in the past I’ve had some volunteers who have said, “Well, that just feels a little awkward. “You know, I mean, they really don’t know what I’m saying, “or I don’t know how to, “you know, just make it natural conversation.” And I have suggested that you just put up an index card on the wall with just a bullet point about the lesson of the day, or you put the Bible verse over the changing table. Just little prompts and reminders of how you can tell that story with those younger ones that are maybe too small to sit in a circle, or have like a formal group time with. So great answers lady. Wonderful, wonderful. So I’m not seeing any more questions. You guys have just answered everything that I could think of. Those of you who are listening, we are again, so grateful that you joined us. All of these webinars, today’s, as well as these other two ladies, their webinars were recorded, and you will be able to go back and see these… Give them time to get them out there, probably a couple of weeks. You’ll be able to go find these on the website. One thing that I think is so wonderful about these webinars is that your church will be able to get these and show these to teachers who maybe weren’t able to watch them live or don’t know about the website. So I hope that you will put that website down, and you will go back and check these a little bit later on that site. Before I send us away, do you ladies have anything else? Don’t wanna cut you off short. Anything just no one to say. All right, you were wonderful. I give you a round of applause. Thank you for your time. Those of you who were listening, thank you for giving us a portion of your Sunday afternoon. We appreciate you. We’re praying for you. We hope that you have a wonderful 2021 Sunday school year. Thanks again. Bye, guys.

This site is made possible by the gifts of Alabama Baptists through the Cooperative Program.

Learn more at

Get In touch

Leave us a message