Arm rods and posable hands help bring life to your puppet. Arm rods generally run from the palm or wrist of the puppet to a handle which the puppeteer handles below stage. Puppets can have one or two hand rods and with two rods, they may be handled by one or two puppeteers.
Posable hands allow the puppet to hold things and make gestures. Wires in the fingers allow the puppet hand to be posed into various gestures. Props also add to your puppet friend’s character and can be held in posable fingers, although heavy props may also be attached with thread or wires.
Making Puppet Hands
Puppet hands can be as simple as cloth, glove-shaped hands filled with batting. Making this type of hand posable is difficult since your wireframe will need to be inside the batting and may poke through the cloth easily.
If you are looking for a simple hand, the batting filled hand is fine, but remember the limitations it has.
You can still use an arm rod with a batting filled hand. You can use a detachable arm rod, or put the assembly inside as will be described below for a permanent attachment.
For permanent arm rods, I recommend you use a foam hand. It will be sturdier. You want your arm rods to be installed firmly to be able to handle all the use and stress.
Foam puppet hands can be made posable with florist wire or 18 gauge steel wire.
Foam hands can be carved out of a 1″ block of soft foam. Cut your basic hand shape and trim it down to the desired shape. A carved hand can be left plain, painted or covered with fleece.
To make your carved hand posable, sections of wire are pushed in through the tips of the fingers down to the wrist. The ends of the wire need to be bent u-shaped and pulled into the hand. At the wrist, all the wires are twisted together.
A cord can then be attached to the wires and run through your arm to attach to the body. The hand can also be glued to your foam arm.
My preferred way to make posable foam hands is by making a sandwich out of two 1/2″ foam pieces. A pattern is traced on foam and cut out. You will need two pieces for each hand.
You can then add the wire to the face of one of the hands. Wire can be shaped around the edge of the hand into roughly the shape of a hand. This will not only allow you to pose the fingers but to shape the fingers a little bit once they are covered with fleece.
You can also twist pieces of wire together to form “bones” for your hand. Make a long u-shaped wire and twist it from top to bottom. The U goes near the top of the finger and the ends to the bottom of the hand.
Make one for each finger. In the palm, twist all of the finger wires together. You will have a little tree with branches. Place this on the hand. You will then use contact cement to attach two hand pieces together, forming a sandwich.
Although I often use the tree style in my hands, I actually prefer to make a palm plate out of cardboard or plastic. The palm plate will then have wires I have twisted as above attached to holes in the plate.
The palm plate also gives a solid base to attach the arm rod.
Foam hands can have the sides of the palm and fingers coated lightly with contact cement and pinched together for smooth sides. They can then be painted, or covered with latex or fleece.
Arm Rods
Arm rods can be attached permanently without motion. You can glue the end into the foam hand or if you use the palm plate, glue it to the palm plate. Attach the rod before you glue the two hand pieces together.
Arm rods can also be attached to a doll arm joint which has been glued inside the hand or to the palm plate. Doll arm joints are a two-piece plastic connector and when attached to each other form an axle your arm rod can swivel back and forth on.
Shape the end of your arm rod into a circle that will swing freely on the doll joint. Attach it when you connect the two parts of the doll joint. You can also make the end of the arm rod open so it can be removed from the puppet if desired.
I make my arm rods out of Simpson 16-Inch Insulation Support Rods. These are thin, yet strong and cost less than 3 cents each on Amazon. Click here to order.
You can also use clothes hanger wire, but making a straight rod will be hard since it is not as stiff as the Insulation Rods.
If you are not using a doll joint, bend the end of the rod at a right angle making about a one-inch tale. The insulation rods can be bent easily with pliers. You can also snip the rod to the desired length with the cutters on the pliers or other wire cutters.
Glue this inside your hand or to the palm plate. A right angle to the hand is usually best, but you can angle the rod to your preference.
If using the doll joint, when you glue the hand parts together, you will want to leave about a half inch unglued to allow the rod to swing and for removal. You will want to do the same with any fleece covering the hand.
Another way to attach an arm rod is with a large snap, like a jacket snap. Make a cloth pocket with the male part of the snap inside. Place this in the puppet hand, either attached to the palm plate or straight to the foam. Be sure the opening faces down.
Using epoxy, attach the female part of the snap to your arm rod. You could also attach the snap piece to a pice of cloth (like denim) and then glue the cloth to the rod. This usually works better for a strong connection.
Now you can slide your arm rod up into the puppet and snap it into place. It will swivel on the snap post, giving you more mobility with the puppet. You can also remove the rod if desired.
There are several ways to put a handle on your arm rod. I have seen puppeteers bend the end of the arm rod into the shape they want for a handle.
You can take a wooden dowel, about 3/4 inch and cut a groove in one side for the rod to slide into. Glue the rod in place with epoxy glue and wind it with gaffers tape or plastic tape for a nice handle.
You can also drill a hole in the center of the dowel and epoxy the rod in place. If you do this, I recommend sanding one side of the handle, where your thumb will lie naturally. This will give you more control than a round handle.
Wooden handles can be dipped in the rubber they make for dipping tool handles for a comfortable grip.
For a removable arm rod, you can put a small loop at the end of your rod and attach it to the puppet’s wrist with a zip tie. You can also bend the end into a U shape to slide over the wrist. If you do this, I would dip the end in latex to provide a soft cover to protect the puppet. Velcro can also be used.
The steel rod can be painted black or the color of the puppet to help make it less noticeable during performance.
To cover your hand with fleece, sew the hand together, leaving about a one and a half inch open spot to slide the hand into. Starting with the thumb, put the fleece on like putting on a glove. Then sew the hole shut.
Shape the hand into a natural position with the fingers curving in slightly. You can also now pose the fingers into a gesture or to hold a prop.
It is important to be a welcoming church, and it’s important because we don’t want to be those who have faith and scare people, send people away from where they’ll hear the gospel.
Child abuse destroys families and it destroys churches and we’re not welcoming churches if we’re not thinking rightly about how to handle this, and how to make sure it doesn’t come to our church, or if it does come, how we can handle this in a godly way.
Table of Contents
This is not an easy topic to discuss. But for a little while is we’re gonna stare at the face of evil.
That’s a hard thing to do, but it’s a necessary thing to do, because we live in a fallen world. It’s important for us to take the time.
This is a part of understanding our gospel stewardship, to understand how to handle evil when it comes across our door and what it means as Christians to wisely respond to it.
Our problem that we want to focus on is child abuse. Why talk about it? Well, bad information often results in bad decisions, which is why good information is necessary. It helps us to make wise decisions, especially when something goes wrong.
One of the first things we must do is define what child abuse is. We have to work with the definition of what we’re talking about.
Child abuse is any act or failure to act resulting in imminent risk, serious injury, death, physical or emotional or sexual harm, or exploitation of a child.
There’s six ways I want to address this issue.
First, consider the sad reality that we live in a fallen world, with sexual predators.
The Bible tells us, through Adam and Eve’s disobedience, sin entered into the world, and therefore, we’re all corrupt, we’re all sinners, we understand this affects everyone.
No one escapes evil’s grasp, and it’s no surprise, then, in a fallen world, that we see evil. We’re surrounded by it, and it even comes within our doors.
It’s sad to say that there are people who prey on children, that commit atrocious acts against children. I’ll use a variety of terms. Child abusers, sexual offender, perpetrator, but I’m even gonna call them sexual predators, because that’s what they are. They deliberately prey on children in order to do evil acts like abuse.
Second, the statistics show the extent of the problem that there are a lot of children who have been abused. Just consider these numbers.
There are approximately 747,000 registered sexual offenders in the U.S. alone.
There are as many as 100,000 sexual offenders who fail to report every year.
As many as one in three girls or one in four boys will be sexually abused at some point in their childhood.
Approximately 13% of all cases are reported to authorities, meaning 70% never get proper attention or prosecution.
Almost half, 47% of offenders who sexually assaulted victims under the age of six were family members.
Compared to 42% who assaulted youth, ages six through 11, and 24%, who assaulted juveniles, ages 12 through 17.
Numerous experts have made it clear that sexual predators often have, not just one or two but dozens of victims.
The Abel and Harlow Child Molestation Prevention Study found that every child molester averages 12 child victims and 71 acts of molestation. An earlier study by Dr. Gene Abel found that out 561 sexual offenders that they interviewed, there were more 291 incidents, involving 195,000 victims. Shocking, terrifying.
The study conducted by Gene Abel and Nora Harlow found that 93 percent of sex offenders identify themselves as “religious.”
You look at those numbers, and you begin to stare at what evil looks like in this fallen world. You see the cold, hard facts, and you come to realize how Satan has got a grip on so many people, by allowing abuse to occur, even within the homes of families within your church.
Third, churches have often been irresponsible in their prevention or response to abuse.
Now, this is a hard question to answer, why? Why does that occur?
You’ve seen the stories, you’ve heard the stories about this. A couple of things to consider.
Churches often do a poor job in handling abuse.
First, Christians are naive. Some sexual offenders state outright that they go to churches because they know Christians are naive.
One of the nation’s experts on sexual offenders is Dr. Anna Salter, and she comments, “If children can be silenced, and the average person is easy to fool, many offenders report that religious people are even easier to fool than most.”
Now we think about it. Christians, generally, are trusting folks. Child abusers recognize that fact, and they want to take full advantage of it.
If I said the best disposition for children’s ministry staff or volunteers in a position over children’s ministry was healthy skepticism towards other folks, many folks would call me a pessimist.
And if I took one step further, in asking a church to hold anyone who worked with children or youth, any of the leaders, to be screened or actually to abide by child safety policies, there’d be a lot of people in the church who would say, this is getting a little out of hand.
It’s hard enough to convince churches to actually go through background checks, let alone establish clear policies. And you see that Christians are ignorant of the problem.
Too many Christians are ignorant of the problem of abuse, especially when it happens in churches, because they don’t know the extent of the problem, and if you don’t know the extent, you don’t guard against it.
This is the kind of ignorance that leads to a naivete that can make children vulnerable. Many Christians don’t know how to distinguish between likability and trustworthiness. You know, they can confuse these two categories.
They assume that just because someone’s courteous and nice, they must be trustworthy, and that is just not always the case. Some Christians behave as though the problem doesn’t exist, and so they look on suspicion with cases of abuse, or they believe children are lying, and the adults must be correct.
One of the biggest hot beds of sexual predators and abuse of children was First Baptist Church of Hammond, Indiana under the leadership of Jack Hyles.
Hyles even put convicted child molester, A.V. Ballenger, that was awaiting sentencing for his crime in charge of a bus picking up children for church. Hyles told his members this man was innocent and his huge congregation believed him.
Under Hyles and his successor, Jack Schaap, sexual abuse of women and children flourished in the church and even spread to other congregations influenced by Hyles.
The Chicago Magazine even did a huge write-up on the wickedness that had infiltrated this church.
Like First Baptist in Hammond, many churches ignore or cover-up abuse in their churches. Too often, the congregation is left unaware or misinformed when abuse happens.
Sexual predators know this, and they wanna take full advantage of this fact.
And then there is abuse of authority. From an early age, children are taught, rightfully, to obey authority, and especially their parents and other adults.
Authority in the hands of a truly godly person is a good thing, it’s meant to reflect the character of God Himself, but authority in the hands of an evil person does atrocious harm to a child.
Now, if you watch the news, you know the sad reality that there are lots of religious leaders who’ve abused children. You know, we’re not just talking priests, but pastors, youth leaders, Sunday School teachers, deacons, and the list goes on and on and on.
In one of the most highly publicized cases of abuse among Catholics, Father Lawrence Murphy abused more than 200 boys in the renowned deaf school in Wisconsin. Despite the boys’ repeated pleas to priests, to nuns, to police and prosecutors for help, from 1950 to 1974, Murphy worked at the school and sexually molested students, at times, even in view of other boys.
Three successive archbishops were told about this, and none of them reported it. 1974, Murphy was quietly moved to northern Wisconsin to live with his mother and continued to work as a priest, and for the remaining 24 years of his life, he worked freely amongst children, and in the parishes in the Catholic schools.
In 1993, after repeated complaints about Murphy, Archbishop Rembert Weakland of Wisconsin hired a social worker who specialized in the treatment of sexual offenders, who then interviewed Murphy about the supposed allegations.
Here’s the most shocking thing about that story. He freely admitted to molesting boys. Didn’t deny it all, he freely admitted to what he did, but for the remaining years of his life, he was never prosecuted, either by the church’s own court or by public officials.
In 1996, Weakland attempted to have Murphy defrocked for his admission, but the Vatican declined to give a canonical trial. Two years later, Murphy died, and was buried in full priestly vestments. So not only did Murphy die, not facing any Earthly consequences, but he died being treated just like any other Catholic priest.
In addition to the ignorance of church members and their trusting nature, molestors also like churches because of the accessibility of children.
Churches are always looking for help in children’s ministry. You know this reality. You’re often short of help, and those who do help show up late, people get sick, call at the last minute, churches are often looking for help in children’s ministry.
Children’s ministers are often frail and worn out because they’re trying to keep children’s ministry together, and you know what? Sexual offenders know this reality. They know that you’re desperate for help.
Others don’t even bother showing up at their service, so if a courteous, kind, reliable person walks in, who’s attending regularly, and has earned the trust of others in the community and offers help, you know, what’s your children’s minister going to do?
No other organization provides such quick and easy access to children, and sexual offenders realize that.
They realize the plight that churches often are in, in taking care of their children, and recognize the help that they need. And then, reluctance to report abuse or mishandling of internal investigations.
Churches are often reluctant to report. If an adult with a supposed reputable character is accused, often, the child is second guessed, rather than the adult.
Leaders fear legal repercussion, so they don’t say anything, and out of pride, church members and leaders think they can handle the problem on their own, so they keep matters internal, and don’t ever call CPS.
There can be a concern for harming someone’s reputation. You know, even if the charges are false, if you say that someone has done something, and the allegations go public, that harms them, and labels them, in terms of their reputation for a long time.
Looking at all these things, some begin to evaluate and consider, actually, it seems like the repercussions are not worth it, so they self-justify that reporting is only gonna make it worse. Experts comment on how churches often botch up investigations or actually make the work of secular authorities harder, because they’re not competent to actually handle those investigations on their own.
Churches don’t usually have people who can handle abuse, like forensic interviewers who know how to handle children, and not retraumatize them after the experience they’ve been through, or police officers who have extensive experience in examining abusers. Or mental health professionals, who know how to document the signs and symptoms of child abuse.
Any delay in reporting actually can result in damage of evidence, important evidence that can help lead to the confrontation and prosecution of someone who’s abusing children.
Fourth, we need to come to grips who sexual predators are, and how they accomplish their evil deeds.
Two types of sexual predators, the power predator and the persuasion predator. Both wreak great havoc in the lives of victims, and both are problematic, but they accomplish their deeds in very different ways.
The power predator chooses to get a child by force. He overtakes a vulnerable child, forcing them into captivity. You can think in terms of a child who’s grabbed off a playground, in a school, or grabbed out of a backyard or is dragged into a car, or just anything like that.
You know, in the news, it was a couple of years ago, there was a clip that was frightening. They had caught on a street camera a man in his pickup truck who pulled up next to a girl who was around seven or eight, and her brother, who was around five, walking down the street, and he literally jumped out of his pickup truck, grabbed the girl, and tried to pull her into her pickup truck, and you, it was all caught on tape, you could see her wrestling, and her little brother, standing there watching and screaming, and she broke away, and they ran down the street, and the worst part about the video is he jumped into that pickup truck and followed them down the street.
Bestselling author and risk assessment expert, Gavin de Becker, describes it this way. “The power predator charges like a bear, unmistakably committing to his attack. Because of this, he cannot easily retreat or say there was merely a misunderstanding. Accordingly, he strikes only when he feels certain he’ll prevail.”
Almost 20 years ago, Jaycee Dugard was a young girl on her way to a school bus, when Phillip Craig and his wife, Nancy Garrido, abducted her. Nancy had scouted out Jaycee’s path to school, and then, one morning, just as Jaycee started walking to school, they pulled up on the road right next to her, and Phillip pulled out a stun gun, shocked her, and Nancy pulled her into the back of the car.
Phillip would later say to his wife, “I can’t believe we got away with this.”
For many years after abduction, Jaycee was a sex slave, who lived in the shed in their backyard. In just one fleeting moment, her entire childhood was robbed and it was taken away from her, her innocence of childhood was taken completely away.
She endured several years of rape in a nightmare scenario, but she stayed alive, and as you may know, as an adult, she was found, and then rescued, but unlike many other victims.
Jaycee survived. Many others don’t.
Persuasion predators use their personality, charm and influence to convince the gatekeepers.
You know what that is, those who are responsible for the children, that they are trustworthy and then, at the right time, strike to abuse children.
You might think about the illustration of a wolf in sheep’s clothing. You know, the wolf intends to harm others, but he doesn’t wanna be discovered by his plan, so he puts on the appearance of an innocent sheep.
In church settings, we’re focused on the persuasion predator, not the power predator.
You know, if your setup is such that you’ve set up a central desk or you’ve got doors, or you’ve got two adults in every classroom, then you’re well prepared, actually, for the power predator, but it’s the persuasion predator, the one who lives the double life, acts charming and nice and tries to persuade you that he’s trustworthy or she’s trustworthy, that’s the one that we most have to look after.
The myth of the stranger danger.
One of the most common myths about sexual offenders is that they will be strangers who take away your child. Power predators do exist, they scope out playgrounds, and places where kids are in order to abduct those children. Jaycee Dugard knows that quite well, but in church and family settings, the problem is much less with the stranger who’s after our children, but actually, those who we intersect with every day.
Church attenders, childcare workers, nursery workers, family members, neighbors, it’s the people we know, not the people we don’t know, so there is this myth of a stranger danger, that the worst people are actually the people who don’t know our kids.
One expert comments, “It is common knowledge that most children are not sexually victimized by strangers. In fact, one study found that only 10% of child molesters molest children that they don’t know.”
Consider that more than 80% of the time, victims of child abuse know their abusers. Most children know how to respond to an unwelcome stranger, but they’re uncertain what to do when a safe adult, a safe adult makes them feel uncomfortable.
What’s the typical profile of a sexual offender, a sexual predator? Well, single males are the most likely, but we can’t assume that there’s only one type of predator. There are some instances where women actually get trapped in this perverse sin.
You hear this in news accounts. Probably the most common situation is when a teacher abuses a child in her classroom. You think of schoolteachers leading teenage boys astray in inappropriate sexual encounters, but what you come to realize, when you look at actually, all the studies, you read all the literature, predators come in all types. Single and married, and blue and white collar, educated and uneducated, rich, middle class and poor.
In examining case after case after case, what do you find? There are examples from every category of work. College professor, athletic director of a private school, Catholic priest, a doctor, a lawyer, a pastor, and many, many, many, many other professionals.
So you can’t limit sexual offenders to just one generic profile.
The question we have to ask then, is “how do they get away with it?”
What do they do? How do they employ their means to actually carry this out? Well, the keyword is grooming. Grooming is a process of working over adults, and then the children, in order to gain trust and then to be able to abuse.
The most common technique for sexual offenders is to gain access to children by cultivating what they call a double life. Sexual offenders work very hard to be trustworthy, likable and respectable members of the community.
If they’re trusted, if they’re liked, if they’re respected, they earn the trust of the church community, and then, they win over the gatekeepers, those who are in charge of the children, and if they win over the gatekeepers, then, they get access to the kids.
Offenders don’t usually rush in grooming. Instead, they take their time to develop their relationships with church members. Then, in order to win over adults and become accepted part of the community, they put on this persona of being useful, kind, helpful, polite, caring adults and children alike.
Author and expert, Anna Salter, comments, “The double life is a powerful tactic. There is this pattern of socially responsible behavior in public that causes parents and others to drop their guard and to allow access to children, and to turn a deaf ear to disclosures, but a surly and obnoxious person would have little access, no matter how proper or appropriate his public behavior was.”
Salter continues, “The second tactic is the ability to charm, to be likable, to radiate sincerity and truthfulness, is crucial to gaining access to children.”
Now the most violent offenders know enough to keep their behavior in check publicly, or else, their plans would be ruined. The fact that sexual offenders are not off putting, but actually might be people with good qualities, is provides them with the necessary cover.
Most people will think of a sexual offender as a monster, someone who’s all bad, someone who is clearly evil. We wouldn’t think of them as the nice person, the trustworthy person, who’s actually residing in our children’s ministry.
Then what happens? Once a sexual predator’s gained trust of a significant number of people in a church, suspicions become harder. Conformity studies often tell us that if the majority of the folks actually believe in something, that this person is respectable, kind and trustworthy, then it’s actually really hard to go against the majority.
In reality, what’s happening is that the sexual offender is regularly manipulating and pretending to be someone he or she is not. Offenders are professional liars. That’s what they are. They self-worship and they lie.
They do this evil out of a deceitful, wicked heart. They’ve lied to everyone in their lives, church members, friends, victims, and even to themselves, in order to justify their selfish, sinful desires, and to continue the destructive habits of harming children.
According to most experts who deal with sexual offenders, not only is lying hard to detect, but because they’re professionals at this, it’s often hard for us to figure out who is lying, who is not. They actually come off as quite convincing.
So if a predator’s roaming around your church, he’s probably not a stranger to you. He’s actually probably someone you know. And if he’s someone you already know, and you don’t see as a threat, then you’re in a dangerous position.
Then we have the grooming of the child.
Once a predator has earned the trust of the community, and perhaps, particularly, a family, gaining access to children in the process, then he’ll start grooming the child.
What happens then? Gifts, words of affirmation and praise, extraordinary amount of attention, lots of affection, for the unsuspecting child.
One sexual offender described it, his strategy this way, “When a person like myself wants to obtain a child, you don’t just go up and get the child, and sexually molest the child. There’s a process of obtaining the child’s friendship, and in my case, also obtaining the family’s friendship and their trust. When you get their trust, that’s when the child “become vulnerable, and you can begin to molest the child.”
Now in regards to physical contact, grooming of a child occurs across a continuum. They start with more innocent behaviors, like touching the arm, or tickling games, or other things like that, but what they do is they gradually move into more and more risky behavior.
They want to test and see how far they can go, because if they can get further and further, they can continue to pursue their selfish desires. It moves to more risky behavior like kissing on the lips instead of a cheek, or telling sexual jokes, or extended touch.
The sexual predator’s goal is to blur the lines between what’s appropriate and what’s inappropriate, and that opens the doorway to actually taking greater risks. Things progress with the child becoming more and more comfortable with each step, and that’s the goal, not to radically introduce it right away, but to slowly take steps, increasing the level of sexuality that’s introduced into the relationship.
Many sexual offenders are very deliberate, and very careful about their planning. They’re not dumb. They’re strategic in what they’re planning and what they’re thinking.
According to prosecutor and expert, Victor Vieth, “Sexual offenders are often looking for an easy target.”
You know, what’s a prime example of this? A sexual predator purposely pursues vulnerable children. You know who fits in those categories? Children of, single parents, or parents who are divorced.
Think about what happens in a family situation like that. The mom, on her own, is struggling to make ends’ meet. She’s struggling to do work and parent her children. She’s tired and she’s exhausted, and a kind, trustworthy man steps into the picture, as a father figure to the child.
She’s overjoyed to have someone pay attention to her child, she’s overjoyed to have someone who’s actually gonna invest in her child, and so she’s more than happy to hand over the child to that adult, to give more and more time to that adult so she can finally get a break.
Don’t you know that the sexual offender realizes this?
And he’s deliberately plotting to take advantage of those who are more vulnerable in your congregation. What other types of vulnerable children are there that they’re targeting?
Offenders prey on children who are experiencing family problems. They prey on children who are in trouble, who break the rules. They prey on children who are eager to please, or kids who are disabled in some way, that make it less believable, if they spoke out, or kids who are just too young to articulate the experience of abuse.
One sexual offender, John Henry, said in his testimony before the U.S. Senate, “I showed them affection and the attention that they thought they were not getting anywhere else. Almost without exception, every child I’ve molested was lonely and longing for attention. Their desire to be loved, their trust of adults, their normal sexual playfulness, and their inquisitive minds made them perfect victims.”
What’s the lesson for us, when you hear that quote? Go love your kids. Hold them, hug them, get down on the ground with those young ones and play with them. You know, show them that affection and love that they deserve.
Predators are also counting on no disclosure. Children who are molested and disclose this to an adult are rarely taken seriously, because perpetrators seem unlikely to be sexual offenders.
If your child said a schoolteacher or a doctor or a respected coach in the community had molested them, would you believe him? Would you believe her?
I hope I would, I hope you would, I hope I’d take it seriously right away, but you know that you’re gonna have that moment of doubt, because that person who’s so well respected in your community being charged like this with an accusation of molesting, it’s hard to figure that out sometimes, and discern it.
Because you know that folly’s wrapped up in the heart of a child, Proverbs 22:15. And to discern between the folly of my child and the reputation of a highly-respected, well known figure in my community, it’s not always easy to discern.
Attorney General Linda Kelly, who prosecuted Jerry Sandusky, said, “One of the recurring themes of witnesses’ testimonies, which came from the voices of the victims themselves, in this case was, ‘Who would believe a kid?’”
Sadly, too often, children are ignored, which, in turn, increases the confidence of sexual offenders.
You know why they get more bold and more risky? Because they get away with it, and every time they get away with it, they seek more risk, they go even more boldly, into things that they didn’t think they could even do.
They take more risks, they’re more willing to do things, and that’s dreadful for children. A dreadful consequence of children keeping secrets or not being believed by adults is that offenders will have dozens upon dozens of victims.
Fifth, what can we do to prevent abuse?
Well, this is the million dollar question, isn’t it? You know, this is what we want to know. How do we stop this? How to be wise as Christians, so that this doesn’t have to happen within our churches.
I’m gonna lay out a few things for you to help you think about how do we deal with this, as Christians, but I just want you to recognize, like everything I list, if you did every single thing, it would be fully weaponizing your children’s ministry, and yet, not every church is ready to do every single thing.
There’s a huge difference between a church plant with 20 people, and a church with 150 people in the suburbs, or a rural church with 100 people, or a church in the suburbs with 1,000 people, or a megachurch with 2,000 people.
They all have to consider these things differently, and so, as you think about your own congregation, you wanna think about, okay, what are we ready for? What can our leadership handle? What is our congregation ready for? What can we do right now?
The most fundamental thing, the thing that everybody often talks about is a child protection policy.
What’s a policy? It’s basically a self-imposed set of guidelines in which you operate to create a safe environment for your children. It’s not rules from the government.
It’s basically your own staff, your elders, your leaders, your deacons, your parents saying, this is what we wanna do to keep the kids safe, and this is the most important part about it.
You actually decide what that is, and then you gotta actually live according to what you set. Because you get in greater trouble if you set guidelines, and you don’t abide by it, because what will a judge do?
A judge will look you in the face, and say, “you had all these things in your policy, but you didn’t do any of it.”
And thus, with that, you’ve taken on greater liability than if you had done nothing to begin with. So, have a policy, work through that with your staff, have one that fits your church, and then, as you do that, the general rule of thumb is you wanna increase accountability with adults, and decrease isolation with children.
That’s the basic principle of any policy. I don’t really care all of the specifics of it, that’s what you’re working towards.
You want clear check in and check out procedures. If you are bringing in children without their parents or guardian, you need to know when they come and go and where they are and who they are with.
Many churches have haphazard ways of receiving and returning children., You just want a system that distinguishes between when a child is now under the responsibility of the church, and when the child is under the responsibility of parents.
A clear line so that your church has clear responsibility when it should have responsibility and there’s no confusion amongst parents and yourself.
Why do you want do that?One church told of an example of a parent who had lost full rights to her children. She actually went to the church during the church service when she knew that the foster parents were in the service, to check out her children.
Fortunately, that church knew and was able to say no. But not every church has the clear enough guidelines and procedures to actually be able to do that.
Screening and verification.
Most people, if you ask them what they do to prevent abuse, they’re going to say something like this, “Well, we have two adults in every room, we have check in and check out, and we do background checks.”
Background checks are important. That’s the standard, not just for churches who try and do these kinds of things but most secular organizations dealing with children do background checks.
The tragedy is when churches say this is too much. But why would the church do anything less to protect their own children, than what the world is actually doing?
Here’s the tricky thing, because most churches get into a false sense of security and thinking, if we do a background check, we’re good. Most sexual offenders actually are not caught until much later, so they offend dozens and dozens of kids.
Background checks only catch a small percentage of offenders. So don’t get deluded into the fact that if we just do background checks, our kids are perfectly fine. You should do them, they’re the standard for actually screening for workers with children, but don’t be deluded in the fact in thinking you’re foolproof, just simply because you’ve done it.
Train your staff.
Awareness training of your staff, your leadership team, and your children’s ministry volunteers. Do the key leaders in your church understand your p[olicy? Do they even know? Because we can’t lead out of ignorance.
Part of having good information is if we know, then we can actually do something about the problem. We can actually help protect our children, and even more so, good information helps us make wise decisions if something goes wrong.
As dreadful of a topic as this is, we want to be wise in how we understand and how we handle abuse and evil in this fallen world.
If you haven’t ever thought about this idea of training your church, training volunteers, or at least training the leadership of your church, then do that. There’s a lot more I could get into about reporting, church membership, training parents and teens, getting to know resources in your community, but for the sake of time, let me say one last thing.
Number six, as Christians, we live with hope, and we’re not ruled by anger, bitterness, fear or despair.
We don’t ignore victims, but we patiently love them over months and sometimes, years, to help them understand God’s love for them. We listen and hear their stories. It’s the most basic thing we could ever do for a victim.
And we call out evil for what it is. We never minimize it, and we never explain away abuse. One of the most important things when speaking with a victim is when you hear their story, to tell them that that was evil and wrong, and that God hates that kind of abuse.
I ministered for three years in a local juvenile detention center and I heard countless heart-tearing stories of abuse suffered by these young people.
I wanted them to know that that abuse is not at all acceptable. We know that God can heal and redeem even the worst of situations, even the worst of tragedies.
God can redeem anything. There’s not a single situation that’s beyond His grasp. There’s not a single case of abuse that God can’t lift from the ashes, and point those children to the glories of heaven. Nothing is impossible with God.
So my goal, when I talk about this, is not to be a fearmonger. We don’t live by fear, but I want to be honest about child abuse and the evil that occurs within this world.
I don’t want to leave this conversation without remembering the sovereignty of God, and that we live by faith, not fear. And we live by love, not anger. And we live by hope, not despair.
Jesus changes this whole conversation. Because Christ died for us, and He was raised again on the third day, we don’t have to live in despair.
So if you ever have the privilege of sitting down with a victim, remind them that God is there, and remind them that Jesus died for them, and remind them that we have hope.
Have you ever seen a pupopet and it looks just like a famous person? Have you wondered how to make one that looks like your favorite celebrity, or your best friend?
A look-Alike Puppet is basically a caricature. We’ve all seen caricature drawings or ourselves and others. Often at festivals there will be an artist drawing cartoon caricatures of guests.
A look-alike puppet is a 3-D caricature. Made from foam and fleece, or paper-mache or latex.
We may want a caricature puppet for a play or skit, but often people want them as a gift for someone.
Here is a short video of a look-alike puppet I made of a pastor friend of mine. The assistant pastor wanted a puppet that looked like the pastor.
I made the puppet, then I wrote a skit that my daughters and myself performed for the church that ended with the puppet being introduced. You will hear the roaring laughter the puppet brings from the congregation.
As you can see, a look-alike puppet can be a lot of fun.
But, how do you make a caricature puppet?
If you are a sculptor, you can make a clay reproduction of your subject and cover it with paper mache, or make a mold and cast it in latex. Use the method HERE for a latex puppet.
In this article, I am going to focus on making a foam and fleece arm-rod puppet, but a lot of the ideas will be applicable if you choose to sculpt your character in clay.
Making an exact reproduction will be for practical purposes, impossible.
What you want to do is determine the basic head shape. Does your friend have a tall slender head, or is it round like a bowling ball? Does he have puffy cheeks? Is his nose wide or slender?
Once you have a basic shape, try to pick out the three or four things that make this person unique. If you were to try to describe him/her, what features stand out?
If you remember Bob Hope, caricatures of him always had a narrow, ski-slope nose. Jimmy Durante was known for his large nose.
Jimmy Durante’s nose was his most prominent feature and caricatures of him capitalized on this.
Notice in the cartoon, it is the nose that identifies the character.
If you wanted to make a Jimmy Durante puppet, or a character based on him, you would want to emphasize the nose. You would exaggerate it and it is the nose, along with a similar hat and a twinkle in the eyes that would identify him to the audience.
Thinking of presidents, a Donald Trump puppet would need to have just the right hair and an orangish tint to the skin. While Barrack Obama caricatures always have large ears.
So look at your subject – what immediately stands out?
With Dolly Parton, you would want large blonde hair. She is known for her large wigs. Larger, red lips would also help create the picture as well as a puppet body that would bring Dolly’s to mind.
With Pastor Joe, I picked out three things. His long white hair with a ponytail, his glasses, and he always wears a cross necklace, so I included that.
I took a great deal of time making the hair wig from yarn. You can’t tell from the picture, but the yarn has a little silver tinsel in it that helped capture the gray/white color of the pastor’s hair.
I also did an Elvis impersonator puppet. To get the Elvis look, I focused on the hair, again. Long black sideburns and an Elvis costume.
Terry Fator has an Elvis impersonator puppet, but my young daughters say mine looks better. They do say Terry’s Elvis has a better costume though.
Neither of our puppets really look like Elvis, yet because of the hair and clothing, they are immediately recognizable as representing “The King Of Rock-N-Roll.”
I don’t remember where I found it, but this is a caricature of a cat. Notice the eyebrows on the puppet and the real feline.
It is the “McDonald’s arches above the eyes that make this cat distinctive from other cats. Add a few stripes and viola – the puppet represents the cat.
So ask yourself, what makes your subject stand out?
For tutorials on actually building your puppet check out our videos HERE and our other articles. Just click MENU at the top of the page, then click HOW-TO for the list of categories.
Understanding the meaning of a Bible passage is a crucial stage in preparing a Bible talk to children.
In order to teach the Bible, rather than just tell the children some great stories, we need to also help them gain knowledge of what happened, what it means and how that applies to our lives today.
We call that knowledge, meaning and application.
Thisarticle is about establishing the meaning. It’s getting straight in our own heads what the meaning of the passage- what it is teaching us.
That’s important, not just for the difficult to understand bits- like when the pack of teenagers in 2 Kings 2, who mocked the prophet Elisha, were mauled to death by a couple of bears. Or the one about the talking donkey in Numbers 22.
It’s crucial for any passage we’re looking at to ensure that we’re teaching the meaning that God intends the children to learn.
The meaning is about what the passage teaches us about God or Jesus or the work of the Holy Spirit or us or the world around us or the church etc. but we need to be careful… If we start to think that it’s teaching us something that clashes with the rest of the Bible then we’ve gone wrong somewhere and we need to look at the passage again.
Here are 3 questions to help us be sure we’ve understood a passage properly.
1. How does this passage fit into the Bible’s whole story?
The Bible is one big story of God’s plan of reconciling his creation, infected and damaged by sin, back to himself. The crucial events in that are the Fall in Genesis 3, the death and resurrection of Jesus and Jesus’ future return as Judge and King.
We live between the last two…almost all of the Old Testament is between the first two. And God has been outworking his plan since before the first one til after the last one!
So, how does our passage fit into the Bible’s whole story, into what God is doing throughout history? All those Old testament narrative passages about Noah, Abraham, Moses, David, Elijah etc are all part of God’s mammoth plan to send Jesus – the Way, the Truth and the Life.
So…imagine you’re due to teach about the giving of the law at Mount Sinai in Exodus 19. God gives them the 10 Commandments and a great long set of rules.
Considering the meaning on its own it looks like the God is saying, “Obey my rules and I’ll accept you.” Is that true?
Well, Paul makes it clear in Galatians 2: 16 that “a man is not justified by the works of the law, but by the faith of Jesus Christ, even we have believed in Jesus Christ”
So maybe Old Testament people were accepted by God by obeying those rules but that it’s different in the New Testament – that it all changed with Jesus? But no, that’s pretty inconsistent of God, isn’t it?
When Jesus is asked about the Old Testament, He says in Matthew 5:17, “Think not that I am come to destroy the law, or the prophets: I am not come to destroy, but to fulfil.”
This is where asking ‘how does this fit into the whole Bible story?’ is important.
God had promised to Abraham hundreds of years previously that he would put this nation in His place under His rule as King. And one day he would bring a savior for every nation from those people- Jesus.
But to get them to God’s place God had to rescue the Israelites from Egypt. And then at Sinai He showed them how to obey and live for him. He rescued them in order for them to live as his obedient rescued, holy people, to be under His rule, to obey.
In that order! And that is consistent with the New Testament – God rescues us through the cross and then our response is to obey and live for Him.
So, to understanding the meaning of a bible passage- first ask ‘How does this fit into the Bible’s whole story?’
2. What type of writing is it?
Is it an historical account? Poetry? Prophecy? A letter? A parable?
If it’s an historical account then we need to treat the choice of language differently to a piece of figurative poetry. If it’s prophecy or a new testament letter then we need to understand what it meant to the hearers at the time and if it’s a parable then who is Jesus talking to, and why.
So, for example, when we read Revelation 1: 12-16 there’s a picture of the risen Lord Jesus, describing Him as having ‘eyes like blazing fire’, ‘feet like bronze glowing in a furnace’, a ‘voice like the sound of rushing waters’, and ‘out of his mouth came a sharp double-edged sword.’
Is this to be taken literally, like a movie clip? Well, reading the whole of Revelation shows that much of it is poetic and figurative. And we need to read this as figurative.
It might be that when we meet Jesus he’ll have a sword sticking out of his mouth. But it’s much more likely that Jesus’ words are like a sword – judging the thoughts and attitudes of the heart, as Hebrews 4:12 says “For the word of God is quick, and powerful, and sharper than any twoedged sword, piercing even to the dividing asunder of soul and spirit, and of the joints and marrow, and is a discerner of the thoughts and intents of the heart.”
3. How does the passage fit into its immediate context – the verses and chapters before and after?
So we look backwards at what has just happened or been said, and we look forwards to see what follows after. And who was listening at the time- this can be very helpful to establish. It helps us see how it may, or may not apply to us now.
Was it the Israelites? A church of Christians? Was it a mixed audience of believers and non-believers? Was it Jesus’ disciples? An individual?
And what were the circumstances?
Here’s a very child-friendly example – the parable about the Lost Sheep in Luke 15. You know the one – man with a hundred sheep, one wanders off; he looks high and low and until he finds it and then parties when he does.
And Jesus, commenting on his own story, says that there will be more rejoicing in heaven over one sinner who repents than over 99 righteous persons who do not need to repent.
Does Jesus mean that only one per cent of people need to repent? Does he mean that someone who goes off the rails is more important to God than those who stay faithful to Him? Or something else…
Considering the context here means looking backwards and forwards in Luke’s gospel and asking who is listening at the time. And there are clues to find.
If we go back we find that Luke starts this section with chapter 15:1-2 that says “Then drew near unto him all the publicans and sinners for to hear him.2 And the Pharisees and scribes murmured, saying, This man receiveth sinners, and eateth with them.”
So, there’s the big clue. Jesus is responding to the attitude and thinking of the Pharisees. And if we read on we find that Jesus adds two more similar parables. The ones about the lost coin and the lost son.
In that one the younger son messes up, realizes he’s in a desperate situation, thinks the best he can hope for is slavery and returns home where his Father lavishes love and forgiveness on him.
Meanwhile the older son has been a good son but he really doesn’t ‘get’ his father’s grace and forgiveness. In fact he thinks his father owes him something because he’s been so good.
So, the point is that Jesus is challenging the Pharisees – saying ‘Don’t be self righteous- seeing yourself as super holy’ rather see yourself as lost sinners for whom God sent his Son to die to ‘find’ i.e. rescue
To help you understand the meaning of a bible passage those are 3 questions to ask:
How does this fit into the Bible’s whole story?
What type of writing it is?
How does the passage fit into its context?
Chatting it through with others and using good commentaries can also be extremely helpful but start with just you and the bible- then use others to help with the bits that you’re not sure about.
Once you are clear on what a passage means then having already worked on giving a basic knowledge of what happens in the passage, it’s relatively simple to link to how that applies to us today.
When leading children in singing, we need to consider:
Accompaniment – that’s about using a live instrument or pre-recorded music
Choosing songs
Using actions
Teaching new songs.
But you may ask- why bother singing with children in the first place?
Children love to sing. And children especially love to sing songs with actions. And more importantly songs help children remember the bible.
Good songs with good lyrics get into our heads. We can remember songs we sang as children when we’ve forgotten loads of other stuff – so here’s a great way to get Bible truth in to children’s minds.
And of course singing praise to God can be a great way to respond to what we’ve heard in the Bible talk.
Accompaniment.
The most important thing to do is to provide a CONFIDENT lead. If you’re confident then the children and leaders will be confident. Then they’ll sing more confidently and it won’t be you looking a complete banana at the front.
In our programs, my wife and I like to have the children sing WITHOUT musical accompaniment. We also like to include children in the leading of the songs.
We put song lyrics on songboards and choose a couple children to hold it for everyone to see and sing from. Children LOVE to help upfront.
Asa bonus for us, we always emphasize that we pick the children that are doing what they are supposed to be doing. This encourages good behavior trough the entire program.
Acapella singing allows the children to hear other children singing and that encourages them to sing along. It also allows us to have contests when they are singing, like this side sing certain lines of a vers and the other side of the room sing the other lines. Then we give team points for participation.
A lot of children’s workers feel they need music, and will have a piano player or a CD or MP3 player.
Now, there’s a number of factors in that. For example, the music needs to be LOUD enough to give confidence to you, the children and the leaders to sing up.
One of the most common mistakes is to use a CD player that’s far too loud and then nobody will want to sing because they can’t hear themselves singing.
Then there’s EYE CONTACT. You need to lead the children. That means looking at them whenever you can – that increases confidence because it also enables you to guide them – they’ll look at you to know what comes next in the song.
They’ll also look to you to see whether you’re praising God with this song, or just mumbling your way through it.
And you also need to PLAN WHAT YOU’RE DOING you can’t just wing it.
With recorded music they are other considerations, too:
You need to know what introduction there is and what the arrangement of verses and choruses is.
Are you gonna use all the verses?
What will you do if there’s an instrumental break in the song?
And a quick word about LIVE VERSUS PRE-RECORDED MUSIC – Live music (e.g. guitar or piano) is great because it enables you to dictate the arrangement of the song…it enables you to repeat bits, miss bits out and interact with the children in a way that is much more difficult with pre-recorded music.
If live music isn’t an option, pre-recorded can be very useful- but be aware you won’t have that flexibility. One other thing.
You might be thinking that you’re tone deaf and leading singing is just not your gift. Well, remember that primary-aged children aren’t too discerning about such things so it’s amazing what you can get away with.
Don’t assume that just because you think you sing out of tune during congregational singing in church services doesn’t mean that you can’t lead children in singing.
Children’s Bible songs usually have simpler melodies, you won’t have a mix of confusing harmonies coming at you from the singers at the front and also, you’ll probably use a much more limited set of songs than you’d have in a church service.
Therefore, you’ll be much more familiar with the song (especially if you’ve chosen it…) and so you’ll be more confident. I’ve seen a number of people lead singing with children perfectly well with the children totally engaging…and yet those same people would describe themselves as tone-deaf in any other context. (I’m one of them.)
Enthusiasm goes a long way when leading children in singing.
One amazing bonus, is we invite parents and adult church members to our VBS programs. We have found people that will barely sing in church will sing loud and happily inthe VBS program with the fun songs we use.
Choosing songs.
Well, here’s the most important principle. Don’t give them songs that are Biblically misleading.
Those words will get stuck in their heads and then it’s much more difficult to unlearn them. So, be careful and check those lyrics first.
In some cases it’s possible to change the lyrics of a song to make them more Biblically faithful.
One other thing on lyrics. Be careful with songs that talk about ‘Our God is…such and such’. As adults we understand what that means but children will take it much more literally and that plays into the multi-faith ethos of our day – your god is, our God is…their god is…So be careful with those ones.
What about how the songs are musically? Well, it’s pretty obvious when a song works and when it doesn’t. And songs which aren’t good musically will quickly be ditched anyway.
If you enjoy singing them then probably the children will enjoy them.
And of course the vocabulary in children’s songs should be simpler than in adult ones. But don’t worry too much about whether the children understand every line – if it’s truth from the Bible then it’s good to get it into our heads by singing it.
There are a lot of prerecorded sing-along songs out there and even “sing & dance along” videos for children’s ministry. I hate them.
That is a personal opinion, and if you are comfrotable with them, go for it.
I like songs that are bouncy, but easy to learn. Songs like “Deep And Wide,” “Jesus Loves Me,” “God’s Not Dead,” and other more old-timey songs.
Kids love them. Don’t make the mistake of thinking your songs should resembly modern pop music. God’s music ought to be different and children will find these songs fun and refreshing.
What about actions?
Well, personally I think they’re great. And in the context of children’s ministry even adults will enjoy them.
Actions help to engage; they help those over-active children to be doing something with their limbs and they also help to reinforce the lyrics.
Some songs use proper sign language as well. These are even more powerful and can, of course, be especially helpful to some children with additional needs. A lot of children know the sign language for “Jesus Loves Me,” and adding them makes for a great action song.
TEACHING NEW SONGS
Let’s imagine you’ve decided to teach a new song. What to do? OK, first thing you do is to make sure you know the song.
Then you need to get the children familiar with the melody and the words.
Many of the songs we use have familiar melodies. Just different lyrics song to the tune of “I’v Been Working On The Railroad,” and “Shortening Bread.”
Because we use songboards for so many of our songs, the lyrics are right there for them. You may also put them up on a screen.
The easiestway to familiarize the children with the song is to sing it once yourself. Then the children can join in.
We have twin daughters and often they will sing the song and do the actions the first time. They are even leading more and more songs for us.
Modern melodies are usually in repeated patterns so it’s easy to say ‘The next bit is the same tune, try that…’. And some chunks can be much bigger than others – especially catchy choruses.
The important thing is not to worry if they don’t get it first time. By the time you’ve sung the whole thing a couple of times they’ll be pretty familiar with it.
Children learn really quickly.
For ‘leading singing with children’ we’ve thought about how we do the accompaniment, choosing songs, using actions, and teaching songs Whether we’re tone-deaf or a gifted musician we can all encourage the children in our groups to praise our wonderful God!
In order to plan talks, lessons and activities that are appropriate we need to know what children are capable of at each age. This is a huge subject.
We are going to look at a few key areas:
SOCIAL DEVELOPMENT AND COMMUNICATION
READING AND WRITING,
AND FINALLY THINKING.
Before we look at those areas- let’s just consider for a moment about why it’s important to know what children are capable of: The big idea is that we need to keep on top of where children are at- because they’re always changing.
Children develop massively during their years just before and during primary school. As adults we’re used to being able to read, write, think and interact socially but the children that we teach are in the process of learning those things.
Table of Contents
Even in a single group there is a huge variation in what children can and cannot do.
Sometimes that’s purely down to age, sometimes due to the opportunities, they have at home to learn, sometimes because they have a specific learning difficulty.
So, we need to pitch things at different levels in order to include all the children. That’s what educationalists call differentiation and is a skill that takes time for us to develop.
So…what can children do?
Let’s start with SOCIAL DEVELOPMENT and COMMUNICATION.
When the children first come into our 2-4 year old group they’re usually able to speak and they’re certainly able to argue with other children when they both want a toy. That’s important to know because they often haven’t learned to share.
So if you work with 2-4 year olds you may find yourself needing to teach them some strategies – like “How about you play with it for a little while and then we’ll let him play with it?”
You’ll also notice that their play tends to be solitary or what we call parallel. They will play alongside other children on the same activity but they don’t often interact much.
Therefore, team games don’t really work well with this age group. And even pass the parcel needs some close management to ensure the children pass to each other.
Once they get into the 5-7 year group they’ve started to learn to play with each other and can enjoy games.
Boys especially develop the skills of playing in teams earlier than girls. Girls on the other hand usually develop their skills of verbal communication more quickly.
So, with 5-7 year olds it’s much easier to use games – however, you’ll notice that some children, especially the younger ones will say they don’t want to play. That’s partly because they’re used to parallel or solitary play rather than interacting with other children.
Do your best to encourage them to join in. Otherwise other children might start to opt out as well.
By the time they get to age 7-11 they’re much more capable of team games and thoroughly enjoy them. Some will get quite competitive and they have a much greater sense of fairness, so they’ll be much more likely to be OK if they’re ‘out’ than they would have done in aged 5-7.
The 7-11s are also much more able to discuss and are learning to see each other’s point of view.
Next, READING.
There is so much that we do that expects children to be confident readers. So what can they do at what age?
Well, aged 2-4 haven’t yet learned to read. Some have been taught some words at home or some letter sounds, but if you work with 2-4s you should basically assume that you can’t use visual aids or activities that expect them to read.
The vast majority of children start to read in their first year of school. Most of the time they do so by learning to read using phonics. That means the sounds of the letters or combinations of letters.
So, if you’re asking a 4-7 yr old to write something and you’re spelling it out then get into the habit of using the letter sounds, not the names of the captials.
So, a b c d e etc…plus things like ‘ch’ and ‘sh’., not A B C D E… Their reading develops very quickly in school years 1 and 2 (that’s 6-7yrs old)
By the time they reach age 7 most children can read from a Children’s Bible.
So, if you’re expecting children to read a Bible verse, for example, use a very clear font – ideal ones are Comic Sans or Century Gothic – and use at least 14 point…and more like 16 or 18 for reception age children.
Please please don’t use captials only- use sentence case – in other words lower case letters except for when capitals are required for names, places, start of sentence etc.
Capital letters are much more difficult for children to read. Now, these are huge generalizations. Some children achieve far above these levels…but averages being averages that means that some children achieve at much lower levels.
But we’re not there to teach them to read. So if a child is struggling with their reading we need to find ways of helping them to access the Bible passage that don’t require them to read well.
That’s another reason why interaction and visual aids are so important.
And with WRITING it’s a similar story:
Writing skills develop rapidly during their time in our group for 4-7 year olds. They come into that group only being able probably to write their name and leave able to write details about their experiences.
Finally how does their THINKING develop?
Well, the most important thing to note is that the 2-7 year olds have what we call concrete thinking. That means that they understand language literally and find figurative language very difficult to understand.
By the time they reach the top end of the 7-11 group they are more able to understand figurative language.
So, if you tell those younger children a parable such as the Parable of the Sower and then ask them what it’s about they’ll probably say “Birds. Stones. Weeds. Seeds and a farmer.” They’ve understood it literally and need real help in seeing that it’s about how people respond to the truth of the gospel.
An older child is much more likely to think conceptually and be able to spot the connections and see how people’s faith can be strangled by materialistic weeds, or how the devil can be like a bird and snatch the seed away before it germinates.
As adults we see these connections much more easily…but children don’t.
So, work hard to make those connections for them. The other implication of this is that we need to be careful of using figurative language that often comes naturally to us.
The obvious one to avoid is “Asking Jesus into your heart” which means very little to a primary-aged child. Saying something like “Asking Jesus to be your friend and king” or “savior and King” is much more ‘concrete’ and useful. And much more scriptural.
Now, the Bible contains lots of figurative language. So it’s not that we don’t teach those passages – but we do need to be aware of how a child thinks and help them to make the connections.
It’s also worth saying that younger children love fictional stories and as they hear from you about Jesus will often confuse Him with some of the characters they meet in books and films etc.
Don’t worry about that. They’re just gradually making sense of the world. Just keep teaching them about Jesus the King of everything and encouraging them to put their faith in Him.
So there we have it- some pointers about SOCIAL DEVELOPMENT AND COMMUNICATIONS, READING AND WRITING, and THINKING to keep help you understand what a child can do at each stage. Let’s pray that we can tailor our children’s ministry to get the most out of our time with them.