Essentials for the Children's Minstry Teacher

ESSENTIALS FOR
THE CHILDREN’S MINISTRY TEACHER
SAMSON IYAYI

EFFECTIVE TEACHING SKILLS
FOR BIBLICAL FAITH FACILITATOR
ESSENTIALS FOR THE CHILDREN'S MINISTRY TEACHER
By
Samson Iyayi

ESSENTIALS FOR THE CHILDREN'S MINISTRY TEACHER
Effective Teaching Skills for the Biblical Faith Facilitator
© Copyright 2015 by Samson Iyayi
All rights reserved solely by the author. The author guarantees
all contents are original and do not infringe upon legal rights of any
other person or work. No part of this book may be reproduced in
any form without the permission of the author. The views expressed
in this book are not necessarily those of the publisher.
Unless otherwise indicated, Scripture quotations are taken from the
Voice Bible. Used by permission. All rights reserved.
NOTE FROM THE AUTHOR
This book is licensed for your personal use and reference only. This book may not be resold
or given away to other people. Churches are permitted to reproduce sections of the book with
the express written approval of the author or his agents as long as it serves as a tool for missions
training or a text in a Bible College.
Contact The Author
Samson Iyayi
L.I.F.E Parenting Academy
Equipping You for Parenting Fulfilment
www.lifeparentingacademy.com
lifeparentingacademy@gmail.com
+2348037046123; +2348183660475

CONTENT
1. Dedication
2. Introduction
3. Module 1 Effective Ministry Teaching - Spiritual Requirements 7
4. Module 2 Teaching Effectively - Skill Requirements 10
5. Module 3 Lesson Plans 13
6. Module 4 Learning Styles 17
7. Module 5 Developmental and Behaviourial Characteristics of Children 23
8. Module 6 Measuring Impact - Engaging Parental Involvement 27
9. Module 7 Other Essentials 31
10. Gallery 36
11. About Life Parenting Academy 41
12. References 42

- DEDICATION -
This training manual is dedicated to the Holy Spirit and all His faithful co-labourers who are in
the harvest field ensuring that children are recipients of the transforming power and life of
Jesus Christ.
I also dedicate this book to my life partner, Chioma Iyayi, who has made it easy for me to fulfill
my calling. To my father, Evangelist MacDonald Iyayi who first shared the gospel of Jesus with
me and my pastor, Femi Monehin who remains true to his call.
I will not forget Potter's Planet, the Children's Ministry of The Stone Church who inspired this
manual. God bless your work daily with increase and transformed lives. Amen.

INTRODUCTION
Dear Partner,
This manual has been carefully and specifically prepared for the Children/Family Ministry
Teacher. For years the Church has focused more on the adult church and prosperity leaving
neglected a harvest field of souls; the souls of our children.
The Children's ministry is a highly sensitive ministry because of God's purpose for raising Godly
seed in every generation. Children ultimately become men and women and they are a great
opportunity for soul winning. Men and women who give their lives to Jesus do so between the
ages of 4 to 14 years. It has also been statistically established that 83% of men and women who
become Christians do so at the tender age of 6 to 14 years. Understanding too that God has
purposed and designed the family unit and the church as training centers for equipping and
shaping the faith of Jesus in children ensures we do not treat any child unlovingly and less than
we would treat an adult, single or parent. Every child's soul is precious and deserves tender,
compassionate love.
We hope you will reap many gains from studying this inspired document. We also implore you
to share your knowledge with others as the harvest is ready for yielding but the laborers are
few. Your reward is awaiting you here on earth, and when we are ready to meet Jesus!
Thank you for signing up!
Samson Iyayi
President, L.I.F.E Parenting Academy

MODULE 1
EFFECTIVE MINISTRY TEACHING:
SPIRITUAL REQUIREMENTS
FOCUS
This section will provide insight into the preparatory requirements for teachers in
Children/Family ministry. It will also provide practical steps to take as a teacher using planning,
time management and strategy to organize your class sessions.
1. MINISTRY IS LABOUR
The work of serving in the Children's ministry is laborious. God's work is never for lazy and
lethargic people. It will place demands on your time, skills, gifts, and will require you to
continuously STRETCH
Study - You must study the WORD (2 Timothy 2:15)
Train - You must consistently train yourself towards godliness (1 Timothy 4:7)
Research - You must be diligent about refining your skill (Proverbs 24:3-5)
Teach - You must teach others so they can mature and grow in grace and truth
(2 Timothy 2:2)
Change- You set aside every sin that easily besets you (Hebrews 12:1)
Holiness - You must walk in holiness so you can experience God's best (Hebrews 12:14)
Brothers and sisters, we ask you to show appreciation to those who are WORKING
HARD among you and those who are your leaders as they guide and instruct you in
the Lord - they are PRICELESS. When you think about them, let it be with great love in
your heart because of all the work they have done… 1 Thessalonians 5:12-13 (VT)
I urge you to submit to the authority of such leaders, to EVERY CO-WORKER, and to
those who offer their backs and shoulders for the WORK. 1 Corinthians 16:16(VT)

Note that God has a reward for you because you are co-labouring in His Work. Hebrews 6:10
states that, "God is not unjust or unfair. He won't OVERLOOK the WORK you have done or the
Love you have carried to each other in His name while doing His work as you are still doing.
2. PRAY FOR YOUR CLASS
Nothing in God's Kingdom succeeds with out prayer. Prayer is your powerhouse (Luke 18:1- 16).
You must pray for your students and call them each by their respective names before the Lord
daily. To be able to do this means you must have and develop an informal relationship with each
child. That is where the work is.
As a teacher, you are entrusted with the souls of the children under your watch by God.
Hebrews 13:17 states:
"Listen to your leaders and submit to their authority over the community, for
they are on constant watch to protect your souls and someday they must give
account…"
So what should you pray for when you pray? Colossians 1:9 explains you should pray for the
following things namely:
1. Pray for knowledge (about each child's heart and love language)
2. Pray for insight (about each child's gift and individual bent)
3. Pray that every child you are responsible for will clearly know God's will and achieve the
height and depth of spiritual wisdom and understanding.
3. DEMONSTRATE LOVE
Children respond to love than to words. And love is expressed in action. John 3:16 explains how
love works in action; it states that, "…for God so loved the world that He gave His only
begotten Son…" The focus of God for every child is spiritual development and awareness (3
John 1:2) .
"And John grew up and became strong in SPIRIT". Luke 1:80
"And Jesus kept on growing - in wisdom, in physical stature, in favour with
God, and in favour with others". Luke 2:52

4. BE A GOOD STORY TELLER
Children are receptive to stories. Sharing stories, talking and singing every day helps a child's
development. You're helping a child become familiar with sounds, words, language and the
value of God's Word. This all builds a child's early literacy skills, helping him/her go on to read
successfully later in life.
Reading stories sparks a child's imagination, stimulates curiosity and helps with brain
development. Interesting illustrations and word patterns – such as rhymes – can get a child
talking about what he or she is seeing and thinking, and help him or her understand the
patterns of language. Exploring stories also helps a child learn the difference between 'real' and
'make-believe' and might help develop him or her own ideas.
Reading or telling stories can also be safe ways to explore strong emotions, which can help a
child understand change, as well as new or frightening events. The Bible is filled with intriguing
stories which will help spark a child's interest to learn about the world around him and about
God's wonderful love for mankind.
WHY STORYTELLING IS IMPORTANT
Stories help children to cope with a lot of the feelings and problems that they experience in
their day. Story time can be a special caring time with you that children will remember all their
lives. Whether they are the stories you tell, or stories in the Bible, stories are one of the ways
that children learn to enjoy reading. And we want children who will grow up to love reading and
studying the Bible.
Books and the people they read about in books can become their friends. Children can also
learn that the Bible is full of books which are a way to find out useful and important
information. Many people look back with pleasure on their favourite stories from childhood. It
is now recognised that reading aloud to babies and children is important in their early years and
has an impact on their overall development and future learning.
Jesus often told stories called parables for illustrative purposes. Parables adopted a literary
style called Parallelism which is, using every day devices, things and experiences people are
familiar with to illustrate spiritual truths and concepts.
Learn how to tell, narrate and share Bible stories in a fun and engaging way. If Jesus told stories
to be effective in sharing His message, we should adopt His methodology too. Check Luke 18:1.

MODULE 2
TEACHING EFFECTIVELY - SKILL REQUIREMENTS
FOCUS
This module addresses essential skills required for facilitating the learning experience of your
pupils. It explains the 3 Ps of Teaching namely Planning, Previewing and Preparation.
1. PLAN DAILY
Always prepare a lesson note or plan based on your teaching manual. This will guide your
thought flow as you teach your classes and will guide your example references. Remember that
deciding to wait until the day before your class on Sunday will be jeopardy as it will make your
connection with the children laboured. You can achieve this by spending an hour or 30 minutes
daily to review your manual and prepare your plan.
2. PREVIEW YOUR PLAN
Previewing your lesson plan helps you to eliminate errors and reveal gaps you may have missed
while writing your plan. Your preview will highlight the strengths of your learning material and
help you with general examples for parallel thinking when it comes to your text.
3. PREPARE WITH PRACTICE
Take 20 minutes daily to prepare your strategy for your classroom presentation. Preparation
will ensure you have the right craft to use, the right examples to reinforce your subject matter
and reduce or eliminate your errors. You need to practice regularly to ensure you have the right
vocabulary and the right communication style.
Regular practice time with the Holy Spirit is a success habit! Here are some examples in the
Scriptures that demonstrate the power in success habits of planning, previewing and
preparing.
Mark 10:1
"From there Jesus travelled to Judea and beyond the Jordan River, He taught the crowds who
gathered as was His custom.”

Luke 4:16
"He eventually came to His hometown, Nazareth, and did there what He had done elsewhere in
Galilee- entered the synagogue and stood up to read from the Hebrew Scriptures".
Luke 22:39
"Once again He left the city as He had been doing during recent days, returning to Mount Olivet
along with His disciples".
Acts 17:2
"As he had done in other cities, Paul attended the synagogue and presented arguments, based
on the Hebrew Scriptures, that the Anointed had to suffer and rise from the dead".
You become an expert at what you do daily.

MODULE 3
LESSON PLANS
DEFINITION
A lesson plan is a teacher's detailed description of the course of instruction for one class. A
daily lesson plan is developed by a teacher to guide class instruction. Details will vary
depending on the preference of the teacher, subject
being covered, and the need and/or curiosity of
pupils.
It is a step-by-step guide that outlines the teacher's
objectives for what the pupils will accomplish on a
particular day. Creating a lesson plan involves
setting goals, developing activities, and determining
the materials that will be used. You can find a
detailed description of the key components in the
top Eight components of a well written Lesson Plan.
COMPONENTS OF LESSON PLAN
1. Objectives and Goals
How will I
check for
understanding?
What do I want
students to
learn?
What teaching
and learning
activities will I
use?
Objectives focus only on what your pupils will need to do to acquire further knowledge
of the Bible and life application skills. The objectives for the daily lesson plan are drawn
from the broader aims of the unit plan but are achieved over a well defined time period.
Questions to ask yourself during preparation are:
What will children be able to do during this lesson?
Under what conditions will children's understanding will be accomplished?

What is the degree or criterion on the basis of which satisfactory attainment of
the objectives will be judged?
How will children demonstrate that they have learned and understood the
objectives of the lesson?
Goals determine purpose, aim, and rationale for what you and your pupils will engage in
during class time. Use this section to express the intermediate lesson goals that draw
upon previous plans and activities and set the stage by preparing pupils for future
activities and further knowledge acquisition. The goals are typically written as broad
educational or unit goals adhering to the church's curriculum standards. Questions to
ask include:
What are the broader objectives, aims, or goals of the unit plan/curriculum?
What are your goals for this unit?
What do you expect your children to be able to do by the end of this unit?
2. Anticipatory Set
In the Anticipatory Set section, you outline what you will say and/or present to children
before the direct instruction of the lesson begins. The purpose of the Anticipatory Set is
to:
Provide continuity from previous lessons, if applicable
Allude to familiar concepts and vocabulary as a reminder and refresher
Tell the children briefly what the lesson will be about
Gauge the children level of collective background knowledge of the subject to
help inform your instruction
Activate the children's existing knowledge base
Whet the class's appetite for the subject at hand
Briefly expose the children to the lesson's objectives and how you will get them
to the end result

To write your Anticipatory Set, consider the following questions:
How can I involve as many as children as possible, piquing their interests for the
subject matter to come?
How should I inform my children of the lesson's context and objective, in kidfriendly
language?
What do the children need to know before they can delve into the lesson plan
itself and direct instruction?
3. Direct Instruction
Direct Instruction could include reading a book, displaying diagrams, showing real-life
examples of the subject matter, using props, discussing relevant characteristics,
watching a movie, or other hands-on and/or presentational steps directly related to
your lesson plan's stated objective.
When determining your methods of direct instruction, consider the following
questions:
How can I best tap into the various learning modalities (audio, visual, tactile,
kinesthetic, etc.) to meet the learning style preferences of as many children as
possible?
4. Guided Practice
This section is optional, but useful in considering the readiness state of the children for
the lesson activities. It allows you and other teachers, replicating your lesson plan, to
factor in necessary prep activities to make sure that children can meet lesson
objectives.
What must children already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the lesson objectives?

5. Closure
This focuses on your closing thought as you conclude with an emphasized scripture
reference.
What will you use to draw the ideas together for the children at the end?
How will you provide feedback to children to correct their misunderstandings
and reinforce their learning?
6. Independent Practice
Through independent practice, children have a chance to reinforce skills and synthesize
their new knowledge by completing a task on their own and away from the teacher's
guidance. Consider the following questions when preparing your lesson plan:
Based on observations during guided practice, what activities will children be
able to complete on their own?
How can I provide a new and different context in which the children can practice
their new skills?
7. Required Materials
This section has two functions; it helps other teachers quickly determine:
a. how much preparation time, resources, and management will be involved
in carrying out this plan and
b. what materials, books, equipment, and resources they will need to have
ready. So a list of everything needed, full citations of Bible texts or story
books used, and any other special considerations are most useful.
What materials will be needed?
What textbooks or story books? (please include full bibliographic citations)
What needs to be prepared in advance (typical for life application classes or
activities).

Using craft related materials help with lesson emphasis, scripture verse memorization
and the use of parallelism, that is, using tangible objects to explain spiritual concepts.
For example, if we wanted to explain how a child becomes a light in the World, we could
use a battery and a torch light to graphically articulate this.
We present the battery and the torch light and use a memory verse in Matthew 5:15 to
emphasize how the presence of the Holy Spirit makes a child a light to his world.
8. Assessment
To begin, ask yourself three basic questions:
Where are the children going with the lesson?
How are they going to get there?
How will you know when they have arrived?
Then begin to think about each of the following categories which form the organization
of the plan. While planning, use the questions below to guide you during each stage.
You can use quizzes, tests, or questions or even ask them to develop a craft to
demonstrate their understanding of the lesson.
SAMPLE LESSON PLAN
This sample plan is suitable for pupils in tween classes. Tweens are children aged 8 to 11 years
old. You can also apply this to pupils aged 4 to 7 years too.
Prepared By:
Subject:
Samson Iyayi
Becoming God's Light
Lesson Title: am the Light of the World
Memory Verse: Matthew 5:15

Materials and Resources Needed:
Torch
Batteries
A dark box
Overview and Purpose:
To teach the principle of being God's light everywhere.
Emphasize the parable of Jesus in Matthew 5:15.
Objectives and Goals:
At the end of the class, pupils will be able to understand the spiritual concept
of being God's light in the world.
Children will understand and memorize the memory verse in Matthew 5:15.
Children will be able to use the torch light to explain what light shining in darkness
means.
Anticipatory Set
How many of you have been in a dark room before?
What did you do to get some light on or into the dark room?
Now, let us learn how to be God's light in the world.

Information and Instruction:
Read the parable of the light under the bushel in Matthew 5:15.
Use a portion of the verse as a memory verse for the children to recite.
Show a cardboard art of the verse and stick on the board for all to see.
Closure:
So, let us recall how we become God's light in the World.
Sing the song' "I have the light of God in me".
Independent Activity:
Introduce a class activity to engage kinaesthetic learning.
Now, let us draw ourselves holding a torch light and flashing it in a dark place.
Verification and Assessment:
Who wants to recite our memory verse? You will receive a star for reciting
correctly.
How do you become God's light in a dark world?
Show me your picture of yourself flashing your torch light in darkness.

MODULE 4:
LEARNING STYLES
FOCUS
This section provides a brief insight into how children learn and why it is important to adopt a
holistic approach in teaching taking into consideration the unique learning preferences of
children. Note, however, that this is not entirely exhaustive. You are advised to study further
privately to update your knowledge in order to have a better appreciation of this subject
matter. Other helpful books you can consult for further reference are:
1. Gary Chapman and Ross Campbell's "The 5 Love Languages of Children"
2. Gary Chapman's "The 5 Love Languages of Teenagers"
3. Denise George's "Teach your Children to Pray".
UNDERSTANDING LEARNING STYLES
We will attempt a definition of what learning styles are and how to recognize these strengths in
children. Learning Styles is a term that describes the individual ways by which we learn,
process and retain information. All young children learn through meaningful hands-onexperiences
- through touching, doing, and moving. And children also learn through seeing
and hearing. As you observe the children in your class you will begin observing preferences,
identifying strengths that indicate their preferred style of learning.
Now, remember that as a biblical faith facilitator you can not rely on a single approach to
teaching children because they are unique and different. Adopting a variety of presentation
styles help the children to develop new strengths and interests that will broaden his or her
scope and understanding of the world they live in and of God's kingdom plans for their lives.
SOME KEY FACTS
There are some important facts based on proven research around the world. It has been
established that:

Parents are a child's first and most important teacher. This is why we will define
the role of the children ministry teacher as that of a "Biblical faith Facilitator",
because we support the efforts and the systems of schooling children in the Holy
Scriptures by their parents. We are facilitators and co-labourers.
Researchers now agree that the optimum time for the stimulation of basic
learning abilities in a child is before the age of 6 years.
Small children are born with an innate hunger for learning that remains strong
throughout their formative years.
Children are more emotional than cognitive; they remember feelings more than
facts.
The attention of a child is held more by an activity they are learning rather than
imaginative stories.
TYPES OF LEARNING STYLES
Four main types of learning styles have been identified namely:
I. Visual (learning through seeing)
II. Auditory (learning through hearing)
III. Tactile (learning through touching)
IV. Kinaesthetic (learn through doing and moving)
Some texts and research sites may subsume tactile learning under the kinaesthetic category
because the latter involves movement and touching in learning.
I. VISUAL LEARNERS
Children who are visual processors tend to observe a teacher's body language and
facial expressions for content and learn through demonstrations and descriptions.
They tend to have well developed imaginations and often think in pictures. Much
movement in a classroom may cause distractions for them. Written instructions
may help clarify verbal directions for older children who can read.
Visual learners attend to information most effectively when they see something,
for example, pictures, diagrams, films and videos or demonstrations.

BEHAVIOURS/CHARACTERISTICS OF VISUAL LEARNERS
Remember what they see rather than what they hear.
Remember diagrams and pictures.
Prefer to read and write rather than listen.
Have trouble remembering verbal instructions.
Need an overall view and purpose before beginning a project
Like art more than music
Sometimes tune out when trying to pay attention.
II.
AUDITORY LEARNERS
Auditory learners are more interested in learning
through spoken words. They prefer to learn by listening
to their lecturer or teacher or other children. Children
who are auditory processors learn through participating
in discussions and talking things through. Verbal
directions may help clarify instructions or written
information. Too much noise may be distracting as
children with this strength in learning learn best in quiet
environments.
CHARACTERISTICS OF AUDITORY LEARNERS
They can follow verbal instructions easily
Like to hear someone explain and like explaining to someone else
Like debating and discussing with others
Tend to talk to themselves while working
Enjoy reading aloud
Love music more than art

III. TACTILE LEARNERS
They learn primarily through touch. Children who are more tactile prefer activities or
projects that allow them use their hands. These children may prefer doodling or
drawing to aid memory.
CHARACTERISTICS OF TACTILE LEARNERS
Tactile learners are closely related to kinaesthetic learners
The tactile style is more moderate, involving fine motor movements, rather
than the whole-body movements
Tactile learners take in information through the sense of touch and feeling
Tactile learners may feel like they have to touch, and explore objects in order
to know them
Tactile learners learn best with hands-on activities
Tactile learners enjoy manipulatives, using different media such as finger-paints,
art materials, building projects, blocks or objects for math, hands-on science
experiments, making their own books, games, making models, dioramas, etc. If
your child is a tactile-based learner, you will find a project-oriented method of
learning will probably appeal to your child's need
to have active hands. Their motto? "Don't TELL
me, let me DO it!"
IV.
KINAESTHETIC LEARNERS
Kinaesthetic learners prefer to being involved in
activities through moving and doing. Physical sensations
play a major part during learning and may have trouble
sitting still for long periods. They need to apply the information and make it their own by
constructing something or practising a technique or skill. A hands on approach that allows
a child to actively explore her physical world helps her/him learn best.
CHARACTERISTICS OF KINAESTHETIC LEARNERS
Often they take or even draw pictures or doodle whilst listening
Remember best what they did
Memorise by walking and seeing
Like "hands on" activities and group interaction

HOW BABIES LEARN
For churches which have creche classes it is important
for teachers handling such children to learn a thing or
two about how babies learn.
Babies learn through all of their senses – touch,
sight, hearing, taste and smell. They explore things and want to handle objects and
put them in their mouths to learn about them. Babies are constantly taking in
information when they are awake, which means that they are learning all the time.
New research by John Hopkins doctoral student Aimee Stanhl and psychology
professor Lisa Feigenson designed a series of experiments which proved that babies
are born with some innate knowledge of their physical worlds and use that
knowledge to learn.
Infants learn from everything they do and see. That is why it is important to have a continuous
positive interaction with them even when you are changing their diaper. If a child care provider
changes them without any thought or sensitivity, babies will pick up on it, and forever taint
their own attitudes towards their bodies. If a child care provider, on the other hand, takes the
time to connect with the child during these moments and talks them through it, children will
learn to care and respond to their needs.
earning Infants are smarter than what we think; they understand the intent of language,
even though they may not understand the meaning of words. They can read through our
attitudes and learn from them. As child care providers, we need to nurture and constantly
be aware of the attitudes we are putting forth to our children.
Lastly, remember that children have their own personalities and will develop and learn at
different rates. They also have certain predispositions and preferences, which will reflect in
their personalities.

CHARACTERISTICS OF BABY LEARNING
We play a crucial role in a baby's learning by developing a loving and secure relationship
with them, encouraging them to use all their skills to explore the world around them and
by encouraging their curiosity. As a Biblical faith facilitator we can support a baby's lby:
playing together
talking and responding when the baby makes sounds or tells us in other ways what he or
she wants
meeting needs and having lots of loving contact
responding to the baby's movements and sounds
providing different objects and materials to explore using all the senses
getting to know the baby, noticing and responding to what he or she likes.
Now remember to always speak faith filled Words to the child because though a baby he
or she can respond to God's word being a spirit being. Always pronounce God's
blessing on the baby.
PLAY BASED LEARNING
Play, an important way for young children to learn, begins at birth. Playing together is
one of the best things a Biblical Faith Facilitator or teacher can do with a baby. Through
play, babies learn about themselves and their place in the world, develop and practise
social and language skills, expand their physical skills and think creatively.
Here are some suggestions for ways we can play with a baby:
sing songs (mostly worship and soft gentle songs)
have 'conversations' where you respond to sounds a baby makes by saying something
then waiting for the baby to make another sound
look at biblical picture books together
give the baby things to hold and play with (make sure they are safe for them to put in
their mouth, as that's one way babies explore objects).

CHECKLIST FOR TEACHERS
The checklist of questions below will help you to make better decisions in your teaching
experience.
What types of toys does he or she prefer?
Does he or she prefer quiet activities or lots of movements?
Does he or she like to read books and draw pictures?
Does he or she prefer to be shown how to do something rather than being told verbally?
Is he or she active?
Does he or she like to move and participate in more active activities?
Is he or she drawn to numbers and patterns?
SUPPORTING A CHILD'S LEARNING STYLE
As teachers we have tremendous influence on children; an influence so significant that it can
actually mar or make them. Understanding how a child learns can improve how we teach them.
Early childhood programmes are often organized in a way that supports the range of children's
strengths and needs. Parents must be made to be frontline campaigners of training or
supporting their children.
This will include:
Developing a relationship with these children in your class and their parents.
Playing soft worship songs and singing it with them
Identifying outdoor experiences which children are passionate about and playing it with
them.
DETERMINING A CHILD'S LEARNING STYLE
The best way to determine a child's learning style is by observation.
Actions, interests and preferences will provide information about how the child
processes information.
Identify the toy preference they have and provide it for them if affordable.
Equally have adequate periods for movement.

REDUCED ATTENTION SPAN
Attention span is the amount of concentrated time one can spend on a task without
becoming distracted. You should want to know the average length of time a toddler should be
expected to pay attention to a task or learning experience. Teachers often struggle with the
attention span of children. Children by nature and capacity have a very limited attention span.
Attention span is an indicator of attention concentration of a child on a particular activity or
play.
For preschoolers, attention span will vary by interests and situations. There are several things
to consider when gaining a preschool-age child's attention.
Being attentive to the child's nature can help you find the type of activity that can
engages his or her attention.
Find a theme that attracts the child to an activity such as a favorite Bible character or
toys within the play area.
Personality also plays a factor. The independent spirit may need to explore on his or her
own and you promote learning by providing the materials for exploring about the world.
Remember each child learns at his or her own pace. Avoid comparing a child with
another.
Other efforts to deal with this reduced attention span may include:
ensuring that sessions are not too long
Have breaks in between
Giving exercises that are interesting and engaging
Always remember a child will retain more information and develop a broader understanding if
information is meaningful and preferred in a way that meets his or her particular learning need.
In addition, children will be less attentive when hungry, thirsty, tired or sick.
In conclusion, be familiar with concepts relating to what most educators psychologists describe
as attention deficit hyperactivity disorder (ADD/ADHD). Some helpful suggestions include:

Adjusting class activity for shorter time frames.
Providing preferential seating and if possible make sure the child is seated among
attentive, well focused children.
Cover or remove visual distractions by erasing unnecessary information from the board
and removing visual clutter.
Rewarding the child whenever he or she finishes a task.
Being there for the child. Children can sustain attention longer when a teacher is
physically present with them.

MODULE 5
DEVELOPMENTAL AND BEHAVIOURIAL
CHARACTERISTICS OF CHILDREN
FOCUS
Our concern in this section is to expose you to the developmental and behaviourial
characteristics of children as they mature into discerning adults. You will find this information
particularly helpful if your class structure is age grade determined. We have left out the
dimension of 0 - 4 years having explored Baby Learning in Module 4.
STAGES 5 - 7 YEAR OLDS
Physical Growth and Development
Period of slow growth
Body lengthens, hands and feet grow larger
Good large motor control, small muscles
eye-hand coordination not as developed but improves about age 7
Permanent teeth appearing
Behavioral Characteristics
Attention span short but increasing
Activity level high
Learning to relate to persons outside family

Learning concepts of right and wrong
Becoming aware of sexual differences
Developing modesty
Becoming self-dependent and given time, can do things for themselves
Inconsistent levels of maturity, can be eager, self-assertive, aggressive, and competitive
Special Considerations
Active, boisterous games with restrained jumping and running are good
Climbing and use of balance boards good Rhythmic activities, songs and dramatics good
Limit activities to 15-30 minutes, since attention span is still short
Training in group cooperation, sharing, and good work habits important
Need concrete learning and active participation
Freedom to do things for self, to use and develop own abilities
STAGE 8 - 10 YEAR OLDS
Physical Growth and Development
Growth slow and steady
Girl's growth spurt occurs about two years ahead of boy's
Slow maturing boys at a disadvantage because of stress on physical ability
Before the growth spurt, boys and girls are of equal strength; afterward boys are
stronger and often develop athletic skills and prowess

Large muscles still developing, but control over small muscles is increasing
Manipulative skills and eye-hand coordination increasing
Behavioral Characteristics
Stable traits are aggressiveness in males and dependency in females
Age group is usually energetic, quick, eager and enthusiastic
Often restless and fidgety, need action continuously
Eager for large muscle activity, organized team games
Noisy, argumentative, yet highly imaginative and affectionate
Self-conscious and afraid to fail, sensitive to criticism Interest fluctuates, time span
(interest) short
Group-conscious, the age of clubs and the gang element
Boys still tend to play with boys, girls with girls
Boys and girls becoming rivals and beginning steps toward heterosexual relationships
evident
Beginning to learn about moral judgments and learning to apply principles to determine
right and wrong Tremendous interest and curiosity about everything around them
Beginning to achieve independence outside family and learn to relate to adults
Special Considerations
Need praise and encouragement
Exercise of both large and small muscles by using whole body activities, team sports,
arts and crafts, dramatics

Want a best friend, and membership in a group
Need definite responsibility and training without pressure
Need a reasonable explanation and guidance to channel interests and answer questions
STAGES 11 - 13 YEAR OLDS
Physical Growth and Development
A resting period followed by a period of rapid growth in height and weight - usually
starts between 9 and 13, although boys may mature as much as 2 years later than girls
At these ages, girls are usually taller and heavier than boys
Reproductive organs maturing, secondary sex characteristics developing
Rapid muscular growth
Danger of over-fatigue, girls are becoming gradually less active
Behavioral Characteristics
Wide range of individual difference in maturity level
Gangs (groups) continue, although boys tend to be more loyal to the group than girls
Time of awkwardness and restlessness
Teasing and antagonism exist between boys and girls
Opinions of group become more important than those of adults
Tend to be overcritical, rebellious, changeable, uncooperative
Self-conscious about physical changes Interested in making money Imaginative and
emotional with hero-worship evident

Asserting independence from adults, although time of strengthening affectionate
relationships with specific adults
Special Considerations
Good age for camp because of general enthusiasm and greater interest in outdoor
activities
Competition keen - willingness to submerge self for benefit of group (team)
Organized games needed - boys and girls begin to differentiate play preferences, thus
making coed recreation difficult
Skill is essential for successful group participation - students willing to practice skills, but
need guidance Boys greatly interested in team (group) sports
Discipline can be problem because of spirit of group
STAGES 14 - 16 YEAR OLDS
Physical Growth and Development
Sexual maturity, with accompanying physical and emotional changes
Skeletal growth completed, adult height reached (95%), muscular coordination
improved
Girls achieve puberty at 13, boys at 15 (on average)
Variance great because some complete adolescent development before others start -
girls are generally about 2 years ahead of boys
Skin difficulties and complexion problems evident, can require medical care and be a
cause of real emotional concern

Behavioral Characteristics
Between 12 and 15, shift from emphasis on same sex to opposite sex - girls develop
interest in boys earlier than boys do in girls
Concern about physical appearance
Social activity increases, preoccupied with group acceptance
Increased learning and acceptance of sex role
Time of adjustment to maturing body
Achieving independence from family a major concern, yet may have strong
identification with admired adult
Searching for self and self-identity
Beginning of occupational choice
First love experiences and going steady occur
Going to extremes, know-it-all attitude may be evident
Special Considerations
Acceptance by and conformity with others of own age is important
Need unobtrusive, non-threatening adult guidance
Need opportunities to make decisions
Need provision for constructive recreation
Need assurance of security, being accepted by peer group
Understanding of sexual relationships and attitudes
Opportunity to make money

Boy's leisure activities still tend to center on sports, but girls generally spend more
time going places with friends, talking on telephone, and participating in other
indoor activities
Older Children
Older Adolescents and Young Adults
Becoming independent and making it on their own
Developing skills, knowledge, and competencies to earn a living and achieve success
in adult life
Continuing to learn about self
Idealistic view of adult life
Interests narrow and specialization in one or two areas emerge
Acquiring skills, attitudes and understanding of the opposite sex
Choosing a mate
Formulating values and developing a philosophy of life
Choosing and entering a vocation
Adults
Achieving satisfaction in one's vocation
Assuming social and civic responsibilities
Testing and refining values

Becoming parents and raising children to become responsible and well-adjusted
Learning to relate to parents and older adults
Developing skills that are family-centered
Learning to cope with anxiety and frustration

MODULE 6
MEASURING IMPACT - ENGAGING
PARENTAL INVOLVEMENT
FOCUS
In this section, we will be discussing how to engage parents to become more involved in the
spiritual formation of their children. Spiritual formation refers to all activities, programmes and
unique parental systems that influence and shape faith in a child either at home or at church. By
providing the right faith filled influences a child is able to respond to God's call and tug at his or
her heart.
GOD'S STRATEGY: THE FAMILY AND THE CHURCH
Spiritual transformation occurs only with the help and work of the Holy Spirit, but God always
needs an agent or catalyst to facilitate the proclamation of His Word. God designed the family
unit with two parents namely a father and a mother as the first catalyst of biblical faith for a
child, and created the church as the finishing school for activating faith and service. This is why
parenting is so important. My first book, Purposeful Parenting, provides, in depth, details of
how the family unit works in God's discipleship strategy.
In Ephesians 4:11 Paul explains how the Church facilitates spiritual transformation of the child.
God plants in His church gifted leaders as Apostles, Prophets, Evangelists, Pastors and Teachers
so that, "His people would be thoroughly equipped to minister and build up the body of the
Anointed One". And why is this so? In verse 13, Paul explains further that these "ministries"
will continue until:

We are unified in faith and filled with the knowledge of the Son of God,
We stand mature in His teachings
And fully formed in the likeness of the Anointed, our Liberating King.
I highly recommend George Barna's book, "Transforming Children into Spiritual Champions:
Why Children Should Be Your Church's No. 1 Priority", to any ministry teacher serious about
making an impact in soul winning of children in God's house.
The scriptural quotes below are indicative of God's strategy in engaging people as co-labourers
first with parental influence and second, with the ministry teacher's facilitation in the Sunday
school class. Parental training and engagement, which must operate within a family unit of a
godly man and a woman, is continual and progressive while the church's ministry is supportive
and reinforcing.
It is very important to recognize that inspite of our respective contributions either in the family
unit or in the Church, we are not responsible for the spiritual transformation of the child. God
alone is. Once we understand this truth, the easier it becomes for us to focus on His ability and
adopt His strategy in discipling children into becoming spiritually accountable individuals.
God simply expresses Himself through us in the work we do either as parents or as biblical faith
facilitators. The learning point for every teacher and every parent is that God must be involved
in whatever efforts or evaluation systems we adopt because He is the one who activates
spiritual growth and transformation in a child.
Romans 10:14
"How can people invoke His name when they do not believe? How can they believe in Him
when they have not heard? How can they hear if there is no one proclaiming Him? How can
some give voice to the truth if they are not sent by God?"

1 Corinthians 3:6-9
"My job was to plant the seed, and Apollos was called to water it. Any growth comes from God,
so the ones who water and plant have nothing to brag about, GOD, who causes the growth, is
the ONLY ONE who matters. The one who plants is no greater than the one who waters; both
will be rewarded based on their work. We are GARDERNERS and FIELD WORKERS laboring with
GOD…”
STRATEGIES FOR PARENTAL ENGAGEMENT
As a church, it is important to measure, evaluate and review your systems for articulating
spiritual formation in children. Whatever is measured becomes accountable. There are
scriptural evidence pointing to evaluating our work in the discipling of children. Evaluation is
what guarantees reward. Let's start with the book of Genesis. In Genesis 1:3-21 God would
review His work of creation after He had spoken it forth. In verse 21, the Bible records, "And
God saw that His new creation was beautiful and good."
Matthew 25:14-30 which documents the Parable of the Talents we see again the evaluation of
a master over his servants. In verse 19, we see "the master came back from his travels, found
his slaves, and settled up with them". In addition, in 1 Corinthians 4:4, Paul notes that "the
only supreme judge, our Lord, will examine me in the proper time". We must measure
whatever we do to ensure we are productive in our work for the Lord.
The first place to start from is with the parents. Here are a few ideas that will help make your
unit more effective in engaging parental involvement.
I. DATAMINE PARENTAL KNOWLEDGE OF CHILDREN
Always ensure while admitting a child into your children's church that a questionnaire is

administered to parents to glean information about their children. This is especially
important because of mobility of church goers and even first timers either from one
church or from a city, or country other than where you are located. In addition, also have
exit forms for the parents when you learn of relocation plans so you can provide advice
and guidance on churches they can attend in their new location. This strengthens
partnerships and synergy in ministry to God's people.
The questionnaire must contain information about their previous church, the child's
age grade and allergies if your service includes meals or snacks for children. In addition,
also include birth day dates, wedding anniversary dates and as well as conversion date.
You can also interview the child to investigate his or her depth of knowledge about the
biblical worldview and if he or she has already received the Lord as saviour. There are
children, Tweens and Teenagers who have had special encounters with God which
initiated conversion experiences. We can only know this if we are diligent to find out
through an interviewing process.
II. ORGANIZE ORIENTATION CLASSES FOR PARENTS
Let parents in on how your ministry works with children so that they can learn how to
support their spiritual development at home.
It is essential to develop a system that establishes guidelines for how parents must
review scripture learning with their children daily after a Sunday class. In addition,
provide training for nannies, house keepers and maids so they do not frustrate your
training programme for the child. Nannies, House Keepers and Maids should have a
separate class before they are integrated into the main church service.

III. CONDUCT SURVEYS
Often, most organizations issue questionnaires which can be quite tedious. A better
method is to conduct surveys using class assignments. An interesting approach is to
have the children write about their parents and how involved they are with their
spiritual development. For example, give an assignment on prayer and receiving
answers as a take home assignment. Involve the parents in the assignment and
specifically instruct them to guide their children as they pray for a specific need.
To follow up on the assignment conduct a Testimony Week asking each child to share
with his or her class about an answered prayer. If your church is well equipped, do a
recording of the event and send the video as DVD or CD gift to their parents. This will
ingrain in the children about the power of answered prayers and also help parents to
reinforce a culture of praying at home with their children.
IV. SPECIAL EVENTS
Having unsual services in church on special events like Children's Day, Father's Day or
Mother's Day is another avenue for monitoring spiritual formation. Have your pastor
approve having children who are Tweens or Teenagers run the worship experience.
Ensure children practice regularly how to worship God so they can understand order and
moderation in services.
Create a plan for the service and have a child who will teach God's word, take the
offering, lead the choir and even record the service. Have their parents in the front rows
to cheer them on and give God glory for His work in their lives.
V. ORGANIZE PARENTING CLASSES
This serves as a learning outreach to teach biblical parenting to parents of your church. It
can also serve as an avenue to create a support system for parents who are challenged in
the parenting of their children through the provision of pastoral counselling.

Parenting classes can graduate into a school programme or special ministry category as
your children ministry grows. These parenting classes can also grow to become
outreaches or missions for the church to attract families to Jesus. These programmes
can be done quarterly or monthly as capacity allows.

MODULE 7
OTHER ESSENTIAL RESOURCES
FOCUS
We will attempt to review current practices in this section and highlight some of the limitations
some of these aspects may cause our efforts as teachers. Being updated with trends is good but
the ability to sift through what appeals to our senses is wisdom.
1. VISUAL CUE LEARNING
Visual cues refer to visual systems like visual cue cards, videos, Bible character picture boards,
flash cards and audio-visual musicals, films and cartoons adapted to aid the learning process of
children. Though effective as a tool in assisted teaching, much dependence on it may introduce
lethargy in children and inhibit their willingness to try out new activity when this is introduced
by the teacher.
There are two main reasons why it is important to actually show the children what we are
teaching.
a. Visuals clarify the material being taught.
b. Visuals make learning more permanent.
Visuals clarify the material being taught In normal day-to-day living we learn:
3% through taste
3% through smell
6% through touch
13% through hearing
75% through seeing

Visual cues should only be adopted as a reinforcement of themes and lessons being taught to
the children and must be applied for a limited time only.
POINTS TO REMEMBER DURING USE OF VISUAL CUES
Audio visual aids must match the need and maturity level of the children.
Children must be able to relate the visual aid with the subject matter.
It must be large enough to be seen by the children sitting in the rear of the class.
Aids used must be able to attract the involvement and participation of children in the
class by awaking all the sensory organs of the child learner to encourage observation
and discussion.
Aids used must match the real life and natural environment of the biblical reference
regardless of the nature of visual whether it is a cartoon or film.
Aids must be used at appropriate time during teaching.
IMPACT OF VISUAL CUES
Visual cues make learning fascinating for children in the following ways:
1. Makes learning easy and permanent.
2. Adds creativity.
3. Encourages more involvement of children in the class.
4. Activates a healthy relation with the environment of Bible times and cultures.
LIMITATIONS
The inability of teachers to handle the visual cue equipment and aids properly has
emerged as a major hurdle in utilising these aids to promote learning in children at this

level. This problem is prominent in teachers who are unfamiliar with innovations in
technology and who lack the required dedication to learn new ideas of teaching. They
are hesitant about bringing new experiments and innovations in their teaching and are
far behind in making use of new technology.
Funding is also a challenge for most children churches. A lot of money is required in
arranging and maintaining the costly visual cue aids. It is important for generous
individuals and churches to finance the purchase of these learning aids to stimulate
learning and interest in children. A system of giving should be adopted to facilitate the
acquisition of these aids over a period of time.
Interestingly, there are innovative ways to create visual cue materials using recycled
materials like calenders, bottle crowns, beads, natural elements, used clothes for
creating customes, and lots more. An artist in the church can help with painting of
pictures of Bible characters, themes and cultures.
Much dependence on visual cues can negatively affect the attention span of children
when another learning activity is introduced.
EXAMPLES OF VISUAL CUES
Flash Cards: Large picture cards can be made from clip art, color pages, magazines. Enlarge and
color the pictures and mount them on a piece of construction paper. If the lesson is on the
Tabernacle, there are many items that will be new to the children and so visuals will be very
important.

Flannel Graphs: Homemade flannel boards can easily be made with felt attached to a large
piece of cardboard. If felt is not available, find a fabric that has a bit of a fuzz to it. Experiment
with different fabrics to see what will allow pieces to stick to it.
Crafts: Using a craft as part of the lesson time allows the children to see what they will be
making and how it relates to the story.
Puppets: Whether you purchase or make puppets, they are a great tool for getting the
children's immediate attention.
Story Books: Story books can be used for so much more than just reading a story. Look for
books with large pictures, if possible. Reading the story is not always necessary. The teacher
can tell the story and use the pictures as the visual. Sometimes tell the story or read directly
from the Bible. With older children cover the words with some blank paper. That way the
children will not be distracted by the words. As the story is being told talk about the picture and
point to parts that are relevant to what is being taught. Remember, 65% lesson memory is
visual and hearing together.
Time Lines: This is a visual that will help the children see the progression of events. One way to
show the progression is to take the color page for each week's lesson and continually add a
picture each week and do a 1 – 2 sentence review of each picture. This way the children can
mentally review the previous lessons and see the order that things are happening.
Picture Maps: Picture Maps can be expensive to purchase, but here's an idea to make maps.
Use an overhead projector with a map copied on a transparency. Put up a piece of large paper
on the wall and with the transparency shining on the paper, trace the map. If it is a map being
used for several weeks, color the map very quickly with chalk. Even a very simple hand drawn
map will work to show the children where things were taking place. Consider the journeys that
Paul made during his missions trips. It's amazing how far he went with no planes, trains, or
automobiles.

Flip Charts: Flip charts can easily be made with sheets of paper stapled together at the top.
Using a black marker, draw simple images to illustrate the lesson. Even those who do not feel
artistic can use this visual to draw simple stick figures, animals, maps, diagrams, charts, etc.
After a point is drawn and discussed, flip the sheet of paper to a clean sheet.
Drama, Costumes, and Props: The children get so excited when their teacher comes to class
dressed in costume. Cut a hole in an old sheet, put it over your head, and tie a rope around your
waist for a Bible costume. Use an old pillow case for a head covering. Yarn and a little glue can
make a wig, beard, or mustache. Act out the story to bring it to life for the children. Old
cardboard boxes can be cut and painted very quickly to make Bible time props, a sword, a
shield, a well, jars of oil. With prayer and a little imagination, one box can become many
different things.
2. ONLINE RESOURCES
Technology is now an integral part of our lives and we are surrounded with devices that have
amazing capabilities as well as children whose cerebral capacity has been greatly influenced by
the internet. We have been blessed with the world of the internet and websites of ministries
that focus on the family and on children. Learning how to use the internet is a great skill every
biblical faith facilitator should harness. From the internet, you can source for helpful materials
like activity sheets, craft lessons, object lessons, curricula and theme activity ideas.
While technology cannot take the place of preparation, it can be a useful tool in teaching the
younger generations God's Word. Though innovative, it can inhibit the innate creativity of the
teacher and can affect his or her preparedness and prayer preparation for classes. Ministry to
children requires spiritual preparation as we are dealing with the hearts of children.
3. CRAFT CLASSES
Craft classes are specialized classes that utilize materials in our everyday lives to illustrate
spiritual truth. Often most teachers use craft classes to teach object lessons about a biblical

doctrine, precept or truth. A Biblical object lesson is taking an ordinary, everyday item and
teaching a spiritual truth. It is an example by which a doctrine or precept is illustrated. For
instance, a teacher decides to teach about building a house on the rock.
He or she decides to create a craft to illustrate the object lesson of buidling on the right
foundation. The teacher could use a small plate full of sand, a flat like rock and a card board
house built on these items to show the difference in building on a wrong or right foundation. A
hand held hair blowing machine can be used to imitate a strong wind to drive the object lesson
home.
Craft classes inspire creativity, stretch the imagination of children and actually help with
memory verse recollection. Utilizing craft classes too often reduces it to a monotonous
experience and can consume a lot of time and effort.
4. CURRICULUM
A curriculum is a plan and outline highlighting subjects and topics to be taught for a period of
time to children. As a plan it regulates how far a teacher can go and guides the outlines for each
age grade in a children's ministry group. Curriculums introduce order, guide learning and
measure the performance of teachers in achieving the ministry objectives in a period.
However, curricula must be reviewed and updated regularly to introduce new ideas and to help
teachers stay current with new initiatives in children's ministry. Using outdated curricula
affects the teacher's presentation, limits the learning experience of the children and impacts
negatively on the ministry spiritual formation objectives.
It is important to always research curriculum content, improve presentation styles, review
learning aids and design lesson outlines and outcomes.

CLOSING THOUGHTS
An experience in the Bible comes to mind anytime I think about Jesus. It happened just after his
birth when He was sought out by the Three wise men from the East to be worshipped (Matthew
2:1-3). Why was an innocent baby so sought out to be killed by King Herod in Matthew 2:16?
Think about this for a moment. Why was Satan so furious about the birth of Jesus and sought to
kill him so earnestly such that an entire city filled with male babies and children two years old
and under were slaughtered in a single day?
A child's soul and eternal destiny is truly precious to God. We need to understand this and take
very seriously their upbringing in the Word of God. Timothy, Paul's faith son, was schooled in
the scriptures by his grandmother Lois and his mother Eunice from childhood (2 Timothy 1:3-
5). George Barna notes that physicians assert that children begin to absorb values as early as
two years of age and recommends an early start in engaging children in churches. It is best, he
advices, for an effective ministry to focus developmental activities with children at the age of
four or five years.
We owe God, our creator, this much in ensuring that the children He has entrusted to our
churches experience who He is in worship, discover why He has placed them here on Earth,
learn the meaning of giving and expressing love even in the instance of peril to their lives and
transfering their precious faith in God to others.
They are our harvest field. Work on it and reap the eternal and earthly rewards of co-labouring
with God. Whoever wins souls is wise. (Proverbs 11:30)

GALLERY
EFFECTIVE TEACHING SKILLS FOR THE CHILDREN'S MINISTRY TEACHER TRAINING AT
POTTER PLANET, THE STONE CHURCH (AKA WORD ALIVE MINISTRIES)
ON SATURDAY 4TH JULY 2015
FRONT ROW LEFT: SAMSON IYAYI, TOYIN LAWAL, CHIOMA IYAYI
BACK ROW FROM L - R: ALL PARTCIPANTS TEACHERS IN POTTERS PLANET,
THE STONE CHURCH
"ESSENTIALS FOR THE CHILDREN'S MINISTRY TEACHER" TRAINING MANUAL PRESENTATION TO
MRS. TOYIN LAWAL BY SAMSON IYAYI, L.I.F.E PARENTING ACADEMY

CROSS SECTION OF PARTICIPANTS DURING THE CREATIVE CRAFT SESSION. PARTICIPANTS MADE USE OF
RECYCLED MATERIALS LIKE EMPTY BEVERAGE CANS, COTTON WOOL, CARDBOARD PAPER, GLUE, STRAW,
BOTTLE CROWNS, BALLONS, INDOMIE CARTONS, CRAYONS AND PERMANENT MARKER PENS ETC
CROSS SECTION OF PARTICPANTS/TEAM LEAD GROUP PRESENTATIONS

CROSS SECTION OF PARTICPANTS/TEAM LEAD GROUP PRESENTATIONS

BOOK STAND SHOWCASING RESOURCE MATERIALS

INTRODUCING THE CLASS TO
THE CREATIVE CRAFT SESSION
MRS. IYAYI PRESENTING ON LEARNING STYLES
MRS MOSUN AKITI FACILITATING TEACHING ON SPIRITUAL REQUIREMENTS OF THE
EFFECTIVE TEACHING SKILLS CHILDREN'S MINISTRY TEACHER (Mixed up. Pls clarify)

WITH DR SCOTT TURANSKY AND JOANNE MILLER RN
OF NATIONAL CENTER FOR BIBLICAL PARENTING, NEW JERSERY, USA
CALVARY CHAPEL, LIVING HOPE, NEW JERSEY, USA

ABOUT L.I.F.E PARENTING ACADEMY
Established in April 2014, L.I.F.E Parenting Academy has continued to promote pro biblical parenting
values and culture in its sphere of influence. Its visionary strongly believes children are God's solutions to
man-made problems on earth and advocates that they must be raised in positive faith filled nurturing
environments.
L.I.F.E Parenting Academy though a pro biblical advocate endorses
modern parenting solutions that validate the optimization of a child's
holistic development in terms of potential development, spiritual
awareness, character formation, life skills training and responsible
living. It equips parents and would be parents with resources and tools
to nurture and groom children into fully developed, spiritually
conscious individuals who fulfill their true potential as responsible
channels of generational blessings to humanity. It offers practical and
life development classes, seminars and workshops which teach one to
draw from within God's vision for one's family while using timeless,
biblical proven principles to fulfill one's stewardship as a parent.
L.I.F.E Parenting Academ, believes it is the duty of every parent to teach,
model and nurture their children while the role of the teacher and
caregiver is to facilitate instruction and behaviour modification. The role of the parent is to continuously
impart and motivate the child's heart with biblical principles.
Its curriculum covers three specific areas namely spiritual parenting, clinical parenting and sociological
parenting because it believes every parent, ministry teacher or parenting educator must be familiar with
helpful, positive modern tools and research that help the child's potential optimization. Its learning
bouquet is customized to address specific needs of parent categories, ministry teachers and academic
institutions as well as young singles and preparing couples. L.I.F.E Parenting Academy helps you create
nurturing environments through practical application of life changing principles and positive modern
tools. It offers the following experiences:
Parenting Workshops
Single Parenting Seminar
Young Couples Seminars
Parenting Boot Camp

Emotional Intelligence for Couples Seminars
Parenting Conference
Ministry Teachers training and Workshops
Parenting Skills, Learning resources, books and tools
Counselling sessions
Learn more about L.I.F.E Parenting Academy on its website at www.lifeparentingacademy.com or send an
email at lifeparentingacademy@gmail.com. Call on 08037046123 or visit our office at 43B Oduduwa
Crescent, GRA, Ikeja, Lagos, Nigeria.
REFERENCES
George Barna, Transforming Children into Spiritual Champions, Joint Heirs Publications 2003
Children's Learning Styles,www. abilitypath.org.
Camper Development Handout, www.ACAcamps.org
Wikipedia
The Voice Bible Translation
HELPFUL SITES FOR BEGINNERS
www.truthforkids.com/craft directory
www. daniellesplace.com
www.educationplanner.org/studients
www. kidssunday.com
www.biblicalparentingacademy.com

ABOUT THE BOOK
Essentials for The Children's Ministry Teacher is a timely manual that provides a helpful guide filled with
useful ideas and insight about the children's ministry and the kind of impact it should provide in church
settings. It redefines the role of the children's ministry teacher as a Biblical Faith facilitator, being one who
supports and reinforces the faith sharing initiatives of parents in the family.
It presents children as a harvest field of souls waiting to be harvested for God's use and service to others. It
is a must have book for children's ministry departmental teachers, pastors, parenting educators, parents
and new church start ups.
THE AUTHOR
Samson Iyayi is the author of Purposeful Parenting and has been involved with
several family based initiatives in a network of churches where he served as
co-ordinator for several couples fellowships for over a decade. He has a
strong passion for the family ministry and currently serves as the President,
L.I.F.E Parenting Academy, a Lagos based parenting skills training school he
founded to address parenting gaps and challenges through seminars,
workshops and conferences. He believes children are God's solutions to man
made problems who must be nurtured in positive faith filled environments.
In addition, Samson is an accomplished HR professional, management trainer, motivational
speaker and author. He currently serves in God's Favourite House, Lekki, Lagos.
Presently, Samson is the Nigerian representative of the 4/14 Window Family Leadership
Challenge and the National Center for Biblical Parenting, USA. He is married to Chioma and
they have three daughters.