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Understanding children

By Stephanie Carmichael

In this chapter

  1. Children as individuals
  2. Ages and stages
  3. Two-year-olds
  4. Pre-school children (3-4 years)
  5. Infants children (5-7 years)

Children are not miniature adults. It is sometimes easy to view them as such, but we are mistaken when we do. Children are children. It takes time to get to know what children are like—how they live and learn, and how they view the world. If you have had little contact with children it can be difficult to make the adjustment from an adult's perspective to that of a child.

If we want to teach children about God, then we certainly need to spend time getting to know about children and especially the age group we are going to teach.

1. Children as individuals

Children are all different. It sounds obvious, and in many ways it is; yet it is easy to forget. We know that children look different—that’s the obvious part. And yet we can too easily overlook the fact that their personalities, abilities, likes and dislikes vary enormously.

In this chapter, I have described the characteristics of each age group. This will be a helpful guide, and you will be wise to keep your expectations in line with the general characteristics of the age group that you are teaching. At the same time, we need to remember that there may be widely differing abilities in age groups. Some of the differences that may be apparent include:

And the list could go on.

We will also encounter a variety of personalities in any one age group of children. Their likes and dislikes will differ, sometimes greatly. One child's idea of fun may be running around outside kicking a ball, while for another child it may be sitting in a corner with a book or a puzzle. We cannot assume that all children will get the same level of enjoyment from an activity.

2. Ages and stages

a. A reference guide to ages

(I realise that many children are turning eight in Year 2, but for the purposes of this book I have called infants children five to seven years.)

b. Characteristics of each age group

The following general characteristics of different age groups should help you to get a rough feel for the children in your care. These characteristics are listed with implications for us as teachers. You may only want to read the section relevant to your class’s age range. However, it would be helpful for you to read the characteristics of each age group so that you know where they have come from and where they are heading. Also, within one age range, you will have a variety of differences and some children may well fit into the age bracket above or below their class.

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3. Two-year-olds

Physically active
They need ‘active’ activities and cannot sit still for long.
Very short attention span
You will need to alternate between active and passive activities. Their concentration span is so short that you may need to capture their attention or give them a little break with such things as making their fingers move in different ways (march, walk, dance), or putting their hands on their knees or shoulders. Have a few finger games, songs and activities up your sleeve in case you need them.
Tire easily
Another reason to alternate active and passive activities.
Self-centred
They are at the centre of their own little worlds, and tend to think that they should have you to themselves. In the event of the birth of a baby brother or sister, be extra sensitive to that child. They are suddenly not the centre of attention at home and may react in some way. Make them feel loved and special.
Enjoy and need repetition
For instance, they enjoy hearing nursery rhymes and their favourite books over and over again. Repeat the main message of the story often while talking to them, doing the activity, or playing with them.
Prefer routine
The children need the security of a familiar routine (this has a calming effect).
Need your attention and help
Learn to work with the children, helping them in their tasks rather than expecting them to do an activity alone. Be well prepared so that you can give your full attention to the children.
Should not be hurried
Be flexible and don't pressurise them. Be well organised so that there is a calm, ordered environment.
Need clear directions
When giving instructions, ensure that you have their full attention and give clear instructions, one step at a time. However, you can't give this age group a list of instructions and expect them to remember—it is preferable to give the children one instruction at a time, and then have them follow your instruction before giving them the next one.
Need a controlled environment
When doing an activity, give the children only one thing to do at a time (i.e. just colouring or pasting) so that you can keep control. If an activity requires a few different tasks, then have everyone doing one thing at a time together (e.g. everyone pasting, then put the glue away, then bring the crayons out and everyone ‘colouring’, i.e. scribbling).
Curious
They are very curious and love asking "What's that?"
Like talking about themselves
Be warned: children will often interrupt you while you are telling the story. It may be more satisfactory to tell the story to children in groups of two or three at a time rather than trying to speak to them as a large group.
Limited in small muscle tasks
Two-year-olds will vary in their abilities, but most are not yet past scribbling.
Independent
They like to do things themselves even though they may not be able to.
A limited vocabulary
Some are very vocal while others (especially boys) may not talk much. They can usually understand more than they can express.
Play by themselves and are not friendly sharers
Even in a group they tend to play beside each other rather than together.
Tantrums
Tantrums are quite common (and normal) as an attempt to exert independence. Don't let the children manipulate you through their behaviour. You need to be firm and loving. In the case of attention-seeking tantrums, it may be best to minimise the attention which they receive at that time.
Sometimes aggressive
Two-year-olds may hit or bite other children. Try to avoid situations that bring about frustration and anti-social behaviour. Patiently and consistently teach the children to share and be kind to each other.
Need security
They may have a security blanket and may feel afraid or insecure easily. Some will find it difficult to leave their parents. Don't bring attention to the shy, insecure child or force them into doing things. Try to make them feel loved and secure. Gradually encourage them to be more involved.
Often say ‘no’
It is preferable to give two-year-olds a choice rather than asking a yes/no question, unless you are happy to get the answer ‘no’.
Unaware of dangers
Two-year-olds often do not understand the consequences of their actions. Always be aware of the safety of the children. Keep scissors and other dangerous implements out of their reach at all times (unless in your hands). Never let the children out of the cubicle/class space unless accompanied by a teacher. Remember that many two-year-olds are proficient climbers (and acrobats).
Toilet training
Some of the children will not be toilet-trained, or are learning to be trained. Get to know where each child is at, so that you can be prepared! Notice the bags which accompany each child so that you know who has what provisions.
Love to explore
They are active learners and spend their days exploring their world, making new discoveries and learning about the world they live in. They are not born with knowledge and experience—it is learned, and two-year-olds are busily learning all they can.
Imitate adults
They enjoy doing things alongside adults and feeling as if they are helping (e.g. helping Mum or Dad with some household chore). If they want to help, try to encourage this, but you will need to be patient as their help can sometimes be unhelpful!
Play imaginatively
Their lives are full of imagination. Their soft toys are real to them and often the distinction between reality and fantasy is blurred.
Emotionally fragile
Think of how easily a child can cry or laugh or giggle. Just as they are developing physically and mentally, so they are developing emotionally. Thus it’s important to be loving, have a calm atmosphere, provide them with routine, and keep their lives as stress-free as possible.
Physically…
they can scribble, plonk paper on paste
they can climb (some are quite proficient) and run
they are learning to jump
they can't do things like skipping or hopping

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4. Pre-school children (3-4 years)

Love listening to stories
They love stories and being read to. They also enjoy watching puppets. Many stories they listen to at this age are fairy tales, so it's important to emphasise that the Bible is true and really happened.
Creative and imaginative
They have a rich fantasy world complete with monsters, dinosaurs, fairies, and all manner of creatures and characters.
Self-centred
Their world is gradually expanding (e.g. attending pre-school) and they are becoming more aware of other people. However, they still are quite self-centred. Try to encourage an awareness of others and how others feel. Individual craft activities are preferable to group activities.
They will often interrupt the story with their own stories about themselves and their families. Give them an opportunity to share in a structured environment (so they don't all talk at once), e.g. news time, discussion after story, and so on. Even so, some will find it difficult to listen and be interested in others without talking themselves.
Limited experience and vocabulary
Use their vocabulary, i.e. the words that they use and understand. Use the known to describe the unknown (e.g. a desert is a place like a beach with lots of sand but no water).
Limited ability to understand  
It is important to teach stories within their ability to understand, and to keep stories and concepts simple. In simplifying a Bible story, never distort it and don't teach them anything that will have to be unlearnt at a later date.
Think in concrete terms
Their thinking is very much at a concrete stage, so try to avoid abstract concepts. It is helpful to accompany stories with something visual (i.e. visual aids).
Short attention span  
Don't expect them to sit and listen for too long. They need a variety of activities requiring different levels of concentration (i.e. vary active and passive activities). Order your activities carefully so that children are prepared for key concentration times (e.g. the story) and are able to listen effectively when you want them to. They are easily distracted so be aware of potential distractions, and minimise them. Remember to be brief and to the point.
Enjoy and need repetition
Repetition is important for this age group so don't be afraid to be repetitive. Reinforce the main message in as many ways as possible, e.g. story, craft, discussion. Remember that young children don't equate repetition with boredom.
Need to feel secure
These children can have a range of fears and insecurities beyond themselves, e.g. many children will be scared of the dark, dogs or thunder. Be sensitive to their insecurities, and aim to create a loving environment and a calm atmosphere. Don't bring attention to the shy or insecure child, nor force them to do things.
The security of a familiar routine is important. Be organised so as to avoid confusion and be seen to be firmly in control.
Enthusiastic about things they enjoy
Present things in a fun, enjoyable way and they will be ‘all ears’.
Learn by seeing and doing, not just hearing 
We need to use as many of their senses as possible when teaching them. They learn through all their senses, and they will learn best if they are seeing as well as hearing. This is one reason why visual aids are important.
Very active
They will wriggle and squirm, and need active times to release energy. Don't get angry with them for being active, i.e. for being typical pre-schoolers. Rather, cater for their needs. Also remember that they tire easily.
Need clear directions
Don't expect them to remember a list of instructions. They need to be given clear directions, one step at a time (and then they follow those instructions before moving on). Make sure that you have their full attention!
Need consistent discipline and control
Give the children only one thing to do at a time, thus making it easier to keep control (i.e. if an activity requires a few different tasks, have everyone doing one thing at a time together). Set clear limits within which they must behave—be consistent and fair.
Limited in small muscle tasks 
Be prepared for a range of drawing, pasting and cutting abilities. Think carefully about the suitability of activities, the time they will take and the amount of teacher involvement required. Don’t give the children an activity involving small muscle tasks assuming that all the children will be able to cope. Limit the use of scissors, as they can be dangerous even in the hands of those who can use them.
Physically…
they can do the following small muscle tasks with varying ability: drawing, colouring in, pasting
their ability to use scissors varies
some are learning how to write their name (some can write more)
they love making things with junk and tape or paste
their gross motor skills include running, jumping and dancing
they are learning to hop and skip

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5. Infants children (5-7 years)

Learning to read
Their ability will vary, as they all learn at different rates. Don't assume that they can all read. Get to know the ability levels in your class and keep any reading material simple.
Learning to write
Again, their ability will vary. The older children will be able to copy or trace large print. It is important to get to know the ability levels in your class so that you are only expecting them to do what they are capable of. Keep writing to a minimum, as it is slow and spelling will be poor. Remember to only use lower case (i.e. girl not GIRL).
Developing skills in small muscle tasks
Skills will vary; e.g. ability to use scissors and colour in. Some will have a reasonable degree of accuracy while others may appear clumsy. Simplify tasks for children who are weaker in these skills to avoid frustration and feelings of inadequacy.
Short attention span  
It is often surprising how short their attention span can be. Just because they sit at desks at school doesn't mean that they can sit for long periods. So make the most of key concentration times. This age group are active and need opportunities to wriggle and squirm—that is, provide them with opportunities when you want them to wriggle!
Experience and environment widening      
Being at school means that their world has expanded somewhat. They are meeting a range of new people from backgrounds different from their own. They are learning new things, experiencing new things and going to new places. They are becoming more aware of others and less self-centred.
Need variety
Variety is important, especially between active and passive activities. Also aim for variety in craft activities (don't have the same type of activity each week—try 3D craft sometimes), and variety in presentation (e.g. visual aids—try puppets and models).
Limited vocabulary  
Even though many of these children are reading and writing, their vocabulary is still limited. Try to use simple vocabulary, particularly when explaining difficult concepts.
Think in concrete terms
They are still thinking on a concrete level, so you need to explain things on a concrete level. Limit abstract concepts, use visual aids. Remember to keep within their realm of experience.
Little understanding of time and space
They live in the present and their concepts of time, space and distance are limited. Take care in using maps and dates, as they are often not appropriate. Simple maps, particularly 3-dimensional maps, and simple family trees can be helpful.
Gradually gaining independence
Don't treat them as babies; they want to be ‘grown-up’. Give them opportunities to be creative and work independently. Perhaps you could give them jobs to do or somehow involve them in helping you. Remember that they still need clear guidelines for behaviour and close supervision because they are not always aware of the dangers and consequences of their behaviour.
Curious
They are full of questions about everything (e.g. how things work, or why things happen the way they do). Try to encourage this, because this is how they learn. However, some of their questions may be difficult to answer, so try to be prepared; think of questions that they may ask in a given lesson in order to be prepared for answering them.
Imaginative       
They have great imaginations. Make the most of this in creative work.
Easily excited
Don't over-stimulate them. They can quite easily become over-excited and difficult to control. Aim to provide a calm atmosphere. All the same, harness their natural enthusiasm by doing activities that they enjoy.
Desire to please and be recognised by adults
They need and want adult approval. Encourage them as much as possible and respond positively to their work. Show love and care in your treatment of them. Allow them to help you by delegating small tasks to them. Be worthy of respect by being a godly model. Remember important events (e.g. birthdays) as this will mean a lot to them.

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Think and pray

a. List three important characteristics of the age group of your class.

b. List three important things to remember when teaching them about God.

c. Pray for the children of your class by name, thanking God for how he has made them, and asking him to help you teach each one of them well.

This is an excerpt from Their God is so Big, available from our online store.

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