The Elementary Worker and his Work/Chapter 5

by Alice Jacobs and Ermina C. Lincoln

CHAPTER V

THE PROGRAM FOR THE BEGINNERS' DEPARTMENT

I. Essential Elements

In planning the program for any department of the Sunday-school, three elements should always be included: the element of fellowship, the element of worship, and the element of instruction.

FellowshipThe element of fellowship is that which deals with the social side, contributing to the spirit of good-will, and manifesting friendliness. Kate Douglas Wiggin speaks of the "Magic of together." It is just that need which this element of the program is designed to meet. Since it is the teacher's aim to win lives for Christ, not by force, but by love, there must be in every Sunday-school some expression of personal interest. Accordingly in the Beginners' Department there are greetings and goodbyes and the informal conversation. Birthdays, new pupils, the return of absent pupils, new babies, are recognized and everything is done to give the children a happy time.

A kindergartner once visited the Beginners' Department of a friend of hers. At the close of Sunday-school the Beginners' teacher said, "Well, I don't know as the children learn much, but they have a happy time and love to come." The kindergartner replied, "They have learned something this morning; but even if they had not, it would be worth while for them to come to have a happy time, for they are gaining a love for the Sunday-school and forming the habit of attendance."

The element of worship fosters reverence through bringing the thought of God directly to the child. It is aided by the right atmosphere, as we have seen, and especially by the teacher's manner and spirit. WorshipWorship includes prayer, Scripture, and certain songs. Great care should be exercised in these prayers and songs of worship that the children may really worship "in spirit and in truth." The offering also should be a part of the worship. The children should recognize that they are giving to God, but "God loveth a cheerful (hilarious) giver;" so it is not necessary that solemnity characterize the giving service.

Since the Sunday-school is a school for the study of God's Word, the element of instruction is very important. InstructionThis phase of the work includes not only the lesson of the day, but the teaching of texts and songs and prayers and instruction relative to prayer and praise, missions and giving.

II. Adaptation

The adaptation of a program to the interests and needs of those for whom it is planned is always a vital consideration. In view of our study of the Beginners, certain characteristics should mark the program of the Beginners' Department.

SimplicitySimplicity is essential because of the limited knowledge, experience, ability, and vocabulary of the child.Everything must be planned with reference to the plane of his experience. Simplicity forbids the teacher both to attempt too much and to bring too much that is new at one time.

VarietyOwing to the child's limited power of attention and his inability to sit still long, there must also be variety. It is well to change the program frequently, for sameness is monotonous and wearisome.

FreedomThe program of the Beginners' Department should allow freedom of movement and freedom of thought and expression. Think how much liberty these little children have in a well-regulated home or kindergarten! This does not mean that order and plan are not necessary. It does mean, however, that too great rigidity should be avoided; that allowance should be made for spontaneity; that the program should include opportunities for freedom of movement, informal conversation, and other forms of expression, and that it should be sufficiently elastic to meet the unexpected.

Interest It is needless to say that the program of the Beginners' Department should be interesting. These little people have not the power to give voluntary attention. Their attention must be called forth by the teacher, and this is possible only through interest. Knowledge of the child's general interests and recognition of any immediate interest, such as Christmas or Valentine's Day, will aid the teacher in planning her program.

ArticulationCertain things in a program bear a relationship to certain others. This relationship will be felt if the parts of the program are properly articulated. When they have been thus put together, the program should proceed in an orderly, natural way, without sudden transitions or loss of time and energy, and with a smoothness and deliberation which give a feeling of rest. When things are done in the right order and in the right way, there is always a sense of leisure and quiet. It is the program whose parts are illogical in their placing and wrong in their execution which produces unrest and confusion in the room.

III. A Suggestive Program

The following program is suggested as a type of those adapted to a Beginners' Department. It is presented first in outline—as the Superintendent of the department would arrange it prior to the session, and then elaborated—as it might be used with the children.

1. Program outlined.

• Pre-session preparation.
• Quiet.
• March with chairs to circle.
• Morning circle.
  • Greetings and Good Morning song.
  • Informal talk.
  • Counting children.
  • Welcome to new children,
  • Welcoming back of absentees.
  • Birthday recognition.
  • Cradle Roll recognition.
  • Prayer.
  • New song introduced, or
  • Talk, story or exercise preparing for thought of the day.
  • Offering.
  • Texts about God's day or God's house.
  • Song, "Church Bells."
  • Playing going to church.
  • Prayer.
  • Songs.
  • The lesson.
  • Prayer.
  • Song.
• Handwork.
• Circle games and Good-bye song.

2. Program elaborated.

(a) Pre-session preparations. At least fifteen minutes should be allowed before the opening of the Sunday-school to make preparations for the session.

The room should look its best, that order and attractiveness may give the children a pleasant feeling as they enter. The ventilation and temperature should also receive proper attention.

The pianist should arrange the songs and marches desired by the Superintendent in order that no time be wasted later in hunting for music.

The secretary should attend to the boxes for the offerings, the birthday book, bank and cards, the blanks for the new scholars, the children's papers, the attendance record, visitors' book, and cradle roll supplies. There will usually be new children for her to enroll, and she must also oversee the marking of the day's attendance, provided little fingers are to help in making their own record.

The teachers should welcome their own children, help with the wraps, and bring out the material to be used in the day's work.

The Superintendent should oversee everything, welcome children, parents, and visitors, and make ready whatever she will need to use during the session.

The children may be busy visiting and helping. The older ones may help the little ones with their wraps, same may carry things for the teacher, some arrange the chairs. The time just before Sunday-school is the time for spreading the spirit of good cheer and helpfulness.

All should be ready by the time the clock points to the hour for beginning. (A Sunday-school which does not begin on time will fail in many other ways. Promptness is as essential in religion and religious services as in the business world. While the Beginner can not be blamed for coming late since he is dependent on others to bring him, yet he can be encouraged to come early.)

(b) Program conducted. Soft music from the piano tells every one to be in his chair, quiet, and ready for the signal, A chord from the piano tells Miss Annie's children to rise, take their chairs, and march on the circle. Thus each group of children will come in turn till the circle is complete.

GreetingsWhen all are seated quietly the teacher says, "Good morning, children." And the children reply, "Good morning, Miss Smith."; Then the children have their individual greetings. Mary may come to the center of the circle and bow to the child of her choice; when this child comes to the center, they shake hands with a pleasant "Good morning," and Mary takes her seat. The other child then chooses a little friend, and so on till all have been greeted. Then together they sing,

"Good morning to you,
Good morning to you,
Good morning, dear children,
Good morning to all."

"This is such a beautiful morning. I wonder if you saw some things that I saw this morning? Did you notice the trees as you came to Sunday-school? What did you notice, Harold? Yes, the little new leaves. Who else noticed something beautiful this morning? The grass, yes; and even some flower buds. Who made all these beautiful things? God, the loving Heavenly Father. Let us sing about the things God has made."

"All things bright and beautiful,
⁠All things great and small,
All things wise and wonderful,
⁠Our Father made them all."

In this informal conversation, which makes every one feel at home and comfortable, the children may tell about their pleasures, such as new shoes or a ride in an automobile or a party. The more they love the Sunday-school teacher, the more they will have to tell her, and possibly some child will have something to show her.

"I wonder how many children we have here to-day. Jack, help me count them." Taking Jack by the hand the teacher goes round the circle, Jack touching each child lightly, as all the children count aloud with the teacher. (The children enjoy being counted.)

Recognitions"Have we any new children to-day? Two? Isn't that nice? Fred and Jennie, bring your little friends to me that we may welcome them." As they stand by the teacher, if not too timid, the children sing a welcome song,

"A welcome to you,
A welcome to you,
A welcome, dear children,
We're glad to see you."

(Sung to same tune as the "Good Morning.")

"Nellie is here this morning. She has been away so many Sundays. Come, Nellie, we all want to sing our welcome to you."

All together,

"A welcome to you,
A welcome to you,
A welcome, dear Nellie,
We're glad to see you."

"Did any one have a birthday this week? John had a birthday. How old is John? Now every one be ready to count as he drops his pennies in the bank. One, two, three, four! Four years old. Shall we clap for him? All the hands, one, two, three, four, and one to grow on. And we want to sing our birthday song to John,

"Happy birthday to you,
Happy birthday to you,
Happy birthday, dear John,
Happy birthday to you."

(Sung to the same tune as the "Good Morning.")

"All together, let us say our birthday wish:

"Many happy returns of the day of thy birth,
⁠May sunshine and gladness be given;
And may the dear Father prepare thee on earth
⁠For a beautiful birthday in heaven."

The birthday child is then given a birthday card. If there is a new name for the cradle roll, the children are told about the baby, and as the name is placed in a tiny cradle, tied with pink bows, the children say together:

"Little cradle, do you think,
With your pretty bows of pink,
You can faithful be and true
To the name we trust with you?

"As we lay it gently there
We will add a little prayer
That the little baby face
In our class may find a place."

Prayer is offered for the new children, the birthday child, the new baby, and all the babies on the cradle roll.

A Look Toward the LessonA new song may be introduced here, or some exercise, familiar song or game, suggestive of the thought of the lesson for the day. This will in a measure prepare for the lesson and give the children relaxation and rest. For instance, some of the children may be trees, with their spreading branches (arms extended); others flowers or bushes, with their buds opening (hands to represent opening buds), and some the whistling wind blowing the trees and flowers. The rain may come (children tapping with fingers on the floor), and then a rain song follow. This time may occasionally be used for the review of some previous lesson or possibly the telling of a favorite story.

Offering The offering boxes are now brought, the objects for which the money may be given are discussed briefly (sometimes a simple missionary story may be told), and then the children drop their money in the boxes as they choose.

The ChurchGradually the children's thought is led to the fact that this is God's day and God's house. The children may say together some such text as this, "I was glad when they said unto me, let us go into the house of the Lord." Or, "This is the day which the Lord hath made. We will rejoice and be glad in it." The children like to sing about the church bells calling people to church:

""Come! Come! People, come!
⁠This is the bells' message to me, to you;
Come! Come! All may come!
⁠Fathers and mothers and children, too."

With their arms they can represent the ringing of the bell. After the song they may play going to church by walking quietly about the room.

Lesson StoryWhen they have reached the church, all sit quietly till the piano suggests the- prayer, and then a prayer song follows. S°Me other songs may also be sung. Then the lesson story is given. Usually it will be well to follow the conclusion of the lesson with a simple prayer directly bearing on the lesson, and perhaps a song may express the truth taught.

Lesson Emphasized by Handiwork(c) Handwork. If time and equipment permit the children may now do some simple handwork, which will emphasize the lesson taught. Pasting and crude drawing are often possible in connection with thelesson. For instance, if the Beginners' lesson was on helpfulness, the children may paste or draw something suggestive of helpfulness, such as a broom, indicative of a way that a child can help mother. Any handwork which is planned for the Beginners must be extremely simple.

(d) Circle games and good-bye. The lesson may further be emphasized by other activities. As previously indicated, some phase of the lesson may be dramatized. Other Post-Lesson ActivitiesIf the lesson has suggested things in nature, such as birds or flowers, the children may be birds or flowers, the birds with spreading wings, flying among the flowers. If the lesson is on helpfulness, the children may play "house," each member of the family having some specific work to do, perhaps to help in making ready for going to church. Whatever form of expression is used, it must be in line with the thought of the lesson.

After a good-bye song the children put on their wraps and quietly pass out, receiving papers and cards as they go.

(e) General suggestions. The high lights of the program should be on prayer and on the teaching of the lesson.

If the room is too small and the session too short to admit of handwork, or other exercises suggested in the above, a program may be arranged to suit the existing conditions. Resting the ChildrenIn very crowded quarters the only opportunity for marching may be to take the children out into the hall and back again. Yet this may be made interesting, perhaps by connecting it with the giving service. Where any marching at all is impossible, the children can at least stand and mark time. They may also stand for songs and other exercises.

Finger games and motion songs offer physical relief and interest to the children, and can be used helpfully oftentimes. For instance, if the lesson has to do with the springtime and the awakening of nature, this finger song may be used:

"In my little garden bed, raked so nicely over,
First the tiny seeds I sow, then with soft earth cover;
Shining down, the great round sun smiles upon it often;
Little raindrops pattering down help the seeds to soften."

The child's lap will be the garden, where he plants the imaginary seeds; his own smile is the sunshine, and with his fingers he represents the pattering rain.

Some of these finger games or songs may be introduced just before the lesson, closing with this, which will secure quiet for the lesson:

"Where do all the fingers go?
⁠⁠I know. I know.
⁠Into each child's lap they creep,
⁠And they lie there fast asleep.
That is where they go!"

As far as possible make the rest exercises expressive of some thought, rather than mere mechanical movement.

Aim of ProgramThe threefold aim in arranging a program for the Beginners' Department is to direct the physical and mental activities of the Beginner in such a way as to aid his spiritual growth; to adapt religious thought so that even the smallest child may come to know and love the Heavenly Father; to interweave the elements of fellowship, worship, and instruction so that the children will love to come, will learn that which will truly help them, and will worship the Father "in spirit and in truth."

[Note: The songs and exercises referred to in this program may be found in these books:

1. Beginners' Teachers' Text-Book. First Year. Part 1.
2. "Song Stories for the Sunday School," by Patty Hill. Price, 25 cents.
3. "Carols," by Leyda and Burgener. Price, 25 cents.
4. "Finger Plays," by Emilie Poulsson.

These may be ordered from the Methodist Book Concern, New York, Cincinnati, or Chicago.]

Lesson Outline:

• III. Essential Elements.
  • Fellowship.
  • Worship.
  • Instruction.
• III. Adaptation.
  • Simplicity.
  • Variety.
  • Freedom.
  • Interest.
  • Articulation.
• III. A Suggestive Program.
  • 1. Program outlined.
  • 2. Program elaborated.

 

Bibliography:

• Wiggin and Smith, "Kindergarten Principles and Practice."
• Darnell, "Blackboard Work."
• Thomas, "Supplemental Lessons for Beginners."

Topics for Special Study:

1. The problem of directing activities.
2. Critical study of programs of the Beginners' Department of various Sunday-schools.

Topics for Class Discussion:

1. What three elements should be in every Sundayschool program? Why?
2. Give some essential characteristics of a Beginners' program.
3. How closely should the teacher follow a set program?
4. What should be done before the Sunday-school session?
5. Suggest some ways of helpfully directing children's activities in the Beginners' Department.
6. What should be done with a restless child during the lesson story?
7. What handwork may be done in a Beginners' Department?
8. What is the threefold aim in arranging a program for the Beginners' Department?