 Shalom and welcome everyone to class this morning. Thank you, Jeffina, success, John Paul and Zealotoli for joining class. Welcome Paul also to the class this morning. We'll begin with the word of prayer. So can I ask Zealotoli to lead us in prayer please? Let's pray. Father God, we come before the presence in the name of Jesus as we begin our class for today. May you grace our morning, each one of our life, Father. Bless Pastor Zealotoli as she teaches from your word and also bless each one of us Lord so that our hearts are ready to receive what our pastor has to teach to us Lord. Holy Spirit, we pray for each one of our hearts Lord. We come in our life and we've been into the care of our Lord Jesus, amen. Amen. Thank you Zealotoli. So we began looking at the developmental needs of children in all ages. We looked at what was the developmental needs of children across all ages. Now we will and we've we've finished looking at those points last class. The need for physical activity, the need for competence and achievement, the need for self definition, for creative expression, the need for positive social interaction and for structure, clear limits and a need for a strong attachment with positive adults. Okay, so this is the developmental needs that is, you know, something is standard for children at all ages, but we would now look into the specific developmental needs of children in each age. So we look at the developmental needs of children ages three and four, basically the preschoolers. Okay, so these children are learning how to, you know, relate with people outside their family, you know, for a short period of time, they're separated from their families, their parents, and so they're learning how to relate with people outside their family. It's a new learning experience for them. They're learning how to tell stories. They usually, you know, cannot speak, you know, long sentences and in paragraphs, but just, you know, short sentences and very few of them. I'm not going to be going through each and every point which is presented in the slide, but I would just share these, these notes and these slides with you, but you can just keep this in mind when you are preparing, but I will just look at the basic things that we need to look for when we are ministering to children, basically preschoolers three to four years old. They're also learning to sing, so we need to, when you're leading them in worship time, just have simple songs for them. Okay, we look at, you know, physically how, what are they developing to needs? They're very active. They love to run and jump. They're developing their large muscles, so you know, that is running, jumping, you know, you can get them to stand on one foot, balancing, walking up and down the stairs. It'll take time for them to do all of these things, but you know, you can get them to do these things because it will, you know, build on their larger muscles. It will help develop their larger muscles. So even if you have action songs, you can get them to stand and sing and, you know, do all the actions. You know, it's good to sit with them on the floor and not use, you know, big tables and chairs. It's very difficult for them because first of all, they want to reach from the chair to the table. So it's good to sit on the floor. And when you teach, you know, don't be a giant in the sense of you sitting on the chair and they're sitting on the floor. Sit with them on the floor. If you find, if you have small chairs, which is tailor made, you know, for these children in this age group, the kid size chairs and tables, then you can use that. And, you know, it would be good if you can also sit with them in their level, get down to their level so that you're able to look them in the eye. Okay? It's important. Otherwise, if you're sitting up, then you won't be able to look at them always, you know, when they're sitting down. But it's good to sit with them on the same level that they are so that you can have eye contact with them. Eye contact is very, very important when you're teaching because that will get their attention, that will know that they have to stop playing or talking or running around and listening to the teacher. Okay? They're also growing rapidly and they have a lot of energy, boundless energy, but they get also tired very easily. Okay? So don't think that they have super energy and get them to do a lot of action songs and games and activities. Then, you know, they would get so tired out that they would not be able to finish any of them. So you need to keep this in mind and keep all of the worship times, you know, the time to sing the songs, the activities, even because attention span is very less will come to that. The story should be short. So everything should be very, very short period of time because even if they have a lot of energy, they get very, very tired easily. Okay? And they get tired easily and quickly. So they also are developing their fine motor skills, which is, you know, their hands and their picking up things with small objects. They won't be able to do a lot of detailed craft activities. So you'll have to, if you're doing craft with them, you'll have to do most of the part. You just have to get them to, you know, maybe stick in the respective places that you want to. They will not be able to also cut because they're learning how to use their hands. So, you know, if you're giving them scissors and they need a lot of supervision along with glue and all that, you need to help them. Others can waste a lot of glue. They will not also be able to, you know, draw things. So you'll have to draw things, give them, you know, printed coloring sheets so that they can color. Even if you see they're coloring, it'll not be very neat. It'll be all outside the boundaries. Even you can't give them paints and, you know, brushes because they won't be able to do it. But they would love to do finger painting. Okay? Also, you can teach them songs with the actions, but, you know, hands and finger motions, but very simple action songs. Children in this age group, you know, enjoy these kind of play. You know, okay, before I move to that, you know, it's important that for this age group, you know, when you do arts and craft with them to encourage self-expression and imagination because they're very imaginative. They imagine a lot of things. So let them just imagine and let them just express themselves in their coloring, their paint, if you're having some painting for them to do or any craft activity. Okay? And also when they do those craft or their coloring, the colors may be, you know, they might color the tree black, the leaves black, you know. You can teach them, but then, you know, offer positive reinforcement by praising them. And this will just build up their self-esteem and their confidence. So even if they have not colored things within the boundaries and all, and it looks really messy, you can say, hey, you did such a lovely job. But next time, you know, if you can do it within these boundaries, within these lines, it look really great. They are the excellent. And then they will just be excited about learning and also listening to you and following your instructions. Children in this age group basically enjoy these kind of play. They imagine things and pretend play. So they are very imaginative. So even when you're telling them a lot of stories and narratives on the Bible, you can just paint the picture for them. You can just help, you know, explain to them the surroundings and how it was and how David came, how Goliath came and all of those things. They can just imagine things. And children in this age group, even if they play group games, it would just be for a very short period of time, but they just love playing with, you know, two or three children that they enjoy. So even if you're having a group game, you can see them, some of them, you know, will just venture off on their own and they'll just be playing on their own with two or three children. So better not to have any group games. Even if you're having it, just keep it very, very short and quick. You can also have group games that will involve two or three people at the same time, which they will really enjoy. Now about hearing and understanding Bible stories, they're able to listen and understand the Bible stories, but it should be very, very short and brief. Now if you ask them to recap the entire story, you know, they won't be able to give you all the details. They'll just maybe at the most remember the main person in the story and they will just be able to repeat a few main points in the story. So don't get upset if, you know, they don't tell you the entire story in detail, like you've said, but if they're able to narrate or say, recall the main character in the story and also repeat a few main points, that is good enough. Okay. So mentally, they have very short attention spans and even when you're teaching the story, they'll ask you lot of questions. So you need to be very, very patient with them. You know, they'll ask a lot of questions because they are very imaginative. They like to think, you know, so they'll ask you all, even sometimes very vague questions. Okay. So you need to be ready for that. They're also learning language rapidly. So even if they're learning language, you need to keep the stories and the narratives. English should be very, very simple. You can't speak to them like you're speaking to another adult. And that is why, even if you're teaching a preschooler, it's important to run the story in your mind before you teach it to the children because you think, Hey, they're only preschoolers. I can tell the story. But sometimes, you know, knowing us, we can use a lot of jargons. So God, you know, like if it narrating to them, Joseph's story, we can say famine, we can say pharaoh, you know, if you're narrating to them prodigal son, you can say, I'm going to tell you prodigal son story and they'll be wondering what is famine, what is prodigal, who is pharaoh. So, you know, when you're preparing for them, it's important that you run through the entire story in your mind two or three times so that you're keeping the language very, very simple and not using all unfamiliar. We'll see them then. And just not being interested in your story. Then the whole purpose of you teaching them would be of, you know, would not achieve its full purpose and what you're trying to do. They're also because they're stepping out of home for the first time and learning to be with adults and getting, you know, familiar with other people other than family. They fear the unfamiliar. So if you are having a classroom for them or a space specifically for them in Children's Church, you'll need to have that space for them always because they will remember that place. That place will become their sense of security and if you keep moving them from place to place, they get very unfamiliar and then they will cry for their parents. They love to, sorry, in the same point, you know, establish also in the same sense of they fear the unfamiliar. You need to establish a consistent routine, you know, to create for them a place of safety. So even if the place is the same thing, you also have to have the same routine, you know, if you're beginning with worship and then, you know, games or story time and then coloring and craft activity, you need to keep it the same for them because that is what they like and, you know, they're familiar with these things. It just helps them feel more safe and comfortable. They feel very important when you ask them to help. So you can assign them simple responsibilities during the class activities, you know, and this will also help them to learn and encourage them to be independent. Also, you know, getting them to share with others, helping others. Also, allow the children to practice some self-help skills, like putting away the toys, putting away the crayons, the color pencils, you know, or even washing their hands after they do some craft activity or before you're giving them a snack to wash their hands. So get them to practice these self-help skills, which will be really very helpful to them. They're also very, very curious, you know, so that's why they ask a lot of questions and what looks very ordinary for us will, you know, be full of wonder for these young children. So, you know, the leaves of the flowers, the butterfly might for us, you know, look very, very ordinary, but for them it's like, you know, full of wonder and they'll be very excited. So, you know, provide them an environment where they can explore God's fascinating world to their hearts content because during this time they love creation story. You know, they love everything that has to do with creation story, blind man Bartimius, the blind people, how they were healed and all of those because they're so curious. You know, they love the, you know, when you paint out everything for them, get them to imagine things, they just love it and they're very, very curious. They have active imagination, so you can use that, you can get them to say, you know, when blind man Bartimius was there in the, in the crowd, everybody was standing there, he couldn't see, so he was walking around and he could just feel himself bumping into other people, you know, so just get them to actively imagine even as you're painting out and narrating the whole story to them, okay. They also are children who think very concretely, which means in a very clear and very definite way at, in a form that can be seen or felt, okay. So, that is why you need to, you can't just tell them, you know, blind man Bartimius, he wanted to be healed, so he was just standing there and, you know, he was waiting for Jesus to come, you know, and when Jesus came, he tried to get to Jesus, but nobody helped him. I mean, that's going to really be boring for them, okay, but you need to say, you know, blind man Bartimius, he was just waiting when Jesus is going to come and he was just, you know, he couldn't see, so he was trying to listen. The moment Jesus comes, he was ready to jump, you know, and go to Jesus and he was trying to get somebody to help him, so he was asking people, he was tapping people, but people were getting so irritated and angry. So, what you need to do is, you know, they like to basically see and feel, so maybe, you know, when you're narrating the story, you can have children very close to you and you can bump them and you can, Bartimius, you know, he just pushed and you can push a child like this and you can touch a child like this and, you know, the kids get very excited because they like to imagine things and they're thinking very concretely, but when it's seen and felt. So, also, you can show them videos, you can also use pictures, you can also enact this kit for them. So, when it comes to things like this point where they think very concretely, you know, for them, if you ask them why does the sun come out in the morning, they'll say it because it wakes up in the morning. The sun wakes up in the morning because they wake up in the morning and they arise and they go about doing their things. So, they see, they're thinking very, very concretely. So, you need to be very, very careful. You know, a child in this age group went and asked a pregnant lady, you know, what is in her stomach. So, the pregnant lady said, a baby and this child said, or three or four year old child said, oh, did you eat a baby? So, you know, they're thinking concretely, which means, hey, if you eat something, it goes into your tummy, it goes into your stomach. So, you need to be very careful what you're telling them because you're thinking so concretely, you know, and you need to explain things to them very well. They also are learning to their senses, which I said, you know, to touch, seeing, smell, taste, hearing. So, you need to use, incorporate all of this when you are teaching them or narrating a story. We look at this when we are looking at, you know, the learning styles. Okay, we'll get into detail and how we can narrate stories using the senses. But, you know, in this case, when the child is saying, hey, you know, did you eat the child? And that's when the child is in your stomach. So, you know, they're thinking concretely and also thinking to their senses. Okay, so you need to use their senses and also help them to, when you're narrating things and telling them, they think very concretely, so you need to be very, very careful. The next one is emotionally. Before we move to emotion, the emotional development of children in this age group, anyone has any questions? Any questions? Okay, emotionally, these children have intense, thank you Divya. Okay, these children have intense emotions in the sense that they will laugh one minute and they will cry the next minute. So, you will be like all shocked, hey, this child was just okay a minute back and now, why is this child crying? Okay, so it's because they have intense emotions and these little ones experience emotions that they don't understand. So, you know, you might be wondering why is this child crying all of a sudden when he was happy or she was happy and just playing around? So, and they will not be able to also express their emotions in vocabulary. So, you need to tell them, oh, are you upset that you're, you know, are you sad or you're frustrated, you can't find your shoes or you're sad, you can't find a water bottle or you're sad that you, you know, your friend didn't share the crayon or the color pencil with you and they will go, yes, you know. So, you need to help them to learn to in vocabs, help them to express their feelings, okay. And also, you know, ask them what happened, why are you crying? Are you sad? Are you angry? Are you upset? Are you hungry? Are you on, you know, you can, so when they, when you give them a lot of options, then they will slowly tell you what they're really feeling, okay. And also, you can get them to express emotions in, in terms of telling them to say what happens when they're happy, sad or angry, okay. The next one, we'll go move on to their social needs. Socially, they're very, very self-centered. I'm sure you know this, they want all the toys for themselves, they want all the chocolates, they want to be first, they want all the crayons, when you give them the color pencils, just they did take everything and don't give it to their friends. So, it's important to help them to learn to take turns, okay. You use the blue color, then in the, the meanwhile, she will use the green color. So, you know, you're helping them to take turns, or maybe when there's only two or three blue sticks that you have, so you can tell them, hey, why don't you color this in the meantime, these children will stick and then we can come back to you. So, you need to explain to them, okay. They also like to try new things and that is why, you know, they'll pull out all the puzzles and pull out all the color pencils, the crayons, they'll dismantle a lot of things and you can just look around and the whole place will be a big mess, okay. And you might get upset that these children are really messing up the place, but it's just part of their discovery process of how they learn, okay. So, but you can, like this, I, like I said, this age group, they'll also like to help, you can ask them to help in putting back the things, okay. They enjoy playing side by side, even if you're teaching, they suddenly go off in twos and threes and they'll be playing side by side and all of those things, so you need to get their attention, okay, and keep their attention span going with being creative and also doing things short, in short sequences so that you can move on one to the next activity, okay. Spiritually, they can understand that Jesus loves them, loves them, they're filled with wonders, so, you know, you can narrate to them about creation story and everything and they are just, you know, filled with wonder how Jesus fed the 5,000 with five loaves and two fishes and all of those things and all the miracles he did. They love to be read Bible stories, but I think it's a no-no for me when it comes to teaching children this age about reading Bible stories, it's good to enact a Bible story or, you know, to narrate it using all of your, using your hand movements, hand gestures, facial expressions, eye contact, voice modulation and all of those things that will help bring a life story. If you read the Bible story, they'll get basically very bored, okay. They easily accept what they are told, so you need to be very careful, you know, what you're telling them, what you're teaching them, they begin to see the difference between right and wrong, so you can go ahead and teach them. They can also experience worship, you know, don't think they can't experience worship, they can experience worship, so it's good to slowly start off in getting them to worship God. Now, to teach preschoolers effectively, you know, help them feel comfortable when their parents leave, just reiterating the points that I have said, involve all the five senses in your class activities, provide times for worship, also use simple songs about Jesus, you know, simple action songs, simple choruses, don't want to elaborate, you know, worship songs that we sing in adult church or, you know, grades seven, eight and ten would like to sing. When you teach, always keep your Bible open so that they know you're teaching from the Bible, from the Bible, and when you're narrating the Bible stories, you can't be very conscious of, you know, what the parents looking at you will laugh at you with your expressions and the way you're narrating and the excitement and all that, you know, you have to, you know, leave out all of those things, you just have to get down to their level and narrate the stories with great enthusiasm and with your hand movements and facial expressions, sometimes you'll have to make faces like, for example, you know, when, when Jesus was in the disciples and Jesus facing the storm, Jesus was fast asleep and, you know, the disciples were so scared and they thought they're going to die and they're going to Jesus as a Jesus, you know, so sometimes it can be so exaggerated, but you need to do that because they like, you know, they become, they're very imaginative, so you have to enact and cry and, you know, and use all those vocal expressions just to make your children get excited and, you know, keep their attention span going, okay. Give all the children a chance to help because they love to help, also have activities that would build on their large muscle movement and their softer muscles, okay, also encourage them to do things themselves and because they're very curious and they're very imaginative, you know, you can keep the excitement going when you're narrating the story by asking them, I wonder what Bhatimya's blind man Bhatimya's would have done when nobody was helping him to see, Jesus, I just am thinking what he would have done, I wonder, so, you know, they'll also be thinking and, you know, they'll just be looking at you with the same facial expressions, it's just so sweet, okay, and when you're moving on from one part of the story to another, give them clues what is going to happen next by asking, I wonder what is, what is going to happen next, I wonder if Jesus really healed a blind man Bhatimya's, did the storm really kill all the disciples and Jesus, what do you think happened, you know, or, you know, so you can give them clues for the transition, the transitions that happen for the next part of the story, also they, you know, because if want to feel loved and accepted at this age, emphasize how much God loves them, so good age to build on this, you know, so get them to just fall in love with Jesus, also encourage sharing because they don't like to share, you need to get them to, you know, encourage them to share with others, okay, so these are the developmental needs of children, preschoolers ages three and four, anyone has any questions, any questions? All of you with me in class? Yes, no. Alive and kicking faster. Okay, thank you. Okay, so if there are no questions, we'll move on to, thank you everyone, we'll move on to the next age group, children in ages five to seven, also the same thing these children are learning to relate to God, they're also learning to relate to the people outside their family circle, not for a short period of time compared to children ages three and four, but this is for a longer period, so they're learning more and more about the outside world, outside their home and what it is like, okay, they're also learning because they're staying away from their family for an extended period of time during the day, they're learning new skills that will help them cope to take care of themselves, you know, when their parents, when they're away from their parents, like basically eating their snack, their lunch, you know, going to the restroom, washing their hands, you know, get picking themselves up when they fall, hurting themselves, so they're just basically learning new skills on how to take care of themselves and even as they're doing this, they're building confidence in themselves and their new abilities, they're also learning to make friends outside the family, not just learning to relate to adults but also making a lot more friends, okay, they're learning to read but they're not very fluent readers, so you can't ask them to, you know, read from the Bible or take turns in reading verses, you know, they won't be able to do that but maybe if you're teaching them a memory verse, it's best for children this age also not to get them to read but if you have a board, you can write the short verse and maybe get them to repeat after you but it's good to teach them memory verses with action so that it helps them to remember, for example, you know, love the Lord, love the Lord your God with all of your heart, with all of your soul and with all of your mind and love your neighbor as yourself, so they can put their hand around their friend who's standing next to them or the person standing next to them so it's good to teach them memory verses with actions but, you know, they are not very fluent in reading so don't get them to read the narratives it's better for the teacher to, you know, narrate it to them, okay, they're also perfecting the large motor skills so you can get them to do a lot of, you know, exercises, a lot of movements, you know, even, you know, action songs that they would really like, okay, now just going back to the previous point of them being not being fluent readers, you know, you can't even get them to, you know, they can't write all of the letters they can't even write there they're learning to write their names well so, you know, don't get them to write their memory verse and all of those things just get them to memorize it, okay, and also because they will not be able to write sentences because they have still learning spellings it would be difficult for them to read and write, okay, the next one is perfecting their large motor skills so their legs and the upper arms so you can get them to organize activities that would involve running, jumping, you know, and other skills that will support their physical development, you know, you can also get them to begin doing complex skills like, you know, catching the ball, throwing the ball, you know, running race or jumping the rope or you can have some more games time for them which will involve all of these things but be careful that they don't fall and hurt themselves because they're still learning to perfect their large motor skills they're also learning to perfect their fine motor skills which is their hand and finger movements so, you know, they can sing songs with more complex hand and finger movements, they can, you know, snap their fingers, they can also, you can give them, you know, paints, they can begin to paint but you need to be very careful that they don't, you know, drop the paints and all that or the supervision is needed and also they can create objects with the clay and play dough so, you know, you can use this as well but be careful that they've washed their hands, they are not putting their hands in the mouth and they're not putting this clay into, you know, eating it up and all of those things can be very, very dangerous. They can also draw but, you know, very, very simple things so it's good to give them, again, coloring sheets which are already printed for them so they just paint and color and they can even, if you want them to draw simple things, very, very simple things that you need to keep for them to draw. Children in this age group basically, again, imagine things, they pretend play and, you know, they begin to play in larger groups so for a little longer period of time so you can have group games for them which, you know, can be a little longer extensive period than compared to children ages three to four, okay. They're also discovering more about sound, color, taste, textures and all of those things. They love working with paints and colors and glues and scissors but again, you need to supervise them and be very, very careful and oversee what they are doing. Also, they love to play a lot of instruments, you know, simple things but they make a very loud noise because they don't cannot understand rhythm and, you know, tone and all of those things so it's best that you don't get them to play any musical instruments but just to sing and do some action songs with them, okay. Acting again, children in this age group, you can get them to act out the stories that can be a good way to reiterate what you have taught them and also you can get them to retell the stories so, you know, you can ask each of them to narrate the story in sequence beginning from one child and then moving on to the other child but don't, you know, be disappointed if they're not able to share all of the details with you because, you know, they will be able to very briefly tell you what they have understood and what they have learned but that will be a good way to know for yourself if they missed out some important points which you can reiterate later on, okay. Socially, they seek opportunities to strengthen friendship with their new friends. They also desire to, you know, to cooperate and play with others. They need guidance in understanding and following basic social rules and the etiquettes that you are teaching them so it's important to teach them rules and etiquettes which will help them to, you know, benefit them in their self-help skills, okay, and they need guidance in understanding and following these rules that you are telling them. Okay, so you need to be very, very patient with them. They're also, you know, understanding the importance of taking turns and also sharing with others in that class whether they are playing a game, doing some activities or even in speaking, you know. They can speak simultaneously and they want to be heard but the importance, you need to teach an importance of maybe putting up their hand, waiting for the other person to finish talking and then talking or complaining about each other. They require recognition and, you know, they want to be recognized. They want to be part of their friend groups because they want to feel loved and accepted a sense of belonging because they're spending an extended period of time away from their family so they want to feel that love and acceptance that their parents have been showering, their family members have been showering upon them and giving them all that love and attention, okay. They're also because they're, you know, building new friendships, they're learning to share, help, think about others so there would be a lot of conflicts they can also have because they're learning to share, they're not willing to give up and things, they want to do things their way. They are also learning how to follow rules and all of those things so, you know, you need to help them in resolving conflicts and also how to, you know, group dynamics, how to work in a group setting, how to relate with others, how to be patient with others and things like that, okay. So they desire participation in group activities, you know, which makes them feel again a sense of belonging and acceptance, okay. So encourage and provide them opportunities for playing and interacting with peers, give them sufficient time, you know, support the formation of friendships and teach them what is the qualities of being a good friend, how to say sorry to each other, how not to complain, why the friend did what the friend did and why they had a fight and they're crying and all of that, had them to explain to see the other person's perspective, also teach them the qualities of a good friend, provide clear guidance on sharing, taking turns and basic social manners, you know, also encourage and give them activities that promote teamwork and cooperation. That will help them to learn how to work as a team and to cooperate with each other, okay. Also encourage understanding of their feelings and also understanding the feelings of others by how they can empathize and, you know, with each other, how they can understand each other. It's important to teach them this because at home they have been getting all the attention, okay. When they're crying, they give them what they want, okay. So here they're learning how to, you know, work together, how to share with others, how to care for others and how to put others first. Any questions so far? Any questions before we move to emotional development? Okay, I know questions will go on to their emotional development. They experience a wide range of emotions. Again here, you know, sometimes they're just laughing, sometimes they're in tears, they're fighting with their friend, the next moment they're playing. So, you know, that's how they are, children are, okay. They also need guidance in understanding their emotions and expressing what they are feeling and building on that emotional vocabulary. They're looking for more independence and decision making, you know, and expressing what they want, why they want it, why they like it. So it's good as a teacher to listen to them and help them also to understand that sometimes, you know, they have to put others preferences before themselves. So slowly they will learn to, you know, they will learn all of this. Also help them to develop close bonds with the family and caregivers, seeking comfort and support during emotional moments. At this point, I've already explained to you, so we'll just move ahead to the mental development. You know, they're very curious. Again, they have a desire to explore and understand the world around them. Again, they engage in concrete thinking. They understand concepts more tangibly and then abstractly. So it's important for this age group when you're teaching them, you need to use a lot of visuals like power points, which, you know, show pictures or you can use, you know, pictures that they can see or, you know, narrate the story, enact the story, to them use pictures, drawings that will help them understand concepts more easily, especially in this age group when you're talking about the love of God, when you're talking about sin, when you're talking about salvation, a sin salvation, which can be concepts for them, you need to help them to understand it more clearly in a very tangible way than an abstract way. So you need to use a lot of pictures and visuals or drawings or explain it to them in action through, you know, enacting it or through, you know, group activities, games or even object lessons. They are learning vocabulary a little more and their language skills are improving, but having said that, we need to even keep the language very, very simple for this age group, okay. So to enhance your story time with them, you know, it's important that you use a lot of props, puppets, enact the story, use pictures so that, you know, they're able to understand in concrete thinking, also use real life scenarios that, you know, that they can identify that is happening in their world, in their life, and they will be able to understand the concepts that you are telling them, okay. Okay, they're also developing their skills and how to solve problems and, you know, the challenges that they face to just help them and go along with them and teach them how to, you know, solve problems and make it simple and easy for them, okay. Spiritually, they're, you know, they're able to understand the stories, they're able to say the main points of the stories, okay. So they show you need to use age appropriate Bible stories that convey moral and spiritual lessons to them. They also are able to understand the timeline, so, you know, they're able to understand historically how the stories go, so you can, if you're beginning with Adam and Eve, moving on to Cain and Abel and moving on from there, they're able to understand the timelines, they're able to understand how stories go together historically. They're also able to understand abstract concepts such as, you know, self-sacrifice, love for others, faith, doubts, sin, guilt and forgiveness, even though they're concretely think, they think concretely and in a tangible way, not in an abstract way, but they're able to understand these abstract concepts, but these abstract concepts need to be conveyed to them in a way that is concrete, which they can, you know, through their senses, their five senses, in a way that they are able to, you know, experience and learn, rather than just be an abstract concept. So if you're teaching about self-sacrifice, sin or forgiveness, you need to use object lessons, you need to use, you know, some games, you need to use some real life scenarios that can help them to understand better, okay. Children in this age group, you know, the spiritual messages they need to hear is that God loves them, because basically, the whole concept of love again, God loves everyone, not just them and their family, but also their neighbors, God made everything perfectly, God knows you, God made you special and unique, you're valuable to God and others, and God hears our prayers, God is dependable, trustworthy, always good, and can teach them the difference between right and wrong, and God is involved with us throughout history, God has a plan for the future, who is Jesus, Jesus is God's son, he loves us, and you know, talking about sin, what sin is, you know, also that Jesus came to pay for our sins, and because what Jesus did for us on the cross, you know, we can live with him forever, and also that we can accept Jesus as our personal Savior. Now why I am presenting these points out to you is so that, you know, if you are a teacher who's ministering or teaching children in this age group, you will know what is a curriculum that you need to build on, what are the stories you need to choose from the Bible, what are the topics, so this can help you to choose your curriculum and choose the topics that you prepare for your, for children ages 5 and 6, okay. They're able to understand, okay, I finished all of this, right, the previous slide, yeah, okay. They also, the last point is they also learn to pray together, you know, so you can teach them how to pray, but it's important at this age group that you can start teaching them, you know, about love, forgiveness, what Jesus did on the cross, you know, about faith, about sin, and all of these abstract concepts, but use, teach these abstract concepts by telling stories, using examples, you know, so that they're able to understand in more concrete ways and concrete terms. Okay, so that is ages 5 and 6. Anyone has any questions? Anything you'd like to share? Yes, Divya? Yeah, I guess ma'am, I just had a question. Like, we might have like these curriculums and like schedules laid out, pockets for a particular session, but I feel like the kids are always, you know, dynamic, right, they are unpredictable how they would respond or how they will react. So, we might have to change the way we teach or the things, the methods that we use during the class. So, I was just curious to know like, are there like any experiences that you can share, wherein, you know, you had to completely change what you were planning to go by, and, you know, just a few experiences that would be helpful. And I had another question, yeah, but I think I can ask later on. Yeah, can I answer your question of the break, Divya, because it's break time now? Sure, sure ma'am. Okay, so I'll see you after the break and we'll begin by answering Divya's question and listening to her second question as well. Thank you everyone.