 Okay, welcome to class everyone. Hope you all had a good refreshing weekend. You had a good weekend all of you? Yes ma'am. Yes, restful weekend or was it a busy weekend with ministry and ministry related activities? No. Okay, let's begin class. Can one of you lead us in prayer please? I pray ma'am. Thank you, Erin. Let me pray. Lord, thank you for this day. Lord, even today as we are going to learn from your wonderful word. Lord, I pray and ask for your wisdom and guidance for each and every one of us. Lord, help us all to apply this through all the journey. So Lord, Father, bless everyone. And I pray this in Jesus name I pray. Amen. Amen. Thank you, Erin. So what did we look at in the last class? Our last class was on Tuesday. Last Tuesday, what did we study? It's on your screen so you can answer it. For children, development and need and how to minister to children. Okay, we're looking at the developmental needs of children. Now why do we have to study this developmental needs of children? I mentioned this in the last class. Why do we have to study the developmental needs of children? Any idea? No answers? Because they are the future leaders. Okay, the future leaders. Okay. Thank you, Dave. Dave is saying that we can know how to relate to them. Okay, good. Basically, to know how to relate to them, to know their needs, how to teach them, how to guide them, how to help them in their journey, in their different stages of life. So, you know, it does not mean that you're not going to, since you're not going to be doing children's work or ministering to children, you don't need to know the developmental needs of children. Well, you know, as a pastor, you will relate to children. You would also have different situations where parents will bring children to you with their different problems, so you will have to counsel them, help them so you need to know the developmental needs of children. And as such, you know, all of you are going to have your own family, which means you have children, and you know, how to guide them, teach them, help them, you know, and cater to their needs is very, very important. And, you know, to know how to do it, you need to know the developmental needs of children in each age group. Now, if you're going to look at, if you're going to look at ministering to children, then it's important that, you know, their developmental needs are specific for each age group that you are ministering to. Why so that you can know how to plan your class, where to have your class, what are the, how do you narrate a Bible narrative. I always say Bible narrative and not story because story can, you know, be real or, you know, a fable which is not true, which is not real. So Bible narratives, not just this story that's created by somebody, it's something that happened and you're narrating what happened. And, you know, so how to narrate them, what to say to them, how to teach them, how to bring out the truths, the godly truths, the theological truths, what are kind of activities or craft or coloring activities that you can plan for children in different age groups. Okay. And it's very important for us to know because as adults, we tend to approach children with the mindset that we have as adults or as youth or young people, and we kind of relate to them in that the level that we are. But it's important for us to come down to the level that they are, so that we can be effective in the way we teach and minister to them. And they can understand us and they can, you know, they can learn and, you know, it can help in that process of growth and maturity. Okay. So last week we looked at the developmental needs that are common for every age group. Today we will look at the developmental needs of specific age groups and so we look at the developmental needs of children in ages three to four, okay, children who are three to four years old. Okay. So we look at the developmental needs of children in this age group. And these are basically children who are toddlers. I know some churches, they don't have for toddlers. I think most churches do have, but it's run not by, you know, a few teachers because it's run by a few teachers. And it's basically run by the parents themselves who takes turn. We do that at the APC Children's Church, especially in the central because we have so many children in this age group, more than 20 to 25 of them. And we can't find volunteers, one or two volunteers to minister to cater to help children who are 20 or 25. So we've just left it to the parents and the parents run this whole initiative of ministering to children in this age group and they do a wonderful job. So we look at how to minister to children who are three to four years old and they are not caught into school or basically I think they're just in preschool kind of going to play school for a couple of hours, one or two hours. That's it. So how do we minister to them? Okay. What are their developmental needs? Now children in this age group who are three to four years old. They're basically learning how to relate to people outside their family. They're learning to relate to people in the family and outside the family. So they will take time to adjust to you as a teacher. Or if you are teaching them helping them doing any activity with them, you know, it will take time for them to adjust with you to know you to become friendly with you. They also are learning to separate from their family members for a short period of time. So I would just suggest that if, you know, if you are in charge of children's church or you are teaching this class in this age group, then, you know, have the parents, one parent at least sit with you, sit with the child along with the child in the class for a couple of Sundays so that, you know, the child gets familiar with other children, the child gets familiar with those who are teaching or the parents who are teachers, and then maybe the parents after a couple of weeks, you know, can leave the child and then attend adult church. And because the child has got familiar with the other children, has got friendly with the other children and also has got familiar with those who are ministering to them. And we also need to understand that if a child, you know, after 10, 15 or 20 minutes says that they want to go back to their parents, you need to understand because they're just learning to, you know, adjust for shorter periods of time without their parents being along with them. Okay. And children in this age group are also learning to tell stories of their own. And when they're telling their own stories, they would tell you what happened, you know, what somebody did, what they saw. And, you know, when they narrate stories, they cannot say, you know, speak in lengthy sentences or paragraphs. They would just use one or more sentences or just short sentences. And I'll come back to this later on, why I am telling you this. Okay. And also children in this age group, you know, they learn their alphabets and they're learning alphabets and they're learning simple songs. So when you are ministering to them, it would be good to choose simple songs that they can sing. Don't choose, you know, adult worship songs, but very simple action songs, quick songs that they can learn and, you know, they can sing. And when narrating Bible narratives to them, we need to be very careful that we use very simple language because they're learning, you know, they're learning their language, they're learning their alphabets, they're learning a simple song. So everything should be very simple. Even when you are narrating the Bible narratives, you need to ensure that you are keeping all the words simple, the sentences short, even the story very short or the Bible narratives short because they don't have a very lengthy attention span. So we cannot teach them like we are, you know, speaking to adults. Okay. We should have, so when we are narrating stories to them, we need to be careful that we don't use big words. Now, for example, if you're teaching them about the prodigal son or the lost son, we can't say, okay, today's story, I'm going to tell you about the prodigal son, they will not understand what is the meaning of prodigal. Okay. And if you're narrating that parable, then you can't say, you know, the son came, the younger son came and asked his father for his share of his inheritance, they will not understand what it means. Okay. And then, you know, the younger son took his money and went and spend it in wild living. What is wild living? They won't know. So you see that it's very important, even as we're teaching children in this age group, many a times we think, okay, I'm going to tell them David and Goliath story. Okay, this is what I'm going to tell them. But you see the importance of us actually planning the story, actually thinking through the story, writing down what we are going to tell them. You will know why I'm saying this as we go through their developmental needs. The one thing, the one necessary need why we need to write down what we're actually telling them or running it through our mind is because we need to keep the narrative very, very simple. Okay, that's the first thing, keep the very simple. So if you say, okay, you're running it through your mind and say, you know, the prodigal son, when he told him, told his father to give him a share of inheritance and you think, how do I explain this to a child in this age group? So it's very important for us to plan or to write down the lesson plans. One thing is to keep the language very simple. Okay, and we also tend as adults to use a lot of Christian jargons like, you know, the blood of Jesus Christ, just like Jesus saved us from our sins and redeemed us from our sins. He forgave us, you know, he, the father forgave the son. Now they won't understand. Okay, who's the father? For them, their father is their earthly father. Okay, when my father was the mean forgiveness of sins, they won't understand all of those things. So we need to, you know, prepare the lesson, run through it in our minds or write it down so we are able to keep the sentences short. The language very, very simple and not get into unnecessary Christian jargons which will confuse the child. Okay, and also choose the important songs that is simple for them, which is exciting with, you know, actions and all of those things. Because at this age, you know, they're also learning to move their hands and legs, so they're not very quick in doing actions, so very simple action songs. Okay, and at this age, you know, children are also learning to tell the stories on their own using one or two more than one sentence or thought. Okay, so what do we mean by that? When we finish narrating the story or the narrative that we have for them, we can't ask them, okay, what did we learn in today's story? Now they can't tell you the whole story. Okay. Or we can't, you can't ask them, what does Zach just do when he felt that he cheated people? We can't expect them to say, you know, he went and he told Jesus that he's going to give them, give back half of what he's taken four times and all of those things because they don't understand numbers, they're still learning numbers and sequence and learning how to count small objects. So our question should be very, very simple. You know, for example, was Zach is a good man or a bad man? Okay, they understand good and bad. Who's house did Jesus go? Zach is now they would remember only one character in the entire story. And so we're talking about Zach is, you know, they would remember the name Zach is they will find it difficult to pronounce it so you need to keep on repeating it. So keep your questions very, very simple. Don't expect them to narrate a whole story and if they don't, you sometimes, you know, get upset that the children have not listened, have not understood, but they basically can't speak in complete sentences. Okay. The next thing is, you know, they're perfecting their motor skills. That means how, you know, movement of their legs and arms. They're not very quick. So it's important that when you have a class for them, that you have it on in the ground floor, not getting them to climb stairs, because they will need help to climb up the stairs can also be a little dangerous. They might trip, they might fall. If you're having any activities for them, keep the activities very, very games or activities. Keep it very, very simple, because it is learning how to use their legs and upper arms. You know, and be very careful not to get them to do any lot of running around or jumping or climbing because they're not too stable on their feet. Okay. They're also developing their motor skills of, you know, using their hands and fingers. So, you know, keep the coloring sheet very, very simple. Don't give them a coloring sheet where there are too many things for them to color, too many people, too many specific things like, even if it's creation, don't have Adam and Eve, the animals, the plants, the birds, you know, the butterflies. Because too many things will, they'll find it difficult. They're still learning to color. They're still thinking they don't know the right color schemes, color combinations. They are still learning how to use their hands and their fingers. So it's difficult for them to paint, don't have painting for them, just, you know, coloring with crayons or color pencils will do. You can't expect them to write their memory verses. So it's important for you to write their memory verses on a sheet of paper. Just teach it to them or, you know, and give the piece of paper for their parents so that they can teach them throughout the week. Or if you have a WhatsApp group of the parents, you know, you can get the parents to look at the WhatsApp group and teach their children. Okay. And children at this age, they're not, you know, good at using scissors and glue. So if you're planning an activity, whether it's cutting and sticking, you'll have to do most of the work beforehand and just give them, you know, the minimal work. Like if you're, you know, cut something and stuck something, just get them to color it or write on that or whatever. And, you know, the teachers can help them stick it and all of that. But they need a lot of supervision when it comes to using scissors and glue. Otherwise, the whole thing will get very messy with glue everywhere and on their dress and clothes and things like that. Okay. Now, children in this age group of three to four years, they enjoy, you know, these kind of plays, they imagine things, they pretend to play like magical thinking fantasies. So when you are narrating a narrative or a story to them, you know, just get them to imagine. No, get them to imagine by painting a picture for them. Okay. And as you paint, they'll begin to imagine, of course, they're not able to think too many things because their world is very limited. They're very small. They've not seen too many things. So, you know, if you're talking about creation, you can think about all the beautiful flowers, you know, the rose, the pink color rose, the red rose and, you know, butterflies with their wings. So beautifully colored with so many colors. So, you know, get them to imagine things which they can see around them that they have seen and not too many deeper things which is not in their world, which they have not noticed. Now, children in this age group, they basically don't like to play, you know, group games with a lot of children. They prefer playing in smaller groups of two or three children. So, you know, don't have much of a group games. Or if you're having a group game for them or a group activity, it should be very short and quick. But if you see children in this age group, that kind of, you know, after you finish narrating the story or even when you're narrating the story, they're kind of playing with each other, two, three of them. Okay, so that is what they really enjoy. Now, about them hearing and understanding Bible stories. Okay. They're able to listen and understand to short Bible stories. So it's very important to make sure that your Bible narrative, the story that you're telling them is very, very short. Which means you have to plan and prepare in advance to know which important things to tell them what, you know, which details are not important for them to know. And, you know, which is the basic things that they can understand, which they can relate to, which you can tell them and also bring about the learning, because they have very short attention span, which is maximum of 10 minutes, they can listen. And about that, you will see them just playing around and running around. Okay, they're able to remember the main person in the story. So if you ask them, who did you learn about today? They will say Daniel or Zacchus or, you know, any other character or Esther or whoever you've narrated the story about. Okay. They're able to remember and repeat a few main points in the story, but it will not be in sequential order. You know, they can go from, from, you know, Jesus came to Zacchus house to Jesus. Zacchus wanting to see Jesus and going and all of those things. So you need to just understand that, you know, basically they have got the whole idea of who Zacchus is what happened. But you need to get them this basic truth about what they have learned. Okay, the basic truth which you want to teach them that, you know, God loves all of us. If your story about Zacchus is that he God loves all of us. He likes us very, very much. He loves us. He wants to be our friend. That's why he came to Zacchus's house, but he does not like the bad things that we do. So what are the bad things that we do? We don't listen to our mommies and daddies. We don't eat our food. We don't share with our friends. So simple things like that in this age group. So they're able to basically get this whole concept that Jesus loves us, but not the bad things that we do. And for this age group or for any other age group, it's important that we reiterate. We keep on saying the same thing in different ways so that children understand. Now we don't do this for adults in adult church and pastor's preaching. He wants to say the same thing in different ways. A couple of times he will just mention it once and then move on to the next point. But for children, it's very important for us to reiterate. Okay, so they're able to repeat. Remember the main points of the story and just mention that. Okay, now we look at the different faculties. Intellectual or mental faculty. They have very short attention spans. They asked too many questions. Why did Zacchaeus climb on the tree? Why did he want to see Jesus? Why did Jesus go to Zacchaeus' house? Who is Zacchaeus? So they'll ask a lot of questions. All you need to do is be very patient with them because they are learning. They're trying to understand. They're not going into full school where they're able to sit and listen and gather information. They're also learning language. So you need to say things in a very simple way. They are afraid of things that are unfamiliar. So if a new teacher comes, they will not be able, they will not reply or answer or they'll be very quiet. If they're in a place where they're not meeting every week, then that also becomes very unfamiliar place for them. So it's good to meet in the same place where you're meeting every week. So they're familiar with their surroundings. They're not getting afraid or alarmed that they're in a new place and their parents are not there. It's important that you ask their help. Can you give me that red color crayon? Can you give me that pencil? Can you bring this? Can you bring that? And do that for all children because they feel very important when you ask them to ask them for their help. They're also learning through their senses. Now their senses is seeing. So just don't narrate the story. I'm talking to you, but I'm also using these power points. So you're seeing and listening. So it's important to show them pictures. It's important to show them something on the laptop if you have some pictures. Maybe also after narrating the story, you can put the movies or some children who like movies or learn from watching visuals. Their kind of learning is through watching. And so you can do that. And also when you're narrating the story, when you're narrating stories, use body language. Use your hands, legs, facial expressions, eyes, change of tone of voice. And make it more exciting for them because it's just not through their seeing but also hearing. And if you're just narrating the story, it's important to use body language, hand movements, leg movements, eye movements, facial expressions. When the person, the story is scared, you can make a scared face, when you're scared, or a frightened face, you're angry, you can make an angry face. For example, if David is going to fight Goliath and then you can say Goliath came and said, who will fight with me? So you're changing your voice and all of those things. So children in this age group, you need to get down to their level and their rate so that they are excited. Their attention span is not running out quick if you just speak in one standard tone and if you're boring for them, you'll see them playing with each other and not listening. And also they learn through touch so you can get them to hold the pictures and all of those things. The other thing is they have active imaginations. They have active imaginations and they're very curious. So their imaginations are very, very active. So you can paint pictures for them. They're reading the story. Just think, this is how it happened. This is how it was. This is how he was dressed up. He goes to this river, this small river where the water is so clear and so cool and so cold. And maybe you can get them to have a glass of water where there's cold water and get them to touch it. Children like to learn through their senses or touch also. So they're kind of identifying with the story and it's very, very interesting for them. Now, for children, they are very, very curious because what looks ordinary for us is full of wonder for a young child. Something might be looking very simple and ordinary but for a young child, this age group, it's something full of wonder. So even as you are getting them to explore God's fascinating world, His creation, just get them curious about it and get them excited about it. They have active imaginations but they often have trouble sorting out what is real and what is not because we said they fantasize a lot, a lot of magical thinking they have. So you need to tell them what is real and what is not real. They also think very concretely, what do I mean by that? You know, when the sun comes out in the morning, for them it's because the sun wakes up. Okay, just like they wake up in the morning and they get out of bed. The same way the sun comes out in the morning is because the sun has woken up because they are able to think in their own terms in how they are living their life. Now, for example, a pregnant child, a three to four years old child who saw a pregnant lady and asked the pregnant lady why their stomach was so big and what's in their stomach. So the pregnant lady basically said there is a baby in my stomach. So the child in this age group said, did you eat a baby? Okay, now for the child's understanding is that whenever I eat something, it goes into my stomach. So we see that their thinking is based on their natural surrounding and their sense of touch, of seeing, of smell, of taste and of hearing. So their experience is that when they eat something, it goes into their stomach. So they're thinking very, very concretely. So when you are telling them something, you need to be very careful in how you are narrating to them. Okay. Are my clear so far? Yes, no. Are you all with me? Yes, we're clear. Okay, thank you, Thomas. Okay, thank you, Neelam. Thank you, Prince. Okay, so we see that they also have a lot of intense emotions in this age group. They laugh one minute. The next moment they are crying. They want to go to their mother. One moment they're very excited and after a couple of minutes you see them bored, disinterested, cranky. So you need to just understand that they have intense emotions. These little ones, they experience emotions that they don't understand. So you need to help them to explain what they are really feeling. For example, if a child is not able to find their shoes and they're crying, then you should say, okay, what happened? Why are you crying? My shoes. Then you can say, oh, you're not able to find your shoes. Then they say, yes, so how are you feeling? Are you upset? You're angry? You're scared? So you need to help them to express what they are feeling, their emotions. And also you can ask them to tell you about times they were happy, sad, angry. Or when you're narrating the story, you can tell them that this person was very, very happy. Zacchus was very happy because Jesus came to Zacchus's house. Why was Zacchus very happy? Because nobody went to Zacchus's house. Nobody was his friend. So you're trying to explain to them emotions because they have intense emotions and they're also able not to understand their emotions. So you're helping them to understand better. So this is their intellectual or mental faculty. Socially, they're very self-centered. I, me, myself, they want all the crayons for themselves. All the color pencils. They like to take all the chocolates. So it's important that you put them into groups of two and put some colors there and tell them that they need to share with each other and make sure that each one of them are getting the color pencils. They also are learning to take turns. They want to say everything. They want to talk all the time. So you need to tell them, okay, you know, I listen to you now. Can we give her a chance to speak? And then I will listen again to what you have to say. Okay, they also like to try new things. So you get them to try new songs, new action songs, teach them one words at a time. You know, do some new coloring and things like that. They also like to, you know, play side by side. They also like to play side by side, enjoy playing side by side. Sometimes they share a task and they don't like group games. So even as you're teaching them speaking or even as they coloring, you've given them something to color. You know, they will find them running around with their friend playing and coming back and coloring. This is basically who they are. And they're also, you know, as I said, they're emotionally, they have intense emotions. They laugh at one time. They'll cry at the next. Spiritually, okay. Spiritually, they can understand that Jesus loves them. Why? Because they know that their parents love them. They're filled with wonder with all the Bible narratives. Even if you're just basically telling them a simple narrative about, you know, Jesus healed a blind man, Bartimius. They will be just filled with wonder. I remember, you know, my niece, you know, when she was very young, I narrated to her blind man Bartimius story. She came to me so many times after that. She kept on asking me what happened to the blind man, what was his name. And she heard that story again and again so many times because they're just so filled with wonder, you know, about how this blind man couldn't see what, you know, he did and how he shouted and how Jesus met him and all of those things. So we might think, okay, why are they so excited about it? But, you know, they are filled with wonder with every little small thing that they hear and experience. Because it's this new thing for their world. Okay. They love to read Bible stories. They love Bible stories being read to them. But saying this, please don't read the Bible story. Others you'll find children just going off to sleep or bored and running around and playing. And you will have a bunch of children who are absolutely not interested. It's important for you to keep the Bible in front of you. So they make sure that they know that you're telling them the story from the Bible. But please narrate it to them with all of the expressions and, you know, hand movements and all the pictures and everything. We will look at it when we are learning how to prepare a lesson plan. Okay. But please don't read out the story for them. Okay. That is about spiritually, mentally they accept what they are told. They begin to see the difference between right and wrong. Okay. They accept everything that you tell them. They know the difference between right and wrong and they can experience worship. So get them to worship God and experience God. Physically, they are very active. They love to run and jump. But since their motor skills are not fully developed, they can fall easily fall and hurt themselves. You need to be very careful. And since they're using their developing their large motor skills, their hands and legs, it's important for you to use the floor and not the table. But even if you are, so, you know, get them to sit on the floor on mats. It's easier for them to sit down and color and draw and all of those things. And it's important for you as a teacher also not to sit on a chair and they're sitting down and you're looking down upon them and teaching. But, you know, sit along with them down and teach them. Okay. Come to their level. If you're sitting on a chair, it's like for them, it's like a giant, you know, someone big sitting. Sit with them if they have small chairs, you know, that is for kindergarten children. If you have that in your son, you can do that. Or you can sit on the floor so that you can see eye to eye with them. It's very important to have eye contact because when you're having eye contact, the child knows you're speaking to them. They will be interested. They will listen and they will not be disconnected. Okay. So sit on the floor or use, you know, small chairs that is that's good for their age. So it's important to get down to their level. Okay. They are going very, very rapidly. They have a lot of energy. But they also get tired very, very easily. So, and you can just see them coloring and just falling off to sleep. But a few minutes before you saw them running around and being very active. And we also see that, you know, that they're developing their motor skills means hand and leg movement. So since we have this age group where they have a lot of energy, they need a lot of help. You would need, you know, a good number of teachers or children's church ministers to minister them on a particular Sunday. Okay. Now, to teach them effectively, you know, important just to reiterate something that we've gone through, have children to feel comfortable when parents leave, involve all their five senses. So, you know, hearing, seeing, do activities through which they will learn, provide them times of worship. Sorry. Use simple songs about Jesus. Use clear, simple words. Always teach with your Bible open. You know, when you're narrating the Bible stories, you know, do it with great enthusiasm. Do it with a lot of expressions with voice changes and all of that thing and all of those gives all the children a chance to help include activities that involves their larger muscle movement and the smaller larger muscles. We're talking about hands and legs. Okay. Encourage them to do things for themselves. Don't always be helping them. Encourage them to do it. If they ask questions that begin with, I wonder, you know, it's basically that they are deep into their imaginations. So, you could also ask questions that begin with, I wonder why Zacchaeus climbed up the tree. Okay. Why did he go up on the tree and sit down? I wonder why Jesus stopped at that tree where Zacchaeus was. You know, because their imaginations are, you know, they're trying to imagine things. There's a lot of wonder and excitement in their imaginations. You can build it up, you know, move from one story to another. I mean, move from one part of the story to another by giving them clues about what is going to happen next. Okay. For example, you know, Zacchaeus was very short and because he was very short, he could not see Jesus. So, I wonder what Zacchaeus thought he could do. See, so you're getting them to wonder and you're also giving them transition to what happens next that he went and climbed up a tree. Okay. At this age group, you can emphasize to them through all the narratives that God loves them very, very much. As much as they hear them, they'll not get bored. It's important to reiterate. It's important for this age group also to reiterate that they need to share. So, you can choose stories or narratives that talk about God's love for them, that God helps them, that God is there with them always. They're sometimes scared, you know, when they go to play school, their parents leave them or in their children's church, their parents leave them. So, you can talk about God's protection narratives about God's protection that God cares for them, that God helps them and also stories about loving others and sharing with others, which will help them to, you know, help and share with children in their own age group because they're learning how to do it, but basically they want everything for themselves. It's an I, me, myself mentality for this age group. Okay. So, this is the developmental needs for children in age three to four. Any questions, any doubts you'll have? No questions, no doubts. Okay. Okay, then we'll move on to the next age group, which is ages four to seven. Okay. Ages four to seven. Children in this age group are learning how to relate to God, to family members and to people, you know, in the world. They're also learning more and more about this world that is outside their home and what it is like. Now, when we say, sorry, when we say children in ages four to seven, we are basically saying children who are in, you know, a pre-primary grade one and grade two. Okay. So, children in grade one, grade two and pre-primary. Okay. They're also learning to be separate from their family members for extended periods of time in a day because their timing for school is, you know, more than that was in preschool. So, maybe like, say for morning, like, you know, 8.30 to 2.30 in the afternoon. So, they're learning to stay away from their family for extended periods of time. They're also learning, you know, new skills to help them take care of themselves when they're away from their family. So, you know, they're building confidence in their newer abilities. They're trying to make friends outside their family circle because they're spending more time in school, more time with their friends in school. So, they're learning how to make friends. Basically, building up their confidence and getting accustomed to the world outside, apart from their home and their family members. Okay. They're learning to read, but they're not fluent readers. So, you can't expect them to read Bible verses. They might find it difficult because of the versions and all that. So, you might have to read out the Bible verse for them if you're trying to say and explain it. They're learning to write their name well and they're learning to write all the letters. So, for these children, you know, don't get them to write. If you're having a student workbook, they won't be able to write question and answers. It'll be very difficult for them. They'll not be able to copy things and write quickly what you're writing on the board. So, maybe you can get printed memory verses for them or, you know, get them to just learn their memory verses. If it's a one-sentence memory verse, then they may be able to manage to write, but they'll be very slow and they need help. Okay. So, basically keep it very limited to writing and expecting them to write things. They won't be able to do it because they're also learning how to, they're not too good with their spellings. So, they find they will struggle and they will find it very, very difficult. Okay. They're perfecting their large Muta skills. That means their legs and arm movements. So, you know, complex skills such as kicking the ball to someone throwing a ball into something and all of those things is something they can do, but not too great at that. So, keep the, you know, activities and games that you have planned for them very, very simple and easy for them to understand, play and also do. They're also perfecting their finer Muta skills with their hands and their fingers. So, clapping their hands, snapping their fingers and all of those things they can do a little better than children in the preschool. So, you can teach them, you know, do more action songs with them, which involves a very quick, you know, actions one after the other, which they will be able to manage, but might be a little difficult, but you could try it with them. They're also coloring. It's, you know, very, they're moving from simple to complex coloring. So, you can use crayons, sketches. They're learning also how to draw figures, thick figures, persons, animals and all of that, but they will need a lot of help. So, don't let them to draw. It'll be good to get them to color the pictures that you can have a little more images on the coloring sheet because they'll be able to manage that. They also will like to play with clay and form different images and songs with more and more complex hand and finger moments they will be able to manage. Now, children in this age group, they enjoy these kind of play. They like imagining things, pretend play. I've already explained this for the younger age group three to four years. Okay, they are playing in progressively larger groups of children for a longer period of time. So, here maybe group games can help them, but don't make it every week. You know, just slowly bring in the whole thing about playing in groups. Also, you know, get them to sing familiar songs as a group. They will enjoy that for teaching them a new song. Just very simple, maybe a one verse and then you can move on to teach the next verse the next week. They're learning to work with paints, colors, markers, glue, scissors and all of those things, but they need supervision. They need help and, you know, you will have to help them. So, you could maybe even do some initial activities, you know, the craft activities, you can do it initially for them and give them some basic things to do, even as they're learning how to use colors and paints and cut and, you know, use the glue, but you'll have to supervise that bit. They're also discovering more about sounds, textures, colors, smells and taste. So, you know, you'll have them, the coloring scheme, what to color, where to color and things like that. So, they will need help with that as well. The children in this age group, you know, basically they can act out stories. So, you can get them to act the story that will reiterate what they have learned. It will be very interesting because it will kind of help those with the, you know, learning styles of learning by doing. And for those of them who don't act, you know, basically they're children who don't like to learn by doing, but they will like to learn by watching. So, if a child says, I don't want to act or don't think that they're being lazy or they are just being disinterested or they are not obeying you, it's basically these kind of children are different kind of learners. They just basically like to learn by hearing, seeing or by touching. They don't like to learn by doing. My those who jump up to say, I want to do this, I want to be this character, that character, they're basically children who like to learn by doing things. And the those who don't like to learn by watching, so just give them their freedom and let them do what they feel comfortable. They also like to retell stories, but you know, they will not be able to say that in long paragraphs. Just basically short sentences. Okay, very short sentences. Now, before we close, we look at the spiritual messages they need to hear children in this age group need to hear that God loves them. That God loves everyone. He loves their family, friends, neighbors. God has made everything perfectly. God knows them. God has made each one of them special and unique. Each one of them are valuable to God and to others. They also need to know that God hears their prayer. So when they pray, God is hearing them. He's listening to them. He will answer them. But they also need to know that God is a person who they can depend on trust. And he's always good. They have to learn the difference between what is right and wrong. It's a good age for them also to know that God is involved throughout history. So you can tell them some Old Testament stories, explain to them how God is involved in history. Children in this age group also need to hear that God has a plan for their life, for their future, that Jesus is God's son. Jesus loves them, that sometimes we sin and we need to tell them what is sin, what does it mean? It means that there are things that we do that are wrong and bad. And when we do that, Jesus is very sad. God is very sad. He does not like it. We need to reassure children that we all make mistakes. And that mistakes are the same as sins. So all of us do mistakes. We all commit mistakes and they are same as sin. You know, Jesus paid the punishment for our sins. They understand that when they do something wrong, they get punished. And so even they can understand that when they do something wrong that is wrong against God by doing some sins. There is a punishment, but Jesus took our punishment upon himself. The last two things is they need to hear what Jesus did for them. And they also, you can lead them into accepting Jesus as their Lord and as their personal savior. So when you are teaching them or preparing their curriculum or preparing the planning for the year, what narratives to tell them, you can basically use narratives which will reiterate the spiritual messages which they need to hear for the specific age group. Okay. Was that clear? Sorry, I took four minutes of extra time. Was that clear? Any questions, any doubts? Yeah, it's clear, ma'am. Thank you. Any questions, any doubts? No? Okay. If not, we'll end class today. Thank you all for joining class and I will see you all tomorrow. Okay. Have a good day. God bless everyone. Thank you, ma'am. Thank you. Bye. Thank you, ma'am. Thank you.