INTRODUCTION
There is an agreement that a child is a human offspring between ages of “0 -11” from the scriptures, children are defined as the God’s image (Gen. 27) they are also called God’s heritage, weapon in the hands of the mighty, God’s blessings and reward (Psalm 127: 3-5) They are precious gifts from our creator.
Most social scientists in Blair’s group said, “Moral development is childhood is extremely important” (Blair, Steward and Simpson 1975, 69).
That is why this age group has been chosen for this study because it is a sensitive, affectionate, teachable and believing age. Children from ages three to twelve year are teachable because their hearts and conscience are still tender and ignorant. It is in the light of these facts that the researcher sees it fit that the early such hearts are filled with word of God in correct manner, the better they will be prepared to believe, love and obey God. More so, this age being a formative age, children learn through inquisitive behaviours. They ask a lot of questions about things, people and God. Durojaiye research revealed, “A significant correlation between frequency of responses to children’s intelligence questions” (Durojaiye 1976, 26).
Biblical Basis for child Education
No Christian education can succeed without Biblical basis. It is therefore essential to search the Bible in order to get insights on its important place in child education.
This section focuses on the Biblical injunction on child education and practices as recorded in Old and New Testaments.
The Old Testament contains commands on child education. In Deuteronomy 6:9, Moses said; “These commandment that I give you today are to be upon your heart, impress them on your children”. Joshua followed this injunction by reading the word of God to the Israelites including children as seen in Joshua 8: 35. Other children passages in the Old Testament are Exodus and Isaiah. In Isaiah 28:9-10, the prophet said, “Whom shall he teach knowledge? And to whom is he explaining his messages? To children weaned from their milk to those just taken from the heart? For it is do and do, rule and rule, a little here a little there. “Commenting on this passages Franz stated; “(They Israelite) are of age and free and he (the prophet) does not need to bring knowledge to them like little children that have been weaned” (Franz, 1969, 7).
The implication of the question asked in the above quoted passage therefore is that children ought to be taught scriptural injunctions as early as they are weaned.
The emphasis on teaching in Old Testament was carried over to the New Testament. The temple and later synagogues were used as learning centers. It was in temple that Jesus was involved in a discussion with the teachers of the law as seen in Luke 2:46-59. It was also in the light of Biblical command on teaching children that Jesus said, “Let the little children come to me ...., your father in heaven is not willing that any of these little ones should lost” Matt. 19:14, 18:14. Jesus was in a way saying that it children are not properly led to God they will eventually perish. This explains why in His ministry He made provision to bless and pray for children as seen in Matt. 19:13, 15.
Another example of New Testament teaching is seen in 2 Timothy 1:5 where Timothy was taught the scriptures by his parents.
Goals and Programmes for Christian Education:
In this section the goals and programmes for children’s Sunday school are reviewed from both sacred and secular books.
Goals are the purposes of teaching children while programmes are planned activities for teaching. To Andrew and Nicholas a school cannot function without a curriculum.
Programmes; they revealed the elements of a curriculum as, “Objectives, content, method and evaluation” (Andrew and Nicholas, 1972, 16). The literature in this section focuses on the goal, objectives and programmes of teaching children’s Sunday school.
Goal and Objectives:
Both Old and New Testaments contain the goals and objectives of teaching. Moses stated that the purpose of teaching God’s word is so that the people may learn to love the Lord and fear Him as seen in Deuteronomy 6:4, 13. In New Testament, Jesus set an example for the church in terms of setting goals and objectives by declaring His goal, He said; “I have come that they may have life and have it to the full” (John 10:10). This declaration was from His knowledge of man’s need of salvation. The church is representing Jesus, thus must set goals for her ministry to children. Kore emphasised the need for goals by saying; “The fact that Christians are engaged in Lord’s work places a heavy responsibility upon them to do excellent work through adequate goal planning in the church and in Christian organisations” (Kore, 1980, 20)
Excellent Christian works are therefore seen in proper goal setting. This is because if there is no goal there will be no achievement as one writer said, “If you aim at nothing you will hit nothing” Fritz, 1989, 2). Therefore if the church does not plan objectives for children Sunday school they will gain nothing in their Sunday gatherings. Gangel and Handricks also advised, “All churches ought to have measurable objectives as Jesus our master teacher declared His measurable objectives at the beginning of His ministry” (Gangel Hendricks 1986, 17).
Jesus declaration of His objective was divine, His goal took care of every aspects of human life, body, soul and spirit, thus the life man was to have was full. It was in the light of this kind of life that Paul wrote, ... your whole spirit, soul and body be kept blameless” (1 Thessalonians 5:23). To achieve such a goal therefore calls for an understanding of children’s physical and spiritual needs. The social group of children has to be considered by identifying his needs before setting objectives as Arthur rightly said, “The nurture and education of children are dictated by religious, ethical, political, social and economic ideas of their social group” (Arthur, 1955, 123(. Thus the social environment of the child determines the educational goals, for children’s Sunday school. Murray
Among the spiritual needs is the good physical condition in which children are taught some of such conditions given by Gangel and Hendricks are “need of love, discipline, security and recognition of worth”. They further said, “Teachers should plan goals and objectives for each area of the spiritual, mental, emotional, social and physical development, considering each grade level” (Gangel and Hendricks, 1986, 118)
Emphasising on the importance of assessing the mental needs, Thomas said, “The most important task of teachers is to estimate the intellectual abilities of children because there is no other way for teachers to adjust work for the individual needs of effectiveness of teaching, therefore will depend on assessment of the spiritual and social needs of children in setting goals.
In light of their knowledge of children’s need Gangel and Hendricks suggested the following goals for children’s church.
1. Introduce each child to the Bible as God’s word.
2. Lay a foundation for the major Biblical doctrine on the child’s mental and spiritual level.
3. Lead each child to Jesus Christ
4. Provide a balanced programme of worship instruction and fellowship and expression of service.
5. Provide opportunity for quality teaching of God’s word, both content and application.
6. Knowledge and understanding of the characteristics and needs of children of evry grade level.
7. Provide a continual training programme for all teachers and parents.
8. Provide a staff and teachers with proper rations.
9. Provide adequate facilities and equipment.
10. Encourage variety in the selection and use of creative methods and materials in all children’s classes.
11. Maintain records for follow up.
12. Encourage leaders and teachers to evaluate their ministries, noting strengths and weakness with specific objectives for improvement. (Gangel and Hendricks, 1986, 119).
Bryne’s words seem to summarise the above objectives in one goal. He said, “To be like God is the great goal of child education in bringing him to Christ-likeness” (Bryne, 1970, 129). Churches therefore need to plan the goals of children’s Sunday school in the light of the above suggested goal. Arnold
Principles for planning programmes:
Jesus did not only have a goal but had a programme to achieve it. His programmes included teaching, preaching and dying to save man as he stated in Luke 4: 18. His programmes also included healing the sick, providing for the needy and encouraging the broken hearted, as recorded in the gospels. This section focuses on the principles for planning programmes and the teaching contents.
The principles advocated by educators are here observed along with the Bible. Murray gave some principles for planning children programmes, he said; “The programmes should make provision for thinking, maturation level and make possible successful achievement” (Murray
These principles Emphasised cognitive development age differences and achievement. Gangel and Hendricks on the other hand advocated, “The building relationship through personal interaction, active involvement in conversion through dialogue, music, memory verse and story” (Gangel and Hendricks 1986, 121). Children’s interactions and involvement are essential elements to consider in planning their programmes as also seen in Enoh’s work. He said that the curriculum in Nigeria
Teaching contents.
It is important to consider what the actual teaching content of children’s programme should be as given by educators and as seen in the Bible. The Bible reveals what is expected to be taught in terms of contents such content include, the love of God and the love for God as found in John 3:16, and Deuteronomy 6:5 man and sin Genesis 1:26, 3: 11, Romans 3: 23, Jesus, faith and salvation, Romans 10: 9-10, worship and service, Acts 2: 42-47. Such curriculum reveals that it is Bible based as Kenneth advocated, “A curriculum is not Christian unless it involves interaction with the word of God” (Kenneth, 1950, 53). Once the Biblical doctrines stated above are reflected in the programmes there is an agreement between them and the Bible.
Grandorf in his advice said;
Programme planned for every age level should receive a proper balanced. Emphasis in salvation, Christian growth and service. In order to meet the needs of the whole person the programme should include focus major elements; expressive service (Grandorf, 1981, 218).
Grandorf suggestion is similar with the early church programme found in Acts 2:42-47. The programme in the early church reflected the total development of man advocated by modern teaching-learning theory. Morden educators hold that the education of a person needs to involve man’s cognitive affective and behavioural areas.
The early church activities in Acts 2:42-47 involved a programme that took care of the person in these three areas.
There were instructions which are referred to as “The Apostles teaching” (Acts 2:42). This gave knowledge to the learners. Thus taking care of the cognitive domain. The worship which is referred to as “praising God” (Acts 2:41). The development is in the affective area. The third aspect was fellowship and service which is referred to as “meeting together and breaking of bread and prayer” (Acts 2:42). These parts of programme were accompanied with sharing of resources which took care of the behavioural aspect of development.
The programme described in the above passage consists of theological concepts necessary for teaching children in Sunday school, thus it’s an example of a good programme.
Other examples of programmes for teaching children are given by Strong. He said; the content for teaching children in the church should include angels, parents, friends, as of God’s gift and the last things” (Strong 1965, 583). Here strong stated that children programmes should include angels and eschatology.
The major objectives in choosing children programmes therefore should include the knowledge of God and love for God, the knowledge of man, sin and salvation. While preaching and teaching, building of relationship through interaction should serve as the means of effecting the programmes. Above all, objectives and programmes need to be planned in the light of Biblical teaching.
Qualifications of Teachers.
A teacher is a person who plans, supervises and controls learning experiences. This process is referred to as teaching. Myers said, “Teaching was the primary function of a Bishop” (Myers, 1987, 988).
Even though it is true that teaching was one of the functions of a Bishop yet Bishops were not the only people who could teach. There were others who taught: parents (Deuteronomy 4:9). Priests and prophets (Deuteronomy 31:9-13), Jesus (John 3:2, 13:13-14, Mark 11:22-25). The disciples and elders (Matthew 28:19-20, 1 Timothy 3:2), and reliable men (2 Timothy 2:2).
The role of parents as teachers of their children is greatly emphasised in the Bible and by many Christian writers. Barclay in his writing supported this by saying, “There are not teachers as effective for good or evil as parents” Barclay 1974, 236). This reveals the gravity of parental responsibility and influence on Children.
The above people were instructed to teach because they were considered qualified and commanded to be qualified before teaching. By virtue of their position as Sunday school teachers, Christians are therefore supposed to be qualified to teach. The qualification of Sunday school teachers are therefore observed below.
Education
Education is a process of acquiring knowledge. A person who is educated is one who has obtained some academic excellences. Such achievement could be in the area of one’s interest or life career. Education therefore involves the training of a person’s behaviour towards a set goal. Training involves constant drilling on behaviour or performance in order to obtain the maximum skills required or desired qualities in a person. Training is therefore essential for Sunday school teachers. Such training needs not only to be in scripture but also in the language for communication, human history, psychology and other such subjects relevant to the teaching of scriptures. “The teacher should be familiar with scriptures that will lead children to Christ” (Majorre 1969, 10).
The teacher’s knowledge need to be renewed through seminars, refresher courses, and workshops for effective interaction in teaching-learning process in this changing generation. Hghet emphasised this by saying “The expansion of knowledge is an awesome phenomena which necessitates content independent study by a teacher to prevent personal absolence” (Hghet, 1950, 24).
This means that the teacher should not only depend on past knowledge and acquired educational status, but involved in research studies on current discoveries. More so, the Bible said, “And Jesus grew in wisdom and stature and in favour with God and men”. (Luke 2:40). To grow means to increase. Thus Jesus increased in wisdom. Sunday school teachers therefore need not only to be educated but increase on knowledge from time to time.Authority:
In order to be an authority one need to master subject in every area. One of the factors that influence teachers-pupils interaction is the teacher’s authority. To be an expert commands respect. Regarding this Banks said, ”when the pupils see the teacher as an expert they respect his authority and are very likely to be influenced to accept him as an authority”. (Banks 1968, 53)
According to Findly, “Jesus’ authority was intrinsic, fresh and free” (Findly 1956, 3). Jesus’ knowledge therefore was directly from the original source of knowledge. This made Him as Clarence said, “master of the art of reading and writing (Clarence, 1950, 258).
Being an authority in one’s teaching subject therefore cannot be over emphasised. Regarding the knowledge of His pupils Marsh said, “Jesus understood human nature. He knew His pupils Marsh 1964.85). it is therefore every imported for Sunday school teacher to have a knowledge of his pupil as Gregory also stressed, “The teacher must know that which he would teach and those whom he would teach” (Gregory 1954, 37).
Modelling life style:
Another qualification of teacher is being able to practice that he teaches. Price said, “Jesus was hundred percent (100%) what He taught” (Price 1946, 2). Jesus was therefore a perfect teacher to His pupils, He lived a spirit filled life thus perfected in all He did. Eavey described Him in these words, “There never was a teacher who was more fully led by the spirit than our Lord Jesus Christ and yet no one ever observed the laws of teaching more consistently” (Eavey, 1940, 19). His life therefore deserves emulation as stated by Gradorf.
Since the Lord is the teacher’s teacher we must first wait before Him for direction. We ought to wait before Him to immense ourselves in the scriptural passages to be taught and ask God to speak to us personally. We must study it intensely no matter which age group we shall be teaching, so that we may understand it, feel it, live it, we then ask God to speak personally through it to our class in terms of their daily lives here and now. (Grandorf 1981, 167).
Here Grandorf also stressed the studying of the word of God. Tarry, on the other hand, stressed love and building of relationship as good way of modelling one’s life style. He said “The degree or master teacher shows us by His example that being the best Sunday school teacher involves loving our best students and building strong relationship with them” (Tarry 1986, 21). Thus in order to “set an example for the believers in speech, in life, in love, in faith and in purity” (1 Timothy 2:12), the Sunday school teacher needs to carefully study the word, pray and build a good relationship with the pupils.
Ability to Evaluate:
A good teacher must have the ability to evaluate his work. Jesus showed us that evaluation is an important aspect of teaching by being involved in both formative and summative evaluation as seen in these passages; Mark 4:4, Luke 18:12, Matthew 10:5. Norman
A teacher therefore must know and include them in lesson plans. Tarry suggests the keeping of the following records for an effective evaluation “The child’s name – tag, his parents and their occupation, the child’s residential address, birthday, commitment to Christ, prayer requests, interest, involvement in church work and visiting card, “ (Tarry 1956, 26)/ the keeping of such records helps the teacher to be able to give a goal summarize evaluation of a child.
As reviewed in the above sections the qualifications of teacher should include expertise in the subject matter, able to understand the learner, a model, able to develop good relationship with pupils and evaluate his work.
2.5 Methods and Materials for teaching:
Methods referred to various ways of presenting facts, while materials are objects that aid teaching-learning process. Benson said, “All lessons cannot be equally well presented by the same method” (Benson 1950, 224). It is therefore important to identify various methods of teaching and how they could best be sued in teaching. This section is an observation of the methods of teaching used in the Bible with those purported by modern educators. This is necessary because as Eavey said, “Christian education must from time to time reformulate its methods in the light of experience to keep them in harmony with God’s manner of working” (Eavey 1975, 194). This is due to changes in scientific discoveries in learning. The methods observed are as follows:
Memorisation:
Bible memorisation can be used in teaching the word of God as seen in these verses: Isaiah 28:10 and Deuteronomy 6:8. Memorisation requires repetition of words, precepts and examples to make a lasting impression in the mind of children.
Fafuwa referred to it as “recitation” (Fafuwa 1974, 26). In traditional Nigerian education, modern educators bwlieve that memorisation could involve the use of various designing, Zuck and Clark also “it is good to use memorisation with primaries” (Zuck and Clark 1975, 85).
Story – Telling:
This method involves narration of history or biographies. The Israelites were instructed to tell their children stories of great acts of God in Exodus 13:14. This method of teaching is seen in many Bible passages including the following, Deuteronomy 29:2-7, Joshua 24:2-3. Jesus taught in parables as seen in Luke 10:25-37, 15:19-37. Warner gave the purpose of stories Jesus told. He said; they were to secure attention of illustration abstract truth or application of truth” (Warner 1981, 60).
Story telling is a common method of teaching in Nigeria
Discussion:
This method of teaching takes the form of conversation. It is initiated by asking of questions or making of statements that stimulate response.
Examples of discussion method in Jesus teaching ministry are found in Matthew 9:1-2, 16:13, Luke 18:118, John 2:1,4, 9:14. One of the principles of discussion method stated in Soderholm’s work says, “The teacher should let the children ask questions” (Sogerholm, 1962, 10). Question from children therefore give room for two way communication
Assignment method:
This method involves carrying out of tasks by a learner to discover facts and to give report. In the Bible, learners were sent on errand, or assignment tasks, as seen in Numbers 13, Like 10:1-17, Titus 1:5. Children could be assigned to do work like prayers, letter writing, visitation, home-work and Bible reading.
Modelling:
Modelling can be used as a method of teaching. The teacher deliberately demonstrates truth in his life style in such a way that the learners are effected positively. Warner defined it as follows, “it is living out before one’s pupils the principles that one teaches” (Warner 1981, 63). The Israelites were commanded to teach their children by first obeying the law themselves, then their children will follow their examples as seen Deuteronomy 6:1-3. Jesus modelled He taught regarding faith and his disciples were compelled to say, “Increase our faith” (Luke 17:5), after observing it being demonstrated by Him.
Jesus said, “Learn from me for I am gentle and humble in heart” (Matthew 11:29). Modelling therefore is a good method of teaching children.
Teaching Materials:
In the use of teaching materials, Jesus was an excellent model for teachers. He used a lot of objects like flowers, grass, fruit, coin, vine, branches as seen in these passages, Matthew 6:25-31, 1:15-22, John 15:1-8. Sunday school teachers therefore need to use materials for effective teaching.
Tarry suggests some activities for in door and out door to include, “Balls, skipping ropes, toys, story books an heroes and missionaries. Visual and audio aids like radio, television and cassettes, film-trips, flannel graphs, song books, pictures, charts and maps” (Tarry 1986, 19).
The above review in some methods and materials for effecting teaching. The methods include; memorisation, storytelling, discussion, assignment and modelling. The uses of these methods need to be varied along with the use of various teaching aids.
The Role of Evaluation in Teaching:
Jesus showed in His ministry that evaluation was an important part of teaching when he was on earth. In His teaching, He was always checking the learning process with His goal as seen in Matthew 16:15, Luke 10:1-6, 17:1, John 17:4, 19:30. Jesus therefore included evaluation in His teaching. Eavey revealed the important role of evaluation in Sunday school and its rationale.
The teachers were to test the children to determine not only how well they had memorised but also how well they understand what they had memorised. Moreover it was emphasised that even understanding was not enough, it was necessary for teacher to teach the children so effectively that would put into practice the truth they understand. (Eavey 1975, 193)
Evaluation therefore plays the role of assessment for the purpose of adjustment. Formative evaluation in teaching process helps the teacher to determine whether learning is directed towards the set goal. Summative evaluation in the other hand helps to tell whether set goals have been achieve. In Wheelers words summative evaluation is “ The process of determining what actual educational outcomes are and comparing them with the expected outcome” (Wheeler, 1969, 267) Sunday school teachers therefore need to value the role of evaluation and use it in teaching-learning process to see if their set goal objectives agree with the educational outcome.
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