Spring 2011

INTRODUCTION TO CHILDREN AND FAMILY MINISTRY

COURSE SYLLABUS Zion Bible College

CE 2211-01

Spring, 2011

Monday 1:45-3:35 p.m. and Tuesday 8:00 – 8:50 a.m Classroom Bld. 108

Rev. Paul Conway, Associate Professor, MDiv., DMin. Candidate 2013

Office: Hasseltine Hall Room 110

Office Phone: T.B.D.

Office Hours:

Monday 1:00-2:00 pm

Wednesday 4:00 – 5:00 pm

Email: Pconway@zbc.edu

COURSE DESCRIPTION:

This course provides an overview of children and family ministry in a contemporary context. It

explores the development of programs appropriate for children and families, from salvation to

maturity in Christ. Emphasis is placed on adapting ministry to any context or locale.

COURSE OBJECTIVES:

1. Students will construct personal philosophy of children’s and family ministry measured

by online discussion and written work.

2. Students will evaluate, examine and construct a working paradigm of children and family

ministry measured by online discussion, ministry evaluation, tests and a written program

paradigm.

3. Students will be able to examine, critique and apply the challenges and responsibilities of

the church as it relates to children’s and family ministry in the 21st century through

assigned reading, online discussion and testing.

4. Students will be able to explain and demonstrate a working knowledge of the basic needs

of a child at their respective age levels and unique family structures today measured by

online discussion, written work and testing.

5. Students will be able to communicate the gospel to children and their families verbally

and visually in a ministry context measured by student presentations.

6. Students will be able to identify and create a holistic structure of ministry to meet the

five-fold purpose of the church.

7. Students will gain a knowledge of resources and ministry structures available to them in

the Pentecostal and Evangelical church world measured by testing and online discussions.

8. Students will display competency in the organizational structure of Children’s Ministries

within the church as a whole measured by constructing a purpose driven paradigm.

9. Students will explore and execute several forms of communication and teaching methods

for children in various stages of development measured by class presentations.

TEXTBOOKS:

Chromey, Rick Energizing Children’s Ministry in the Smaller Church Cincinnati, OH: Standard

CE 2211 Paul Conway

Spring 2011

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Pub. Co.,2008.

Houser, Tina Building Children’s Ministry: A Practical Guide Nashville, TN: Thomas-Nelson

Pub. Co., 2008.

REQUIREMENTS:

Examinations (40%): There will be two exams throughout the spring program, one being a mid-

term and the other a final examination. Quizzes will be announced

Reading (10%): Each student must read the texts and write a two page analysis of the books.

Analysis is defined as a student pulling four to five quotes and or statistics from each book,

stating the authors perspective and the student giving a specific examples of how this

information has changed their thinking of children’s ministry in the present and their ministerial

actions in the future. Students will also be asked what percentage of each text book they read.

Projects: (50% Total) There are seven projects the student must do. Most, but not all projects

will begin with a jump start in class. They all will conclude with students handing in their

independent final project. All projects will be done independently. Students are not allowed to

share information or projects. The only exception to this is the Student presentation/lesson

project (15%) and the Special Spot (5%). With these projects students must not exceed group

numbers above two. Although you solicited help for your presentations, only the presenting

student of the day will receive credit. Most projects, but not all, will begin with a jump start in

class. They are noted with the symbol (JS).

1. Create a vision statement and purpose driven program guide: Further

detailed instruction will be given in class. This will cover the target audiences

and programs you intend to use to reach them (Crowd, Congregation,

Community, Committed, and Core).

2 Write an annual calendar of events: Students will put together a one-year

calendar for a children’s ministry program. Examples of items that should be

on the calendar are weekly education ministries, outreaches, recruiting

campaigns, promotional campaigns, camps as well as special events should be

given consideration. Be sure to call a local school to identify breaks as well as

church events that are calendar driven. Failure to do so will decrease the

grade.

3 Online Interaction (Blog/Discussion Board): Online discussions will be

initiated by the professor and children’s pastors around the nation throughout

the semester. This will be an open forum designed to explore relevant issues

relating to family culture and ministry. Questions will be posed, videos and

images evaluated and opinions critiqued. The web address for discussion will

be given in class. A rubric for grading will be provided.

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3. Evaluate a Children’s Ministry Students will be given parameters in class

for how to evaluate children’s ministry based on the principles learned in

class. A 5 page paper will accompany group discussions that rate the ministry

based on the nine essentials to building great children and family ministries.

4. Student Presentation / Lesson: Each student will develop and execute

multiple Children lessons during our scheduled class. The objective is to give

you experience in front of a group of people. Students will sign up for their

two selections the first day of class. The lesson will be in typed format, no

less then 3 pages no more then 5. Be sure you put enough detail in it that it’s

not just an outline. Make it like a lesson you would give to a substitute,

explain everything clearly for them and us. Further detail will be given in

class

Order of Service on paper will go as follows.

I. Pray: Opening Prayer

II. Play: Two Games:

III. Praise Three Songs

IV. Pay: An offering idea that makes taking offering fun.

V. Special Spot (Missions, talent etc)

VI. Preach (with a memory verse): A lesson.

Note. You should have 1 bible story that teaches 1 point. That point

should be hit before and after each illustration, object lesson, story etc.

Find one point and say it so much that even a child could get it. Get

it?

Grading Scale

Mid Term & Final Exam 40%

Student Presentations 20%

Online and in Class Interaction (Blog/Discussion Board 10%

Story Telling and creative Ministry Techniques 5%

Evaluate a Children’s Ministry 5%

Vision Statement and Purpose Driven Program Guide 5%

Annual Calendar of Events 5%

Reading 10%

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DUE DATES:

Project Due Date

Student Presentations Ongoing

Online Interaction (Blog/Discussion Board) Ongoing

Story Telling and Creative Teaching Methods Ongoing

Vision Statement and Purpose Driven Paradigm Monday, Feb. 14th

Rough Draft

Monday, April 11th

Final Version

Mid Term Exam Monday, February 28th

Annual Calendar of Events Monday, March 28th

Evaluate a Children’s Ministry Monday, April 18th

Final Exam May 4-10

DISCLAIMER:

Any aspect of this syllabus is subject to change at the professor’s discretion. However, this

syllabus offers an aim and desired goal but is by no means meant to lock the subjects or format.

POLICIES

Attendance: Students are expected to attend all class periods. Please be aware that absences are

granted for illness, personal matters, or for emergencies. It is important for students to keep

track of their own absences and late arrivals carefully. Please see the Student Handbook for the

Absence Policy. There will be a very short break mid-class, students are expected to remain in

class at other times except for medical reasons.

If a student arrives late to class it is their responsibility to inform the teacher after class that they

are present. Otherwise they may be marked absent for the class. It is a good idea to date your

notes each class in case attendance discrepancies should arise.

In order to be considered present in class, students must present themselves in an appropriate

manner, following the guidelines of the Student Handbook.

Assignments: All assignments are due at the beginning of class on the due date. All others will

be considered late. Assignments should be written in Turabian format.

All late assignments are to be turned into the instructor’s office, not placed in campus mail.

There are no exceptions to this policy unless mandated by the office of the Academic Dean.

Examinations: Any missed exam may be made up if the exam was missed due to illness or other

excused absence (see Student Handbook). A make-up exam will also be allowed if the

circumstances are urgent and approved by the instructor prior to the exam.

Extensions and Late Papers: Extensions will only be granted for the following four reasons: 1)

hospitalization for illness. A doctor’s note confirming such is required; 2) extended serious

illness that prevents a student from attending class. This requires a doctor’s note and signature

CE 2211 Paul Conway

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of verification from the student’s Resident Director; 3) funerals or family emergencies granted

as an approved absence by the Academic Dean and Dean of Students; 4) school-approved

activities. If the student meets one of these exceptions, a ―Request for Extension Form‖ must be

filled out. The form can be obtained from the Office of Admissions or the Office of the

Academic Dean. If your paper is turned in after attendance is taken on the due date, you will

receive an automatic point deduction of five (5) points. For each twenty-four hour period (this

includes Saturday’s, Sunday’s and school breaks) the paper is not turned in, there will be a

forfeiture of five (5) points from the total points. If the paper is not turned in within five twenty-

four hour periods after the due date and time, an automatic score of zero (0) will be entered for

the grade with no chance of making up the paper/grade. If a hard copy cannot be presented by

the specified time and hour, an email copy may be presented for verification of completion with

a hard copy following

Plagiarism: A student who submits written material as his/her own work which has been copied

in whole or in part from another person’s work without acknowledgement is guilty of plagiarism.

Material, whether published or unpublished, copied from another

writer, must be identified by the use of quotation marks and documentation with specific citation

of the source. Paraphrased material must likewise be attributed to the origin author.

Copying another student’s paper, with or without permission, or using his/her ideas with only

minimal reworking, is plagiarism, as is the copying from printed books and magazines without

giving credit to the original source. Any student who submits a plagiarized paper or who permits

another person to

copy his/her work is subject to any of the following actions: a grade of ―zero‖ or ―F‖ for the

work, failure in or expulsion from the class, being reported for further disciplinary action.

Cheating: A student who engages in dishonest behavior such as: using unauthorized notes or

material when taking an examination, copying answers to examination questions, or engaging in

securing unauthorized copies of examination questions (including aiding another person in doing

so), is subject to the action or penalty indicated above. Copying another person’s class work

and/or homework and submitting it as one’s own, or having another person perform an

assignment and submitting it as having originated from themselves personally is guilty of

plagiarism—which is cheating. Such students will therefore be subject to the above discipline.

Faculty members are to submit all such cases on the appropriate ―Plagiarism Form‖ to the Office

of the Dean of Academics.

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RUBRIC FOR ONLINE DISCUSSION FORMUM

Criteria D- D D+ (Poor) C- C C+ (Improving) B- B B+ (Good) A- A A+ (Exceptional)

Timely Participation

Seldom posts Posts

after online

conversation has

ended.

Occasional posts

throughout specified

discussion period.

Limited initiative.

Timely and

consistent posting

within specified

discussion period.

Frequent timely posts

within specified discussion

period.

Clarity of Expression

Consistently utilizes

poor spelling and

grammar. Lack of

organization. Makes

general statements.

Posts often appear

"hasty".

Decent grammar and

spelling. Passable

expression of opinions

or ideas.

Competent

grammar and

spelling. Opinions

and ideas are

clearly expressed.

Grammar and spelling

errors are rarely found in

posts. Expresses opinions

and ideas in a astute, well-

organized and concise

manner with obvious

connection to topic. Offers

evidence and sources to

support claims.

Substance/Creativity

Posts demonstrate

little thoughtful

interaction with

assigned topic or

readings. Posts are

often trivial or shallow

in depth.

Most posts interact

with assigned

readings or comments

of others. Intuitive

leaps or otherwise

insightful connections

are rarely, if ever,

demonstrated.

Posts reflect

intelligent

engagement with

discussion topic,

assigned readings

and the postings of

others.

Posts consistently show

depth of thought. Makes

creative connections

between assigned readings

and topic area. Poses

fruitful questions.

Contribution to the

Conversation

Fails to respond to

posts directed to

oneself. Rarely

initiates a discussion.

Seems indifferent to or

not present in the

conversation. Rude,

dismissive, arrogant

responses.

Occasionally engages

posts of others.

Sometimes initiates

threads. Conducts

oneself acceptably.

Regularly engages

others in a

constructive

manner. Poses new

ideas for

consideration. Uses

proper etiquette.

Consistently engages

others. Posts frequently

move the conversation

forward by making new

connections, further

developing ideas, posing

questions, etc. Conducts

oneself in such a manner

that invites others into the

conversation.

Rubric ideas created by Leonard Sweet, Ph.D. George Fox University

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BIBLIOGRAPHY

Barna, George. Transforming Children into Spiritual Champions. Ventura: Regal, 2003.

Beckwith, Ivy. Postmodern Children's Ministry. Grand Rapids: Youth Specialties, 2004.

Byrd, Walter, and Paul Warren. Counseling and Children. Dallas, TX: Word Pub, 1989.

Carlson, Greg et.al. Perspectives on Children's Spiritual Formation: Four Views. City: B&H

Publishing Group, 2007.

Chromey, Rick. Energizing Children's Ministry in the Smaller Church. City: Standard Publishing

Co, 2008.

Coles, Robert. The Moral Life of Children. Boston, MA: Atlantic Monthly Press, 1986.

___________. The Spiritual Life of Children. Boston, MA: Houghton Mifflin, 1990.

Comstock, Judy, and Adam Hamilton. Children's Ministry. Nashville Tenn.: Abingdon Press,

2006.

Fox, Jenifer. Your Child's Strengths. New York: Viking, 2008.

Houser, Tina. Building Children's Ministry. Walton-on-Thames: Thomas Nelson, 2008.

John, Phd. et.al. Parents' Guide to the Spiritual Growth of Children. Wheaton: Tyndale House

Publishers, 2003.

Jutila, Craig, and Group Publishing. Children's Ministry That Works. City: Group Publishing,

2002.

__________, et.al. Children's Ministry in the 21st Century. City: Group Publishing, 2006.

__________. The Growing Leader. Loveland: Group Pub, 2004.

Liesveld, Rosanne et.al. Teach with Your Strengths. City: Gallup Press, 2005.

Martin, Grant Critical Problems in Children and Youth. Nashville, TN: W Publishing Group,

1993.

Miller, Sue et.al. Making Your Children's Ministry the Best Hour of Every Kid's Week. City:

Zondervan Publishing Company, 2004.

Posterski, Beth et.al. Children Matter. City: Wm. B. Eerdmans Publishing Company, 2005.

Rath, Tom. Strengthsfinder 2.0. NY: Gallup Press, 2007.

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Sprague, Gary Kids Hope: Help for Kids in Grades 1-5 Whose Parents are: Divorced,

Separated, Widowed or Never Married Colorado Springs, CO: David C. Cook

Publishing, 1997

Sweeney, Daniel S., Counseling Children Through the World of Play, Wheaton, Il: Tyndale

Publishing House, 1997.

Thompson, Charles et.al. Counseling Children. South Melbourne, CA: Thomson/Brooks/Cole,

2004.

Tripp, Tedd. Shepherding a Child's Heart. City: Shepherd Press, 1995.

Wideman, Jim. Children's Ministry Leadership. Loveland: Group Pub, 2003.

___________. Children's Ministry Volunteers That Stick. Loveland: Group, 2004.

Wood, Chip, and William Crain. Yardsticks. Greenfield: Northeast Foundation for Children,

2007.