Is Storytelling Worth It? Or Should We Have High Expectations in Children’s Ministry?
Is it worth the time and practice to prepare to tell God’s stories to children without notes? Why can’t I just read it? Is a high-challenge curriculum worth it?
When you read a storybook to children, they know you are reading a storybook to them. You are cuddled side by side, and with each turn of the page, you are experiencing a book together.
When you read a lesson from a teacher’s manual, the children know you are doing just that: reading a lesson from a manual. I encourage you not to do that for a children’s class. Reading from the manual says, “This wasn’t important enough for me to prepare in advance.” We don’t realize it, but it’s a form of disrespect.
How can I say that? I have a simple test. Compare what the church (or society) offers to adults in volunteer settings with what it offers to children. The differences are immense. Adult teachers come prepared because, if nothing else, they are accountable to their peers. We don’t want to be embarrassed, so we often research all possible challenges to our presentation. I usually rehearse aloud what I’m going to say.
Children, on the other hand, are gracious. They don’t call out unprepared teachers. Their behavior may show they are bored and not challenged, but they won’t “out” you. Sadly, few ministry leaders train or observe their teachers. You are assigned a class and jump right in. Many leaders are grateful if you show up and have something prepared. Do you know anyone who has been asked to step down from teaching children? It’s likely you don’t. We have settled for warm bodies. Being with children is considered a sacrifice, not a gift to enjoy. Additionally, there isn’t as much recognition in teaching children as in teaching adults, either. The result: our teachers can slip into bad habits and come to class unprepared.
This needs to change. We need to view children as beautiful gifts from God, ready to receive the truths in his words, ready to be nurtured by his great love. Emily McGowin, Ph.D, associate professor of theology, Wheaton College, says, “Children are a blessing, but what they require is neither free nor cheap.” Telling God’s stories well is just one way to pass on our faith to the children in our midst.
How does this change occur? It is called systemic change because it needs to be in the very heart of your church system. Thus, it should be part of your church’s mission or vision. This high view of children has to come from the pulpit. If your church doesn’t have a high view of faith passing and discipling the youngest in your congregation, it will be a constant struggle for you as a children’s minister to recruit and train teachers and probably to equip parents in their roles. It can be done, but it will always be a struggle.
God calls many of his people to lead from below. This may be your role. But as you do so, open wide the doors of communication with the leaders in your church. Graciously approach them and wisely feed them the best research on the role of children in the body of Christ. Be hospitable and humble, but don’t give up. You are one of the few people who speak for those too young to speak for themselves.
At the same time, begin to establish higher expectations for the classes that you offer. Train your teachers for what is important. Note, process crafts, in which every child creates the same thing, word searches, and coloring papers, for example, do not form faith. Prizes and awards for memorizing Scripture or answering questions don’t help children deeply engage with God’s stories and reflect his work in their lives. If your goal is to lead the children in your church to love and know God, you may need to re-evaluate what you’re doing at every level. You may need to make some vital changes. There are great resources to help you with this. My favorite internet resource is the Center for Faith and Children at Trinity Evangelical Divinity School. The book Children Matter by Scottie May, and Listening to Children on the Spiritual Journey by Scottie May and Catherine Stonehouse are great places to learn from astute researchers.
