Spiritual Service and the Spiritual Servant (7)
The Nursery Child and Early Childhood
Nursery classes are what some branches of educational schools call the “Angel Classes.” This age group is characterized by the following traits:
- The astonishing ability to memorize: A child has a pure, blank memory, capable of absorbing vast amounts of information—everything imprints on it. Unlike adults, whose memories are occupied with many matters and unable to retain much. One educator once said that a child, in the first four years of life, memorizes a whole dictionary, since he began knowing nothing of language and then came to know hundreds of words that he uses to express all his needs in life.
Therefore, the teacher’s duty toward the child at this age is to give him as much as possible to memorize—whether it be the Lord’s Prayer, “In the name of the Father and of the Son and of the Holy Spirit,” hymns, tunes, or verses from the Bible. At this age, it does not matter whether the child understands what he memorizes or not, for generally, he is not aware of many meanings of what he retains. Yet he is capable of memorizing, and perhaps he enjoys the melody of what he repeats.
A teacher must not underestimate the mentality or abilities of children and refuse to give them things to memorize. If he withholds such material, the children will fill their memory with other things—from home, friends, the radio, television, songs, and chants, etc. Thus, the teacher would have deprived them of a precious opportunity for memorization, and when they grow older, they will no longer have the same ability.
Alongside their ability to memorize, children of this stage have another characteristic: acceptance and receptiveness.
- Acceptance and Receptiveness: A child at this age accepts everything said to him and receives it without discussion or argument. Therefore, it is one of the best stages of life for planting faith, values, and principles. Later, if he asks questions or seeks understanding at an older age, it will be on a solid foundation established from his firm faith rooted since early childhood.
It is unwise for a teacher to waste this opportunity and fill the child’s mind with trivial, meaningless things, belittling his intellect and capabilities. This does not mean giving him complex doctrines, but rather simple faith in simple words—received, memorized, and later, as he grows, explained in deeper ways.
- Imagination: Another characteristic of this age is a wide imagination and love for stories told through the voices of animals, birds, fish, flowers, and forces of nature. He accepts and loves them. At this age, one may tell him the story of Balaam’s donkey, for instance, and he will not question it—nor the other miraculous stories that require faith and imagination. He is also delighted by stories of angels.
- Love of Stories: At this age, the child loves hearing stories and asking for more, and he loves the person who tells them. A successful teacher is one who knows many stories—whether from the Bible, from history, from the lives of saints, or even animal stories.
Teaching children of this age thus requires competence in the teacher’s knowledge, depth in preparation, and skill in presentation. Not everyone who teaches is fit to teach children.
- Imitation: Children of this age are passionate about imitation—they imitate their parents, their Sunday school teacher, the sounds of birds and animals, gestures, and words. Therefore, a teacher for this stage must be a role model in all his behavior, speech, movements, and even facial expressions—for the child may imitate all these more than the lesson itself.
A teacher who has certain faults, even unintentionally, can be harmful to children of this age. He should not only be free from faults that the child might absorb but, positively, must be an example for the child to follow in every virtue.
The teacher must also be gentle and loved by the children. He should never use harsh methods—beating, scolding, or frightening punishments that might make the children fear or dislike the church and its servants.
The Mischievous Child in the Class What should I do with a mischievous child in my class? What causes children to misbehave, and how can we deal with it?
The reasons for a child’s misbehavior may come from the child himself, from the teacher, or from the teaching process—or a combination of all:
Perhaps the restless child’s presence in your class is clear evidence that the lesson is not engaging or enjoyable enough to capture the child’s attention. We all know that an interesting, captivating story can quiet even the noisiest child.
Or, the lesson may be enjoyable but not suitable for the child’s age.
Sometimes, a child resorts to misbehavior out of boredom—perhaps because the lesson is repetitive or too long. Children cannot concentrate on one topic for too long unless it fully captivates their senses. Short lessons are best suited for children.
The cause may be that the teacher does not involve the child in the lesson but teaches in a lecture style rather than using questions and answers. A child wants to speak and move during class. If not given the chance to do so—through frequent questions, discussions, and recitation—he will move and talk for any reason, without control.
Sometimes the problem is overcrowding—the teacher cannot manage a large group, and the noise grows. The child may feel uncomfortable in his seat, lost among others, or think he is not being watched.
The child may be noisy because he feels neglected or unappreciated by the teacher and seeks attention through mischief.
There may be a lack of emotional connection between the teacher and the student. The teacher may forget the importance of personal attention, remaining distant and unfamiliar to the child. Once a bond is formed, the problem often resolves.
In all cases, we cannot deny that the teacher’s personality greatly affects classroom calmness. A beloved, spiritually minded, experienced teacher who knows how to teach will surely be respected and obeyed by his students.
Perhaps God has placed this child in the teacher’s path for the teacher’s spiritual benefit—to teach him patience, wisdom, and the art of guiding souls, or to train him in prayer as he pours his heart before God for the child, or even to teach him humility—perhaps the teacher thought highly of himself, and God wished to show him his weakness in guiding even one child.
The problem may come from the child himself—he may have a difficult temperament, be spoiled, attention-seeking, talkative, or excessively energetic without knowing how to channel it. Such energy can be put to good use if guided properly.
The cause may also be a bad example among peers in church classes or school.
Or family problems that need to be addressed.
Whatever the cause, we must work to solve it—whether it lies in the teacher, the child, the family, or poor examples—remembering that our mission is especially toward such children, for “those who are well have no need of a physician, but those who are sick.” The Lord Jesus left the ninety-nine to seek the one lost sheep.
But beware of wrong methods in dealing with a mischievous child—such as venting anger through hitting, expelling, insulting, or harsh scolding. These only release your own tension; they do not help the child. Instead, they set a bad example for him and others.
Remember, you too may once have been—or still are—a mischievous child among the disciples of Jesus Christ.
Let us pray that the Lord grants us wisdom to guide these children, bless their lives, and use them in His vineyard like the rest.
Article by His Holiness Pope Shenouda III, published in Watani newspaper on April 15, 2007.
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