Detailed Agenda Teaching The Bible To Young Children

WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG
CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER

by

Lisa Anderson-Umana

B.S., Penn State University, 1982
Master of Arts, Wheaton College Graduate School, 1993

FINAL PROJECT

Submitted to the faculty
in partial fulfillment of the requirements for
ES 8255 Models of Nonformal Education, Miriam Charter
for the degree of
DOCTOR OF PHILOSOPHY
Educational Studies
at Trinity Evangelical Divinity School

Deerfield, Illinois
February, 2008

CONTENTS

LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v


CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER ....................................... 1

Statement of problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Workshop Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Detailed Teaching Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

iii

ILUSTRATIONS

Figure Page

1. Banking metaphor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

iv

TABLES

Table Page

1. General planning steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

v


CHILDREN IN A CREATIVE, NON-TRADITIONAL MANNER

Statement of problem

“I hope you all remember the story I just told with flannel graph, Jose, please

do not touch the pieces. Hmm, as I was saying, please remain seated at your desks while I

will hand out the sheets for you to color in the story of Jesus calming the sea. Please

remember to color inside the lines. Raise your hand if you have any questions.”

What are the noteworthy details of this typical Sunday School class scenario?

(a) Children are taught the Bible visually, but they cannot touch any of the figures related to

the story; (b) Teacher stands up front; (c) students sit below her at their desks; (d) students

passively wait for the teacher to hand them the coloring sheets; (e) creative juices restricted

to one way of coloring; (f) strict control is assumed by making sure “formal school rules”

apply by making sure you raise your hand to speak; and finally (g) the teacher assumes that

coloring a drawing has such an educational value that she dedicates a third of her class time

to it; (h) teacher hovers nearby, supervising to make sure they “get it right”.
Figure 1 Banking metaphor
Generally speaking, the educational model

followed in the Evangelical church in Latin America

follows the pattern so well articulated by Paulo Freire

(1993) known as the banking model, which is primarily a

“cognitive dump” of information made from the head of

the teacher to the head of the student.

1

2

Freire (1993) and a plethora of other authors around the world have

thoroughly condemned this model of education, nevertheless, the schooling model still reigns

supreme both in and out of the church in most of Latin America. In regards to young

children, not only does it violate the basic active nature of learning (Piaget, 1969) but it

completely ignores the affective and spiritual nature of learning for children (Cavaletti,

1992).

Sonja Stewart (1989), greatly influenced by Sofia Cavaletti and Montessori

(1964) developed a model of teaching young children the Bible. A dear friend of mine, Sibyl

Towner, who was mentored by Sonja Stewart summarized the spiritual development of a

young child (ages 3-5 years) like this:

A young child’s natural response is to worship; spiritually they are like newborn
babies whose greatest need is to be held, likewise a preschooler’s greatest need in
their spiritual development is to worship God, to be with Him, to be part of His
stories. Cognitively they are not ready to analyze and apply God’s Word, they cannot
understand the use of symbolism or abstract object lessons anyways; their greatest
need is to feel safe, to learn to trust Him.

The purpose of this workshop is to train teachers in the methodology used by

Sonja Stewart, which has been adapted for use in Latin America by Patricia Garza (2000).

She lives in Monterrey, Mexico, has been mentored by Sibyl Towner and has published

numerous packets of materials which will form part of the workshop.

Having briefly stated the problem, in the following pages, I will begin by

describing the workshop project, using Jane Vella’s(2000) steps of planning a learning

activity. Then I will provide a detailed outline of the ten-hour session.

3

Workshop Program

WORKSHOP: TRAINING TEACHERS TO TEACH THE BIBLE TO YOUNG CHILDREN IN A
CREATIVE, NON-TRADITIONAL MANNER
1. Who is doing this professional The workshop is co-hosted by Christian Camping International, Latin
development workshop? America (CCI Latin America/Honduras) and Berea Wesleyan Church of
Tegucigalpa (a team of their Sunday School teachers received a similar
workshop some years ago and due to the positive impact it had in their
church, wanted to collaborate with CCI in the promotion and training).
I am a part of a teaching team as the head trainer, also in charge of
coordinating the efforts of 5 other trainers from the two main cities of
Honduras, San Pedro Sula and Tegucigalpa.
2. Who? Who are the Our target audience is educational institutions, not individuals. Our limit
participants? How much do they will be 30 institutions, ranging from churches, nursery schools, public and
already know about the topic? private elementary schools and camps. Each of the 30 educational
What are the age ranges, gender institutions will send to our workshop a team of 5 members. They all
breakdown, cultural mix and work with children in their organization, are probably mostly women,
hierarchies at work? early 20-30’s and all Honduran. Maybe half will be directors or hold high
positions in their organizations and the other half may be volunteer
teachers like in the case of Sunday School teachers.
3. Why? What is the overall goal The goal stated on the promotional brochure reads: The purpose of this
of the learning? What do the workshop is to teach your team of teachers how to guide a young child to
participants want to learn? Are hear, see and touch God’s stories.
they attending the training The institutions want their teachers to learn how to teach the Bible
voluntarily? creatively to the children under their care. They are attending voluntarily
and they or their organization are paying to attend this workshop.

4. When? How much time is March 14-15, 2009
available for the training? Are Three hours: Friday from 6:00-9:00pm (after work hours; coffee and a
there any work or season-related snack will be available on arrival).
time constraints? Is one time of
day better than another for your Eight hours: Saturday from 8:00am to 4:00pm
participants?
5. Where? Where will the training Training will be held indoors at a local high school, we’ll be able to use
be held? Indoors or outside? classrooms for break out sessions and the school auditorium for the large
What equipment is available? group sessions.
Chairs? Tables? Flipcharts? Participants will be seated on chair around tables. A flipchart will be
Local materials? available as well as a screen and data show projector for the main
auditorium, and whiteboards will be available in the breakout rooms.
6. What for? What are the If the Lord greatly blesses the training and we work with excellence, we
behavioral objectives of the envision:
training? What will the We see the participants guiding the children under their care to experience
participants be able to do God’s stories audibly, visually, and kinestically (hearing, seeing, and
differently after the training? touching it).
What specifically will participants In faith, we see drastic changes in the manner in which the Bible is taught,
learn? What new knowledge, not so much lecture as the child wondering, asking questions, uaing his or
skills and attitudes do you want to her imagination to understand and feel the stories of the Bible.
develop? In faith, we see each team of participants using fully the material we
provide them which contains a textbook, packet of reproducible visual
aids, a CD with original music, a DVD with songs and choreography, and
a DVD with the Bible lessons.
En fé vemos cada equipo de participantes usando al máximo el paquete de
materiales de Paty Garza, que son un Libro de Texto, Ayudas Visuales, un

4

CD con música original, un DVD con cantos y coreografía, junto con las
Lecciones Biblicas.
7. How will you evaluate the Compare the desired outcomes we articulated together during the first
training? session with the real outcomes through a questionnaire. We will be
sensitive to note “unanticipated outcomes” (Norland and Somers, 2005) as
well.
Table 1 General planning steps

Detailed Teaching Agenda

DETAILED TEACHING AGENDA FOR FRIDAY, MARCH 14, 2008

Time- Group
Notes /
Duration / size Educational Activity
Materials
Responsible

PROCESS FOR THREE-HOUR SESSION ON FRIDAY
1. Welcome and presentation of the personnel and organizations hosting the event
2. Pre-Brief – Review general outline for workshop and interact with the participants regarding their desired
outcomes
3. Selection of volunteers to participate in the “concrete learning experience and expression of worship”
4. Concrete learning experience and expression of worship—The good shepherd
5. Initial Debrief of the participants
6. Final Debrief by the observers
7. Review of what they have learned thus far

PRE-SESSION PREPARATIONS
4:30-5:45
Write the title of the workshop on a banner visible to all.
75 min. Write on flipchart the general order of both Friday and Saturday sessions.
Set-up laptop and datashow projector
Put music from “Follow me” package of material (theme song).
Blanca,
Prepare for registrations (table, chairs, stapler, cash box, list of those institutions
Celena who have paid, name tags for each institutions attending team members, receipts for
payments, registration forms, extra name tags,
Lisa
Prepare coffee and snacks.
Camera to document the teaching sessions
Promotional materials for CCI Latin America.
Decoration of the auditorium with the theme of “Follow me and I will make you
fishers of men.”
Pending decision: Determine if it is feasible to sit 150 people around 15 tables with
two teams seated at one 8-foot table.

Welcome and presentation of the personnel and organizations hosting the event

LEARNING GOAL
The participants will get acquainted with each other, with the organizers of the
event, and with the trainers themselves.

During the Session

5


Time- Group
Notes /
Educational Activity
Duration / size
Materials
Responsible

As the participants are completing their registration in the hallway,
5:45-6:15pm Large Visual aid:
we will have lively music playing with excerpts from the music
group music DVD
30 min. DVD playing in the auditorium.
The trainers will prompt the teams to mingle with the other teams
Lisa and
present through a mixer.
trainers Coffee and a snack will be available once they have registered and
entered in the auditorium.

Christian Camping International, Latin America will give the
6:15-6:30pm Large
formal welcome along with a few words clarifying the nature of
group
15 min. our association. Carlos Baca will introduce Pastor Mary Gomez
who represents our co-hosting church.
Carlos Baca
Pastor Mary Gomez will welcome everyone again to their church
site where the workshop is taking place and share their motivation
in co-hosting this training event.
Each of the members of the personnel will be presented as well.

Pre-Brief – Review general outline for workshop and interact with the participants
regarding their desired outcomes

LEARNING GOAL
The participants will get a feel for the overall framework of the workshop and
will comment with others why they are attending.

During the Session

Lisa will share her vested interest in children (Valerie and Victor
6:30-7:00 Large Visual aid: the
will be present during the workshop) and will personally present
group reflection
30 min. each of the co-trainers/facilitators. question will
Groups Groups of three people will be formed, each representing different be visible on
Lisa and
organizations.
of 3
the screen.
trainers Reflection question:
With the use
What is the biggest issue you face with teaching the Bible to young
of the tablet
children that has prompted you to attend this workshop?
PC, their
After having commented in Groups of three, an open forum will
provide the opportunity for everyone to listen to others’ pressing answers will
concerns. be written on
Technique used: Share what someone from your small group said. the screen for
This will reduce some of the verbiage, however, if I sense that all to see.
people’s ideas are not being actively listened to, I will ask them to
confer with their small group again. This may provide a teachable
moment for “active listening skills.”
Summary: In light of Nonformal education’s desire to satisfy the
learner’s objectives, we can be flexible enough to weave our own
workshop objectives in with theirs. We hope to articulate together
our desired outcomes.

Concrete learning experience and expression of worship—The good shepherd

6


Time- Group
Notes /
Duration / size
Materials
Responsible

LEARNING GOAL
The participants will either personally experience a Bible story or will actively observe someone else participate.

During the Session

Invitation for all to participate, whether they are direct participants
7:00- 12 volunteers will sit on a
or participant-observers.
7:15pm small piece of rug on the
Twelve volunteers will be invited to participate in the “concrete floor, gathered around a large
15 min. learning experience and expression of worship”. felt piece which forms the
The remainder (some 130 people) will climb up onto the nearby
“stage”, the rest of the
stage to actively observe and take mental notes on the
participants, will gather on an
methodology. In order to facilitate the arrangement of everyone,
Lisa
upraised stage so as to have a
the organizing team will demonstrate where people must stand in
better vantage point.
order to get a good view of what is happening.

Greeting and story telling with space for wondering
7:15- Story chosen to demonstrate:
Each member of the group is greeted by name and welcomed in
7:40pm
Good shepherd
the Name of Jesus to join in. Each one has his or her own piece of
20 min. rug to sit on.
Lisa will tell the story using the simple cut-out figures, placed on
the felt “stage”.
As the story is told, they are invited to wonder about different
Lisa
aspects of the story. The idea is to get them to feel a part of the
story; to be immersed in God’s story; to feel a sense of awe and
wonder.
Lisa will wonder aloud with them, hoping to elicit questions they
have, what do they wonder about?

Mutual story-telling
7:40- The focus is on affective and
The participants are divided into pairs and given one photocopied
7:50pm spiritual development, it is not
set of the Bible figures. a quiz to see if the child
10 min. They are instructed to take turns telling each other the Bible story remembered all the details.
using the figures.
Lisa The teacher’s role is to listen attentively to how the children tell
the story, not intervening to clarify details but rather listening to
hear how the child speaks of God.

Expression of worship
7:50- Materials related to the story
After they have had the opportunity to tell the Bible story, they
8:00pm are given, but no model is
will be given materials with which to express themselves in given for them to copy or
10 min. worship. For this story, green, brown, black, white construction pattern their work after.
paper, crayons, scissors, cotton balls and glue, are provided for the
Children may need to wean
participants.
themselves from the teacher’s
The teacher stands aside, standing back, providing the space for
Lisa
constant supervision, as might
the student to express their thoughts, feelings or actions to God’s
the teachers from giving it!
word.
The participants are asked to remain in their personal space, on So, perhaps if this is new, you
their rug, and to be respectful of others, not interrupting those who have to start little by little.
may want to sing or talk to God.

7


Time- Group
Notes /
Duration / size
Materials
Responsible

Going forth into the world
8:00- Options for closure:
As the participants finish their creative expression of worship,
8:10pm
* Here is a bookmark with
teachers may ask the child to describe their artwork or tell what it
10 min. the verse and picture of
means to them.
Depending on the setting, like in Sunday School, teachers can take today’s lesson.
post-it notes and write down what the child has shared, placing it
* Go and place this bookmark
on their artwork for their parents to read and discuss. If the setting
Lisa
in your Children’s Bible, I
is at Elementary school or Preschool, their artwork can go into
will underline the verses we
their very own folder and they can finish it later or the next day.
The goal is not to finish the project; it is to create a space for the studied today. Whenever you
children to worship God through creative expression. want me to read them to you,
A child or the teacher may pray. bring me your Bible and we
To close, the teacher embraces or gives each one a “holy kiss on will read it together. This
the forehead”, blessing them in the Name of the Lord, sending
may help them lose their
them forth into the world.
“fear” or intimidation of the
Bible.

Break
8:10-
“When you return from the brief break, please gather together at the
8:20pm
table with your team.”
10 min.

Initial Debrief of the participants

LEARNING GOAL
The participants will learn from the reflections of those who participated
directly in the concrete learning/worship experience.

During the Session

Just those who participated directly in the concrete experience
will reflect on their thoughts and feelings and share them with the
group Reflections
20 min. rest of the group. questions will
Reflections questions: be visible on
Lisa and
Personally, as a participant, what feelings did you experience
the screen as
trainers right now?
will the
What aspect of this experience was most awkward for you? And
groups
why?
answers.
How was this teaching the same or different than you have
experienced in Sunday School or elementary school?

Final Debrief by the observers

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Time- Group
Notes /
Duration / size
Materials
Responsible

LEARNING GOAL
The participants will continue to reflect on what they observed from others
participating in the learning/worship experience.

During the Session

Reflection questions:
What additional observations, that have not been mentioned, do
group
20 min. Reflections
you have about what you observed?
questions will
What did you observe about my role as a teacher?
Lisa and
What similarities do you see with this methodology and how Jesus be visible on
trainers taught? (he often left his listeners hanging, his teaching was open the screen as
ended, he did not always make sure everyone “got it”, he sat with will the
the people, groups
We leave you with this question: What impact might this type of
answers.
teaching have on our young children?

Prayer and blessing of dismissal
9:00
Reminder that training will begin at 8:00am sharp.
Pastor Mary

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DETAILED TEACHING AGENDA FOR SATURDAY, MARCH 15, 2008

Time- Group Educational Activity Notes/
Duration / size Materials
Responsible

PROCESS FOR EIGHT-HOUR SESSION ON SATURDAY
1. GROUP SONG WITH CHOREOGRAPHY –EVERYONE PARTICIPATES LED BY A TEAM OF YOUNG PEOPLE.
2. REVIEW OF WHAT THEY HAVE LEARNED THUS FAR.

Group Song with choreography –everyone participates led by a team of young people

LEARNING GOAL
The participants will observe and experience the role of music in
teaching young children the Bible.

During the Session

Arrival of set-up team to arrange tables, chairs, screen,
7:30-
laptop and datashow projector for song lyrics.
8:00am
Music is playing in the background
30 min.

Welcome and prayer by Blanca Cardona
8:00-
8:15am

Presentation of the team in charge of song/choreography
8:15- Large Visual aid:
Comments on the role music plays in teaching young
8:45am group
Lyrics of the song
children the Bible.
30 min. will be shown on the
Invitation for all to participate
Song and choreography led by Berea church team of young screen
Blanca people.

Critical thinking about teaching children the Bible

LEARNING GOAL
The participants will have the opportunity to think critically about the way they teach
young children the Bible.

During the Session

Individu
8:45- Critical thinking process—detecting the differences Visual aid:
al In what way was last night’s class different from a typical
8:55am
Reflection
Bible class for children?
10 min. questions and the
Children are allowed to touch the Bible story as well as see
answers will be
and hear it.
Lisa
Teachers sit at the same level as the children. projected on the
More emphasis is given to wondering, leaving things open screen
ended.
Children are encouraged to ask questions, not to answer them.

10


Responsible

Children participate in telling the story to each other.
The creative, not overly guided, use of the arts is given
Our facilitators
There are not “entertaining activities” not crossword puzzles,
will be drifting
letter soap, coloring drawings.
The children are allowed to move around, touch things and around the room,
can wonder out loud without having to follow “strict rules of taking notes of
engagement”. what people are
The emphasis is not on control and discipline but on writing and
discovery and expression.
conferring with
Lisa just to make
We will give each individual time to make note of at least 5
sure she has her
differences.
finger on what
people are writing.

Critical thinking process continued—exploring assumptions
8:55- Team Visual aid:
9:15am group Reflection
In our context, why aren’t we teaching the Bible that way to
(5 per.) questions will be
20 min. our children? projected on the
Possible reasons: screen
Maybe because we do not know how children learn, we think
they learn like adults. Our facilitators
Lisa
Because we have not connected what we know about how will be drifting
children learn with Bible teaching. around the room,
We believe it is most important that they cognitively “know” taking notes of
the Bible stories. Memorizing the scripture and the details of
what the teams are
the story will be of most help to them.
discussing and
We never have thought of the importance of affective and
conferring with
spiritual learning in children.
Lisa just to make
We thought the best learning position for a child was to sit
still. sure she has her
We thought the best role for a teacher is to assume control of finger on what
the class and make sure everyone knows the moral of the people are
story. discussing.

Critical thinking process continued—exploring alternate ways of
9:15- Large
thinking about how to teach young children the Bible
10:00am group
45 min. In order for us to start teaching our young children this way,
what must we believe and do?
Lisa
We need to believe in the importance of kids knowing God
and not just knowing about God.
We need to create space for children to know God on their
terms, and not just on our terms.
We need to believe that young children can know God and
have a sensitivity to spiritual things that prompted Jesus
Himself to compare the kingdom of heaven to little children.
We need to believe that there is a time for knowing the
details of the story, but at an early age, a child needs to
experience the wonder and awe and presence of God.
A child’s capacity to know God as he grows older may well
be built on his first experience of feeling safe, secure and

11


Responsible

loved by God, just like Erik Erikson’s (1978) initial stage of a
child’s development is all about trust.

10:00- Coffee break and snack
10:30am
30 min.

Testimony of how this program is taught at day camp

LEARNING GOAL
The participants will visualize how this program is used in a day camp setting.

During the Session

A church from another city in Honduras will bring a slide show
visualizing all the steps involved in teaching the Bible creatively
11:30am group
Powerpoint
in a day camp setting.
60 min. presentation.
Their testimony will include photos depicting each of the facets
Patty Garza’s material uses, like how decorations are used to
Karen immerse the child in the Biblical setting, how music and
choreography is used, and how the creative arts activities allow
the children to express themselves and further understand the
Bible story. Real life stories of the impact on children will be
told throughout the narration.
The last15 min. will be reserved for questions and answers.

Comment in your team, making notes in your “team
11:30- By Half of the
notebook” regarding what you observed from this
12:00pm team institutions will
presentation. receive the same
30 min. As your team is called, please send your representative to the packet of Patty
registration table to receive your particular packet of materials
Garza, “Follow
of Patty Garza.
me” and the other
half will receive an
assortment of her
materials.

A full meal of lunch will be served as is the custom in
12:00- Eating
Honduras.
1:00pm by
teams
60 min.

12


Responsible

Testimony of how this program is taught at an elementary school/pre-school

LEARNING GOAL
The participants will visualize how this program is used in a well-known elementary
school that has a pre-school program.

During the Session

A well known bilingual elementary school has been using all of
Patty Garza’s material for their pre-kinder and kindergarden
2:00am group
Powerpoint
students for the last four years. Hanna and her team of teachers
60 min. presentation.
will bring a slide show visualizing all the steps involved in
teaching the Bible creatively in their school setting.
Hanna and They teach Bible class for 30 minutes per day from Monday to
her team Thursday. They teach on the same Bible lesson each day and
from progressively delve deeper and deeper into the passage with
Academia each passing day.
Their testimony will include photos depicting how they use
Pinares
different objects like the full armor of Christ when they teach
Eph. 6; how they set up a kind of tabernacle when they teach the
series called “The house of my Father”; how they presented the
plan of salvation and individually gave each child the
opportunity to respond; how they use the music and integrate
the songs and choreography for the school presentations the
children do for the parents;
Real life stories of the impact on children will be told
throughout the narration as observed in the children themselves
and heard from the parents.
The last15 min. will be reserved for questions and answers.

Individual workshops according to different roles

LEARNING GOAL
The team from each institution will split up and learn a specific role related to putting
into practice Patty Garza’s program into their context.

During the Session

Break and transition to break out room
transition
2:00-2:30 Visual aid:
Explain the manner in which their team will divide itself and each
30 min. Powerpoint
one will attend a different workshop, according to their gift mix and
presentation
responsibility in their organization.
As they transition to their particular break-out room, they are free to showing the
pick up their snack and drink. 5 different
break out
rooms and

13


Responsible

Five simultaneous workshops
2:30-
(1) Role of director or coordinator of logistics, and the group of
4:00pm
adolescents who make up the work team support.
90 min. (2) Role of Bible study teacher
(3) Role of music and choreography
5 (4) Role of creative arts activities that allow the children to express
different themselves and further understand the Bible story (cooking,
trainers crafts, drama, etc.)
(5) Role of decoration and scenery (creating the setting which
stimulates the child’s imagination)

Each workshop will provide opportunity to learn the theory and time to
practice the skills needed to fully utilize Patty Garza’s material in their
educational setting.

Bringing closure to the learning cycle

LEARNING GOAL
That each team will reflect on what they have learned separately and together as they
gather their thoughts and decisions and begin to put them on paper.

During the Session

By teams
4:00-4:30 Final evaluation:
What impact might this type of teaching have on our young
children?
Write on a piece of paper your team covenant regarding how
young children will be taught the Bible in your educational
institution, so far as it depends on you.

CCI Latin America will announce upcoming activities and
Large
4:30-
training events, literature on sale as well as describe the benefits
group
4:45pm
of becoming a member of our association.
15 min.
Carlos

Evaluation of the workshop
individual
4:45-5:00
Having made note of their desired outcomes the night before,
15 min. we will place those on a questionnaire and inquire as to whether
those outcomes were obtained in addition to giving opportunity
Lisa
to make note of their “unanticipated outcomes”. There will be
space for suggestions for improvements as well.

REFERENCES

Cavalletti, Sofia. 1992. The religious potential of the child : Experiencing scripture and
liturgy with young children. 2nd. Edition. English. Oak Park, Ill.: Catechesis of
the Good Shepherd Publications.

Erickson,Erik H. 1978. Childhood and society. 2nd. Ed. NY, NY.: W.W. Norton &
Company.

Freire, Paulo. 1993. Pedagogy of the oppressed. NY, NY: Continuum.

Garza, Patricia. 2000. Sigueme: Mateo 4:19. [Follow me: Matthew 4:19]. Monterrey,
Mexico: La Gran Commision Publishers. http://www.grancomision.com.

Piaget, Jean; Inhelder,Bèarbel. 1969. The psychology of the child. NY, NY: Basic Books.

Montessori, Maria. 1964. The Montessori method. NY, NY: Schocken Books

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Programs and Settings. New Directions for Evaluation. No. 108., p. 5-55.

Stewart, Sonja M., Berryman, Jerome. 1989. Young children and worship. Louisville,
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Vella, Jane. 2000. Taking learning to task: creative strategies for teaching adults.
San Francisco: Jossey-Bass.

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