Developmentally -Appropriate in a Multigenerational Setting? 1

Again, from Joyce Ruppell's chapter Chapter 21 of Children's Spirituality

How do we implement developmentally appropriate elements in multi-generational gatherings? Looking at the list she gave for early childhood classrooms, I don't think this is impossible. But we may need to tweek our worship services a little here and there. :-) It might look a little bit like this:

-Leaders of multigenerational gatherings attentive to opportunities to draw in the littlest folk. Multi-layered experiences. If you're telling a story about someone drawing water from a well, or carrying water in a clay jar. Have a jar (preferably clay) to lift and touch. Have water to drink and touch.

-"Giving adequate support and resources to ensure high-quality developmentally appropriate practices for children." Layered learning experiences. Some educational publishers used what's called a "spiral curriculum." They start with basics at K-1 level and add depth and detail each year.

-"considering groups of children as communities of learners in which relationships among adults and children support development and learning." I would include older children and peers here. It's possible to teach a lesson during worship and divide into groups that engage in age appropriate experiences. Using stations as a learning tool during worship. Making time for individual and small group discussions. Some of these things will take more time than the traditional 10-20 minutes. (preferably not more than 40. :-)

-"Acknowledging the importance of meaningful curriculum" You could (possibly) consider a family workbook in sections that even include something specific for teens and adults. When you chose passages that are particularly kid friendly, have a separate handout for adults that will take them deeper into the material during the week. When you have a message more focused on the adults, children can do more with workbook and crafts.

- having a team of people sensitive to developmental differences and able to distract kids (and adults) who aren't engaged into meaningful options. Or better, yet, equipping parents.

- a safe environment

- trustworthy adults

- adults making/taking opportunity for children to make contributions and decisions that are meaningful to the child.

- adults taking opportunities to show a child that he/she matters.

- adults that take time to listen to any child's question.

- adults taking a child's questions, comments, and feelings seriously, (unless they're trying to be funny, then you'd better laugh. :-) We won't talk about the age when they discover "the joke book."