Critical Analysis - Assignment Example

?Introduction The ability to work with children and the theological and pastoral issues that arise creates the need to examine specific tactics and methods which can be applied when working in the pastoral realm. With my experience of the Cheshire Church, there was the ability to recognize the differences of culture as well as congregation and what it meant to understand some of the issues associated with each. The theories and practical applications of teaching children is one that combines with issues that move outside of working with a church and into providing the children and the community with a stronger foundation based on basic skills and characteristics that could be used. Developing Communication Skills The ability to communicate to different age groups and other specific circumstances were the two largest challenges. The main approach was to work with the “Messy Church” program, which was specific for children and youth. This was combined with the programs that involved parents who were in charge of the children and integrating this into the congregation for those interested in the program. By working with different individuals as children, parents and within the congregation, was the need to work on communicating different needs and ensuring that each of these worked effectively with those interested in the programs. The communication level was very high, first because of the organization that was developed. The children came in and knew exactly where their place was in the class. The parents also had an understanding of the activities that would take place and the assistance which would be received through the time frame. The consistency of the program as well as the outcomes presented and the program framework allowed most parents to leave their children and to allow the moderators to take over the program. This was furthered by the organization of the ministers and leaders who had planned meetings to ensure that a specific agenda was reached and withheld. This meeting also allowed the program to become integrated into the main service which allowed the children to interact and to feel included with the services. The ability to use communication among the organization of the leaders first and allowing this to be given to the parents and remain as an expectation for children allowed the approach to work with this church. The practical application that is used for this church meets the new theories that are developed for those in the community. Even though the congregation is smaller in size, everyone is incorporated into the activities. It is the planning of the main committees that allows each member to be active and to participate in what is occurring. Having the various activities, placing this as a part of the sermon and showing a community base creates more room for growth in the church while providing experience that allows worshipers to understand a new way of praise and worship that is all inclusive. While there were only four children participating, over time this can become encouraging to either grow the congregation or provide new opportunities for sermons and development of the church (Montgomery, 2007). The traditional issues with the theological and pastoral practices are defined through this church and the ability to remain organized with community. From my own church experience, I have observed disconnect at times between the different staff members. It is common for the pastor to take control of most of the activities and expecting specific concepts to be applied within most cases. Most of the members aren’t invited to participate and issues can easily arise because of a lack of communication. The Presbyterian Church that I was a part of continued to have issues with communication for children activities, youth, the choir and the overall staff. This was specific to the imbalance of power and the conflicts with community and communication. When observing this church, the dynamics were different, specifically because of the organization of the members and the known places to all that were teaching and participating in the church. Teaching in Different Genres The different genres were another aspect that I noticed worked because of the organization and the themes which were used because of the organization of the church. The genres included arts and crafts, responding to questions, visual aids, songs and a play. The structure that was used and the organization which was designed to keep the general theme ensured that the genres would be able to offer more activities while helping the students to learn the main themes without difficulty. This was followed by the ability for the children to identify with what was being told. These all worked effectively with the children and helped with the learning progression in the church. Teaching in the different genres and complimenting different types of activities was also able to help with faster learning. The main approach was to provide interaction among all activities. The play combined this with adding in the Montessori Method of personal discovery while interacting the play. By using these methods as a practical way of reaching the needs of the children, there was the ability to alter the learning levels and to change the identity of working in the church. More important, the children were able to balance out the types of learning with what they enjoyed most and what they didn’t for overall learning that was able to develop easier. The way that each of the genres worked within the program and the ability to integrate these into various themes pointed out specific characteristics of the students. I noticed that the children were more drawn to the arts and crafts as a part of what was offered. When asked questions, they were quiet and confined, possibly because it was integrated into the sermon. However, when working out the play and interacting with others, the same energy and interest in the topics heightened. It could be noted that all groups are different in exploration; however, the ability to explore different techniques and gain personal insights worked more effectively with the interactive and non – threatening options for the service and overall program. The main observation noted is one that is consistent with the current theologies about children, which is based on learning about spirituality on their terms. Most are open to activities and the other ideas that are available. However, if there is one concept that is forced or doesn’t provide a sense of comfort, then the children won’t participate in it. More important, the circumstances that are surrounding the environment may make the children change their outlook and insight and can create a sense of unfamiliarity and the need to find a different sense of safety. Understanding how to speak with the right religious language and using symbolism as a main outlook is one of the ways to make sure that the children don’t feel this sense of insecurity when working with the church (Richards, Privett, 2009). The way that the church approaches the Messy Program is one that incorporates this specific theology. In more traditional churches, the children are focused on discipline, stories and the need to listen to a teacher with an activity that follows. However, everything with this particular program is integrated and incorporated into what interests the children. From the development of incorporating the children into the sermon to having various genres of activities are ways to introduce and invite spirituality in a different way. When the symbolism was used in the sermon, such as blowing bubbles, the children were more open. All of the samples with different genres show that it isn’t the craft that is being used. Instead, it is the ability to use a variety of tactics while creating familiarity and inviting in interactions that help with the children’s spiritual learning. Designs of Leading Worship A problem that I have noted with leadership and worship is based on similar problems with communication. Often, those in charge of the sermon and who are interested in growing and developing a church are also combining worship with the need to keep traditions. Staying behind a pulpit, preaching the word of God and having listeners is the main approach used. For most, this creates a sense of wanting to be inconsistent in going to the church and doesn’t give room for knowing who the other members are in the church and what is needed. I know that the Presbyterian Church I went to was because of the loyalty my family had to it for two generations and the loyalty to the preacher. There was also a sense of obligation in keeping with traditions. However, the ability to lead worship to me was always one that I believed could have been done differently. The design of the leadership worship that was used with the church is one that I also found effective and refreshing. The All Age Worship that was introduced was one that was new and integrated everyone into the program. The combination of structure within the program as well as the ability to give room for the children and youth was refreshing and allowed the sermon to not be about preaching, but instead about community. The leadership worship was one which demonstrated this through all activities that were done. The first was with the Vicar, which didn’t preach from the pulpit, but instead invited the children to tell a story. The main idea was to be all engaging and to have the right approach to preparing and creating a service that everyone could participate in. The concept of community is what works with this particular church. I found that the use of integrating individuals into the church, instead of working with traditional methods, allowed everyone to feel refreshed and created a sense of unity with all individuals. More important, everyone was able to express their own language of spirituality while being a part of the group. While there were some structured parts that were associated with this, these were also created with the initiatives of community building and providing participation to the children and youth as a part of the group. The idea of activity and engagement is what allows the overall structure and style that is used to work effectively while giving new expressions of spirituality for the church. Place of Young Children I am more familiar with traditional style churches that I grew up in. In this church, the children are expected to sit silently, have a sense of discipline and to not move during a sermon. The extra activities had this same component. I remember a lot of children who would get caught sleeping and most didn’t have the desire to continue with the church after graduating or after it was absolutely necessary. Even though I was devoted to the church, most in the community were inconsistent and didn’t want to be a part of the main church with the way in which sermons were held and the lack of expression that was available. When looking at the programs of this church, I found that there was a change in the environment and the approach to preaching. The main points were always given with the sermon, which took from the scriptures and Bible as needed. However, the integration of specific themes for all age groups made a difference in everything offered. The community was involved and interacted with those involved. The children weren’t bored and, even though hesitant at times, would also try to be inclusive of activities that occurred. The children’s involvement also allowed the parents to be more interested in going to the church and being a part of the changes. This created one level of community available. The unifying of the family through the interaction used with the children was then able to create a different approach to allowing the concept of spirituality to begin at home and to be reflected in the church. This concept was seen when talking to the parents and others in the church about coming to the congregation. Most were there for their children’s spirituality and because of the amount of activities that were offered for children. Creating a more upbeat approach to the worship and adding in the new elements of society and culture instantly provided responses. More important, there was a development of the children working into the congregation and being a stronghold in developing community and in defining new places within the church. This element provided a refreshing look at sermons and helped with remembering the church practices for both children and adults. Conclusion The ability to offer a fresh perspective with church sermons and community is one that I believe is needed for today. When looking at the Cheshire church, it can be seen that the ability to reach others and to develop interactions and community within the church changes everything with worship. The organizational aspects, community orientation and the overall environment are more friendly and inviting for those interested in the church. More important, the changing way of approaching the sermons while allowing the children to have extra activities provides a refreshing context for Biblical studies while inviting a sense of exploration for those involved in Christianity. References Montgomery, Mark. (2007). Young People and Worship: A Practical Guide. London: Church House Publishing. Richards, A. & Privett, P. (2009) Through the Eyes of a Child. London: Church House Publishing. Read More