THE FIRST INSTITUTION OF LEARNING AND ITS TEACHERS
by:Laverne McClintock

INTRODUCTION:

I. Home Is First School

II. Parents Are The First Teachers

III. When Do We Begin
a. before birth
b. at birth

IV. Scientific Examples Of Early Learning
a. children born with multiple intelligence
b. examples of research

V. Bible Examples Of Early Training
a. Samuel
b. Timothy
c. Moses

VI. How To Begin

VII. The Children From 0 to 5 years ‘

VIII. Suggested Lessons To Teach

The First Institution Of Learning And Its Teachers:

The first school and the first teacher are very important. The child’s attitude toward learning and the way he feels about his ability to learn is started in the direction that will make it easier or harder for him to follow throughout the coming years.

I remember the day our oldest son began his first grade class. He was very excited. He had to go to town with his dad to buy all the necessary things. He needed a tablet, pencils, crayons, book satchel, and lunch box. He showed his school articles to everyone who came by. We were anxious also, But we wanted to find out who his teacher would be. We had heard there was one teacher who was outstanding in her ability to make every child do his best. We were glad that she became his teacher. She was amazing. She met every child with a hug and made them feel like she was so happy to see them in her class. She made them feel that she would have been disappointed if they had not been given to her. She also made them feel loved and wanted. She told them they were so smart and were going to be good students. This was done all year long and the result was our son loved school and got along well with his teachers in later years. The first teacher is not in the public school but God chose them in the beginning.

The Home Is The First Institute Of Learning:

God sanctified the home and chose it to be the first school of learning when He placed Adam and Eve in the garden. He told them to be fruitful and multiply and replenish the earth. When He established the school, He also chose the parents to be the teachers. He took full responsibility for His creation and came down in the cool of the day not only to enjoy the fellowship but to teach them all about the world they would be living in. We know He did because He told them to eat from every tree except the tree of knowledge of good and evil. I think He taught them how to take care of the garden and explained all about His creation as well.

God honored the roll of the parent and showed the trust that He placed in them when He came to the earth in a home of humble parents as a tiny infant. He placed this little babe into the hands of two young people and they were faithful to train him in the direction of God. They dedicated him to be of strong character by wrapping him in swaddling clothes at birth. They circumcised him and performed all things according to the law of Moses. (Luke 2:39-40)

They took him to Jerusalem every year. (Luke 2:41) He was taught and trained. (Luke 2:40) He waxed strong in spirit. (Luke 2:52) Increased in wisdom, stature and favor with God and man. These young parents did their best to develop this child in faith and strong character.

The home is the beginning of the making of a minister, a president, a lawyer, a doctor, a statesman, an honorable, loving, caring individual or a criminal, a murderer, a useless unproductive piece of humanity. The home sets the direction of the way a child will go. The child learns more in the first few years in the home than he does in any other period of his life.

Forces In The Home Used In Building A Life:

A. Mother

A mother is a sculptor of the souls of common man. “A world traveler is less influenced by all the nations he has seen than by his nurse” (Mother). W. Richter. In the hand of the mother is the destiny of men. Nero’s Mother was a murderess. Nero was a murderer on a gigantic scale. Washington’s Mother was noble and pure. Washington was noble and pure. Ryron’s Mother was proud, ill-tempered and violent. Byron was proud, ill-tempered and violent. Scott’s Mother loved poetry and paintings. You know what Walter Scott was. Carlyle’s Mother was firm, full of reverence. Carlyle was firm, full of reverence. Wesley’s Mother was a god-like woman. Wesley was a god-like man.

A St. Louis Post Dispatch article in 1984 written by Perry Garfield about Japanese mothers and their roll in the teaching of their children said, “There is a bond between mother and child that makes the child more attentive to what others say, think and feel. He is more likely to model after them, more ready to work together, and more willing to strive for a common goal.”

The Japanese mother is called “education-mama”. She pushes her children to excel and sends them to special after-school classes or private teachers to assure good grades. The Japanese mother-child relationship has been defined as “an attitude toward people, characterized by affection, feeling of dependency and expectation of an emotionally satisfying ” More specifically, it is love combined with a strong sense of reciprocal obligation and dependence. Because of the mother-child relationship, these children scored much higher in their tests than did our American children.

Jewish mothers also play a great part in training their children. She builds a strong self-image. She makes him feel he is important to God, his family, and to himself. She believes in him, and encourages him to believe in himself. She constantly tells him that he will grow up to be someone great.

B. Father

The father is more than just a breadwinner. He is a guide. He governs the home. He is responsible for spiritual leadership, togetherness, and submission one to another. He is the stabilizer of his family. The primary roll of the father is that of authority. Children naturally look to him as being the final authority in the home. He is a god-image to them. They learn to understand God and His love and care through Dad. The father’s responsibility is given in the commission to Israel when God told them to learn the words of God and diligently teach them to their children. Abraham made an altar everywhere he went and led his family in worship to God. It is no wonder then that Isaac was an altar builder also.

A God-fearing and God-worshiping father is a builder of strong men and women of good character, respectable citizens, lovers of God and righteousness. His children will grow up to be a blessing to their church, community and country.

c. Church

Taking the infant to church is important because you are allowing him to feel the spirit of God. Even though he will sleep most of the time, he will be affected by the spirit that is present. As he grows older he will respond by clapping his hands and singing in his own way. We will allow his spirit to be touched by God’s spirit – creating a desire to know God. Establishing worship in the home followed by worship in church will make God as much a part of his maturing as his learning to talk or walk. God will become a part of his living.

II Parents Are The Finest Teachers

Theories are as common as crayons in early childhood education, but all the experts agree on this, parents are the key to a child’s learning. Marian Wilson, Director of the Ferguson-Florissant School District’s Department of Early Childhood Education said, “children won’t mature unless they are nurtured, and parents are a child’s main teacher.”

Mildred Winter, a consultant for the Missouri Department of Elementary and Secondary Education said, “Parents shouldn’t depend on a preschool to prepare their child for school. Parents are the child’s primary teacher.” “Parents shouldn’t be fearful. It’s not hard. They have continual opportunities to help their child grow just through everyday living.”

Both women offered parents some simple tips. Winter said if you want your children to read and speak well you should immerse them in language. Read to them as soon as they are able to sit in your lap. Talk to them long before they can talk.

When they are able to talk, stop and listen to them. Make eye contact and ask them to tell you about the things they see as they ride to Grandma’s house.

Wilson said children think in concrete terms, not abstract. If you want them to learn to count, let them help you set the table. Ask them how many people will be eating dinner and count with them, “Daddy one, Mommy two, Billy three, me four.” Then help them count out four plates, four glasses, etc. Let them match the socks when you are folding the laundry. They will learn to match by color and size. They can identify the letters on their cereal box and in alphabet soup.

Children need a lot of experiences. Take him to the zoo and let him see the animals. Name the animals and have him repeat the name. Ask him how a duck and an eagle are alike and how they are different. You are doing what God said for Israel to do, to teach their children when they rose up in the morning, walked by the way and before they lay down at night. There is so much to learn and the child is such an eager pupil.

1. Parents chosen by God.

God chose the parents to set the direction of the child. They develop the intelligence and knowledge and introduce him to himself, his family, his world and his God. God chose certain parents when He wanted to bring certain individuals into the world for a particular purpose.

Samson’s parents, John the Baptist’s parents, Jesus’ earthly parents, Abraham and Sarah – God could trust these parents to faithfully train their children.

God said of Abraham in Genesis 16:18, 19, “For I know him, that he will command his children and his household after him, and they will keep the way of the Lord, to do justice and judgment; that the Lord may bring upon Abraham that which he hath spoken to him.” God said He could trust Abraham to instill into the hearts, minds and souls of his children and to lead them by example, therefore allowing God to fulfill His promise to him. We can expect the Lord to save our children if we train them in the ways of God.

2. Parents Are Models

We are often fearful and feel our inability and lack of knowledge in training our children but we have one of the best tools that can be used to make them understand what is right and that is the role of a model.

It is noticed among our grown children that they have taken on the values, principles, spiritual attitudes, even our habits and customs. They will largely become what has been modeled before them. There is a poem which goes something like this:

“I’d Rather See A Sermon” by Edgar Guest

I’d rather see a sermon, than hear one any day
I’d rather have one walk with me, than merely show
the way.
The eye’s a better pupil and more willing than the ear;
fine counsel is confusing, but example’s always clear.
All the best of all the teachers are the ones who
live their creeds;
For to see the good in action is what everybody needs.
I can soon learn how to do it if you’ll let me see it done;
T can watch your hands in action but your tongue too fast
may run.
And lectures you deliver may be very wise and true;
But I’d rather get my lessons by observing what you do.
For I may misunderstand you and the high advice you give;
But there’s no misunderstanding how you act and how you live
I’d rather watch a sermon than to hear one any day.

The child has perception and he is able to see what you really are and whether or not you actually believe what you say. It is much easier to follow what you say if you act it out before them. Jesus always modeled what He taught. He reached the spirit of the individual by the spirit he manifested in action.

3. Parents Are To Train

Proverbs 22:6 “Train up a child in the way he should go: and when he is old, he will not depart from it.” Because man is made in the image and likeness of God, he has great potential. He must be taught and be introduced to the knowledge of God in order to understand himself. That’s why God gave the child to be cared for by the parents in the early years.

A child is different from any animal. We think of training our children as we do animals but although we can teach them some things by rewards for good behavior and punishment for undesirable behavior, we may succeed in forming habits that a child will learn. This is not what God had in mind. A child is equipped with a spirit as well as a brain, which can think and reason and calculate – to make decisions. Animals do not have these abilities. Man’s knowledge and power of self-decision is imparted to the brain by the spirit that is in man.

We must therefore teach the child to think and decide according to the spirit and attitude of God’s law – love toward God, love toward others, honor parents, consideration for the good and welfare of others. We should teach them that Satan’s way of selfishness and jealousy, envy, antagonism toward others is wrong. Teach Him that he needs another spirit, the Holy Spirit to make him a whole person with power to live the kind of life which is the best and the one God planned him to have. We must touch that natural spirit in the infant and begin to lead him in the direction of right. Set the sails. We know the miracle that Ann Sullivan brought about in the life of Helen Keller. She taught her that she was more than an animal by touching the spirit and helping her to know she could learn various things.

The first thing she taught her was she was something special – she began by discipline. Discipline is not just rewarding for good or punishing for bad but it begins with teaching the child that he is a valuable person. Because of that he has the responsibility to adopt good attitudes and a good spirit. He wants to be of good character which is becoming of one of importance. Make him a part of the family by letting him share in the duties of the family. This will teach him to be responsible and dependable and to do a job well.

4. Parents Are Responsible:

a. to God

We read in Deuteronomy 6:7 that the parents were given a charge by God to teach their children the ways of God and His laws. Your children are your first responsibility. If every parent accepted and fulfilled their charge, what a different world this would be. A parent who succeeds in bringing his own children up to serve God is a great soul winner.

b. to their own children

These little minds come to us clean and free from any contamination. We fill them with their first impressions of love, self worth, love for God, attitude toward others. What an awesome responsibility. What a privilege given to us by God.

III. When To Begin:

a. before birth

Doctors tell us that there are some important things to do or not to do before a child is born because the child can be affected. The Lord told Manoah and his wife that they were going to have a son and she was not to eat or drink certain things because the child would be a Nazarite from his mother’s womb.

Elizabeth, John the Baptist’s Mother said John leaped for joy when Mary greeted her. This makes us to wonder if a child can be affected by the Spirit of God even before birth. Anyway we know it would be good to read the scriptures out loud and sing and worship God while carrying a child in your body. Even the psychologists tell us to read out loud because the child is comforted. Some of the emotional feelings of the mother is known to affect the child. A clock has been put in a baby’s crib when he is first born and it was found that he was comforted. It was thought that he associated the ticking with the heart beat of the mother.

b. day of birth

Those who have studied the newborn, tell us that you should begin talking to your child as soon as he is placed in your arms. Tell him everything you do for him. Talk to him as though he could understand. Mothers and fathers who do this find their baby becomes alert and listens and tries to focus their eyes on the sound. Think what a wonderful thing that God allows you to do. You can introduce this child to the world around him, to himself, to his parents and to God. Tell him you love him, that Jesus loves him. Zacharias, the Father of John the Baptist spoke to John and told him who he was and what he was going to do for God. (Luke 1:76) “And thou child, shall be called the prophet of the highest: for thou shalt go before the face of the Lord to prepare His ways.”

IV. Scientific Examples Of Early Learning:

1. Children born with multiple intelligence

Howard Gardner, a psychologist at Harvard University, Co-director at Project Zero (a project which studies children’s thought development) said the human mind has seven forms of intelligence at birth. I add the eighth one because I believe there is a God consciousness along with these at birth:

a. linguistal
b. logical – mathematical
c. spacial – (constitution or inherited tendencies  in man’s nature
d. body – kinesthetic (coordination – use of hands,  feet, muscles, etc)
e. inter-personal – (how to work with others)
f. intra-personal – (knowledge of self)
g. musical  (add mine….)
h. Spiritual – knowledge of God

Professor Gardner says, “I would assess intellectual propensities from early age. I use the word propensities because I don’t believe intelligence is fixed for many years. The earlier the strength is discovered, the more flexibility there is to develop it. Similarly, if a child is low in propensity, the earlier intervention begins, it is to shore up the child.”

2. Examples of research from Harvard’s center of cognitive studies

a. shadow of cube

Infants of two weeks were shown a shadow of a cube moving slowly toward them. When it seemed about to hit them, they turned aside and squirmed to avoid being struck, even though they had not had any previous experience that would make them think that the object would hit them. When the shadow approached on an angled path that would miss them, the babies followed its motion with their eyes but showed no sign of anxiety.

b. showing tongue to twelve day old babies

Two psychologists, A. A. Meltzoff and Keith Moor at the University of Washington made a study of showing that babies only twelve days old could imitate an adult sticking out his tongue. If the child had a pacifier in his mouth, he would remember what he wanted to do. When the pacifier was removed, he would stick out his tongue.

c. language development film with faces

These same two doctors showed a film to the infants saying, “Ahh” and, “ee”. Then they placed a loud speaker that could make either sound between the two films. The vast majority of babies invariably looked toward the picture that fit the sound. This indicates that infants can detect the relationship between movements and sounds they hear.

d. farm family in Illinois

On a farm in Illinois lives a family with three children. These children are unusual in that they are all under the age of nine. But, the oldest is in college, the next one is in high school and the third is in Junior High. The Mother began at the birth of each child to teach and train them by making flash cards. She explained to them each thing they saw or did. Consequently they developed their intelligence to a high degree.

Dr. James Dobson, a noted Christian Psychologist made a statement on one of his radio broadcasts. Between the ages of eight months to eighteen months, a child’s propensity is highly sensitive and can be developed greatly. This particular opportunity never comes again. That doesn’t mean that he will not develop further, but he will not be as sensitive to training as he was in this particular time.

It is said that a child has developed 50% of his adult intelligence by the age of four. By the eighth year, 75% of adult intelligence is developed. It is the parents, not the school teacher who has the awesome task. What a responsibility!

Bible Examples Of Early Training:

The Bible gives us some examples of early training. There is Samuel whose parents kept him at home until he was weaned which would have been about 5 years. There he was taught by precepts and examples to trust God and develop a beautiful character which never wavered throughout his entire life. There were no marks against Samuel. He walked beautifully in truth, honor and respect. When they brought him to Eli, the Bible says he worshiped. Truly Hannah and Elkanah trained him well. He was not influenced by Eli’s wicked sons but stayed true to God.

Paul told Timothy that he was sure that the same faith which was in his Grandmother Lois and his Mother Eunice was also in him. He told him to hold on to the scriptures which he had learned from childhood.

Hebrews 11:23 Exodus 2 Here we see another outstanding example of parental training. By faith Moses, when he was born, was hid three months of his parents, because they saw he was a proper child; and they were not afraid of the King’s commandment. By faith Moses, when he was come to years, refused to be called the son of Pharoah’s daughter.

We think that our job of training our children is difficult in our generation and it certainly is but we have
more to help us than these parents had. We have a wonderful country where we can openly love and worship God. We have the Bible to read and the Holy Ghost to direct us and many lovely people in the church to encourage us.

It was troublesome times when Moses was born. The Hebrews were in bondage to Egypt. They were aliens and were hated and feared. Joseph had died long ago and no one cared about his descendants. They were growing so strong until Pharoah was afraid they would rise up and join with their enemies against him. He tried to kill them by working them to death. They still multiplied and remained strong.

Next he told the midwives to claim the boy children were dead at birth and then kill them. That didn’t work either so finally he just said every male child under a certain age was to be killed.

Moses was such an unusual baby. It is said that his father received a vision or dream that God was going to use him in a special way. The Bible doesn’t tell us that but it says he was a proper child. Josephus, the Jewish historian said Moses was such a beautiful child and something about him drew men and women out of the fields of labor when they brought him by. It is said that when he was presented to Pharoah by his daughter that at first Pharoah refused him but after he took the child upon his lap and talked to him, he was overcome by the character and alertness of Moses. He quickly adopted him as his grandson.

Notice the Bible mentions the faith of his parents first, This couple was not among a large group of believers nor practicing worshipers of Jehovah. The people had long been involved in the idols of Egypt. The Bible tells in other scriptures that they held to the idols of the Egyptians. Moses’ parents were of the tribe of Levi and were one of few who still believed in Abraham’s God and His promises. They believed that God would bring them out of Egypt and give them their own land. This faith was strong enough to cause them to believe that God would take care of them and their children so they hid this precious baby. They believed God would somehow make a way for him.

I think they had seen Pharoah’s daughter come down to the water to bathe and they talked it over with the whole family. “We will make an ark, put our baby in it, place Miriam to watch and see what God will do.” Pharoah’s daughter was unable to have children of her own. Moses’ Mother felt that if she could see him she would not turn him away. Also I think they believed God would provide something for him through her.

Miriam had been instructed to ask Pharoah’s daughter if she wanted her to get a wet nurse to care for the child. She did and Moses’ Mother came running. Here Pharoah’s daughter said “take this child, nurse him for me and I will give thee wages.” His Mother took him home and taught him every day. She told him who he was, where he came from, and where he was going. “You are a Hebrew. Your God is Jehovah. He is going to deliver you out of Egypt and give you a land and make you a great nation.” So well did they instill into his heart their faith in God that all the pleasures, pomp, glory, education in astrology, idolatry, language and culture of kings could not crowd it out.

He was a soldier, a statesman, and a lawyer. He was honored and enjoyed all the splendor of Egypt but one day he refused to be called the son of Pharoah’s daughter and chose to suffer afflictions with his people. His parent’s faith became his faith and he became a great leader – one who talked to God face to face. He was reached in the very early years from 0 to 5 years.

Modern Day Example:

Brother and Sister Peter Vaschenko of Russia trained their young children so well to believe in God that they would be willing to suffer and even die if necessary. Thus, they were able to stand true to God through terrible persecution and maintained their love for each other and trusted God to bring them through every hardship.

VI. How To Begin:

A. Collect and study books about the nature and abilities of children.

Suggested Books

1. Introduction To Child Study…Clarence Benson
2. Know Your Pupil…E. E. Judd/Geo. Sponsler
3. Building Character…Kay and Jan Kuzma
4. Teaching Your Own Child…Kay Kuzma
5. Making Children Mind Without Losing Yours
6. Children Are Wet Cement…Annie Ortlund
7. Home Style Teaching…Raymond and Dorothy Moore
8. Home Grown Kids…Raymond and Dorothy Moore
9. Teachers Quarterlys in Sunday School..  (Various age groups)
10. Seeds of Greatness…Dennis Waitley

B. Get involved in teacher training classes in your church and be a serious student.

c. Learn all about particular periods of growth that children go through and teach them according to their level of understanding and in ways familiar to their actions at that age.

D. Catch a vision of what kind of person you want that child to be. Then begin to be that yourself.

E. Make a list of things you will teach.

F. Outline your lessons. Know what you will  teach each day.

VII. The Child From 0 to 5 Years

1. From Birth To One Month
a. communication:
1. cries to show his needs
2. makes sounds in throat while being fed
3. smile when talked to

b. interaction with people or objects
1. looks at surroundings and shows vague facial expressions
2. may look into person’s face and slow down body movements
3. responds to comfort
c. body movements
1. lifts head briefly when lying on stomach
2. keeps hands in tight fist
3. sees objects placed directly in front of him
4. follows moving object at short distance
d. playing
1. use large colorful and musical toys for baby to touch and see
2. hold objects for baby to see and move in front of his eyes
3. cuddle, hold, rock, sing, talk and read to baby

2. Two Months
a. communication
1. continues to cry a lot
2. coos
3. smiles at others besides Mother
4. follows moving person with his eyes
5. stares attentively at person or object
b. body movements
1. holds head up at 45 degree angle for few minutes while lying on stomach
2. moves hands and feet often
3. keeps head erect while sitting
4. swipes at objects
5. begins to grasp voluntarily
6. holds objects for few minutes
c. playing
1. hold, touch, cuddle, talk, sing, pray and read the Bible out loud while holding Aim
2. place cradle gyms and mobiles within arms reach
3. shake a rattle at locations to let the child turn toward the sounds
4. let the baby feel different textures

3. Four Months a. communication
1. expresses moods and feelings through crying or laughing
2. breathes heavy when excited
3. coos in response to others talking b. interacting
1. shows excitement in anticipation when he sees breast or bottle
2. clasps fingers and hands in play
3. pulls clothes over face
4. spontaneously laughs or smiles when played with c. body movement
1. lifts head 90 degrees and lifts himself on  forearms while on stomach
2. holds head steady and erect while being helped in  sitting position
3. turns head in all directions
4. begins to roll over
5. moves hands and arms often
6. clings to objects and to people
7. reaches for objects close by
8. puts objects in mouth, also scratches them d. playing
1. provide floating toys in bath
2. place mirror
3. put pictures in sight
4. continue playing, cuddling, talking, singing and  reading with baby

4. Seven Months
a. communication
1. talks to toys
2. makes sounds like “ma” and “da” and “mmm” when crying
b. interaction
1. recognizes familiar faces

2. enjoys bath
c. body movement
1. puts feet to mouth
2. sits briefly in high chair with support 3. supports a little weight when standing 4. may begin to crawl
5. shakes and bangs rattle
6. grasps toys with all fingers and palm of hand
d. play
1. may begin a “peek a boo”
2. you may point out names of parts of body and he will  touch them as he learns
3. name familiar objects, point them out so he will recognize them

5. Ten Months
a. communication
1. shy to strangers
2. enjoys games like “peek a boo”
3. vocalizes”mama”and”dada”
b. interaction
1. holds his own bottle
2. feeds himself crackers
3, sits alone
4. creeps on hands and knees
5. pulls up to crib rail or play pen
6. may begin to climb
7. grasps objects with thumb and index finger
8. releases toys crudely
c. play
1. pat a cake
2. give him mirror – ask where he is
3. take him for ride in stroller
4. continue cuddling, laughing, talking, singing,
praying and reading with him

6. Twelve Months – One Year
a. communication
1. speaks two or three words beside “ma” and “da”
b. interaction
1. gives toys upon request
2. may offer toy to his image in mirror
3. may stand alone for a few minutes
4. walks with one hand held but prefers to crawl 5. helps to get dressed
6. tries to place two cubes on top of each other 7.
may place cube inside a cup
c. play
1. make up parent and child games
2. give him toys to pull apart and put together easily
3. let him play in water and sand
4. show him pictures and name objects
5. point out body parts in mirror
6. tell him often: “I love you” – “daddy loves you” –
“Jesus loves you”

7. Fifteen months
a. communication
1. will try to say “thank you” – not clear but
recognizable
2. may use four or five words
3. will point and vocalize what he wants
b. interaction
1. lets you know when diaper is wet
2. will point and pat pictures in book
3. throws objects in play
4. toddles by himself
5. creeps up stairs
6. imitates simple motions 7. puts objects in and out of containers 8. can learn to fix simple picture puzzles with help
c. play
1. provide toys that can be pushed or pulled 2.
encourage child to imitate actions to songs
such as clapping or raising hand@, etc.

8. Eighteen Months
a. communication
1. uses up to ten words
2. responds to some verbal directions if you demonstrate
what you want him to do
b. interaction
1. looks at pictures and may select preference 2. helps to feed himself with spilling
3. carries doll or toy and hugs it
4. pushes or pulls toys
5. attention span is short
6. treats other children as objects
7. climbs into chairs – may sit by
himself in smaller chair
8. walks, seldom falling
9, throw ball while standing
10. scribbles
11. takes off hat, shoes – can unzip zipper
12. may turn page of books – often two or
more at a time
c. play
1. encourage child to help with dusting and
sweeping – he enjoys imitating these tasks 2. introduce simple finger plays

9. Twenty Four Months – Two Years
a. communication
1. begins to use sentences
2. likes to repeat words
3. responds to simple verbal requests
4. may tell you toilet needs
b. interaction
1. may put on simple garments
2. shows interest in other children 3. finds it difficult to share
4. runs well – leans forward while
running
5. can kick a large ball
6. goes up and down stairs without alternating feet
7. imitates circular and vertical motions
8. sets cubes in line for trail
c. play
1. allow him to help himself like getting a drink,
washing his hands and unbuttoning
2. points out objects and names them
3. encourage him to express his wants
4, read and tell him simple stories about familiar
things
5. encourage him to say his own prayers

We understand that a child develops from infancy to maturity in certain definite periods. Of course, we can’t draw boundary lines that can be fixed in any given age because it is continuous and gradual. Individuals vary but we may see the dominant characteristics in the different stages of development.

We recognize the possibilities that lie in the infant and how important it is to make first impressions, right impressions. The problems to be faced in later years will have been solved by early training.

1. Physically he is an actor.
He is continually moving and wiggling. He is made that way because exercise brings growth and development. He is eager to see, touch, taste everything around him.

a. growth
The infant doubles his weight in six months and in the first three years it increases four times. The child will automatically take the exercise needed for growth. For this reason he should be encouraged to be active.

b. development
When a child grows he is not simply increasing in size but development is changing in the body tissues which gives strength and maturity. Along with the growth of the body there is the development of the intelligence and senses, through the impressions that the child has received by touch, taste, smell, sight and hearing.

c. impressions
Impressions are constantly going to the brain over the sensory nerves and the result is returned by the motor nerves and manifests itself through the muscles. In a response to every impression lies the possibility of education. He may understand the impression that a child receives from the corresponding expression that he gives. The baby expresses his thoughts in actions of touching, tearing, chewing, looking and listening. The child learns first by impressions.
2. Discoverer
From the moment he opens his eyes he begins to discover things. He discovers his Mother. She is everything to him because all his activities are centered around her.

a. he discovers his world
It may be a small room but to him it is a large world. By his tumbling, and reaching he is learning some of the natural laws of physics.

b. discovers himself
He is only a few weeks old when he begins to exercise his will upon his Mother. He discovers through an occasional conflict of wills that he does not always have to submit to the will of his Mother. Which means he has discovered his personality. He can recognize his image in a mirror as a distinct person very early in the first year of his life.

3. He is an imitator
Before the fourth year the child acquires his knowledge mostly by imitation.

a. knowledge of God
His knowledge of God and expressions of what he feels about God will be a reflection of what he finds about him. The child will imitate the actions of the Mother and Father and older children in the family, That is why it is important to talk and sing and read the Bible and pray. We will understand it is a way of living and will imitate you.

Adults approval or disapproval of the child’s first acts will reach far into the child’s future. It is important then to cultivate and approve the things that will promote good Physical, mental, moral and spiritual development.

b. training
God has placed the responsibility of the grow development into the hands of the parent for a short period. We must take full advantage of the most important time in their lives.

Suggested Subjects To Teach From 0 To 5

A. 0 to 2 years

1. Self esteem
2. Love for God
3. Model a Christian spirit and attitude
4. Talk to him. Tell him everything you do for him. Name
the objects you show him
s. Read the Bible to him as well as other
books
6. Pray with him
7. Sing and play action songs with him
8. Study him. Know what he is trying to
tell you about himself. Learn his temperament. This
will help in knowing
how to teach and train.
9. Play with him and laugh with him. Be
on same level with him.
10. Worship God with him, allowing the child
to feel the spirit of God in you. This
will create a desire to know God as you
do.

The first two years training consists mainly to the bonding of the spirit of the child to the parents in the things you do for the child in the spirit of love by reading, praying and worshiping with him.

Make a quiet time where he learns to read the Bible and pray and listen to God. Sing and worship with him in a short “church service” at home.

Three To Five Years

Divide year into four parts of three months each
Part I Who am I
Part II My relationship to God
Part III My relationship to my family
Part IV My relationship to others

Part I

a. Who Am I

1. God made man
2. Created everything for man’s need
3. Teach lessons about nature, seasons, stars, sun

b. Where Did I Come From?

1. God chose parents
2. God chose you
3. You are special – no one like you
4. You are lovable
5. God loves you
6. Parents love you
7. Made to talk with God
8. Made to worship God

c. You Are Valuable

1. To God
2. To parents
3. To church
4. Because you are valuable you must learn
to be truthful, honest, dependable, faithful and
obedient to parents

Part II

a. My Relationship To God

1. Made in image and likeness of God
2. Made to show forth God’s greatness
3. Made to talk to God (pray)
4. Jesus came to earth to be like you so
you could be like him
5. Jesus died to forgive your sins
6. The way to be saved is by repentance, baptism in
water in Jesus’ name, receive Holy Ghost and live
a holy life by the strength given in the Holy
Ghost
7. Made to live in heaven with the people of God with
Jesus

b. Bible Is God’s Word

1. Given to holy men of God
2. Bible is literal word of God (God spoke-
men wrote
3. A true record
4. Given for us to know how to be saved
5. It is a guide
6. Tells us how to please God
7. Gives examples of how God deals with men
8. Gives faith
9, Gives hope of eternal life in heaven
10. Encourages us
11, Comforts us
12. Shows God’s faithfulness to keep His promises

Part III

a. My Relationship To My Family

1, Parents to take care of you
2. Parents to teach you
3. Parents love for you
4. Honor parents
5. Share in all the duties in home
6. Respect family
7. Work together
8. Consider each one and their place in the family
9. Be diligent and do your jobs well
10. Be dependable
11. Re ambitious

Part IV

a. My Relationship To Others
1. Be considerate (as you would that men do unto you,
do you even also unto them.)
2. Be kind to others
3. Forgive others
4. Encourage others
5. Respect others – (handicapped, ill, older people)
6. Be courteous
7. Love your country
8. Honor your flag
9. Be thankful for living in a free country
10. Keep the laws of the land as long as they
do not interfere with your keeping God’s
laws