This material provides topics and some helpful details for teachers, but the main expectation is that they can make every encounter a special moment for their disciples and for themselves. Here are some tips for teachers working with this stage of life:
- The portions are designed to be taught once per week. If there are multiple meetings in the same week, simply repeat the content, even if the resources used are different.
- The portions for toddlers have been organized simply to give teachers creative freedom. The following elements have been included for this purpose:
The Golden Text: This is the biblical text responsible for illuminating the purpose of that theme. Everything you do should be in harmony with it; feel free to use any resource that communicates that truth of God.
Understanding the Text: This is a commentary on the text to help teachers gain clarity about some details within it. The more teachers master the Scripture, the better use they can make of it.
Suggestions: Notice that the word “suggestion” has been used. The goal is to help toddler teachers with ideas that can assist them, but they are free to use them or not.
- Remember that a classroom for toddlers should have certain specifications unique to them: a crib for sleeping, a changing area, age-appropriate toys, etc.
- It is also important that the space be safe so they can have the freedom to explore it.
- The number of teachers should depend on the number of children. One teacher for every two children is “recommended.”
- When a child arrives, the teacher attending to them and one of the parents should walk around the room with the child; this helps the infant feel secure in the place.
- If the child cries upon arrival, the teacher must understand that it is because they do not grasp that their parent will return. Do not try to tell them not to cry or that their relative will return soon; they will not understand. You should hug them and show that you understand their distress. Comfort is the best resource for dealing with them at this stage of life.
- The crib should not be used to control the child; it is for sleeping only.
- Provide activities that stimulate the senses, depending on the child’s assimilation (hearing, sight, touch, smell, and taste).
- While they are not walking, do not delay in carrying them, as this is one of the things they enjoy most at this stage of life. When you do, take the opportunity to share some of the teaching, either through a song or a personal narrative.
- Encourage them to exercise the muscles they are using.
- Do not do activities (from carrying them to a specific game) with the same hand every time; vary them so they can develop balance and a dual view of their environment.
- Surprise their sight with solid-colored objects or with facial games, such as appearing and disappearing. During this time, they are strengthening their vision muscles.
- They are discovering their relationship with space, which is why they will throw things and try to grab others. Understand that this is not indiscipline at this age, but a need to understand the space they are in.
- Do not stay in the same spot always; move around to help them understand distances and their relationship to them.
- Vary the activity frequently so they do not get bored, but repeat them whenever possible. At this stage, learning occurs through repetition. For this reason, there are ten portions that will be repeated throughout the three-year period they are in this group (16 cycles of 10 themes).
- At this stage, they are learning to trust people and God, so their greatest teacher will be the “safe environment” provided for them.
- Whenever possible, say praises to God and teach them through repetition to positively hear “Amen” and “Hallelujah.”
- In case of crying, try to discover their need, which will always be physical. If you have checked them thoroughly and given them water, you must understand that often crying is their only way of communication; do not lose your calm and observe in case a physical need arises; they will calm down soon.
- You must be firm with them, but at the same time, you must strive to ensure they feel your love.
- Motivate older children, youth, and adults to help the younger ones as facilitators at specific times. This will enrich not only those in your class but the older ones as well. Never leave them alone; always do this under your supervision.
- Remember that no one knows the children better than the parents; the educator is their assistant. Therefore, try to build a relationship with the parents to better understand the child. Share with them the progress you are seeing in the child, and vice versa.
- More or less starting at seven months, the child begins to distinguish between good and bad; therefore, allow them to make some simple decisions on their own.
- Also, create clear boundaries or rules so they can learn what they can or cannot do.
- Give them opportunities to use their arms and legs. This can be done by jumping or walking with hands and feet simultaneously.
- Create an environment of collaboration among them.
- When they are talking, pay attention and show your satisfaction in listening to them. For those approaching three years old, engage in small dialogues to help them with vocalization. Do not correct their vocabulary; just repeat correctly what is misspoken.
- The younger they are, the more limited their memories are; do not hesitate to repeat a rule or command to help them remember. Do not confuse forgetfulness with disobedience.
- Help them put together puzzles with slightly smaller pieces that require the use of three or four fingers simultaneously. To be able to learn the more general harmonies of life, they need to understand and know how to use those related to their own body.
- Use simple stories in coordination with other teachers so that they can be repeated, making it easier for them to learn.
- Storytelling will be a very important tool with children over eighteen months old, but be careful that the stories are not too long.
- As they approach three years old, children will appear more mature, and the way they express that maturity is with obedience, but also with stubbornness and tantrums. They will use “no” more often to develop their own personality, boundaries, and independence. Do not lose patience and achieve your goals with wisdom. Be firm but loving at the same time. Do not shout or try to impose yourself by force; your patience in the situation is what can calm them. Also, avoid excessive comfort so the child does not interpret it as a reward for their attitude.
- Keep in mind that every child, as they approach age three, will need things to be clearer before starting a new activity.
- Remember that every child develops at their own pace, so never expect the same reaction from everyone to a given situation.
- The truth of God must be illustrated and colored in the child’s mind. It is very important that in every class you have a story that illustrates your teaching. Since we are relying on repetition at this stage, the teacher has the freedom to repeat a story they have already told or bring a new one. When doing this, we recommend sitting on the floor in a group and illustrating the story with dolls or puppets.
- Take time teaching them to share and collaborate with others. Remember that sin makes us naturally selfish, but the importance of being different can be learned.
- We recommend paying attention to the Feasts of the Bible. God took into account all the resources described in this book in each one of them. Take advantage of their symbolic power. No modern holiday or celebration compares to any of them.