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Zion Bible College
CE 2211-01
Spring, 2011
Monday 1:45-3:35 p.m. and Tuesday 8:00 – 8:50 a.m Classroom Bld. 108

Rev. Paul Conway, Associate Professor, MDiv., DMin. Candidate 2013

Office: Hasseltine Hall Room 110
Office Phone: T.B.D.
Office Hours:
Monday 1:00-2:00 pm
Wednesday 4:00 – 5:00 pm
Email: Pconway@zbc.edu


This course provides an overview of children and family ministry in a contemporary context. It
explores the development of programs appropriate for children and families, from salvation to
maturity in Christ. Emphasis is placed on adapting ministry to any context or locale.


1. Students will construct personal philosophy of children’s and family ministry measured
by online discussion and written work.
2. Students will evaluate, examine and construct a working paradigm of children and family
ministry measured by online discussion, ministry evaluation, tests and a written program
3. Students will be able to examine, critique and apply the challenges and responsibilities of
the church as it relates to children’s and family ministry in the 21st century through
assigned reading, online discussion and testing.
4. Students will be able to explain and demonstrate a working knowledge of the basic needs
of a child at their respective age levels and unique family structures today measured by
online discussion, written work and testing.
5. Students will be able to communicate the gospel to children and their families verbally
and visually in a ministry context measured by student presentations.
6. Students will be able to identify and create a holistic structure of ministry to meet the
five-fold purpose of the church.
7. Students will gain a knowledge of resources and ministry structures available to them in
the Pentecostal and Evangelical church world measured by testing and online discussions.
8. Students will display competency in the organizational structure of Children’s Ministries
within the church as a whole measured by constructing a purpose driven paradigm.
9. Students will explore and execute several forms of communication and teaching methods
for children in various stages of development measured by class presentations.


Chromey, Rick Energizing Children’s Ministry in the Smaller Church Cincinnati, OH: Standard
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Pub. Co.,2008.

Houser, Tina Building Children’s Ministry: A Practical Guide Nashville, TN: Thomas-Nelson
Pub. Co., 2008.


Examinations (40%): There will be two exams throughout the spring program, one being a mid-
term and the other a final examination. Quizzes will be announced

Reading (10%): Each student must read the texts and write a two page analysis of the books.
Analysis is defined as a student pulling four to five quotes and or statistics from each book,
stating the authors perspective and the student giving a specific examples of how this
information has changed their thinking of children’s ministry in the present and their ministerial
actions in the future. Students will also be asked what percentage of each text book they read.

Projects: (50% Total) There are seven projects the student must do. Most, but not all projects
will begin with a jump start in class. They all will conclude with students handing in their
independent final project. All projects will be done independently. Students are not allowed to
share information or projects. The only exception to this is the Student presentation/lesson
project (15%) and the Special Spot (5%). With these projects students must not exceed group
numbers above two. Although you solicited help for your presentations, only the presenting
student of the day will receive credit. Most projects, but not all, will begin with a jump start in
class. They are noted with the symbol (JS).

1. Create a vision statement and purpose driven program guide: Further

detailed instruction will be given in class. This will cover the target audiences
and programs you intend to use to reach them (Crowd, Congregation,
Community, Committed, and Core).

2 Write an annual calendar of events: Students will put together a one-year

calendar for a children’s ministry program. Examples of items that should be
on the calendar are weekly education ministries, outreaches, recruiting
campaigns, promotional campaigns, camps as well as special events should be
given consideration. Be sure to call a local school to identify breaks as well as
church events that are calendar driven. Failure to do so will decrease the

3 Online Interaction (Blog/Discussion Board): Online discussions will be

initiated by the professor and children’s pastors around the nation throughout
the semester. This will be an open forum designed to explore relevant issues
relating to family culture and ministry. Questions will be posed, videos and
images evaluated and opinions critiqued. The web address for discussion will
be given in class. A rubric for grading will be provided.

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CE 2211 3 Paul Conway

3. Evaluate a Children’s Ministry Students will be given parameters in class

for how to evaluate children’s ministry based on the principles learned in
class. A 5 page paper will accompany group discussions that rate the ministry
based on the nine essentials to building great children and family ministries.

4. Student Presentation / Lesson: Each student will develop and execute

multiple Children lessons during our scheduled class. The objective is to give
you experience in front of a group of people. Students will sign up for their
two selections the first day of class. The lesson will be in typed format, no
less then 3 pages no more then 5. Be sure you put enough detail in it that it’s
not just an outline. Make it like a lesson you would give to a substitute,
explain everything clearly for them and us. Further detail will be given in

Order of Service on paper will go as follows.

I. Pray: Opening Prayer

II. Play: Two Games:
III. Praise Three Songs
IV. Pay: An offering idea that makes taking offering fun.
V. Special Spot (Missions, talent etc)
VI. Preach (with a memory verse): A lesson.

Note. You should have 1 bible story that teaches 1 point. That point
should be hit before and after each illustration, object lesson, story etc.
Find one point and say it so much that even a child could get it. Get

Grading Scale

Mid Term & Final Exam 40%

Student Presentations 20%
Online and in Class Interaction (Blog/Discussion Board 10%
Story Telling and creative Ministry Techniques 5%
Evaluate a Children’s Ministry 5%
Vision Statement and Purpose Driven Program Guide 5%
Annual Calendar of Events 5%
Reading 10%

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Project Due Date

Student Presentations Ongoing
Online Interaction (Blog/Discussion Board) Ongoing
Story Telling and Creative Teaching Methods Ongoing
Vision Statement and Purpose Driven Paradigm Monday, Feb. 14th Rough Draft
Monday, April 11th Final Version
Mid Term Exam Monday, February 28th
Annual Calendar of Events Monday, March 28th
Evaluate a Children’s Ministry Monday, April 18th
Final Exam May 4-10

Any aspect of this syllabus is subject to change at the professor’s discretion. However, this
syllabus offers an aim and desired goal but is by no means meant to lock the subjects or format.


Attendance: Students are expected to attend all class periods. Please be aware that absences are
granted for illness, personal matters, or for emergencies. It is important for students to keep
track of their own absences and late arrivals carefully. Please see the Student Handbook for the
Absence Policy. There will be a very short break mid-class, students are expected to remain in
class at other times except for medical reasons.

If a student arrives late to class it is their responsibility to inform the teacher after class that they
are present. Otherwise they may be marked absent for the class. It is a good idea to date your
notes each class in case attendance discrepancies should arise.

In order to be considered present in class, students must present themselves in an appropriate

manner, following the guidelines of the Student Handbook.

Assignments: All assignments are due at the beginning of class on the due date. All others will
be considered late. Assignments should be written in Turabian format.

All late assignments are to be turned into the instructor’s office, not placed in campus mail.
There are no exceptions to this policy unless mandated by the office of the Academic Dean.

Examinations: Any missed exam may be made up if the exam was missed due to illness or other
excused absence (see Student Handbook). A make-up exam will also be allowed if the
circumstances are urgent and approved by the instructor prior to the exam.

Extensions and Late Papers: Extensions will only be granted for the following four reasons: 1)
hospitalization for illness. A doctor’s note confirming such is required; 2) extended serious
illness that prevents a student from attending class. This requires a doctor’s note and signature

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of verification from the student’s Resident Director; 3) funerals or family emergencies granted
as an approved absence by the Academic Dean and Dean of Students; 4) school-approved
activities. If the student meets one of these exceptions, a ―Request for Extension Form‖ must be
filled out. The form can be obtained from the Office of Admissions or the Office of the
Academic Dean. If your paper is turned in after attendance is taken on the due date, you will
receive an automatic point deduction of five (5) points. For each twenty-four hour period (this
includes Saturday’s, Sunday’s and school breaks) the paper is not turned in, there will be a
forfeiture of five (5) points from the total points. If the paper is not turned in within five twenty-
four hour periods after the due date and time, an automatic score of zero (0) will be entered for
the grade with no chance of making up the paper/grade. If a hard copy cannot be presented by
the specified time and hour, an email copy may be presented for verification of completion with
a hard copy following

Plagiarism: A student who submits written material as his/her own work which has been copied
in whole or in part from another person’s work without acknowledgement is guilty of plagiarism.
Material, whether published or unpublished, copied from another
writer, must be identified by the use of quotation marks and documentation with specific citation
of the source. Paraphrased material must likewise be attributed to the origin author.

Copying another student’s paper, with or without permission, or using his/her ideas with only
minimal reworking, is plagiarism, as is the copying from printed books and magazines without
giving credit to the original source. Any student who submits a plagiarized paper or who permits
another person to
copy his/her work is subject to any of the following actions: a grade of ―zero‖ or ―F‖ for the
work, failure in or expulsion from the class, being reported for further disciplinary action.

Cheating: A student who engages in dishonest behavior such as: using unauthorized notes or
material when taking an examination, copying answers to examination questions, or engaging in
securing unauthorized copies of examination questions (including aiding another person in doing
so), is subject to the action or penalty indicated above. Copying another person’s class work
and/or homework and submitting it as one’s own, or having another person perform an
assignment and submitting it as having originated from themselves personally is guilty of
plagiarism—which is cheating. Such students will therefore be subject to the above discipline.
Faculty members are to submit all such cases on the appropriate ―Plagiarism Form‖ to the Office
of the Dean of Academics.

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Criteria D- D D+ (Poor) C- C C+ (Improving) B- B B+ (Good) A- A A+ (Exceptional)

Seldom posts Posts Occasional posts Timely and
Frequent timely posts
after online throughout specified consistent posting
Timely Participation within specified discussion
conversation has discussion period. within specified
ended. Limited initiative. discussion period.
Grammar and spelling
Consistently utilizes errors are rarely found in
poor spelling and Competent posts. Expresses opinions
Decent grammar and
grammar. Lack of grammar and and ideas in a astute, well-
spelling. Passable
Clarity of Expression organization. Makes spelling. Opinions organized and concise
expression of opinions
general statements. and ideas are manner with obvious
or ideas.
Posts often appear clearly expressed. connection to topic. Offers
"hasty". evidence and sources to
support claims.
Most posts interact
Posts demonstrate Posts reflect
with assigned Posts consistently show
little thoughtful intelligent
readings or comments depth of thought. Makes
interaction with engagement with
of others. Intuitive creative connections
Substance/Creativity assigned topic or discussion topic,
leaps or otherwise between assigned readings
readings. Posts are assigned readings
insightful connections and topic area. Poses
often trivial or shallow and the postings of
are rarely, if ever, fruitful questions.
in depth. others.

Consistently engages
Fails to respond to
others. Posts frequently
posts directed to Regularly engages
move the conversation
oneself. Rarely Occasionally engages others in a
forward by making new
initiates a discussion. posts of others. constructive
Contribution to the connections, further
Seems indifferent to or Sometimes initiates manner. Poses new
Conversation developing ideas, posing
not present in the threads. Conducts ideas for
questions, etc. Conducts
conversation. Rude, oneself acceptably. consideration. Uses
oneself in such a manner
dismissive, arrogant proper etiquette.
that invites others into the

Rubric ideas created by Leonard Sweet, Ph.D. George Fox University

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CE 2211 7 Paul Conway


Barna, George. Transforming Children into Spiritual Champions. Ventura: Regal, 2003.

Beckwith, Ivy. Postmodern Children's Ministry. Grand Rapids: Youth Specialties, 2004.

Byrd, Walter, and Paul Warren. Counseling and Children. Dallas, TX: Word Pub, 1989.

Carlson, Greg et.al. Perspectives on Children's Spiritual Formation: Four Views. City: B&H
Publishing Group, 2007.

Chromey, Rick. Energizing Children's Ministry in the Smaller Church. City: Standard Publishing
Co, 2008.

Coles, Robert. The Moral Life of Children. Boston, MA: Atlantic Monthly Press, 1986.

___________. The Spiritual Life of Children. Boston, MA: Houghton Mifflin, 1990.

Comstock, Judy, and Adam Hamilton. Children's Ministry. Nashville Tenn.: Abingdon Press,

Fox, Jenifer. Your Child's Strengths. New York: Viking, 2008.

Houser, Tina. Building Children's Ministry. Walton-on-Thames: Thomas Nelson, 2008.

John, Phd. et.al. Parents' Guide to the Spiritual Growth of Children. Wheaton: Tyndale House
Publishers, 2003.

Jutila, Craig, and Group Publishing. Children's Ministry That Works. City: Group Publishing,

__________, et.al. Children's Ministry in the 21st Century. City: Group Publishing, 2006.

__________. The Growing Leader. Loveland: Group Pub, 2004.

Liesveld, Rosanne et.al. Teach with Your Strengths. City: Gallup Press, 2005.

Martin, Grant Critical Problems in Children and Youth. Nashville, TN: W Publishing Group,

Miller, Sue et.al. Making Your Children's Ministry the Best Hour of Every Kid's Week. City:
Zondervan Publishing Company, 2004.

Posterski, Beth et.al. Children Matter. City: Wm. B. Eerdmans Publishing Company, 2005.

Rath, Tom. Strengthsfinder 2.0. NY: Gallup Press, 2007.

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CE 2211 8 Paul Conway

Sprague, Gary Kids Hope: Help for Kids in Grades 1-5 Whose Parents are: Divorced,
Separated, Widowed or Never Married Colorado Springs, CO: David C. Cook
Publishing, 1997

Sweeney, Daniel S., Counseling Children Through the World of Play, Wheaton, Il: Tyndale
Publishing House, 1997.

Thompson, Charles et.al. Counseling Children. South Melbourne, CA: Thomson/Brooks/Cole,


Tripp, Tedd. Shepherding a Child's Heart. City: Shepherd Press, 1995.

Wideman, Jim. Children's Ministry Leadership. Loveland: Group Pub, 2003.

___________. Children's Ministry Volunteers That Stick. Loveland: Group, 2004.

Wood, Chip, and William Crain. Yardsticks. Greenfield: Northeast Foundation for Children,

Spring 2011