Participants (Creating Home)
The Creating Home program is designed for use with children in kindergarten and first grade. You may find it useful to think about the developmental norms for this age group. Not all children arrive at each developmental stage at the same time, but knowing what to expect overall can be quite helpful, especially to first-time leaders of programs for five- and six-year-olds. In her book Nurturing Children and Youth: A Developmental Guidebook (Boston: Unitarian Universalist Association, 2005), Tracey L. Hurd discusses developmental characteristics of young school-age children (ages five through seven). Here is a sampling. Five- and six-year-old children are generally able to:
- Coordinate gross motor skills through sports and games
- Draw, write, and use tools with beginning skill
- Think about more than one thing at a time; show the start of logical thinking
- Enjoy pretend play, but are learning to distinguish fantasy from reality
- Show interest in facts, numbers, letters, and words
- Learn rules, authority, and routines; may try to apply rules across different settings, such as using school rules at home
- Enjoy being correct, may apply rules too broadly or literally
- Use self as a reference point
- Learn through social interaction as well as through their individual actions
- Make rigid and/or binary statements about gender and racial identifications
- Are receptive to antiracist intervention and multicultural experiences
- Form first reciprocal friendships
- Develop increased altruism
- Are evolving from fascination with stories of wonder to a keen interest in learning and performing the concrete expressions of religion
- Start developing a sense of belonging to a faith community through the imitation of practices of adults by whom they feel accepted.
Hurd offers a variety of strategies that speak to these developmental considerations and may help you shape your sessions effectively for this age group. Some of these include:
- Provide outlets for physical activity, room for movement during quiet activities, new physical challenges in games
- Include small-motor challenges, such as drawing, writing, painting, or using tools such as scissors
- Create and sustain routines, to give children a sense of control and opportunities to be "correct"
- Notice and talk about children's similarities and differences
- Present complexities that help push children's thinking beyond simple dualisms; gently challenge children's natural moral rigidities
- Provide opportunities for group work and group problem-solving
- Respect children's desire to categorize
- Support children in their beginning friendships, to help them build an emotional base for future relationships
- Welcome the whole child and respect the child as an individual, a member of the religious education group, and a member of the faith community
- Provide encouragement and love.
Integrating All Participants
By adapting activities or using alternate activities, you can help ensure that every session is inclusive of children with a range of physical and cognitive abilities and learning styles, food allergies, and other sensitivities or limitations. Below, you will find general guidance on adapting the activities along with some resources for implementing inclusion. Within the sessions, some activities suggest specific adaptations under the heading Including All Participants.
As you plan your Creating Home sessions, be aware of activities that might pose difficulties for children who are differently abled. All spaces, indoor and outdoor, need to be accessible to anyone who might be in the group. Check the width of doorways and aisles, the height of tables, and the terrain of outdoor landscapes.
Find out about participants' medical conditions and their allergies, particularly to food. Session 3 offers a Honey Parfait activity. Make sure all of the children can eat the ingredients you plan to use, or adjust the recipe.
Each session mixes active and quiet, expressive and listening, and whole-group and individual activities, along with alternate activities that you can substitute for core activities if you feel they better suit a group. As you begin to recognize different learning styles among the participants, let this information guide your selection of activities for each session.
Some activity descriptions mention specific concerns or suggest adaptations under the heading Including All Participants. Feel free to devise your own adaptations to meet any special needs you perceive. As the leader, you will know best how to provide a fully inclusive learning experience for the group.
In the Teacher Development section of the UUA website, find descriptions of a helpful resource book, Sally Patton's Welcoming Children with Special Needs.
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Last updated on Friday, May 17, 2013.
- Creating Home
- About the Authors
- Session 1
- Session 2
- Session 3
- Session 4
- Session 5
- Session 6
- Session 7
- Session 8
- Session 9
- Session 10
- Session 11
- Session 12
- Session 13
- Session 14
- Session 15
- Session 16
- List of Stories
- List of Handouts
- List of Leader Resources
- Wonderful Welcome
- Love Surrounds Us
- Moral Tales Updated
- Faithful Journeys
- Love Will Guide Us
- Toolbox of Faith
- Windows and Mirrors
- Amazing Grace
- Love Connects Us
- Riddle and Mystery
- World of Wonder