Celebrating Families

Celebrating Families
A Journey Together
Facilitator Handbook
© World Vision International 2014
All rights reserved. No portion of this publication may be reproduced in any form, except for
brief excerpts in reviews, without prior permission of the publisher.
Published by Faith & Development on behalf of World Vision International.
For further information about this publication or World Vision International publications, or for
additional copies of this publication, please contact seamus_anderson@wvi.org.
Content Authors: Maria Luisa Cadaing, Nestor Dedel, Shelly Winterberg
Editor in Chief: Edna Valdez. Content Editor: Rebecca Russell. Usability Editor: Lori Macklin.
Production Management: Katie Klopman, Daniel Mason. Copyediting: Joan Laflamme.
Proofreading: Audrey Dorsch. Design and Layout: Lara Pugh.
Scripture quotations are from the New Revised Standard Version Bible: Anglicised Edition,
copyright © 1989, 1995 the Division of Christian Education of the National Council of the
Churches of Christ in the United States of America. Used by permission. All rights reserved.
Celebrating Families (CF) is one of World Vision’s most widely used project models, being implemented in over 60
countries, in different faith traditions and across rural, urban and fragile contexts. It is popular for a reason; CF is a
biblically based approach that addresses the broken relationships that we see at the root of child vulnerability, and is a
wonderful example of how our Christian identity contributes to more sustainable and transformational outcomes for
children of all faith traditions.
Research conducted in Myanmar, Afghanistan and Tanzania in 2019 showed how Celebrating Families works at two
different levels to help families and communities create a supportive environment where children can thrive spiritually
and emotionally as well as physically.
Firstly, Celebrating Families with parents and caregivers, using experiential behavior change approaches to encourage
and equip them to address their children’s spiritual needs. Secondly Celebrating Families equips faith leaders and other
community influencers to tackle social norms and create communities that actively support their children’s holistic
development.
Celebrating Families is most effective when it is used to support child well-being outcomes in education, health, child
protection and livelihoods. It is not designed to be implemented as a ‘stand-alone’ project. When Technical Pro-
grammes embed CF, the resulting changes in individual behavior of parents and improvements in community social
norms can lead to more sustainable and transformational outcomes for children. The research, together with regular
project monitoring and evaluation has shown that CF, when embedded as part of a Technical Programme, can lead to
reduced domestic violence, reduced child marriage, increased school attendance – especially for girls, increased child
participation in home life, increased positive discipline, increased spiritual nurture, and in parents increasingly recog-
nizing and valuing children’s inherent dignity and worth as created and loved by God.
Our hope is that this e-module will inspire and equip you to use Celebrating Families within your programmes to pro-
mote a deeper and more lasting change for children.
Seamus Anderson
Senior Director, Faith and Development Field Support.
Celebrating Families: A Journey Together – Facilitator’s Guide
Participants’ Comments
Celebrating Families has been used in every region, and the response of both World Vision staff and community
members has been powerful. Here are some comments from World Vision staff.
Daru Marhaendhy, Spiritual Formation Coordinator, WV Indonesia

‘Participating in Celebrating Families is a blessing for me. The workshop not only talks about “someone from the
outside” but also addresses ourselves and our own families. The tools are user friendly but [the workshop] really
deals with core issues within family life. In March, we plan to make a class for this Celebrating Families within a
multi-faith context. One of our ADPs [area development programmes] is interested to adopt the activity, and we will
do it with the Self-Help Group (parents) and the ADP staff. Please pray for us.’
Danut Manastireanu, Director of Faith and Development, MEER

‘A great joy I have in this meeting is to find that in fact there was no barrier between Muslims and Christians.
Some of us are parents; all of us have parents; some of us are grandparents; so it’s about us, and this really makes a
difference. The level of engagement you all have here made a difference, and I think that was because it wasn’t about
something out there; it was something about you, and the ones you deeply love and care for. We can do our work as
second-class engineers, who just do what they are told, but when we put to work our creativity, which is one of the
greatest gifts we have received from God, what comes out is not only good and functional, but it is also beautiful.’
iv
Acknowledgements
We thank God for the gift of being participants in the spiritual nurture of children and the many transforming
moments of communion and revelation.
We thank the young boy from Mali who sowed the seed in our hearts and provided the inspiration for the
development of this resource. His request to ‘please teach our parents to put us back in their hearts’ set us on a
course to listen to parents and discover the connectors between parents and children – love and grace, forgiveness,
goodness and thanksgiving.
We express our gratitude to the Bolthouse Foundation for making available resources that allowed us to listen to
over a thousand children and hundreds of parents from Mali, Nicaragua, Uganda, Cambodia, Philippines and Albania.
To the Christian Witness Initiative (CWI) team and friends who journeyed with us:
For leading the way and giving us unwavering support: Tim Dearborn, Kathy Currie, Paul Stephenson, Dan Ole Shani,
Jeanine Collins and our Global Centre Christian Commitments (GC CC) team
CWI Philippine team and friends: Pastor Joey Umali, Pastor Choi Magdaong, Katt Anthony, Father Bart Pastor, Sister
Annie Corpin, Grace Baloro (ADP Diadem) and Beth Delgado (ADP Davao)
CWI Albania team and friends: Albana Gerxhi, Edmond Palucaj (Lezhe ADP) and Erjola Zenuni (Korce ADP)
CWI Nicaragua team and friends: Azucena Lopez, Zorayda Gomez and Abiud Urbina
CWI Cambodia team and friends from WV Indonesia who joined the Focus Group Discussions (FGDs): Chinhho
Saing,Veasna Sok, Chin Soksan, Dwi Yatmoko and Daru Marhaendhy
CWI Mali team and friends: Rebeka Kamate, Modibo Diarra (Diago ADP) and Jane Fane (Nonsombougou ADP)
CWI Uganda team and friends: Christine Uwamahoro
We also want to offer an additional thank you to Sarah Plummer, Margaret Posnett and the many other World
Vision colleagues who helped us review and refine this material through the publishing process and through pilot
discussions. We are grateful for your time and your thoughtful contributions.
May the meditations of our hearts and the words in this curriculum be pleasing in the sight of our Lord and
Redeemer, Jesus Christ! Amen!
v
Contents
Foreword..............................................................................................................iii
Participants’ Comments..................................................................................... iv
Acknowledgements ............................................................................................. v
Background..........................................................................................................1
Introduction to the Celebrating Families Framework.......................................2
Facilitator Guidance Notes.................................................................................5
Opening Activities................................................................................................7
Session 1: Welcome and setting expectations....................................................................................................................... 7
Introduction........................................................................................................10
Session 2: My hope and dream for my family...................................................................................................................... 10
Module 1 Addressing the Past...........................................................................13
Session 3: My most memorable childhood experience..................................................................................................... 14
Session 4: Signs of wholeness, signs of brokenness ........................................................................................................... 16
Session 5: Seeds of goodness ................................................................................................................................................. 19
Module 2 Recognising the Present...................................................................24
Session 6: Joys and pains .......................................................................................................................................................... 25
Session 7: Space for love and grace ...................................................................................................................................... 32
Session 8: Reasons for thanksgiving, opportunities for forgiveness ............................................................................... 39
Module 3 Envisioning the Future......................................................................43
Session 9: Defining moments ................................................................................................................................................. 44
Session 10: Wise builders ........................................................................................................................................................ 50
Session 11: Determining our steps ....................................................................................................................................... 54
Module 4 Pursuing Our Dreams.......................................................................72
Session 12: ‘Engraved on the palms of my hands’ .............................................................................................................. 73
Session 13: Speaking blessings ................................................................................................................................................ 77
Session 14: Learning application plan..................................................................................................................................... 81
Annexes...............................................................................................................84
Bibliography................................................................................................................................................................................. 85
Complete List of Materials Needed...................................................................................................................................... 88
Session Contextualisation Template...................................................................................................................................... 89
End-of-Workshop Evaluation.................................................................................................................................................. 91
Impact Story Documentation................................................................................................................................................. 93
Replication Tracking Sheet....................................................................................................................................................... 95
vi
Background
‘Can you please teach

our parents to put us
back in their hearts?’
‘Can you teach us how to

raise and properly care
for our children?’
‘Can you please teach our parents to put us back in their hearts?’ was a young Malian boy’s response when asked
what ‘well-being’ meant to him. SNC staff needed to ask him again just to make sure the translation was right.Yes,
that is what he said. It has been lodged in our hearts ever since. The listening exercise with children across the many
contexts represented in the Partnership shows three important ways that children become aware of God: awe and
amazement at creation, acts of love and kindness from people around them, and miracles or answered prayers. It also
indicates that a safe, loving and caring environment is the foundation of the spiritual nurture of children and needed
in the pursuit of their spiritual development.
One and a half years later, in response to the boy’s request, a listening exercise was conducted, this time with parents.
World Vision believes that parents are primarily responsible for the nurture of their children and for creating a
safe and loving environment so that the children may thrive. Over 600 hundred parents participated. One of the
most significant results of the activity was a parent’s plea, ‘Can you teach us how to raise and properly care for our
children?’ This request again led to a journey of discovery.
What is the problem? The young boy wants to be loved, and the parents want to show love. Both want the same
thing, and yet there seems to be a gap. This led to a discernment process and God, in time, revealed the connectors
in five valuable words: love, grace, goodness, forgiveness and thanksgiving.
This is the basis of Celebrating Families – a response to the questions of a young boy and a parent.
1
Introduction to the Celebrating Families Framework
LIFE FULLNESS OF
(our starting LIFE
point) (our goal)
Journey
• Seeds of goodness
Signs of
brokenness:
• Reasons for thanksgiving Evidence of
• Lack of • Space for love and grace wholeness:
forgiveness • Opportunities for • Favour
• Lack of grace forgiveness • Blessing
Generations of families that are ‘broken’ JOURNEY Generations of families that are ‘whole’
Addressing Recognising Envisioning Pursuing our

the past the present the future dreams
Celebrating Families is based on these four valuable concepts: creating space for love and grace, and finding seeds
of goodness, opportunities for forgiveness and reasons for thanksgiving. It guides families towards fullness of life
by focusing on four parts of the journey: addressing the past, recognising the present, envisioning the future
and pursuing their dreams. The hope is to start a generation of wholeness and favour and to break the cycle of
brokenness and poverty in all aspects within families.
The focus is the family, not just the child, not just the parents. It is an attempt to support the basic unit of society,
which is in many ways the basic unit of love and care. In most cases this basic unit will be the children and parents.
But in some situations the basic unit will be any group of people providing love and care to children in the context of
nurturing relationships.
The hope is fullness of life for families. While fullness of life is a hope and a destination, it is also possible to
experience expressions of fullness of life while on the journey – for example, the gift of life, acts of love and kindness,
grace received and grace given, celebrations of God’s faithfulness, and victory over challenges.
Every family on a journey starts with its own set of realities – signs of brokenness and evidence of wholeness. The
starting point may not be ideal, but it is the place to start to build and rebuild. We want to get to the point where
there is evidence of wholeness, favour and blessing. We want to experience restoration, peace and joy in our families.
There are four key themes explored in the Celebrating Families workshop. These themes are highlighted because they
can help bridge the gap where relationships are broken and contribute to the journey of wholenss and fullness of life.
2
The first theme is ‘Seeds of goodness’. It is important that we recognise that every person has a ‘God-seed’ and
therefore a ‘good seed’. Many times we think about the mistakes other people make and forget about the good that
they have done. This builds barriers amongst family members. For families to thrive, we need to look for the seeds of
goodness. Recognising seeds of goodness is the beginning point of forgiveness.
The second theme is ‘Reasons for thanksgiving’. We don’t give thanks often enough. It is more in our nature to
find reasons to complain than reasons to give thanks. Celebrating Families helps us find reasons to give thanks and
celebrate that which gives us life.
The third theme is ‘Space for love and grace’. How do we create space for grace in our homes? How do we
create a space safe enough for our family to enter, live and thrive? God gives us love and grace unconditionally, and
invites us to do the same for others.
The fourth theme is ‘Opportunities for forgiveness’. What are our areas for growth? What are our struggles?
How can we use these as opportunities to seek forgiveness or offer forgiveness? Healing is an important aspect of
the journey towards fullness of life for our families.
These four themes are discussed further in the following modules and sessions.
Addressing Recognising the Envisioning the Pursuing our

the Past Present Future Dreams
My hope and dream

‘Engraved on the
for my Joys and pains Defining moments
palms of my hands’
family (intro)
My most memorable Space for love and

Wise builders Speaking blessings
childhood experience grace
Signs of wholeness, Reasons for thanksgiving Determining our

signs of brokenness and opportunities for steps
forgiveness
Seeds of goodness
The first module, ‘Addressing the Past’, begins with the end in mind – What is my hope and dream for my family?
The answer sets the direction and the course of the journey. Setting one’s hope and dream for one’s family is both
the beginning point and the ending point.
The participants look back at their past to learn, redeem and celebrate. How we have been brought up significantly
influences, consciously or unconsciously, the way we raise our own children. There are parts of our past that we
need to celebrate and take with us on our journey. And there are parts of our past that we need to redeem and find
healing for. Otherwise, these pieces of the past will prevent us from looking ahead. We need to put down the things
that slow us on our life journey and carry only the things that give us life.
3
Understand, appreciate, identify, deal with and celebrate are some of the powerful words used in the second module,
‘Recognising the Present’. The first part of this module, ‘Joys and pains,’ invites participants to look deeply into
themselves and to recognise their joys and pains from two perspectives – What brings joy or pain to me as a parent?
What brings joy or pain to my children? This session will also explore the important concepts of identity, roles and
reality as they relate to each member of the family.
‘Space for love and grace’ reminds participants to offer to their family members the love and grace that they received
from God. When relationships are broken, it is difficult to offer love and grace, but it is the only way to reach healing.
Finding every reason to give thanks and seeking every opportunity to ask for or offer forgiveness provides a base
for our families to deal with the present and prepare for the future. ‘Reasons for thanksgiving and opportunities
for forgiveness’ invites participants to explore their strengths as reasons to give thanks and to consider the areas
where they need to grow as opportunities to ask for or to offer forgiveness. These two activities allow healing and
restoration in our families.
The third module, ‘Envisioning the Future’, points out the different elements we need to make our homes strong
and prepared for the future. To make our homes strong for the future, we need to look back and identify what has
made our families what they are now. We can draw lessons and insights from these experiences, particularly those
that carried us through difficulties. We almost always come to recognise God’s sovereignty and faithfulness. We see
that God was with us in the past and that God will be with us in the future.
‘Pursuing Our Dreams’, the fourth and final module, is about covenant and asking for God’s blessings. It speaks
of a promise that God made to us in Isaiah 49:15–16 and a promise we claim for our families and homes. It invites
participants to look to the example of God’s everlasting love and its implications as we journey towards experiencing
fullness of life for our families. The practice of speaking blessings over our families is the end point of the Celebrating
Families workshop. It invites participants to reflect on the elements of Isaiah 54:2–3, decide what they mean for our
families, and form blessings statements around these meanings. This serves as a powerful reminder of God’s love for
us and also of our sacred responsibility before God to love and care for our families.
Celebrating Families is inspired by scripture. All of the sessions have activities, space and time for participants to
reflect, write in their journals and share insights and reflections with one other.
4
Facilitator Guidance Notes
Session guide contents

In each session guide, the facilitator will find:
• estimated total session time
• a brief description of the session and the objectives
• activity instructions and estimated time for each portion of the session
• instructions for the journal entry
• notes for the facilitator (provides guidance and important things for the facilitator to be aware of or look out
for during the session)
• a list of materials needed (to prepare before the session – please see complete list near the end of this
handbook)
• necessary templates (to be printed for participants prior to the session)
• guidance for conducting the workshop in other faith contexts.
Journal
Each participant should be provided with a journal to use throughout the workshop. There are designated spaces
at the end of each session for participants to write in their journals. The journals are intended to be something the
participants will take home with them and will be for their own personal use. Participants should feel the freedom
to write, draw or express themselves however they wish, knowing that their journal entries will not be submitted
or shared (unless the participants volunteer to share their reflections). Particpants are responsible for bringing their
journals with them to each session.
Conducting Celebrating Families in other faith contexts

This material may be used in culturally and religiously diverse contexts and is not meant solely for Christian
audiences. However, when conducting Celebrating Families with participants who are of other faiths, it is especially
important to communicate that the material was written from a Christian perspective. A section on ‘Conducting the
workshop in other faith contexts’ is provided at the end of each session, which offers guidance to facilitators and
provides options to adapt the material to better suit the audience.
Session contextualisation
The material may need to be contextualised or adapted to more appropriately fit certain cultural or religious
contexts. In this case, a ‘Session Contextualisation Template’ has been provided in the annex to help facilitate this
process. At the end of each session, please allocate time to use this template.
5
Indicative schedule for Celebrating Families workshop

Goal: Equip families so they can create a safe and loving environment in which to nurture their children and provide for their well-being.
Objectives: At the end of the four-day workshop, the participants will have
• gained a deeper appreciation of the role of families in the pursuit of children’s spiritual nurture and well-being
• broadened their understanding of the realities and contexts of families
• come to an understanding of the framework, processes and tools that can support families as they journey together towards wholeness
• identified practical ways to equip, support and affirm families.
This indicative timeline is a suggested outline for flow and timing of sessions. However, some sessions may take more or less time depending on number of participants, space for reflection, questions,
etc. Facilitators may need to monitor and adjust when they start and end sessions to more smoothly align with breaks and meal times.
Time/Date Day 1 Day 2 Day 3 Day 4

BREAKFAST BREAKFAST BREAKFAST BREAKFAST
Morning Opening Activities Session 5: Seeds of goodness Module 3: Envisioning the Future Module 4: Pursuing Our Dreams
Session 1: Welcome and setting Session 9: Defining moments Session 12: ‘Engraved on the palms of
expectations Module 2: Recognising the Present my hands’
Overview Session 6: Joys and pains
• Objectives
• Conceptual framework
• Schedule
Morning BREAK BREAK BREAK BREAK
Morning Introduction Session 6, continued: Joys and pains Session 10: Wise builders Session 13: Speaking blessings
Session 2: My hope and dream for my
family
LUNCH LUNCH LUNCH LUNCH
Afternoon Module 1: Addressing the Past Session 7: Space for love and grace Session 11: Determining our steps Learning Application Plan
Session 3: My most memorable Session 14
childhood experience
Afternoon BREAK BREAK BREAK BREAK
Afternoon Session 4: Signs of wholeness, signs of Session 8: Reasons for thanksgiving and Session 11, continued: Determining our Summary/Integration and Close
brokenness opportunities for forgiveness steps Session 15
Evening Wrap-up/Close for the day Wrap-up/Close for the day Wrap-up/Close for the day
DINNER DINNER DINNER DINNER
Note: Time for scriptural reflection is integrated into the sessions

6
Opening Activities Welcome and setting expectations: Session 1
Session 1: Welcome and setting expectations

The opening activity in this first session allows participants to get to know one another and share their
expectations for the workshop. The facilitator uses this time to discuss the objectives of the workshop and give
the participants an overview of the Celebrating Families framework. Total session time
75 minutes
Objectives
At the end of the session the participants will have:
• said what they expect in the three areas of the workshop: content, methodology and learning from co-
participants
• reached an understanding of the framework, objectives and conceptual flow of the Celebrating Families
workshop.
Welcome
The session starts with a welcome and introduction of the participants, helping them to learn something about
one another.
• Ask each participant to say his or her name and share a few words that describe something basic about
his or her family. For example, ‘My name is Enrico. My family is musical. We all love to sing.’
Time
15 minutes
Activity 1: Setting expectations
This activity identifies and discusses what participants expect of the workshop. Facilitate this activity using the
process below:
• Before the workshop, prepare three flip charts, writing a specific heading on each one: CONTENT,
METHODOLOGY and CO-PARTICIPANTS.
• Post the three flip charts around the session hall and divide the participants into three groups.
• Give each group a marker (a different colour for each group) and ask the group members to
stand around their assigned flip chart. Group 1 stands beside CONTENT; Group 2 stands around
METHODOLOGY; and Group 3 stands around CO-PARTICIPANTS.
• Instruct the participants to write what they expect of the workshop under their assigned category.
When time is up, have each group move to the next flip chart and write their expectations, using its
coloured marker. If some of their expectations have already been written, they should place a check
mark next to item for emphasis. When they finish the three charts, the participants return to their seats.
• Read the lists aloud, provide comments or clarifications, and then state whether the listed expectations
will be met in the workshop. If any participants have concerns they don’t want to share in front of
the group, invite them to share their concerns with you in person during the morning break. Share
guidelines for the workshop (additional ‘house rules’) if they have not yet been stated when setting the
expectations of the participants. If a need for additional guidelines has become clear in the course of the
exercise, state them now.
Time
15 minutes
7
Activity 2: Overview
• Having listened to the participants’ expectations, give them an overview of the objectives of the workshop.
Use the PowerPoint slides provided (example of slides below) to show the workshop curriculum and serve
as tools for discussion. Invite the participants to share their questions or requests for clarification at the
end of each slide.
• Background: How did this curriculum come about? When a young boy in Mali was asked for his
understanding of ‘well-being’, his reply lodged in the heart of the staff member asking the question. It was,
‘Can you please teach our parents to put us back in their hearts?’ From this simple yet profound request
sprang a listening project with children from many different contexts, with the goal of helping their parents
to connect with them in a loving, caring environment that provided a nurturing context for their spiritual
development.
• Lead the participants into an overview of the conceptual framework for the curriculum using the
PowerPoint slide provided. (Slide preview below.)
• Give a brief description of each of the four modules in the Celebrating Families curriculum as well as a short
introduction of the sessions contained in each of the modules. (Slide preview below.)
‘Can you please teach

our parents to put us
back in their hearts?’
LIFE FULLNESS OF
(our starting LIFE
point) (our goal)
Journey
• Seeds of goodness
Signs of
brokenness:
• Reasons for thanksgiving Evidence of
• Lack of • Space for love and grace wholeness:
forgiveness • Opportunities for • Favour
• Lack of grace forgiveness • Blessing
‘Can you teach us how to

raise and properly care Generations of families that are ‘broken’ JOURNEY Generations of families that are ‘whole’
for our children?’
Addressing Recognising Envisioning Pursuing our
the past the present the future dreams
• After giving an overview of the sessions, walk the participants through the schedule for the entire workshop.
(Refer to the schedule before this session.)
Addressing Recognising the Envisioning the Pursuing our

the Past Present Future Dreams
My hope and dream

‘Engraved on the
for my Joys and pains Defining moments
palms of my hands’
family (intro)
My most memorable Space for love and

Wise builders Speaking blessings
childhood experience grace
Signs of wholeness, Reasons for thanksgiving Determining our

signs of brokenness and opportunities for steps
forgiveness
Seeds of goodness
Time
45 minutes
8
Notes to the facilitator

During the overview of the sessions, invite the participants to ask questions. There is a lot of content in this
session, and some flexibility has been built into the schedule to allow for participants to ask questions and gain
greater clarity on the background and conceptual framework.
Materials needed
• LCD projector
• Celebrating Families PowerPoint slides (provided with the handbook)
• Flip charts
• Coloured markers
• Masking tape/adhesives
• Reference: ‘Indicative schedule for Celebrating Families workshop’ (page 6)
9
Introduction My hope and dream for my family: Session 2
Session 2: My hope and dream for my family

Session 2 is the beginning of the workshop and sets the tone for the participants to engage with the journeys
their own families have taken. It enables the participants to speak about their hopes and dreams for their
families. With this knowledge to guide and inspire them, they can take concrete steps, together with their
families, to reach their hopes and dreams. Total session time
70 minutes
Objective
• thought about the journeys of their family thus far and identified their hopes and dreams for their
families.
Introduction
As the facilitator:
• Project a picture frame on the screen.
• Ask, ‘What do you see in the image on the screen?’
• Give examples of how we try to look our best in a picture: wear our best clothes, smile, show our best
angle.
• Ask, ‘What other ways do we try to look our best for a picture? What about our family?
What if there were a picture of every moment in our life? Are we at our best for our family
at all times?’
• Say, ‘Now we will reflect and dream together. Ask yourself what picture would show your
hope and dream for your family.’
Time
10 minutes
Activity: My hope and dream for my family

• Divide the participants into small groups (if possible, five to seven
members in each group).
• Give each participant a copy of the ‘My hope and dream for my family’
picture frame.
• Pass out markers and ask the participants to draw a picture that
represents their hope and dream for their family.
• Once all the participants have completed their drawings, ask them to
Draw a picture of your hope and
share and describe them in their small groups. Ask the small groups to
dream for your family
identify common ideas in the drawings.
• After all the groups have completed their sharing, return to the full
group. Have one representative from each group share a summary of
what his or her group discovered.
• Invite the participants to post their picture frames on the wall. (Keep
them on the wall for the remainder of the workshop; they will be
referred to in other sessions.)
Describe your picture to others in
your group
Time
45 minutes
10
Introduction My hope and dream for my family: Session 2
Reflection
Ask the participants:
• As you thought about and drew your hope and dream for your family, did you think of
anything new? What ideas went through your mind? Time
5 minutes
Journal entry
Give each participant a journal. Ask the participants to write their name on the cover. Then ask them to open
their journals and make their first entry.
• Say, ‘Write a prayer or statement of dedication committing your hopes and dreams for your
family.’ Time
10 minutes

• Allow adequate time for participants to share their drawings in their small groups.
• Encourage respect for one another’s hopes and dreams.
• Encourage participants to think about how other people’s hopes and dreams might apply to their family.
• Create an atmosphere of mutual support and encouragement.
• At the end of the session, please take time to complete the contextualisation template in the annex.
Conducting the workshop in other faith contexts

Remember to respect those from cultural or religious contexts that do not allow image representation.
Participants who are not comfortable with drawing pictures may be given other options to facilitate the
storytelling of their hopes and dreams for their familes. They might choose a written word or an object, for
example, to symbolise their hopes and dreams.
Materials needed
• LCD projector
• Blank paper and coloured markers, crayons and pencils
• Flip charts and masking tape (or a sticky wall and adhesive
spray)
• A journal for each participant (Once distributed, participants
are responsible for bringing their journal to each session.)
• Copies of a picture frame labelled ‘My hope and dream for my
family’ (template on the following page) – one copy for each
participant. My hope and dream for my family
11
My hope and dream for my family
Module 1
Addressing the Past
‘Addressing the Past’ begins with the end in mind – What is my hope and dream for my
family? The answer sets the direction and the course of the journey. Setting our hope and
dream for our family is both the beginning point and the ending point.
The participants look back at their past to learn, redeem and celebrate. How we have been
brought up significantly influences, consciously or unconsciously, the way we raise our
own children. There are parts of our past that we need to celebrate and take with us on
our journey. And there are parts of our past that we need to redeem and find healing for.
Otherwise, these pieces of the past will prevent us from looking ahead. We need to put down
the things that slow us on our life journey and carry only the things that give us life.
Going back to the past may bring both pleasant and painful memories – signs of wholeness
and signs of brokenness. Both are present in the home. While we prefer that only wholeness
exists, what we will discover from scripture and our real life situations is that both come into
play. So then how do we deal with this? One of the ways is to find seeds of goodness in our
homes and families. The story of the Prodigal Son lends an important study on how, if we
try hard enough, we can find seeds of goodness in others. We will be surprised that in the
process we can also find the God-seed in every person.
Module 1 Addressing the past: Session 3
Session 3: My most memorable childhood experience

This session helps participants to reflect on life with their parents when they were growing up. The
experiences they remember, whether sad or happy, have had a lasting impact on their lives. The participants will
draw a picture to show their most memorable childhood experience with regard to their parents. From their
reflections, the participants will be able to describe how, in many ways, past experiences have an impact on the
present. Total session time
90 minutes
Objectives
• reflected about their past and how it has had a deep and lasting effect in their lives
• identified how their own experiences have influenced the way they raise their own children or deal with
family members.
Introduction
Introduce the session by making these points:
• It is important to take time to reflect on our past because it has an effect on the present – how we raise
our children, deal with our family members, make choices and decisions, and even on our attitudes and
views in life.
• Some of these experiences may be pleasant and happy, while others may be sad and difficult.
Nonetheless, these experiences have helped shape who we are and what we want in life.
• Understanding and appreciating our past sets the stage for us to begin our reflection on our own
family journey. Time
5 minutes
Activity: My most memorable childhood experience

• Divide the participants into small groups (if possible, five to seven
members in each group).
• Give each participant a blank sheet of paper, a pencil and crayons.
• Ask participants to draw a picture of their most memorable childhood
experience with their parents.
• After the participants have completed their drawings, ask them to
share them in their small group.
Participants draw their most
• After all the groups have completed their sharing, have one
memorable experiences.
representative from each group share a summary of their experiences
with the larger group.
• Invite the participants to post their drawings on the wall.
Participants share with each other

about their drawings.
Time
45 minutes
14
Reflection
In a whole group discussion, ask the following questions:
• ‘How have your experiences affected your life?’
• ‘How have your experiences affected the way you are raising your children and dealing with
your family?’
Then summarise the participants’ reflections. Time
15 minutes
Key messages
Share insights about being aware of our past:
• It helps us make healthy choices.
• It gives us the opportunity to hold on to the things that have positively affected us.
• It enables us to identify and deal with sad or difficult memories we may be holding on to.
• It is a beginning point towards healing and forgiveness that can lead to more positive relationships in our
homes and amongst our families.
Time
15 minutes
Journal entry and close

Close the session by asking the participants to respond in their journal to the following:
• Write a statement or prayer of thanksgiving.
• Write a statement or prayer of letting go of difficult or sad memories.
Time
10 minutes

• Emphasise the need for honesty, respect for others and confidentiality.
• Prepare to handle emotional situations because some participants may remember and share difficult or
sad experiences.
• Do not push anyone to share.
• Move around to each group during the small-group sharing to provide additional support as needed.

Remember to respect those from cultural or religious contexts that do not allow image representation.
Participants who are not comfortable with drawing pictures may be given other options, such as a written
word or an object, to symbolise their memory.
Materials needed
• Pencils and crayons or markers
• Blank paper (at least one sheet for every participant)
• Masking tape or adhesive
• The participants’ journals
15
Session 4: Signs of wholeness, signs of brokenness

This session helps the participants to see that no one is raised in a perfect family. Every family has low times
and high times. The participants look back to identify signs of wholeness and signs of brokenness in their
families when they were growing up. The participants also are guided to explore scriptures in order to find
experiences like their own. Total session time
85 minutes
Objectives
• found signs of wholeness and brokenness in their own families when they were growing up
• identified connections and relationships between stories and examples in scriptures
• drawn lessons and practical applications from their reflections.
Introduction
• A key part of dealing with our past is to recognise that there were both moments of celebration and
moments of sadness in our families.
• Every family goes through times when it feels blessed and whole, but also times when it feels pain and
sadness.
• Both the positive and negative experiences contribute to a family’s journey and the memories it makes
along the way.
• Both the positive and negative experiences contribute to a family’s journey and the lessons it learns
from its experiences.
• Take five minutes to think about the meanings of the following words. What do we understand by the
following words? (Show the corresponding PowerPoint slide for each word.)
-- Sign
-- Brokenness
-- Wholeness
Time
10 minutes
Activity 1: Scripture search

• Divide the participants into small groups (if possible, five to seven members in each group).
• Give each group a flip chart to write its responses on.
• Searching the scriptures, respond to the following:
-- List three stories or examples in your scriptures or Holy Books that show brokenness in families.
-- List three stories or examples in your scriptures or Holy Books that illustrate wholeness in families.
• After all the groups have completed their lists, ask representatives from each group to share their lists
Time
30 minutes
16
Activity 2: Signs of wholeness, signs of brokenness
• Give a blue and a yellow index card to each participant.

• Ask each participant to respond to the following:
-- ‘Looking back on my childhood, what were signs
of wholeness in my home?’ (Write the answers on the \HOORZ
card.)
-- ‘What were signs of brokenness in my home?’
(Write the answers on the EOXH card.)
• Invite the participants to post their answers on a flip chart
labelled ‘Signs of wholeness’ and ‘Signs of brokenness’, as
shown below:
Signs of wholeness Signs of brokenness

Participants identify common
themes within signs of wholeness
and signs of brokenness.
• Once all the participants who choose to do so have posted their answers on the flip chart, invite them
to identify common themes.
• Ask the participants to draw connections between their experiences and the stories they named from
the Bible or their Holy Books.
• Ask participants to draw connections between these signs and their responses to ‘My hope and dream
for my family’.
Time
30 minutes
Key messages
Summarise the key points made in the participants’ reflections. Be sure to add the following messages if they
were not mentioned:
• Every family has challenges. It is important to recognise that there will always be positive and negative
experiences in our families.
• Families experience both times of wholeness and times of brokenness.
• We want to decrease the periods of brokenness and increase the periods of wholeness as we journey
together as a family.
• We want to unlearn unhealthy practices and traditions so that we can create a safe, caring and nurturing
environment in our homes.
Time
10 minutes
17
Journal entry and close

Ask participants to answer the following questions in their journals:
• What are some areas or experiences I can celebrate?
• What are some areas or experiences I can redeem?
Time
5 minutes

At the end of the session, please take time to complete the contextualisation template in the annex.

Invite participants of other faith to use their Holy Books when looking for stories that relate to brokeness or
wholeness in families.
Materials needed
• Bibles and/or Holy Books
• A flip chart with two columns labelled ‘Signs of wholeness’ and ‘Signs of brokenness’
• A blue and yellow index card (or two other colours) for every participant
• Markers and pencils
• Masking tape
18
Session 5: Seeds of goodness

The ‘Seeds of goodness’ session helps participants to recognise that every person has seeds of goodness inside.
The participants are invited to look beyond the faults in their families and find the seeds of goodness within
each member. The session emphasises that forgiveness begins when we realise that every person has the
God-given quality of goodness. Using the scripture passage in Luke 15:11–32 (the story of the prodigal son),
participants are encouraged to look for good qualities in the three main characters of the story: the father,
the older son and the younger son. Towards the end of the session, the participants are led to determine their
‘love languages’ (the ways we express our love) – another key aspect of finding seeds of goodness in our family
members and establishing better relationships in the home. Total session time
75 minutes
Objectives
• reflected on and identified principles for recognising seeds of goodness in others, based on
Luke 15:11–32
• become aware of love languages and their impact on relationships within families
• identified ways to apply their learning.
Introduction
Introduce the session by going over the following:
• What is easy to find and difficult to forget? (a mistake)
• What is difficult to find and easy to forget? (a good deed)
• It is sometimes difficult for us to find seeds of goodness in our family members because of times they
have hurt us or mistakes they have made.
• It is difficult to forgive and let go of our hurts, so this puts a strain on our relationships.
• One of the ways we can learn to forgive and let go is to try to find seeds of goodness in those around
us, especially our family members.
• Finding seeds of goodness is the beginning point for seeking and extending forgiveness. Forgiveness helps
our families to heal and have better relationships.
• But how do we begin? In order to find seeds of goodness, especially in people who have hurt us, we will
explore the scriptures and use the story of the prodigal son.
Time
5 minutes
19
Activity 1: Reflection on Luke 15:11–32

• Divide the participants into three groups.
• Invite the participants to open their handbooks to the story of the prodigal son.
• Assign each group one of the main characters to study: the father, the older son or the younger son.
• Ask each group to respond to the following (focusing on its assigned character):
List 10 good qualities of . . . (the father, the older son, the younger son).
• Ask each group to write its list on a flip chart.
• After all the groups have completed their lists, have one representative from each group share its list
• After all the groups have shared, ask the participants:
-- What did you think about this exercise?
-- What did you learn?
-- How can you apply your learning in your family?
• Add to the reflection by emphasising again the importance of finding the good seeds in each person but
also recognising that every person has a ‘God seed’ in him or her because every person is created in the
image and likeness of God.
• We do need to recognise and correct mistakes, even though we might not be able to erase the pain and
the bad memories. But we still need to try to find seeds of goodness in others for our healing and the
healing of our families – this is the beginning point of our journey towards healing
and restoration.
Time
45 minutes
Journal entry
Invite the participants to respond to the following in their journals.
• Think of a person in your family that you find difficult to get along with.
• List at least five good qualities (seeds of goodness) you can identify in that person.
20
Activity 2: Love languages
• Introduce a discussion on love languages by making these points:

-- Dr Gary Chapman, who wrote The Five Love Languages, studied relationships. He discovered that
there are five main ways that we express our love – our ‘love languages’.
-- Chapman says that knowing the dominant (most important) love language of the people you love
helps to make better relationships.
• Then speak about these five love languages, basing the presentation on the ‘Love Languages’ descriptions
on page 23.
• After the presentation, ask each participant to answer this question: ‘How do you express your love
to others?’
• After all of the participants have shared, have them answer a second question: ‘How do you want to
receive love from others?’
• Ask the participants what they learned from the exercise.
• Further enrich the discussion by sharing the following points:
-- Sometimes we think that we are not loved, and so we withhold our love. We don’t realise that we
there are different ways of expressing love.
-- Knowing the love language of our family members helps us to understand them better and to show
our love to them in the love language they best understand.
-- We now are aware of our own preferred love language.
Time
20 minutes
Summary and close

Close the session by encouraging the participants to find out the love languages of their family members.
Time
5 minutes


With participants from other faith traditions, point out everyone can learn from this story. Invite them to share
with the group similar stories from their faith traditions that reflect this principle (a family story with elements
of forgiveness and of looking for good qualities in family members or others).
Materials needed
• Three flip charts
• Markers and pencils
• Scripture reflection for Luke 15:11–32 (on the following page)
• Love languages explanations (on page 23)
21
Scripture Reflection: Luke 15:11–32

The parable of the prodigal and his brother
Luke 15:11–32
Then Jesus said, ‘There was a man who had two sons. The younger of them said to his father, “Father, give me the
share of the property that will belong to me.” So he divided his property between them. A few days later the younger
son gathered all he had and travelled to a distant country, and there he squandered his property in dissolute living.
When he had spent everything, a severe famine took place throughout that country, and he began to be in need. So
he went and hired himself out to one of the citizens of that country, who sent him to his fields to feed the pigs. He
would gladly have filled himself with the pods that the pigs were eating; and no one gave him anything. But when he
came to himself he said, “How many of my father’s hired hands have bread enough and to spare, but here I am dying
of hunger! I will get up and go to my father, and I will say to him, ‘Father, I have sinned against heaven and before you;
I am no longer worthy to be called your son; treat me like one of your hired hands.’” So he set off and went to his
father. But while he was still far off, his father saw him and was filled with compassion; he ran and put his arms around
him and kissed him. Then the son said to him, “Father, I have sinned against heaven and before you; I am no longer
worthy to be called your son.” But the father said to his slaves, “Quickly, bring out a robe—the best one—and put it
on him; put a ring on his finger and sandals on his feet. And get the fatted calf and kill it, and let us eat and celebrate;
for this son of mine was dead and is alive again; he was lost and is found!” And they began to celebrate.
‘Now his elder son was in the field; and when he came and approached the house, he heard music and dancing. He
called one of the slaves and asked what was going on. He replied, “Your brother has come, and your father has killed
the fatted calf, because he has got him back safe and sound.” Then he became angry and refused to go in. His father
came out and began to plead with him. But he answered his father, “Listen! For all these years I have been working
like a slave for you, and I have never disobeyed your command; yet you have never given me even a young goat so
that I might celebrate with my friends. But when this son of yours came back, who has devoured your property with
prostitutes, you killed the fatted calf for him!” Then the father said to him, “Son, you are always with me, and all that
is mine is yours. But we had to celebrate and rejoice, because this brother of yours was dead and has come to life; he
was lost and has been found.”’
Reflection question
Find 10 good qualities (seeds of goodness) in each of the characters in the parable: the father, the older brother and
the younger brother.
22
Love Languages1
From The Five Love Languages, by Gary Chapman
1. Words of Affirmation
If this is your love language, unsolicited compliments mean the world to you. Hearing the words, ‘I love you,’ are
important – hearing the reasons behind that love sends your spirits skyward. Insults can leave you shattered and are
not easily forgotten.
II. Quality Time

Being there for this type of person is critical, but really being there – with the TV off, fork and knife down, and all
chores and tasks on standby – makes your significant other feel truly special and loved. Distractions, postponed dates,
or the failure to listen can be especially hurtful.
III. Receiving Gifts

If you speak this language, the perfect gift or gesture shows that you are known, you are cared for, and you are prized
above whatever was sacrificed to bring the gift to you.
IV. Acts of Service

Anything you do to ease the burden of responsibilities weighing on an ‘Acts of Service’ person will speak volumes.
The words he or she most wants to hear: ‘Let me do that for you.’
V. Physical Touch
Hugs, pats on the back, holding hands, and thoughtful touches on the arm, shoulder, or face – they can all be ways to
show excitement, concern, care, and love. Physical presence and accessibility are crucial, while neglect or abuse can
be unforgivable and destructive.
1 Personality Café. ‘The Five Love Languages Explained’ (21 August 2012).
<http://personalitycafe.com/articles/112444-five-love-languages-explained.html>
23
Module 2
Recognising the Present
Understand, appreciate, identify, deal with and celebrate are powerful words in the ‘Recognising
the Present’ module. ‘Joys and pains’ invites participants to see joys and pains from two
perspectives – What brings joy or pain to me as a parent? What brings joy or pain to my
children? This session will also explore the important concepts of identity, roles and reality as
they relate to each member of the family.
‘Space for love and grace’ reminds participants to extend to their family members the love
and grace that they have freely received from God. When relationships are broken, it is
difficult to offer love and grace, but it is the only way to reach healing. Discipline and setting
boundaries – within the context of guidance, protection and nurture – are powerful tools
that the participants will explore. By doing so, they will hopefully create space for love and
grace in their relationships and homes.
‘Reasons for thanksgiving and opportunities for forgiveness’ invites participants to explore
their strengths as reasons to give thanks and to consider the areas where they need to grow
as opportunities to ask for or to offer forgiveness. Finding every reason to give thanks and
seeking every opportunity to ask for or to offer forgiveness provides a base for our families
to deal with the present and prepare for the future. These two activities allow healing and
restoration in our families.
Module 2 Recognising the present: Session 6
Session 6: Joys and pains

This session invites participants to continue on the family journey towards fullness of life by exploring what
brings joy and pain to parents and what brings joy and pain to children. By recognising that parents and children
have their own sets of reality, participants become aware that respecting these realities is a key to good family
relationships. Another important message for this session is the identity and roles of parents and children.
The participants will draw insights from Psalm 139 and be given children’s perspectives on fullness of life. The
different activities and reflections will help participants draw implications and identify practical steps towards
strengthening family relationships. Total session time
95 minutes
Objectives
• identified the areas that bring joy and pain to parents and areas that bring joy and pain to children
• recognised and reflected on the ‘connects’ (what is in common) and the ‘disconnects’ (what is not in
common) between parents’ and children’s joys and pains
• reflected on Psalm 139 and identified ways they can journey better as a family
• have a better understanding of children’s perspectives on fullness of life.
Introduction
• We have completed Module 1 – Addressing the Past. We have learned that our past – both our positive
and our negative memories and experiences – has shaped who we are and influenced the way we deal
with our families.
• We have learned that we need to be able to celebrate the good in our past and continue it in the future.
We also need to redeem the ‘not so good’ in our past so we can make the necessary changes to our
present. The next step in the journey is ‘Recognising the Present’. What in our present needs to be
acknowledged, dealt with, celebrated, given thanks for or sought forgiveness for? What are our areas of
strength and growth?
• The first step towards recognising the present is to understand what brings joy and what brings pain.
What are the things that bring pain to me as a parent? What are the things that bring joy to me as a
parent? What brings joy to my children? What brings pain to them? Time
5 minutes
Activity 1: Joys and pains

• Create a flip chart with the following headings: CHILDREN’S JOY, PARENTS’ JOY, CHILDREN’S PAIN,
PARENTS’ PAIN (on following page).
• Distribute index cards to all of the participants. Each participant should have one yellow card and one
blue card.
• Ask the participants, ‘What do you think brings your children joy?’ Have them write their
responses on the yellow cards (yellow card = joy)
• Ask the participants, ‘What do you think brings your children pain?’ Have the participants write
their responses on the blue cards (blue card = pain)
• Have the participants post their cards in the appropriate quadrants.
25
Activity 1: Joys and pains

Brings joy to Brings joy to
children parents
• Have a volunteer read aloud all
the responses for ‘Children’s joy’
while another volunteer writes the
common themes on a white note
card. Place the white card on the
side of the quadrant. Brings pain to Brings pain to
• Do the same for the responses for children parents
‘Children’s pain’.
• The facilitator then reads aloud the
common themes.
• Complete the other two quadrants
the same way.
• Ask the participants, ‘As a parent
or caregiver, what brings you
joy?’ Have them write their responses on the yellow cards (yellow card = joy)
• Ask the participants: ‘As a parent or caregiver, what brings you pain?’ Have the participants write
their responses on the blue cards (blue card = pain)
• Have participants post their cards in the appropriate quadrant.
• Have a volunteer read aloud all the responses for ‘Parents’ joy’ while another volunteer writes the
common themes on a white note card. Place the white card on the side of the appropriate quadrant.
• Do the same for the responses for ‘Parents’ pain’.
• The facilitator then reads aloud the common themes.
• Once the key themes have been identified for all the quadrants, ask the participants to reflect by:
-- carefully analysing all the responses
-- looking for similar responses between parents’ joy and children’s joy and between parents’ pain and
children’s pain (the ‘connects’)
-- finding the responses that can be seen only in the parents’ joy but not in the children’s joy, in the
parents’ pain but not in the children’s pain, in the children’s joy but not in the parents’ joy, and in the
children’s pain but not in the parents’ pain (the ‘disconnects’).
• Share the following:
-- There are three important words that we need to emphasise as we reflect on our responses –
REALITY, IDENTITY and ROLE.
-- We need to appreciate that while we are a family, each of the family members has his or her own
reality. Our children have their own reality just as the parents do. We cannot decide that one reality
is more important than another. Although our realities may overlap because of belonging to the same
family, it is important for us to recognise and respect each individual’s reality.
-- Every person is wonderfully made in God’s image and likeness. But no two persons are identical,
even in the same family. It is important to appreciate each person’s God-given identity and uniqueness.
-- Just as each person has his or her own reality and identity, each also has a special role in the family.
Each parent and child has a God-given role to fulfil. As parents, we are stewards of our children and
need to raise them in the fear and knowledge of God. As children, we are to honour and obey our
parents as long as it is consistent with God’s commandments and will.
• Reflect together on this question: ‘How then can we honour these principles of reality,
identity and role in our homes?’
Time
45 minutes
26
Activity 2: Scripture Reflection: Psalm 139

• To deepen the reflection around reality, identity and role, have the participants reflect on
Psalm 139:13–18. (See the text at the end of this session.)
• Divide the participants into small groups and have them go
through the scripture passage and respond to the reflection
questions.
• Have each group write its responses on the prepared flip chart
with three circles. (See PowerPoint thumbnail.)
• Have each group share with the whole group, drawing common
themes. Also allow time for participants to share their insights
and discoveries about the passage and what they mean to them
as family, as parents and to their children.
Key messages to highlight:
• We are fearfully and wonderfully made. We belong to God, who has called us by name. We are God’s
children.
• Our children also belong to God and are uniquely and wonderfully made.
• Before God, my children and I are equals. We have the same identity before God – we are God’s children
and are made in the image and likeness of God.
• While we are equal in our identity before God, we have different roles.
• As parents, we have a sacred task to raise our children according to God’s plan and in ways that honour
and please God. As parents, we are stewards, not ‘property owners’, of our children.
• As children, our role is to honour and obey our parents as they raise us according to God’s plan and
ways.
• Both parents and children have roles to perform if we want to honour God and be the parents and
children that God created us to be.
Time
25 minutes
Input: Children’s perspective on fullness of life

• To provide additional context, share children’s perspectives on fullness of life from a focus group with
children.
• Say, ‘We have reflected on what brings joy and pain to children.To further our experience,
we want to create space to listen to their perspective. 646 children from 5 different
countries responded to the question: Life is full when . . . ’
• Share the summary on the children’s perspectives (using the PowerPoint presentation and the
pages 30–31).
• Allow time for reflection. Time
10 minutes
Summary and close

• Close the session by asking participants, ‘Based on our reflections from the scripture and
listening to the voices of children, what have we learned about relating better as a family?’
• Invite the participants to share their reflections.
• Close in prayer.
Time
10 minutes
27

• Prepare a flip chart divided into four quadrants (see page 26) with the following headings: CHILDREN’S
JOY, PARENTS’ JOY, CHILDREN’S PAIN, PARENTS’ PAIN.
• Throughout the session point out the connects and disconnects (see Activity 1 in this session) as they
come up in the group sharing.

In a context where there are participants from other faith traditions, the facilitator may ask the participants to
share a passage from their Holy Books that reflects the same message or principles found in Psalm 139.
Materials needed
• Pens and markers
• Index cards in different colours
• A flip chart
• Scripture reflection for Psalm 139:13–18 (following page)
• PowerPoint presentation and copies of ‘Summary of responses: Children’s perspectives on fullness of life’
(pages 30–31).
28
Scripture Reflection: Psalm 139:13–18

I am fearfully and wonderfully made
For it was you who formed my inward parts;
you knit me together in my mother’s womb.
I praise you, for I am fearfully and wonderfully made.
Wonderful are your works;
that I know very well.
My frame was not hidden from you,
when I was being made in secret,
intricately woven in the depths of the earth.
Your eyes beheld my unformed substance.
In your book were written
all the days that were formed for me,
when none of them as yet existed.
How weighty to me are your thoughts, O God!
How vast is the sum of them!
I try to count them—they are more than the sand;
I come to the end—I am still with you.
Psalm 139:13–18
Reflection questions
1. What does this passage tell us about who God is?
2. What does this passage tell us about who we are before God?
3. What dose this passage tell us about who children are before God?
29
Summary of responses: Children’s perspectives on fullness of life

(These statements came from children from Cambodia, Albania, Uganda, Nicaragua and the Philippines.)
COMMON THEMES LIFE IS FULL WHEN . . .

Peace • We don’t have conflict, there is no fighting, no violence, without war,
without danger, in harmony.
• Children live in security with family members and community.
• We can go to everywhere that we want.
• I do not have any problems and worries.
• I am not worried and scared.
• I have a clear conscience.
• My heart and soul are clean and full of peace.
Provision of needs • There will be food on the table later and tomorrow.
(food, clothing, shelter, • We can eat even much more! [second servings]
sleep, economic security) • Children sleep well under mosquito nets so that they are not bitten by
mosquitoes and then get infected by malaria.
• Stay in a comfortable safe house. Sleep in comfortable bed.
• Have clothes that are not worn out all the time.
• I have wealth.
• Our living condition is much better.
• We have money.
• Mother and father have jobs.
• I have the means to help those in need.
Good health • I don’t have problems with my limbs.
and long life • I have a healthy body.
• I have a healthy family.
• People have good health, no sickness.
• Children receive good care.
• We recover from sicknesses.
• Our family is kept safe from sickness.
• To live long. To have lots of years of blessings. To live many years and many
more years than one can imagine.
• I grow up.
• I grow old/my hair is grey.
• Parents stay alive to look after their children until they are grown.
Education • There is someone who loves me and supports me in my schooling.
• [We] receive books, get good grades, able to answer teacher’s questions,
school is clean. When we can read and write and have time to do
homework (not work).
• Children are not dismissed because of lack of school fees.
• If I finish school, then I can find a good job with a good salary . . . to help my
parents.
30
COMMON THEMES LIFE IS FULL WHEN . . .

Good relationships and • Parents care, wash clothes, feed and protects us.
celebrations • The family is together.
(family, friends, community) • There are no problems in the family.
• I listen to my parents and they listen to me and love me.
• We love our parents and our parents love us back.
• Being able to play with peers.
• Being on good terms with friends.
• Friends help in difficult moments.
• There is a church and a school I can go to.
• People respect each other, cooperate, understand and trust one another,
share blessings and live in harmony.
• We celebrate the New Year and firecrackers explode.
• I play football.
• My little brother was born.
Relationship with God • Having Jesus as personal saviour.
• Knowing Christ and keeping him in heart and life.
• Worshipping God. Being prayerful. Obeying God and the commandments.
Going to church. Avoiding sin. Asking God for forgiveness. Learning to
forgive. Sharing the gospel with others.
• God protects us from evil and sin, when we feel God loves us and is always
near us.
Source: 646 children from mixed faith traditions, ages 5–21, from five countries.
31
Session 7: Space for love and grace

‘Space for love and grace’ helps the participants gain a broader understanding of the concept and purpose of
positive discipline by exploring different perspectives: (1) their understanding based on their own experiences,
(2) a biblical perspective and (3) research results highlighting the harmful effects of negative discipline on
children. The session concludes by encouraging the participants to identify practical ways to set boundaries in
the home, thereby creating space for love and grace. Total session time
105 minutes
Objectives
• reflected on their understanding of discipline and how discipline is carried out in the home
• studied the biblical perspective on discipline
• identified negative effects of harmful discipline on children
• identified ways to set boundaries and carry out discipline in the home.
Introduction
• One of the most challenging situations in our homes today is dealing with hurt and disappointment. In
many cases these lead to broken relationships and also pain and anger. It is important to clarify what we
expect from others, to set boundaries and to agree on how we view discipline.
• It takes a lot of commitment and dedication to pursue harmony in the home. We need to create space
for grace in our homes – space where both children and parents can deal with mistakes without being
judged and can take appropriate actions to correct and heal.
• How do we use discipline in our homes? How do we create space for grace in our homes? How can we
freely extend to family members who have hurt us the same grace that we have freely received
love and grace from God? Time
5 minutes
Activity 1: My personal understanding of discipline

Use the following activity with the participants to explore how discipline was exercised in their homes:
• Tell the participants that we are going to explore an area that is sensitive. Remind them that this is a safe
space, a place where we respect one another’s opinions and sharing. However, to ensure privacy, each
participant will write his or her answer on a piece of paper and drop the paper in a box. The facilitator
will draw out the responses and read them. In this way each writer’s identity and privacy are protected.
• Begin by asking the participants to remember a time when their child made them very angry. Ask,
‘Remember a time when your child made you very angry. At that moment of anger, what
did you do?’
• As they think about the question, pass out pieces of paper. Then give the participants time to write their
response on the paper. Remind them that they do not need to tell what happened, only what they did in
response.
• When all the participants have dropped their pieces of paper in the box, a volunteer can list the
responses on the flip chart as the facilitator reads them aloud.
• Keep the flip chart posted for all the participants to see and to refer to as the
session progresses. Time
15 minutes
32

To begin the reflection process, lead the participants in a study of the word discipline:
• Ask the participants, ‘What is your understanding of the word discipline?’ Allow time for sharing
and then list their responses on a flip chart. Remind the participants that this is their understanding of
the word discipline.
• Invite the participants to explore the scriptures to learn the scriptural meaning of discipline. Divide the
participants into small groups and have them find at least two scripture passages or stories that relate to
the question.
• Have them write the scripture verses on a flip chart, and ask each of the groups to report its findings to
the whole group.
• Lead the participants through a time of reflection regarding their personal experiences and what they
have learned from the scriptures they found. Have them answer, ‘What does our scripture or
Holy Books tell us about discipline in the context of the home?’
Time
30 minutes
Activity 3: Scripture study

• Ask the participants to refer to Proverbs 13:24 and Proverbs 22:15 (on page 36). Ask for a volunteer to
read the passages aloud.
• Ask the participants, ‘How do these passages speak to you?’
• Invite a few volunteers to share their personal thoughts about the two passages presented.
Then offer insights on the two passages (using the Scripture Reflection handout provided on pages 36–37),
highlighting the following points:
-- In the Hebrew scriptures there are three different words that are translated into English as ‘rod’. The
one used in the passages from Proverbs we just heard is shebet.
-- A shebet was a large walking staff held by the head of a family, the king’s sceptre or the shepherd’s
crook. A kind and responsible shepherd used this rod to guide and protect his sheep. A version of
the shebet is carried by bishops to this day as a symbol of guidance and authority. King David in
Psalm 23 said that the Lord’s rod (shebet) and staff give him great comfort.
-- Discipline comes from the same root word as disciple. It means to train or teach in order to produce
a specific character or pattern of behaviour. Discipline in light of being a ‘disciple’ is a lifestyle, a
continuous process of moulding one’s character throughout life. It starts early.
• Ask the participants, ‘What comes to your mind when you hear the word disciple?’ Ask for two
or three participants to share their insights.
• Point out that Christians look to Jesus as example of the way to live their lives. All the recorded
encounters between Jesus and children were kind, gentle and respectful. His words about causing
children to stumble – and the consequences for doing so (Matt. 18:6) – are amongst the strongest in the
scriptures. Jesus tells us that to enter the kingdom of God we must ‘become like children’ (Matt. 18:3),
and that ‘whoever welcomes one such child in my name, welcomes me’ (Matt. 18:5).
• Continue by showing PowerPoint slides listing common forms of punishment that are not recommended
and their potential negative effects. This research was done by Save the Children.
Time
30 minutes
33
Reflection
After the presentation ask a few participants to share their reactions and thoughts based on what they have
heard this session.
Time
10 minutes
Key messages
Reinforce the key messages of this session:
• Discipline is a lifestyle. It starts early and continues throughout life. It is not a one-time event.
• Discipline should not be done at the height of emotions. This may result in harmful effects on children.
The motivation for discipline is love, not anger or revenge.
• How do we help families, including our own, to administer positive discipline? These ideas may help:
-- Identify factors that trigger harsh or negative discipline in families and plan to change them. (Factors
may include stress, frustration, single parenting, bad role models, amongst others.)
-- Create a strategy to address the root causes of violence at home.
-- Work with like-minded and like-hearted partners to address the issue of
negative discipline at home.
Time
10 minutes
Close
• To close the session, have the participants think about and answer the question, ‘What are practical
ways can we set boundaries in the home?’
• Write volunteers’ responses on a flip chart and encourage the participants to use these suggestions as
disciplinary guidelines in their homes. Time
5 minutes

• The session can be very senstive, so it is important to be aware that participants may respond with
strong emotions. Additional time may be required for participants to ask questions and verbalise their
feelings during the large group discussion. Participants may also want to discuss questions or reflections
with the facilitator during the break time.
• Ensure confidentiality and that the participants know they are in a safe space.

• In the scripture search exercise (Activity 2) the facilitator may ask the participants to look for stories or
passages in their Holy Books that talk about discipline in the family.
• The facilitator may choose to replace the discussion of ‘the rod/shebet’. Instead, do a simple presentation
of Ephesians 6:1–4, asking the participants how these verses speak to them. Invite participants to share
passages in their Holy Books that present similar messages.
• In contexts where the word disciple is not a shared concept, the facilitator may choose to say something
like: ‘From the Christian perspective, disciple means…(present what it means)’. Also encourage participants
to look for similar words or principles from their own faith that capture the same message.
34
Materials needed
• A blank piece of paper for each participant
• An empty box to collect all the papers
• Three flip charts
• Markers
• Scripture reflection: Proverbs 13:24 and 22:15 (following page)
• PowerPoint slides listing common forms of punishment and their negative effects
35
Scripture Reflection: Proverbs 13:24 and 22:15

Those who spare the rod hate their children,
but those who love them are diligent to discipline them.
Proverbs 13:24
Folly is bound up in the heart of a child,
but the rod of discipline will drive it far away.
Proverbs 22:15 NIV
In the Hebrew scriptures there are three different words that are translated into English as ‘rod’. The one used in the
passages from Proverbs is shebet. A shebet was a large walking staff held by the head of a family, the king’s sceptre or
the shepherd’s crook. A kind and responsible shepherd used this rod to guide and protect his sheep. A version of the
shebet is carried by bishops to this day as a symbol of guidance and authority. King David in Psalm 23 said that the
Lord’s rod (shebet) and staff give him great comfort.
Discipline comes from the same root word as disciple. It means to train or teach in order to produce a specific
character or pattern of behaviour. Discipline in light of being a ‘disciple’ is a lifestyle, a continuous process of
moulding one’s character throughout life. It starts early.
Discipline includes a range of approaches that are aimed at developing positive characteristics and behaviours in a
child – such as self-control, values and life skills.
Christians look to the example of Jesus for the way to live their lives. All the recorded encounters between Jesus
and children were kind, gentle and respectful. His words about causing children to stumble – and the consequences
for doing so (Matthew 18:6) – are amongst the strongest in the scriptures. Jesus tells us that to enter the kingdom
of God we must ‘become like children’ (Matthew 18:3), and that ‘whoever welcomes one such child in my name,
welcomes me’ (Matthew 18:5).
Why is physical and emotional punishment of children not effective?
I was young when my father married a second wife. She mistreated me. She would not leave any food for me
when I was at school. During school time I would be forced to go and sell yellow bananas at a young age to
raise money for the home. Due to the suffering I went through, I was forced to join the army as a child soldier.
My aim in joining the army was to complete the training and then come back home and hurl a grenade at
both my father and mother for mistreating me. But thank God, because after the training, I had forgiven them
for all they had done to me. I have since learnt that whenever children are mistreated, they can be
tempted to do the most horrible things which they never wanted to do. I love children, and I would
not like to see children being mistreated. When I am driving a car or riding a bicycle, and I see a child suffering
or being mistreated, I stop and offer help within my means. I am touched by children, and I would not like to
see children suffering.
– Parent from Uganda
Corporal punishment is not effective in changing behaviour, because children do not learn the reasons to behave
correctly. Keeping Children Safe (by Jenny Myers of Save the Children) lists a number of potential negative results of
physical and emotional punishment.
• Can increase children’s aggressive behaviour and lead to a cycle of physical aggression by the adult and the
child.
• Can contribute to delinquent, criminal and anti-social behaviour, because it does not teach child why
behaviour is wrong.
36
• Affects the quality of adult-child relationships because physical punishment evokes fear, anxiety and anger in
children, inciting them to avoid the adult.
• Harsh punishment is linked to low confidence, helplessness and feelings of humiliation in children.
• Increased likelihood of violence in future close relationships.
• For many caregivers, physical abuse began with attempts to change a child’s behaviour or to ‘teach them a
lesson’. Punishment can lead to abuse.
1. In small groups identify other (positive) ways to discipline.
2. How do these relate to other experiences or things you already knew?
37
Potential negative impacts of harsh and humiliating punishment

• Can increase children’s aggressive behaviour and lead to a cycle of physical aggression.
• Can contribute to delinquent, criminal and anti-social behaviour, because does not teach child about why
behaviour is wrong.
• Affects the quality of adult-child relationship: evokes fear, anxiety and anger in children inciting them to avoid
the adult.
• Harsh punishment is linked to low confidence, helplessness and feelings of humiliation in children.
• Likelihood of violence being a feature of future close relationships.
• For many parents/carers/teachers etc. physical abuse began with attempts to change a children’s behaviour or
to ‘teach them a lesson.’ If not addressed then corporal punishment can lead to physical abuse.
Some common forms of punishment that are not recommended
Slapping Striking the head

Punching Pinching/nipping
Kicking Burning/scalding
Use of any object to punish Withholding food or drink
Biting Extreme physical exercise or exposure to heat or cold
Threats of violence Restraint using handcuffs or rope
Humiliation Hair or ear pulling
Intimidation Bribery
Name calling Discriminatory remarks or actions
Cursing or swearing
38
Session 8: Reasons for thanksgiving, opportunities for forgiveness

This session provides participants with the space to reflect on their current areas of strength as reasons for
thanksgiving and to consider their areas of growth as opportunities for grace and forgiveness. The participants
will also look at scripture to gain a broader perspective of thanksgiving and forgiveness. Finally, participants
will be invited to put their learning into practice by identifying and making a list of their blessings, and giving
thanks for them. Likewise, the participants will be invited to write letters seeking forgiveness from or offering
forgiveness to another. The participants will also be given time to talk together about better ways to handle
conflict in their homes. Total session time
90 minutes
Objectives
• identified their areas of strength and areas of growth
• recognised that their areas of strength are reasons for thanksgiving
• recognised that their areas of growth can be opportunities to offer and to seek grace and forgiveness.
Introduction
Introduce the activity by going over the following points:
• As we looked back on our home life, we realised that the journey has its highs and lows. The journey
is not always smooth – the way we would like it to be. Also, looking back, we realised that there were
areas of brokenness and areas of wholeness.
• We see the same pattern in the present. There are areas that we still struggle with, and there are areas
where we have gained strength. Each of our family members has areas of strength and areas of growth.
• This session will help us understand and deal with both areas of strength and areas of growth. The result
we are hoping for, will be the will and ability (1) to see our areas of strength as reasons for thanksgiving,
and (2) to see our areas of growth as opportunities to offer and/or to seek forgiveness.
Time
5 minutes
Activity 1: Areas of strength and areas of growth

• Post pictures of two tree trunks: a ‘thinner’ tree for areas of growth and a
‘thicker’ tree for areas of strength. (See the patterns below for trees and
leaf cut-outs.) Give each participant two leaf cut-outs: one yellow and one
green. The yellow leaf cut-out represents areas of growth and the green
leaf cut-out represents areas of strength.
• Ask the participants, ‘As a parent or caregiver, what is an area of
strength for you? What is an area of growth?’ Participants share their areas of
strength and areas of growth.
• Ask the participants to write their responses on the leaves
(yellow = growth; green = strength). When they have finished writing,
invite them to place each leaf on the appropriate tree.
• When the two trees are filled with leaves, read aloud the various responses.
• Ask the participants to discuss the following questions: ‘What can we do to maintain our areas of
strength?’ and ‘What can we do to address our areas of growth?’
Time
25 minutes
39
Activity 2: Reasons for thanksgiving

• Start this activity by asking the participants to reflect on their strengths. Point out that our strengths
are reasons for thanksgiving, but we don’t think about that most of the time. We tend to take them for
granted.
• We will take this time to recognise these strengths as blessings from God and therefore reasons for
thanksgiving.
• Have the participants list in their journal at least 10 blessings that they could give thanks for.
• Once all have completed the activity, invite volunteers to share what they have recognised about their
strengths and learned about being thankful.
• End the activity by sharing a prayer of thanksgiving.
Time
25 minutes
Activity 3: Opportunities for forgiveness

• Now let us look at our areas of growth. Our areas of growth are opportunities for us to reflect and to
take action. We can turn our areas of growth into areas of strength, but we need to take steps to do this.
• There are two basic steps we need to take. One is to ask for forgiveness, and the other is to extend
forgiveness. Unless this process of healing takes place, we will not be able to continue our journey
without the risk of making these mistakes again.
• Distribute two sheets of paper to each participant (two different colours). Ask the participants to write
two letters. One is a letter seeking forgiveness from a person they may have wronged or hurt in the
past. The other is a letter offering forgiveness to someone who may have hurt or wronged them in the
past. Allow time for the participants to complete this.
• Once all have completed their letters, invite sharing of insights and reflections. Also invite the
participants, as they are ready, to send or share these letters to the people concerned. End this part of
the activity with a prayer of forgiveness.
• To move from reflection to actions, ask the participants to talk together about the following question:
‘What are some helpful ways to address conflict in our homes?’
• Ask for volunteers to call out some of the suggestions the group has made. List these actions on a flip
chart and remind the participants to think about and use these ideas when there is conflict in
their home.
Time
30 minutes
Summary and close

Close the session with these key messages:
• We all have areas of strength and areas of growth. We need to recognise these areas so that our families
can continue their journey towards fullness of life.
• We need to be sure that our areas of strength are not taken for granted. We should remember to give
thanks for them often.
• We should not let our areas of growth stop us from moving forward on our family journey. We can see
these areas as opportunities either to seek forgiveness or to extend forgiveness.
• Knowing how to better handle conflict in our homes help us to grow together as a family
and to reduce pain and hurts.
Time
5 minutes
40

• There may be a high level of emotion when participants talk about their areas of growth. Emphasise that
what each person says is very personal and must be kept confidential.
• Sensitivity to each participant’s faith background is important.

In contexts where public praying is not an accepted practice, the facilitator may simply ask the participants to
spend a moment in silent reflection on what they have learned in this session.
Materials needed
• Flip chart
• Markers or coloured pens
• PowerPoint slides
• LCD projector
• Leaf cut-outs (following page) AREAS OF
STRENGTH
AREAS OF
GROWTH
• Two drawings or pictures of tree trunks, one for ‘areas of

strength’ and one for ‘areas of growth’ (see sample at right)
• Participants’ journals
• Two pieces of writing paper for each participant (two different
colours)
41
YELLOW
GREEN
42
Module 3
Envisioning the Future
‘Envisioning the Future’ points out what we need to make our homes strong and ready
for the future. To make our homes strong for the future, we need to reflect on important
moments and experiences from the past that have formed our present families. Reflecting on
these past experiences, especially thinking about what carried us through, almost always leads
us to God’s sovereignty and faithfulness. We see that God was with us in the past, and God
will be with us now and in the generations to come.
This module invites us to do our part for the future. We will look for very practical actions
that we can do to strengthen the foundations of our homes and families. We will try to
carry out these actions consistently and lovingly, so that our children can build on their own
memories.
As parents and caregivers, this module invites us to think about our ways of behaving –
whether our behaviours nurture our children’s growth or make it more difficult. It invites us
to choose actions – based on the age and level of development of our children – which not
only promote growth but also cultivate love, hope and purpose.
Module 3 Envisioning the future: Session 9
Session 9: Defining moments

The session ‘Defining moments’ invites participants to look at their familes’ journeys and identify important
moments that have shaped, influenced, and inspired their familes over time. Participants reflect on those
moments and what it was that carried them through as a family. The scripture reflection will guide the
participants to see God’s sovereignty, presence and faithfulness. They will be able to see that they would
have not made it past those difficult, challenging moments without God’s
faithfulness. Total session time
70 minutes
Objectives
• reflected on and identified principles from Joshua 4:1–7 and Jeremiah 6:16
• identified important moments – milestones – in their journey as a family
• recognised what carried them through the hard times
• resolved to start a tradition of reflection and looking forward in their families.
Introduction
Introduce the session by going over the following points:
• Each family has a journey. The journey, over time, is marked by significant events that shaped, influenced,
and inspired every family’s responses to these events. To envision a future for one’s family means looking
back, identifying those significant moments, reflecting and learning from them, and making a decision to
take this learning with them as they journey on as a family.
• Nobody knows the future, but the lessons of the past and the realities of the present can help every
family chart their future. Time
5 minutes
Activity 1: Reflection on Joshua 4:1–7

Lead the participants through the scripture reflection ‘Stones of Remembrance’.
• Start the scripture reflection by asking a volunteer to read aloud the scripture passage Joshua 4:1–7
(page 48).
• After the passage has been read, give the background of the text through storytelling, using the pictures
in the PowerPoint presentation.
• Use the talking points below as a guide to telling the story:
-- A long time ago, God decided to bless the whole world through the family of Abraham and Sarah.
(Show picture of Abraham and Sarah provided in the PowerPoint presentation.)
-- God promised to give them a land overflowing with goodness. Then they would be able to live a life
of gratitude and generosity that would be seen and experienced by other families in the world.
-- The journey towards the Promised Land was not easy. It took the family into situations – such as
long years of slavery and wandering in the wilderness – that challenged their faith. (Show picture of
shackled hands and desert provided in the PowerPoint presentation.)
-- The journey also allowed them to witness and experience God’s great power in the many times that
God delivered them. (Show picture of Moses and the dividing of the Red Sea provided in the PowerPoint
presentation.)
44
Activity 1: Reflection on Joshua 4:1–7, continued

-- The story in Joshua 4:1–7 takes place after the 40 years of wandering in the desert. A new
generation was finally ready to claim the Promised Land, but a great river was blocking the way.
Once again God performed a miracle to finally establish his people in the land – God divided the
waters of the river and allowed the people to cross on dry land.
-- The new generation was affirmed by witnessing the fulfilment God’s promise. Because of how God
fulfilled his promise, they set up a memorial to remind future generations of three things: (1) what
God did (in the past), (2) who God’s people were (in the present) and (3) how God’s people are
to live (in the present and future). (Show picture of stones stacked together provided in the PowerPoint
presentation.)
Encourage three to five participants to share their reflections by asking the following questions:
• What did the stones tell the children about the past?
• How do the reflections we have shared from the passage speak to you in relation
to your family? Time
25 minutes
Activity 2: My family timeline
Our families have been on a journey too. We need to tell our children about
this journey. We will practise telling our own families’ stories today by using
a timeline – ‘My family timeline’.
• Give each participant a timeline form (template included on page 49).
Ask the participants to write on the left end of the line the date they
were born. On the right end they should write the present date.
• Ask the participants to think about the most important moments in Participants reflect on their
family timeline.
their life as a family.
• Ask them to place these events or moments
across the timeline. The events may be
positive or negative from their perspective,
but they should be significant in their
journey.
• Lead the participants to reflect by asking,
‘What things carried you through as a PRESENT DATE
family?’ List the responses on a flip chart
and point out common themes.
• Ask, ‘How can these things prepare
My Family Milestones/Defining Moments
your family for the future?’
• List their responses on the flip chart.
Time
25 minutes
45
Activity 3: Reflection on Jeremiah 6:16

Lead the participants in a reflection on Jeremiah 6:16
• Ask a volunteer to read the passage aloud. Ask the participants to think about and share their thoughts
about this question: ‘How does this passage speak to you?’ Allow time for discussion.
• Ask, ‘What does this passage say to your family as you journey into the future?’ Allow time
for discussion.
• Point out key action words in the passage that may serve as guides as they think about
the future. Some words are stand, look, ask, and walk. Time
10 minutes
Summary and close

• Encourage the participants to start a family tradition of recording their milestones and ‘building stones of
remembrance’. This practice can help the children deepen their understanding and appreciation of their
family journey and give them a solid foundation for the future. It creates a sense of stability and hope.
• Keeping a record also reminds the children of God’s faithfulness and allows them to expect that God’s
faithfulness will be part of their future.
• To start this practice, give each participant another blank family timeline form. Encourage
them to take this home and start a tradition. Time
5 minutes
Journal entry
Ask participants to write in their journals a prayer of thanksgiving for God’s faithfulness. Suggest that they write
also about their trust in God for the days ahead.


In a context where there are participants from other faith traditions, the facilitator may do the following:
• Skip the reflection on Joshua 4:1–7 and go to the family timeline activity.
• Use the presentation of the Jeremiah 6:16 passage because it contains key elements necessary for the
session. The facilitator, however, may invite the participants to share passages from their Holy Books that
have a similar message after the participants have shared their reflections on Jeremiah 6:16.
46
Materials needed
• Scripture reflection for Joshua 4:1–7 (on following page)
• A copy of Jeremiah 6:16 for each participant
• Two copies of the family timeline for each participant
• Coloured pens, crayons, markers, pencils
• Flip chart
• PowerPoint presentation
47
Scripture Reflection: Joshua 4:1–7

Stones of remembrance
When the entire nation had finished crossing over the Jordan, the LORD said to Joshua: ‘Select twelve men from the
people, one from each tribe, and command them, “Take twelve stones from here out of the middle of the Jordan,
from the place where the priests’ feet stood, carry them over with you, and lay them down in the place where you
camp tonight.”’ Then Joshua summoned the twelve men from the Israelites, whom he had appointed, one from each
tribe. Joshua said to them, ‘Pass on before the ark of the LORD your God into the middle of the Jordan, and each of
you take up a stone on his shoulder, one for each of the tribes of the Israelites, so that this may be a sign among you.
When your children ask in time to come, “What do those stones mean to you?” then you shall tell them that the
waters of the Jordan were cut off in front of the ark of the covenant of the LORD. When it crossed over the Jordan,
the waters of the Jordan were cut off. So these stones shall be to the Israelites a memorial for ever.’
Joshua 4:1–7
Brief discussion
A long time ago, God decided to bless the whole world through the family of Abraham and Sarah. God promised to
give them a land overflowing with goodness. Then they would be able to live a life of gratitude and generosity that
would be seen and experienced by other families in the world.
The journey towards the Promised Land was not easy. It took the family into situations – such as long years of
slavery and wandering in the wilderness – that challenged their faith. However, the journey also allowed them to
witness and experience God’s great power in the many times that God delivered them.
After God performed a miracle to establish them in the land God had promised them, they set up a memorial to
remind future generations of three things: (1) what God did (in the past), (2) who God’s people were (in the present)
and (3) how God’s people are to live (in the present and future).
Read the scripture passage. Think about the context of the written account. Then reflect on the following questions:
1. What did the stones tell the children about the past?
2. How do the reflections we have shared from the passage speak to you in relation to your family?
48
PRESENT DATE
My family timeline
Session 10: Wise builders

‘Wise builders’ gives the participants an opportunity to reflect on Matthew 7:24–27, the parable about the
wise man who built his house upon rock and the foolish man who built his house upon sand. Building on the
scripture reflection, the participants are invited to identify things that make up a strong foundation (rock) and
things that make up a weak foundation (sand) in their own homes and families. The participants are then asked
to identify one or more actions they can do to make the foundations of their
home strong. Total session time
85 minutes
Objectives
• shared their reflections and insights on Matthew 7:24–27
• identified the weak (sand) and the strong (rock) parts of the foundations in their homes
• listed practical actions they can do to build or rebuild their homes and families.
Introduction
• If possible, introduce this session with the ‘Wise and Foolish Builders’ video clip (download from
http://www.max7.org).
• Ask a volunteer to read aloud from scripture the passage Matthew 7:24–27 (page 53).
Give a short background on the scripture passage. Use the following as a guideline:
The scripture compares two men, each building a house. The ‘wise man’ builds his house upon a rock, a
foundation not easily moved. The winds of life come, but the house remains strong – surviving the tests
and challenges of life.
The ‘foolish man’ builds his house on the sand – a very weak foundation. The winds of life come, and
the house falls. It is unable to withstand the storm’s strength.
During the time this parable was told, the people liked building houses in sandy ravines because of the
view they offered and the ease of digging in the sand for the foundation. However, when storms bring
heavy rains, ravines fill with water. The houses are destroyed and washed away.
Think about the house you live in. If I asked you to describe your house to me, you would most likely
tell me where it is, the colour, the design, how big it is, how big its lot is, the number of bedrooms and
so on. But you probably wouldn’t tell me about the foundation. Perhaps you don’t know anything about
your foundation.Yet the foundation of a house makes all the difference.
This story connects the image of building a home with building a life. The ‘sand’ and the ‘rock’ help us
understand the difference between a ‘strong’ and a ‘weak’ foundation.
Time
15 minutes
50
Activity 1: Sand and rock
• Divide the participants into small groups. Referring to the reflection

on Matthew 7:24–27, ask them to reflect on these two questions in
their small groups:
-- What makes a weak foundation in your home (sand)?
-- What makes a strong foundation in your home (rock)?’
• When they have finished talking, ask a volunteer from each group to
list responses on a flip chart. Participants list their responses to
• Once the groups are ready, have a volunteer from each group the ‘Sand and rock’ activity.
read the responses aloud. As the groups listen to responses being
presented, they should place a check mark by the responses in their flip chart that have already been
shared. When it is their turn to present, they should only read aloud the responses that have not already
been stated by another group.
SAND ROCK
• Write the responses on a card and place the cards on the

illustration of a house. (See example at right.) This now
reflects the common themes.
• Invite the participants to stand beside the house picture and
look over the actions.
• Ask the participants to make connections to the previous
sessions on ‘Joys and pains’ and ‘Signs of wholeness, signs of SAND ROCK
brokenness.’
Time
35 minutes
Activity 2: Building bricks
• Give each participant a rectangular card. The card represents a ‘brick’

in the house.
• Ask participants to write one action step they can do to strengthen
their home.
• Remind participants to make the action practical, something they
can really do, not a general statement. For example, instead of ‘I
will spend more time with my family’, say ‘Every Friday I will cook a The house including the
special dinner at home so we can share a special meal together as a participant’s ‘bricks’.
family’.
• After participants have thought of an action and written it on a card, ask them to read their actions
aloud and stick their cards in the spaces provided for ‘bricks’ in the large house picture.
Time
25 minutes
51
Summary and close

• When all the participants have finished writing their actions and posting their cards, ask them to gather
around the finished ‘house’. After a short time to look over the house and its ‘bricks’, invite them to
share their reflections.
• Close the session in prayer. Time
10 minutes
Journal entry
Ask the participants to write in their journal the action item they have committed to (the brick).


• In a context where there are participants from other faith traditions, the facilitator may simply
paraphrase the parable of the wise builders (Matthew 7:24–27).
• The facilitator may also invite the participants to share a passage or a saying from their faith tradition
that talks about what makes a family strong.
• In contexts where public praying is not an accepted practice, the facilitator may simply ask the
participants to spend a moment in silence and reflect on what they learned during this session.
Materials needed
• Coloured pens, crayons, markers
• Video clip downloaded from max7.org
• Rectangular cards in several colours (the size of the
rectangles on the picture of the house), one for each
participant
• Flip chart
• A large house picture (See sample at right.)
• Scripture reflection on Matthew 7:24–27 (following page) SAND ROCK
52
Scripture Reflection: Matthew 7:24–27

Wise builders
‘Everyone then who hears these words of mine and acts on them will be like a wise man who built his house on
rock. The rain fell, the floods came, and the winds blew and beat on that house, but it did not fall, because it had been
founded on rock. And everyone who hears these words of mine and does not act on them will be like a foolish man
who built his house on sand. The rain fell, and the floods came, and the winds blew and beat against that house, and it
fell – and great was its fall!’
Matthew 7:24–27
Brief discussion
The scripture compares two men, each building a house.
The ‘wise man’ builds his house upon a rock, a foundation not easily moved. The winds of life come, but the house
remains strong – surviving the tests and challenges of life.
The ‘foolish man’ builds his house on the sand – a very weak foundation. The winds of life come, and the house falls.
It is unable to withstand the storm’s strength. The scripture further describes how great the fall and destruction
were.
These are two very vivid practical illustrations of how our homes should be built. Let us use this story to build or
rebuild our homes.
(Use the house picture to answer these questions.)
1. What makes a weak foundation in a home (sand)?

2. What makes a strong foundation in a home (rock)?
53
Session 11: Determining our steps

This session provides participants with opportunities to reflect, examine and identify behaviours that they
should stop, start or continue doing as they raise their children. It allows participants to study what children
can do in each stage of childhood and to learn things that can help them raise and support their
children more effectively. Total session time
135 minutes
Objectives
• examined behaviours that they – as parents or caregivers – need to stop, start or continue
• become aware of the stages of children’s development
• identified new learning based on these stages of development
• become aware of the stages of parents’ and caregivers’ development.
Introduction
• We have looked at memories and events of our past and have reflected on how this affects the way we
raise our children. We have also identified our areas of strengths and areas of growth, and we have made
a commitment to take action based on our knowledge of these areas. We have had opportunities to
discuss ways that will help us raise our children.
• As we think about the future, we have also identified what makes a strong foundation for our homes. We
have identified ‘building blocks’ that will help us establish a strong and nurturing home for our children.
• We have learned a lot. Now it is time to decide on the steps that will help us to move
forward in our journey as a family. Time
5 minutes
Activity 1:Traffic light

• Divide the participants into six groups based on the ages (or stages
of development) of their children:
-- birth to18 months
-- 19 months to 2 years
-- 3 to 5 years
-- 6 to 11 years
-- 12 to 17 years
-- 18 to 21 years and older Participants post their responses to
the ‘Traffic light’ activity.
• If there are not enough participants in one or more of these six
groups, focus on those groups that are represented.
• Provide each group with a flip chart that contains a picture of a traffic light (page 55). Explain that the
colours represent the actions or behaviours that we should stop, continue or start
(red = stop; yellow = continue; green = start). Time
45 minutes
54
Activity 1:Traffic light, continued

• Have the participants answer this question: ‘As we raise our
LIFE STAGE
children, what specific actions or behaviours should we

stop, continue, start?’ Have them write their responses on
a piece of paper and then share their thoughts in their small
group.
• Ask a volunteer in each small group to list the responses on the
flip chart.
• After all the groups have finished, share the small-group lists in
the whole group.
Time
45 minutes
Activity 2: Stages of development

This activity focuses on stages of development in children and what parents need in order to be effective with
each stage in their children’s development. (See the documents on pages 56–71.)
• Ask the participants to return to the same small groups they were in for the first activity.
• Ask the participants to locate the stages of development in their handbook. Instruct them to read and
discuss the sections for the children’s ages assigned to their group.
• Ask each group to list five things they learned about their age group.
• Gather again as a whole group and have the groups report what they learned. To add more to the
discussion, the facilitator may offer more explanations or give other examples.
Time
40 minutes
Journal entry
Ask the participants to write in their journals one key principle that they have learned and that they plan to
apply in their home immediately.

Materials needed
LIFE STAGE
• Markers
• Pieces of paper for each participant
• Coloured pens
• Six flip charts (one for each small group) with a sheet
showing a traffic light (at right) and a blank sheet
• Stages of development sheets (pages 56–71)
55
Developmental Stages Infancy: Birth to 18 months
Child
Age Parents’ Competency Activities
Knowledge Skill Attitude
0–4 • Listens to sounds and voices • Moves head from side to side • Reacts to discomfort or pain • Attentive to needs of child so • Talk with and hold baby
months • Cries deliberately for assistance • Raises head and upper body on • Recognises voice of familiar that trust will be established early • Give the child interesting things
• Begins to make sounds other arms when in a prone position or others • Playful in a gentle manner to see
than crying (coo) held upright by the shoulders • Establishes eye contact • Calm, especially when child is • Perform ’the itsy bitsy spider‘ or
• Responds to objects and faces as • Upper body parts are more • Socialises with anyone but knows crying, gives sense of security other fun finger plays
they move active: clasps hands above face, mother or primary caregiver • Caring • Provide safe, washable toys for
• Begins to focus waves arms about, reaches for • Settles when cuddled especially • Shows positive facial expression child to look at and suck on
• Explores by putting things in objects by parent or familiar others • Soothes through singing, holding • Place toys near and above baby
mouth • Movements are large and jerky • Smiles or laughs in response to and talking to encourage the child to roll
• Likes to repeat enjoyable acts • Rooting and sucking reflexes are tickling or tricks played by adults over for a better view
well developed
5–8 • Plays with feet • Rolls over • Cries or shows discomfort in • Playful in a more active manner • Play instruments and talk about
months • Recognises and responds to • Sits, spends more time in upright presence of stranger • Talkative, cheerful and chatty these instruments
name position • Participates in simple games like • Sings or recites simple rhymes • Use wall and floor mirrors to
• Studies objects intently • Learns to crawl peek-a-boo or bulaga • Responds to child’s immediate point out the baby and body
• Babbles spontaneously • Eye-hand coordination begins • Shows feelings of security when needs parts
• Acquires sounds from native • Transfers toys from hand to hand held or talked to • Prepares environment so it is safe • Teach simple finger plays like pat-
language • Handles, shakes and pounds • Expresses delight for exploration a-cake, close-open, and so on
• Can point to body parts objects • May form an attachment to one • Pacifies child but also lets go to • Play horsey-horsey by bouncing
• Waves ‘bye-bye’ • Sees almost everything with good special object encourage independence baby sitting on adult’s knees
• Imitates simple sounds and vision • Becomes more trusting when • Informs child when adult is • Dress with colourful socks to
actions • Begins eating pureed foods cries are answered leaving and when adult has encourage child to reach feet
• Gestures to communicate • May begin to cling to primary returned
caregiver
9–12 • Finds hidden objects • Gets to and from sitting position • Enjoys being with other children • Encourages child to try new • Play simple hide-and-seek by
months • Puts nesting/fitting toys together • Crawls, pulls self to standing • Has an increased drive for active movements and to figure covering face or toy with cloth
correctly • Stoops and recovers independence out new toys • Provide safe and solid furniture
• Develops expectations about • Begins to cruise and eventually • Expresses anger more • Physically active around child • Place interesting things in the
familiar events walk dramatically • Composed and collected even environment so the child will
• Responds appropriately to a few • Begins to climb • Has a fear of strangers when child falls or makes want to get them
specific words • Drops things intentionally • Is aware of social approval or mistakes • Play mirror game by encouraging
• Speaks a few recognisable words • Develops eye-hand coordination disapproval • Patient in repeatedly reminding child to mimic actions or facial
• Discriminates between parents • More apparent finger-thumb • Performs for others child what is right expressions of adult
and others opposition
56
Developmental Stages Infancy: Birth to 18 months
Child
9–12 • Does trial-and-error problem • No hand preference yet • Has pride in personal • Launches and supports child • Encourage child to drop small
months solving • Begins to grasp objects using accomplishments when in the company of others objects into a container
• Points to pictures in response to palm and fingers • Plays alone • Gives child opportunity to do • Cheer when baby attempts to
verbal cues • Can feed self with finger foods things independently cruise or walk
• Put small pieces of soft food on
baby’s high chair so he or she can
practise picking up food
13–18 • Identifies family members in • Picks up small objects with • Prefers to keep caregiver in sight • Thinks of ways to support and • Create and stick with daily
months photographs pointer finger and thumb while exploring environment challenge the child’s curiosity routines to help child develop a
• Enjoys cause-and-effect • Stacks objects • Demands personal attention • Patient in repeatedly reminding sense of order
relationship • Can build a tower of blocks • May reveal stubbornness child what is right • Put toys on low shelves and train
• Able to make choices among • Can throw a ball • Unable to share • Firm but not frightening so that child to put them back
clear alternatives • Walks well • Responds to simple requests child will not manipulate • Read to the child from various
• Begins to solve problems • Turns pages in a book • Shows emotions of pride and • Careful of own words and reading materials in addition to
• Remembers more • Can walk while holding an object embarrassment actions board books
• Has expressive vocabulary of up • Can draw scribbles • Begins to show empathy • Provides materials for learning • Gather family photos and talk
to 20 words • Climbs up furniture; learns to • Shows or offers toys to another • Active in creating experiences for about the pictures
• Can listen and respond to simple climb stairs but may sometimes not let go child • Use motor equipment, blocks,
directions • Begins to use spoon for feeding • Recognises self in mirror • Creative with use and balls and beanbags
• Mimics adult behaviour and cup for drinking, though with manipulation of materials • Allow scribbling and colouring
• Points and names objects a lot of spillage (building, art and so on) using big crayons and large
• Uses gestures to communicate • Provides choices or alternatives pictures
• Knows purpose of objects often • Allows child to do simple tasks • Teach child to transfer small
used objects like beans using spoon
and containers
Sources:
www.acetonline.org/child_dev_milestone.pdf
uppua.org
unesdoc.unesco.org/images/0005/000586/058624eb.pdf
en.wikipedia.org/wiki/Child_development_stages
www.dphhs.mt.gov/cfsd/
57
Developmental Stages Early Childhood: 18 months to 2 years
Child
18–23 • Uses more than 200 words by • Can walk alone • Has separate sense of self – • Consistent in routines and things • Let the child help in simple
months two years • Runs well but may fall when egocentric that need to be done even if child tasks such as preparing a snack,
• Makes simple two-word stopping • Little idea of sharing and strong resists bringing materials from one place
sentences • Pushes and pulls toys when sense of ‘mine’ • Calm but firm to another, getting an object, and
• Refers to self by name, talks to walking • Shows stranger shyness • Understands different kinds of so forth
self during play • Walks up stairs with beginning • Dislikes changes in routine but crying; notices and avoids the • Expand language by adding words
• Mimics adult behaviour independence may resist or refuse to cooperate kind that only seeks attention to what the child says. (If a
• Learns by helping • Can walk downstairs with hand with routines that were once • Provides more than one toddler says, ‘dog’, say ‘Yes, this is
• Learns concepts such as size, held enjoyable alternative of certain things since a small, brown dog!’
shape and weight as he or she • Stands on a balance beam • Starts toilet training sharing is difficult at this age • Stock art area with lots of
moves and plays with objects in • Stands on one foot with support • Starts to have tantrums when • Encourages child to ‘show off’ crayons, paper and other
the environment. • Kicks, rolls and throws ball upset, frustrated or tired/hungry skills. recyclables
• Uses gestures to communicate • Squats to pick up objects from • Begins using courtesy words • Talkative and conversational; uses • Encourage scribbling and drawing
• Repeats words he or she has the floor (please, thank you) occasionally polite expressions and courtesy as well as craft projects
overheard • Kicks backward and forward • Engages in imaginative play words • Include a big round of applause
• Remembers lyrics and actions • Uses a delicate pincer grasp for • Tests limits of behaviour • Allows child to play outside for simple successes, including
associated with rhymes and songs tiny objects • Communicates needs to adults or in large spaces for physical toilet training
• Begins to do things purposefully • Holds a crayon in primitive tripod (wants drink, wet or soiled, and development • Set play dates or visits to
• Can find hidden objects even grasp and scribbles so on) • Lets child interact with significant relatives
underneath more than one layer • Turns handles • Displays anxiety or cries when others, especially those not part
• Locates familiar objects on • Enjoys riding small-wheeled riding mother or primary caregiver of the household
request (if knows location prior toys holds another child
questioning) • Assists with dressing and • Enjoys the companionship of
undressing other children, but does not yet
• Pulls off shoes play cooperatively
• Can use a spoon
• Drinks with a straw
2 years • Uses key words but leaves out • Can walk around obstacles and • Enjoys other children’s company • Ignores manipulation and • Use puzzle pieces to develop
connecting words walk more erectly but still reluctant to share toys distracts child using positive eye-hand coordination, fine
• Not yet familiar with common • Runs faster and in a more • May show concern when another things in the environment motor skills and logical thinking.
pronouns but uses or directed manner child is upset • Plays ‘pretend’ to introduce or • Provide matching games to
understands simple prepositions • Squats for long periods while • Engages in parallel play (alongside strengthen skills and concepts sharpen memory and also
(in, on, out, and so on) playing others) develop language as parent talks
• Uses some plurals • Remains egocentric about the objects and guides the
• Expresses negative statements child through verbal cues
58
Developmental Stages Early Childhood: 18 months to 2 years
Child
2 years • Counts to ten • Climbs stairs unassisted (but • Becoming emotionally stable but • Provides materials and • Fill big buckets or tubs with
• Has beginning knowledge of not with alternating feet at the still prone to mood swings experiences to engage child water; give the children
shapes and colours beginning); needs assistance going • Learning to separate from carer in learning early concepts like measuring spoons and cups,
• Can give information such as down for short periods shapes, colours and so on plastic bottles and sponges to
name, age, general address, family • Balances on one foot (for a few • Knows own identity • Plays games that use balls; play with in the water
members and so on moments), jumps up and down • Becoming aware of limits; says provides tricycles and other • If child is allowed to watch TV,
• Makes simple choices such as but may fall ‘no’ often toys that encourage motor be sure an adult is present and
what to eat, wear, activity to do • Climbs up on chair, turns and sits • Establishes a positive, distinct development interacting with the child to
• Eye-hand movements better: down sense of self through continuous • Engages in activities that involve make watching a more active
can put objects together, take • Uses feet to propel wheeled exploration of environment taking turns experience
them apart; can fit large pegs into riding toys • Continues to develop • Gives child ‘alone time’ to • Visit a park, field or other place
pegboard • Throws large ball underhand communication skills in reaction establish independence and where the child can run, play ball,
• Begins to use objects for without losing balance to increased responsiveness of lessen separation anxiety climb and use his or her body
purposes other than intended • Builds a tower of six bricks or others • Trusts child will follow rules
• Sorts by one criterion (all red, all blocks • Impatient; finds it difficult to wait but remains patient when child
round, and so on) • Uses a spoon for self-feeding or take turns forgets
• Enjoys figuring out situations • Puts shoes on • Enjoys ‘helping’ with household • Teaches and allows child to do
• Attends to self-selected activities • Holds small cup or tumbler in chores; imitates everyday self-help skills (dressing, feeding,
for longer periods of time one hand. activities (may try to toilet a chores)
• Discovers cause and effect • Unbuttons large buttons; unzips stuffed animal, feed a doll) • Talkative and conversational; uses
• Knows where familiar persons large zippers • ‘Bossy’ with parents and language to read, sing and so on
should be and notes their • Opens doors by turning caregivers; orders them around,
absence doorknobs makes demands, expects
• Recognises, expresses and locates • Grasps large crayon with fist; immediate compliance from
pain scribbles. adults
• Tells about objects and events • Draws circles and dots
not immediately present • Starts to use preferred hand
Sources:
uppua.org
www.pearsonschoolsandfecolleges.co.uk
http://www.nncc.org/Curriculum/play.activities.html
http://www.livestrong.com/article/98760-language-development-activities-two-yearolds/
http://littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/
59
Developmental Stages Play Age: 3 to 5 years
Child
3 years • Copies circle and cross; draws • Stands and walks on tiptoe • Greater social awareness • Imaginative and creative; open- • Provide dolls and simple props
human with head • Walks up and down stairs • Plays in twos or threes, sharing minded in supporting child’s like cups and plates to encourage
• Rapidly expanding vocabulary, independently ideas; associative play artistic point of view imagination and role play
including plurals • Can walk backwards • May have close friends • Friendly; displays quality of being • Provide stringing, pasting and
• Holds simple conversations • Can kick a ball confidently • Spontaneously shows affection to a good friend cutting activities to improve fine
• Enjoys repetition of favourite • Jumps from low steps familiar playmates • Affectionate in different ways – motor skills
stories • Pedals a tricycle • Expresses wide range of words, actions, inventive ideas • Play games that require balancing
• Makes relevant comments during • Turns single pages in a book emotions • Thinks before acting, especially • Help the child snap and zip his or
stories, especially those that relate • Can draw a face • Begins to take turns in games or when angry or upset as this her clothes
to home and family events • Builds bridges with blocks when routines might be mistaken by child as • Read books or other materials
• Likes to look at books and may shown • A lot of mixed play of the sexes right way to react with the child – let child ‘read’ or
pretend to ‘read’ to others or • Undoes buttons • Strengthens sense of gender • Allows child to do self-help skills talk about some of the parts
explain pictures • Zips and snaps identity and take care of self • Increase play time without the
• Enjoys stories with riddles, • Threads strings with large beads • Increasing independence but still • Trusts child will follow rules parent or with the parent not
guessing and ‘suspense’ • Paints with large brush; cuts with needs support from adults but remains patient when child within close range
• Comprehends size scissors • Fears loss of caregivers forgets • Play ‘guess what’ or ‘what would
• Begins to understand time • Can balance on one foot • Stable and emotionally secure • Listens to child’s questions and you do if…’ verbal games
sequences (e.g. before lunch) • Holds scissors correctly • Less anxious about separation responds honestly • Involve child in creating schedules
• Counts and manipulates objects • Uses tripod grasp (first two from familiar adults • Lets child create imaginative or putting important events on a
• Begins to think about fingers and thumb) when holding • May show need for security stories but corrects gently as calendar
consequences crayons or pens object needed (e.g. if stories are used to • Sort laundry (by colour, kind or
• Concentrates for longer periods • Enjoys playing with clay; pounds, • Has a strong sense of ownership cover up mistakes) owner of clothes)
of time rolls and squeezes it
• Provides appropriate answers • May begin to show hand
• Follows two-step directions dominance.
• Usually achieves complete
bladder control
60
Child
4 years • Can recognise that certain words • Can aim, throw and catch a large • Outgoing, friendly, overly • Provides concrete learning • Prepare simple snacks together
sound alike ball enthusiastic at times experiences to support academic or involve child when cooking
• Names 18 to 20 uppercase letters; • Walks backwards and on a line • Moods change rapidly and learning • Sand and water play may be
writes ‘words’ and sometimes own • Can brush own teeth unpredictably; laughing one • Patient in helping child learn messy but is a concrete way to
name • Buttons and unbuttons clothes minute, crying the next information such as numerals, help child understand limits and
• Begins to read simple books, such • Can do a 12-piece jigsaw • May throw tantrum over minor letter names and sounds rules
as alphabet books with only a few • Uses scissors; cuts on line frustrations (a block structure • Does not get angry and allows • Blocks and building toys help
words per page and many pictures • Hops and stands on one foot for that will not balance); may sulk child to make mistakes; teaches child figure out beginning
(only a few do this) up to five seconds over being left out and reteaches principles of engineering and
• Likes stories about how things • Goes upstairs and downstairs • Imaginary playmates or • Talks and explains gently the architecture
grow and how things operate without support companions are common; holds difference between fact and • Play with clay increases creativity
• Delights in wordplay, creating silly • Kicks ball forward conversations and shares strong fiction and fine-motor development
language • Draws a person with two to four emotions with this invisible friend • Avoids identifying child lying (there are easy recipes for
• Understands the concepts of body parts • Boasts, exaggerates and ‘bends’ because child might not be aware homemade clay )
‘tallest’, ‘biggest’, ‘same’ and ‘more’; • Draws circles and squares the truth with made-up stories of what he or she is saying • Draw chalk line on ground and
selects the picture that has the • Begins to copy some capital or claims of boldness; tests the • Provides materials for writing let child walk on it as if it’s a
‘most houses’ or the ‘biggest dogs’ letters limits with ‘bathroom’ talk and art so that the child will bridge or a tight rope.
• Rote counts to 20 or more • Gets on a plank unassisted, walks • Cooperates with others; not experiment with writing in • Sing or recite rhymes with silly
• Counts in a more logical, rational on it by self, but cannot step participates in group activities inappropriate places language (e.g. ‘Katie, Katie, bo-
way to 10 down from it alone • Shows pride in accomplishment; • Encourages child to play with batie, Banana-fana fo-fatie: Fee-fi-
• Understands the sequence of • Can carry cup without spilling if seeks frequent adult approval other children mo-matie: Katie!’)
daily events: ‘When we get up in walking very slowly • Often appears selfish but takes • Teaches and models • Create book or photo album
the morning, we get dressed, have • Can copy some shapes and turns under some conditions; characteristics of being a good containing numbers, letters and
breakfast, brush our teeth and go letters tattles on other children friend words to increase learning
to school’ • Pedals and steers a wheeled toy • Insists on trying to do things • Does not take child’s side at once
• Can recognise and identify missing with confidence; turns corners, independently but may get but guides child in processing
parts (of person, car, animal, avoids obstacles and oncoming frustrated to the point of and resolving situations when in
objects) when looking at pictures ‘traffic’ tantrums conflict with others
• Very good at storytelling • Climbs ladders, trees, playground • Enjoys role-playing and make-
• Follows two- or three-step equipment believe activities
directions given individually or in a • Jumps over objects 12 to 15 cm
group (5 to 6 in) high; lands with both
• Begins using past tense form of feet together
verb though not always following
appropriate grammar rules
61
Child
4 years • Changes tone of voice and • Runs, starts, stops and moves • Relies (most of the time) on
sentence structure to adapt to around obstacles with ease verbal rather than physical
listener’s level of understanding: • Builds a tower with ten or more aggression; may yell angrily
To baby brother, ‘Milk gone?’ To blocks rather than hit to make a point;
Mother, ‘Did the baby drink all of threatens: ‘You can’t come to my
his milk?’ birthday party!’
• Uses name calling and taunting as
ways of excluding other children
• Establishes close relationships
with playmates; beginning to have
‘best’ friends
5 years • Forms pictures from basic shapes • Cuts around an object with • Enjoys and often has one or two • Engages child in conversation • Encourage dramatic play with
• Understands concept of same: scissors close friendships with you and with other children puppets, dress up clothes and so
same shape, same size • Draws person with body, objects • Plays cooperatively, is generous, as often as possible forth
• Sorts objects on the basis of two with parts takes turns, shares toys • Tells child when things will • Add show and share (or show
criteria, such as colour and form • Reproduces many shapes and • Participates in group play and happen and what to expect in and tell) time to weekly activities
• Sorts a variety of objects so that letters shared activities with other upcoming situation • Provide or create puzzles. Help
all things in the group have a • Demonstrates fair control of children; suggests imaginative and • Gives warnings before time is up; child during the first try in solving
single common feature (e.g. all are pencil or marker; begins to elaborate play ideas begins to use clock as visual cue the new puzzle
food items or transportation or colour within the lines • Shows affection and caring • Teaches about money and the • Develop math skills by using
animals) • Hand dominance is fairly well towards others especially those proper use of it play money, sorting toys and
• Understands the concepts of established viewed as ‘below’ the child or in • Allows child to be independent in calculators
smallest and shortest; places • Can do a 20-piece puzzle pain doing self-help skills with clearly • Create a routine chart; Have the
objects in order of size and length • Dresses and undresses without • Generally subservient to parent defined boundaries (e.g. what child put a check or a sticker
• Identifies objects by position: first, help or caregiver requests clothes are appropriate at church, after finished tasks
second, last • Uses fork, spoon and sometimes • Needs comfort and reassurance how long brushing of the teeth • Teach (or have another person
• Rote counts to 20 and above; a table knife from adults but is less open to should be) teach) proper way to tumble or
many children count to 100 • Usually cares for own toilet comfort • Plays pretend to show possible somersault
• Recognises numerals 1 to 20, needs • Has better self-control over scenarios and how to deal with
rationally counts up to 20 • Walks backwards, toe to heel emotions them
• Understands the concept of less • Walks unassisted up and down • Likes entertaining people and
than stairs, alternating feet making them laugh
62
Child
5 years • Understands the terms dark, light, • Gets up, walks and dismounts a • Boasts about accomplishments • Makes time for child to talk • Cooking can be a concrete way
and early: ‘I got up early, before balance beam • Becomes engrossed in activities about his or her day or thoughts of teaching a child how to wait;
anyone else. It was still dark.’ • Skips using alternative feet • Develops fears of ghosts, things and ideas let the child taste vegetables for
• Relates clock time to daily • Hops, somersaults, swings, climbs under the bed • Takes child to places to exercise soup before and after they are
schedule; some children can tell • Catches a ball thrown from 1 m • Has concerns about being and develop motor skills cooked and compare the tastes
time on the hour (3.3 ft) away. disliked • Is friendly and polite to others
• Knows what a calendar is for • Rides a tricycle or wheeled toy • Develops a good sense of self- • Talks and explains gently
• Recognises and identifies coins; with speed and skilful steering; awareness difference between fact and
begins to count and save money some learn to ride bicycles, fiction
• Knows the alphabet sounds and usually with training wheels • Does not get angry and allows
names of uppercase and lowercase • Jumps or hops forward ten times child to make mistakes; teaches
letters in a row without falling and reteaches
• Understands the concept of half • Balances on either foot with
• Asks innumerable questions: Why? good control for ten seconds
What? Where? When? • Builds three-dimensional
• Eager to learn new things. structures with small blocks by
copying from a picture or model
Sources:
uppua.org
http://www.nncc.org/Curriculum/play.activities.html
http://www.livestrong.com/article/98760-language-development-activities-two-yearolds/
http://littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/
63
Developmental Stages School Age: 6 to 12 Years
Child
6–7 years • Can find it hard to go from half- • Ties and unties shoe laces • Knows that following the rules is • Physically active; support child’s • Visit libraries, museums and
day kindergarten to a full day in • Can do a cartwheel or important but wants to win and need to prepare for competitive other places of learning
grade one somersault may be willing to cheat or rule-bound sports • Create rules together; make sure
• Knows right from left • Makes long-distance and higher • Plays with both boys and girls • Allows child to share thoughts that they are specific and that the
• Uses comparisons (‘bigger than a jumps with more coordinated • May be afraid of animals, bugs or and emotions; does not label or child understands them; put rules
car’) body-leg movement fire and refuse to go near any of regard them as ‘petty’ into writing as a visual reminder
• Wants to know how the baby got • Moves arms, legs and body to them; other fears might be of the • Composed and calm when child to child
into the mother’s uterus and how match fast music imaginary, like ghosts and witches shares fears; does not transfer • Invite friends and relatives for
it’s going to get out • Likes testing muscle strength and • Helps out with household chores own fearful energy to child simple group games (e.g. relay,
• Tells time skills • Giggles about sexual topics • Listens to child’s questions and duck-duck goose, Dr. Kwak-kwak
• Understands that death is final and • Enjoys hopping, bike riding, roller • Often worries about parents helps the child find the answers and so on); tokens or prizes can
that he or she will die someday blading and skating dying • Provides clothing that will enable make games more exciting
• Shows greater ability to describe • Pushes small objects (e.g. rocks) • Has stronger sense of right and the child to practise fine-motor • Label objects at home; start by
experiences and talk about while doing hopscotch wrong development putting the child’s name on his or
thoughts and feelings • Catches a small ball that’s thrown • Gains more independence from • Trusts in what the child can do her things; then, ask child’s help in
• May reverse some printed letters to him or her parents and family and in the child’s competency to labelling things in the home (salt,
• Enjoys planning and building • Fine-motor skills are well • Begins to focus less on self and understand instructions sugar, coffee and so on)
• Increases speaking and listening coordinated; neatly prints and shows more concern for others • Consistent in applying rules
vocabularies copies complicated patterns
8–9 • Reading may become a major • Improved coordination and • Desires to be liked and accepted • Lets child interact and care for a • Help child start a journal of his
years interest reaction time • Being with friends becomes younger child or her thoughts and questions.
• Increased problem-solving ability • Involves self in competitive sports increasingly important • Active in school, church and Agree that one parent can view
• Interested in magic and tricks • Advances physical skills that have • Interested in rules and rituals other places in the community the writings if child is present
• Longer attention span already developed • Girls want to play more with where child develops friendships • Give child a drawer or box
• Enjoys creating elaborate • Refines finger control girls, boys with boys • Talks to child about peer in which to keep personal
collections • Stamina increases; can run or • Social roles are better pressure belongings
• Begins to understand the idea swim farther understood • Listens and discusses concerns • Involve child in shopping for own
of the passage of time, as well as • Puberty may begin • May have a best friend and an about friends and school clothes or school materials; talk
day, date and time as concepts as enemy performance about how much can be spent on
opposed to a numbers • Has strong desire to perform • Teaches about costs and the these thing
well, do things right importance of saving towards a • Have a sleep-over or allow child
• Begins to see things from another goal to play at another child’s house;
child’s point of view but is still • Displays discernment of why talk about ‘dos and don’ts’ when
very self-centred some things are right or wrong at another person’s house
64
Child
8–9 • Starts logical thinking: rather • Finds criticism or failure difficult • Trustworthy; recognises child’s • Enrol the child in extra-curricular
years than accepting what is perceived to handle need for privacy and secrets activities like sports, art or music
as true, begins to apply personal • Views things as black or white,
knowledge and experience to right or wrong, wonderful or
determine whether something terrible, with very little middle
makes sense or not ground
• Understands and applies • Seeks a sense of security in
mathematical concepts groups, organised play and clubs
• Generally enjoys caring for and
playing with younger children
• May become upset when
behaviour or school work is
ignored
10–12 • Good with time concepts • Girls are generally as much • Tolerates frustration better • Allows child to go out with • Replace some TV time with family
years • Can plan and understand cause as two years ahead of boys in • Needs affection and affirmation friends while being in same talking; watch TV shows together
and effect more with increasing physical maturity from adults although avoids location but not necessarily with that encourage healthy family
rationality and logical skills • Increases body strength and hand physical comfort them discussions
• Capable of understanding dexterity • Concrete thinking with a strong • Provides clear instructions • Bake cookies or teach traditional
concepts without having hands-on • Improves coordination and sense of fairness and expectations about limits family recipes
experience reaction time • Begins to see conflicts between (time, places to go, companions, • Teach wholesome card and board
• Interested in reading fictional • Develops body proportions peer values and parent values activities to do) games child can play with friends
stories, magazines and how-to similar to those of an adult • Starts to see parents and • Makes house safe, friendly • Encourage outside play (e.g. jump
project books • Begins puberty – evident sexual authority figures as fallible human and accommodating for other rope, skates, balls)
• May develop special interest in development, menstruation, voice beings; may belittle or defy adult children to visit • Give child responsibility for a
collections or hobbies changes, and so on authority • Knows the parents in the family pet. Remind child of the
• Shows strong interest in discussing • Increased body odour is common • Rituals, rules, secret codes and neighbourhood and the parents tasks involved
a future career • Girls may experience a growth made-up languages are common of child’s friends • Teach (or enrol child to learn)
• Fantasises and daydreams about spurt • Enjoys being a member of a club • Open-minded and informed how to swim and be safe in water
the future • Has increased interest in about drugs, alcohol, smoking and • Go camping or hiking
• Increasing use of peer-influenced competitive sports teen pregnancy.; lets child express • Establish family traditions
coded language • Outbursts of anger are less feelings about these things (exchange gifts, birthday surprises,
• Can apply information from one frequent • Reliable and predictable so child holiday foods, and so on)
situation to another • Increased ability to engage in will trust
• Increasing preferences for competition
particular subjects
65
Child
10–12 • Developing and testing values and • Forgives when child fails and
years beliefs that will guide present and apologises when parent lets child
future behaviours down.
• Has a strong group identity; • Teaches about respect by
increasingly defines self through modelling it.
peers • Celebrate each accomplishment
• Acquiring a sense of by the child and believe in the
accomplishment based upon child’s future
greater physical strength and self- • Provides guidance but does not
control insist there is only one way in
• Defines self-concept in part by every situation
success in school
• Begins to feel attraction towards
a significant other
Sources:
www.nncc.org/Curriculum/play.activities.html
www.nrcfcppp.org
www.todaysparent.com
www.cdc.gov/ncbddd/childdevelopment
http://calswec.berkeley.edu/CalSWEC/SuppMaterial_ChildDevelopment_Milestones.pdf
www.greatschools.org/special-education/health/903-developmental-milestones-your-8-year-old-child.gs
calswec.berkeley.edu
66
Developmental Stages Adolescence: 12 to18 years old
Child
12–14 • Has more ability for complex • Puberty has begun or been • More concern about body image, • Takes part in physical activities • Meet and get to know teenager’s
years thought and higher-order thinking achieved; awkwardness and looks and clothes and encourages teenager to friends; allow them to spend
• Better able to express feelings self-doubt may occur with new • Focus on self, going back and exercise or join a team or an productive time in your house
through talking growth forth between high expectations individual sport (cooking, sports, crafts and so on)
• Mostly interested in present and • Experiments and becomes and lack of confidence • Sets expectations for household • Keep a teenager active in team or
near future curious about gratification and • Moody tasks individual sports as well as more
• Greater ability to work sexuality • Has more interest in and is more • Shows genuine interest in complex chores
• Learning becomes purposeful, not • Females influenced by peer group teenager’s school and social life • Use meal time to help the
only for the present but also for - Pubic hair fully developed • Less affection shown towards • Helps teenager make healthy teenager learn to make good
the future - Auxiliary hair in moderate parents; sometimes rude or choices while encouraging him or choices about foods, promote
• Applies fundamental skills to more quantity short-tempered her to make own decisions healthy weight and provide time
complex subjects - Continued breast growth • Anxiety from more challenging • Respects teenager’s opinions, for talk among family members
• Has continued interest in ideas, - Menstruation well established school work thoughts and feelings • As a family (or parent-and-child
ideals, values, social issues - Decelerating height growth • Challenges limits and parent’s • Sets clear rules for when partners), volunteer in social or
- Ovulation (fertility) judgment teenager is home alone civic activities that are within
- Moderate muscle growth and • Wants to be with peers more the teenager’s interests (e.g. city
increase in motor skills often pound, public library, orphanage)
• Males
- Pubic hair pigmented, curled
- Auxiliary hair begins after
pubic hair
- Penis, testes and scrotum
continue to grow
- Height growth spurt
- Seminal emissions
- Voice lowers as larynx
enlarges
- Moustache hair
67
Child
15–16 • Gains capacity for abstract (as • Reaches 95 per cent of adult • Body changes can upset self- • Talks about issues such as having • Role play expected behaviour for
years opposed to concrete) thought; will height esteem friends at the house, handling dates; enjoy the activity and avoid
revert to concrete thought under • Less concern about physical • Needs to resolve changes into unsafe situations (emergencies, being too critical
stress changes but increased interest in adulthood fire, and so on) and completing • Have a family night with food that
• Anxiety and major distractions personal attractiveness • Wants to spend more time with homework or household tasks is not usually served for dinner,
interfere with abstract thinking • Periods of excessive physical friends than family • Is honest and direct when talking and then have an activity that
• Cause-effect relationships activity alternating with lethargy • Peer pressure a significant about sensitive subjects such as the members of the family enjoy
understood • Secondary sexual characteristics influence drugs, drinking, smoking and sex (watching a movie or TV special,
• Very self-absorbed • Girls achieve full stature; boys • Tests rules and limits; conflict • Maintains respectful attitude playing board games, and so on)
• Has more defined work habits may continue to grow with parents may increase towards teenager’s choices and • Be consistent in doing family
• Applies learning to current and • Skills are developed and refined • Curious and may experiment decisions but still guides and activities like Sunday brunch,
future situations and to broader • Boys may experience a growth with cigarettes, marijuana, alcohol, expresses stands as a parent going to church together; allow
issues ( social concerns, academic spurt. etc. • Avoids ridiculing a teenager’s certain times when friends can be
studies) • Females • Same-sex friends and group inconsistent behaviours invited to join in these traditional
• Improved ability to use speech to - Full development of breasts activities • Encourage experiences with a activities
express self and auxiliary hair • Shyness, blushing and modesty variety of people – younger, older, • Create a ‘vision board’ that
• Has more realistic and stable - Decelerated height growth • Show-off qualities different cultures shows the teenager’s goals and
view of nature of problems and is (ceases at 16 years for most) • Greater interest in privacy • Reaffirms teenager, especially steps to take to reach them
better at problem solving • Males • Worries about being normal when pressured by society’s
- Facial and body hair • Struggles with sense of identity views on body structure, beauty,
- Pubic and auxiliary hair • More likely to express feelings by behaviours and so on
denser action than by words
- Voice deepens • Close friendships gain
- Testes, penis and scrotum importance
continue to grow • Searches for new people to love
• Experimentation with body in addition to parents
(masturbation) • Tendency to return to childish
behaviour, fought off by excessive
activity
• Has continued need for
achievement and recognition for
accomplishment
68
Child
17–18 • Questions sources of information • Females • Is partially or fully uninhibited; • Recognises and compliments • Have a doctor’s visit. Encourage
years • Becoming more globally aware - Uterus develops fully by age often has difficulty controlling physical maturity the need for regular physical
• Clear preferences for arts or 18–21 emotions • Provides accurate information on check-ups (eventually the
sciences - Other physical maturation • Shows decreased concerns consequences of sexual activity teenager will have to go to the
• Considers choices relating to complete about autonomy and increased • Encourages talking about and doctor by himself or herself)
future education and careers • Males concerns about resources planning for future • Go on a vacation as a family. Give
• Increased abilities for abstract - Full development of • Finds resolution or tries to • Respectful and friendly; does not the child responsibilities for this
thinking and for practical problem primary and secondary sex get away from conflict in pry trip.
solving are increasingly tested characteristics relationships with family • Recognises and accepts current • Put up a bulletin board at home
by the demands associated with - Muscle and hair development • Still directs attention towards level of interest in opposite sex for reminders so that nagging
liberation and/or higher education may continue peers and self-identity • Avoids disapproval; instead, leading to conflict can be avoided
• May lack information or self- • Physical maturation essentially • Is confused and disappointed discusses needs and expectations • Encourage teenager to take up
assurance about personal skills completed; physical features are about discrepancies between when in a relationship activities or vocational courses
and abilities shaped and defined stated values and actual • Available to talk and to listen that will have practical use in his
• Seriously concerned about the • Probability of acting on sexual behaviours of family and friends • Accepts feelings: doesn’t or her future
future; beginning to integrate desires increases • May be interested in sex as overreact; establishes limits
knowledge leading to decisions response to physical-emotional jointly with teenager and
about future urges and as a way to participate does not revert to childhood
in the adult world (but not restrictions
necessarily as an expression of • Accepts teenager’s need for
mature intimacy) separation
• May appear moody, angry, lonely,
impulsive, self-centred, confused,
stubborn
• Dates actively; may be
uncomfortable with or enjoy
activities with opposite sex
• May be strongly invested in a
single romantic relationship; may
talk of marriage
Sources:
www.nncc.org/Curriculum/play.activities.html
www.nrcfcppp.org
www.cdc.gov/ncbddd/childdevelopment
wcwpds.wisc.edu/childdevelopment/resources/TeenplusDetails.pdf
http://www.education.com/reference/article/Ref_Child_Guide_Sixteen/
69
Developmental Stages Young Adulthood: 18 to 21 years old
Child
18–21 • Interest in school increases • Hormonal and brain development • Relies more on peers for • Keeps the lines of communication • Include the young adult in
years or decreases depending on continues affection and approval open and accepts that the youth budgeting and shopping for
perspective of future needs • Completes the process of • Individual identity forms; seeks is an adult, not a child the family. This gives the youth
• Moves into adult roles and physical maturation, usually independence • Offers choices, acknowledges a clearer picture of financial
responsibilities and may learn a attaining full adult height • Parents and family are still responsibilities and avoids decisions he or she may need to
trade, begin work and/or pursue • Secondary sexual characteristics, important and necessary dictating make for others
higher education such as size of penis and breasts, • Vision for the future and belief in • Continues to offer physical • Do physical activities together:
• Fully understands abstract are completed self are essential and emotional closeness but jog, play sports or take part
concepts and is aware of • Physical maturity and • Moves into adult relationships respects need for privacy and in community activities that
consequences and personal reproductive growth levelling off with parents independence promote exercise (aerobics, tai-
limitations and ending • Sees the peer group as less • Appreciates the youth’s strengths chi and so forth)
• Identifies career goals and • Firmer sense of sexual identity important in determining and qualities • Go to a government office
prepares to achieve them • Physical activities are affected by behaviour • Facilitates the youth’s access to together. Guide and encourage
• Secures autonomy and builds and exposure or lack of exposure to • Feels empathetic sexual and reproductive health the youth to ask questions and fill
tests decision-making skills them (e.g. particular sports skills, • Has greater intimacy skills care out forms on his or her own.
• Develops new skills, hobbies and exercise routines) • Completes values framework • Continues to offer guidance and • Allow the youth to take charge
adult interests • Motor skills have more practical • Carries some feelings of sharing values of the household for the day
• Abstract thought established; able uses (for work or household invincibility or for the weekend. Focus on
to understand, plan and pursue chores like carpentry, gardening • Establishes body image management skills rather than
long-range goals and so forth) • Enters into intimate sexual and chores
• Philosophical and idealistic emotional relationships
• Increased concern for the future • Understands own sexual
– ‘What do I what to do with my orientation (although may still
life?’ experiment)
• Greater capacity to use insight • Understands sexuality as
• Financial independence is more connected to commitment and
evident planning for the future
• Shifts emphasis from self to
others
• Experiences more intense
sexuality
• Separation from family/caregivers
begins
• More comfortable seeking adult
advice
70
Developmental Stages Young Adulthood: 18 to 21 years old
Child
18–21 • Peers are important but young
years person can now evaluate their
influence and opinions rather
than wholeheartedly embracing
them without question
• Values intimate relationships
• Accepts adult responsibilities,
even those involved in marriage
and parenthood
Sources:
www.ncc.org
www.nrcfcppp.org
www.canadianparents.org
http://www.education.com
http://www.scyoungadults.org/
71
Module 4
Pursuing Our Dreams
‘Pursuing Our Dreams’ is all about covenant and asking for God’s blessings. It speaks of a
promise that God made to us (Isaiah 49:15–16) and a promise we claim for our families and
homes. It invites us to look to God’s example of everlasting love and what this means as
we journey towards fullness of life for our families. The practice of speaking blessings over
our families is the final step in the Celebrating Families programme. It invites participants to
reflect on Isaiah 54:2–3, look for its meanings and make blessing statements based on these
meanings. Speaking blessings is a powerful reminder of the love of God for us. It also reminds
us of our sacred responsibility to love and care for our families.
Module 4 Pursuing our Dreams: Session 12
Session 12: ‘Engraved on the palms of my hands’

This session invites participants to reflect on Isaiah 49:15–16. This shows the covenant between God and
God’s children and how this should be reflected in relationships within families. The participants are given an
opportunity to write messages of love and commitment to their children. Total session time
65 minutes
Objectives
• reflected on Isaiah 49:15–16 to find the kind of relationship that families need to thrive
• written messages of love and commitment to their children.
Introduction
• To make our dreams for our families a reality means creating loving relationships within the family.
Nurturing relationships in the family can be difficult, but each family needs to have a strong resolve, very
much like a covenant, that will sustain it during the many ups and downs of the journey.
• Scripture describes this covenant relationship.
• Isaiah 49:15–16 speaks of the love and commitment of the Creator for creation. To show this love and
commitment, the passage pictures a mother and child – a bond already strong – and claims that there is
a love even stronger and everlasting.
• The passage also speaks about engraving our names on the palms of God’s hands – a symbol of
permanence. We want that same commitment and permanence for our families. Time
5 minutes

• Refer to the reflection on Isaiah 49:15–16 (page 76). Have the participants share their thoughts in
response to the following question: ‘What does it mean when God says that our names are
engraved on the palms of his hands?’
• Write the responses on a flip chart and invite the participants to discuss them. Time
25 minutes
73
Activity 2: Covenant building

• Give each participant a sheet of coloured paper and a pen or pencil. Ask the participants to trace an
outline of one hand on the paper.
• Invite the participants to write a love message to their children or a prayer for them on the palm of
this hand.
• Invite volunteers to share their messages with the group.
• Encourage the participants to give this ‘hand’ to their children when they get home.
A participant traces the outline of her Participants write messages and prayers
hand for the ‘Covenant-building’ activity. for their children or family members.
Time
25 minutes
Close
Close the session by asking the participants to hold their drawings close to their hearts or in a raised hand as a
prayer of commitment is said. The facilitator may also ask the participants to pray as they are led if the
context allows. Time
10 minutes


• The facilitator will need to understand the faith context of the participants. If the majority of the
participants are not from the Christian faith, the facilitator needs to talk about the idea of engraving and
how it is related to making a covenant.
• Be sensitive to context. If the workshop is conducted with participants of other faiths, scripture may be
quoted without the reference and/or ask permission to read the passage. Participants of other faiths may
also be invited to share a text from their holy books that reflects the same idea or principle.
• If the scripture passage (Isaiah 49:15–16) cannot be used at all, the facilitator may choose to use other
key messages about commitment and covenant, and simply proceed with the covenant-building activity.
The facilitator may opt to use other activities to facilitate a ‘covenant building’ experience with the
participants aside from tracing hands. For example, participants could write a message of commitment
or covenant for their children on a heart-shaped cutout instead.
74
Materials needed
• A sheet of light-coloured paper for each participant
• Flip chart
• Pens, pencils, markers
• Scripture reflection on Isaiah 49:15–16 (page 76)
75
Scripture Reflection: Isaiah 49:15–16

‘Engraved on the palms of my hands’
‘Can a mother forget the baby at her breast and have no compassion on the child she has borne?
Though she may forget, I will not forget you! See, I have engraved you on the palms of my hands; your
walls are ever before me.’
Isaiah 49:15–16 (NIV)
Brief discussion
The Lord expresses his love for the Israelites in Isaiah 49:15–16 by comparing it to a mother’s love for her nursing
baby. Even if a nursing mother were somehow to forget her baby, the Lord will always remember us. God will never
forget us. To underline this relationship, the Lord tells the Israelites that they are’ engraved on the palms of my hands’.
This shows that the Lord’s link with us is permanent.
Children and parents also have a permanent relationship, whether they recognise it or not. Sometimes our actions
don’t reflect this relationship.
The image of a mother and her nursing child shows how vulnerable we are before God as his children. It also shows
how ready God is to protect us.
God blesses parents with children. And God expects parents to nurture and protect their children with great love.
The Lord’s desire is that parents and children should have a caring and permanent relationship with each other.
1. What does it mean to you to hear God say that our names are engraved on the palms of God’s hands?
2. What covenant can we make with our children to express the caring and permanent relationship
between us?
76
Session 13: Speaking blessings

This is the final session of the last module, Module 4. ‘Speaking blessings’ invites the participants to reflect on
Isaiah 54:2–3 and its implications for their families. As participants reflect on and seek insight from the passage,
they will have an opportunity to speak blessings to their families and homes. Total session time
65 minutes
Objectives
• reflected together on Isaiah 54:2–3 and discussed what it means
• made their own blessings statements
• identified ways to apply their learning to their families and homes.
Introduction
• Speaking blessings over our family members is a powerful act that can help us live out the promises we
have made. Speaking blessings gives us greater strength and hope to believe that – with God’s blessings –
we can have fullness of life for our families.
• During the past three days we have shared with one another how our families have faced their hardest
times. We have learned to look for seeds of goodness in everyone. We have come to realise that we have
reasons for thanksgiving and opportunities to offer grace and forgiveness to others.
• We have reflected together and realised that we need to fill our role for our families to thrive. We have
commited to do so.
• Today, we speak blessings to our families.
• Isaiah 54:2–3 is about what God expects of us. When our lives get better, we must not forget those who
need help and care. We want their lives to be better as well, so they too can look out for others and
receive the blessings that come from doing so. Time
10 minutes
Activity: Blessing statements

How do we write a blessing statement?
• Write the following statements below on seven pieces of flip chart paper (one line of the passage per
paper). Divide the participants into seven groups. Assign each group a line of the passage:
(1) enlarge the place of your tent, (2) stretch your curtains wide, (3) do not hold back,
(4) lengthen your cords, (5) strengthen your stakes, (6) spread out to the right and to
the left, (7) your descendants will inherit the nation
• Ask the groups to reflect on the phrase assigned to them. In terms of our families, ‘What does it
mean to enlarge the place of our tent in our homes and families?’, ‘What does it mean to
stretch the curtains wide?’, ‘What does it mean to lengthen the cords?’ and so on.
• Using the meanings that the participants find in their part of the passage, ask each group to create a
blessing statement. For an example, use verse 4 from Isaiah 54, ‘Do not fear, for you will not be ashamed’.
This may mean being more trusting with your family. A blessing based on this could be: ‘May God make
our home and family a place of trust in one another.’ This is the blessing statement.
• Ask each group to create a blessing based on the meanings found in its assigned line.
• Each group should write its blessing statement on the flip chart underneath its
assigned line to use in the closing activity. Time
45 minutes
77
Close
• Ask the members of the first group to stand in the front of the room
and extend their hands toward the whole group. Ask the rest of the
participants to stand, facing the group in the front, and open their arms
to receive the blessing.
• The group members read their blessing stament on their flip chart
together, pronouncing a blessing over everyone in the room.
• Repeat until all the groups have spoken their blessing statements. Participants receiving the blessing.
• Close the session by reading together the Gaelic blessing (page 80).
Time
10 minutes

• Collect the blessing statements from the all the flip chart papers. Have them typed up and printed so
you can give a copy as a gift to each participant to take home.

• Participants may choose a passage from their Holy Books to craft their blessing statements.
• Instead of reading the passage from Isaiah, mention only the lines, such as ‘enlarge the site of your tent’.
This may be used to talk of building homes, strengthening and protecting our homes and caring
for others.
• Ask the participants how children and families are blessed in their faith traditions.
• It may also be important to mention that in some religious traditions only the pastor or religious leaders
can give a blessing. Point out that this activity is not meant to replace the blessings that are pronounced
by their religious leaders. Rather, the purpose is to introduce a principle or start a tradition that we can
apply in our daily lives.
Materials needed
• Seven flip charts with one of the following headings printed on it: (1) enlarge the place of your tent, (2)
stretch your curtains wide, (3) do not hold back, (4) lengthen your cords, (5) strengthen your stakes, (6)
spread out to the right and to the left, (7) your descendants will inherit the nation
• Sticky notes or cards and adhesive or masking tape
• Pencils or pens
• A copy of Isaiah 54:2–3 for each participant (page 79)
• A copy of the Gaelic blessing prayer for each participant (page 80)
78
Enlarge the place of your tent, stretch

your tent curtains wide, do not hold
back; lengthen your cords, strengthen
your stakes. For you will spread out
to the right and to the left; your
descendants will inherit the nations.
Isaiah 54:2-3
79
May the road rise up to meet you.May

the wind be ever at your back. May
the sun shine warm upon your face
and the rain fall softly on your fields,
and until we meet again,
may God hold you in the hollow of
his hand.
A Gaelic Prayer of Blessing
80
Session 14: Learning application plan

This session invites participants to reflect on what they have learned throughout the training. It helps them
identify ways to apply what they have learned in their personal and professional lives. The participants are
invited to create a ‘learning application plan’ with those in their organisation, national office or ADP in order to
think clearly about the steps they need to carry out on their journey in their workplace. Time
75 minutes
Objectives
• reflected on what they have learned and the steps they need to take to apply those lessons in their
homes.
• completed a learning application form for their organisation or office, identifying those steps, setting up a
time frame and identifying the person or persons responsible for each step.
Introduction
• When we began this journey together, we discussed the importance of learning this material first to
improve ourselves and our families, and then to equip and train others.
• We now want to create space to reflect on what we will apply at home.
• Then we will talk about the steps we need to apply the Celebrating Families programme in our
workplace. Time
5 minutes
Activity 1: SMART actions

• In their journals, have participants write two’ SMART’ (Specific, Measurable, Attainable, Realistic,
Timely) actions that they will carry out when they go home.
• After everyone has finished writing, invite several volunteers to share their goals. Time
15 minutes
Activity 2: Learning application plan

• Instruct the participants to form small groups with others from their national office, ADP or partnering
organisation.
• Pass out a copy of the table (page 83) to each group.
• Have the participants work together for 30 minutes on a learning application plan for their office, ADP
or organisation (using the form). They will need to determine the steps, the time frame for each step,
and the person or persons responsible.
• Ask each group to select one person to report the group’s plan to the whole group. Only questions
intended to clarify meaning are allowed during the presentations.
Time
50 minutes
Close
Close in prayer.
Time
5 minutes
81

• Be sure to make clear to the participants that while each small group is presenting its learning
application plan, the role of the rest of the whole group is to listen and appreciate, not to discuss or
criticise.
Materials needed
• Pens, pencils
• A learning application form for each group (page 81)
82
LEARNING APPLICATION PLAN

National office, ADP, or organisation:____________________________
NEXT STEPS TIME FRAME PERSON or PERSONS RESPONSIBLE
83
Annexes
Bibliography
References
Chapman, Gary D. 2004. The Five Love Languages:The Secret to Love That Lasts. Chicago: Northfield Publishing.
Myers, Jenny. 2007. Keeping Children Safe:Training Toolkit. UK: The Keeping Children Safe Coalition (KCS).
Online resources
Department of Human Resources. 2010. ACT. ‘A Child’s Developmental Milestones’. <www.acetonline.org/child_

dev_milestone.pdf>
Destefanis, Joyce, MA, and Nancy Firchow, MLS. 2012. ‘Developmental Milestones:Your 8-year-Old Child’. <www.
greatschools.org/special-education/health/903-developmental-milestones-your-8-year-old-child.gs>
Education.com. ‘Child Development Guide 16–19 Years’. 2012. <http://www.education.com/reference/article/Ref_

Child_Guide_Sixteen/>
Kersey, Katharine C. 2006. ‘The 101 Positive Principles of Discipline’. Norfolk,VA: Old Dominion University. <http://
ww2.odu.edu/~kkersey/101s/101principles.shtml>
Lawrence, Carissa. 2010. ‘Language Development Activities for 2-Year-Olds’. <http://www.livestrong.com/

article/98760-language-development-activities-two-yearolds/>
Max 7.org. ‘Wise and Foolish Builders’. <http://www.max7.org/resource.aspx?id=8ac8e077-b534-4917-bece-

10adf46f6b90&creatinguser=1>
Miller, Laurie. National Network for Child Care. 1995. ‘Play Activities for Children Birth to Nine Years’.
<http://www.nncc.org/Curriculum/play.activities.html>
Northern California Training Academy (reprinted by CalSWEC Berkeley). N.d. ‘Child Development Milestones’.
<http://calswec.berkeley.edu/CalSWEC/SuppMaterial_ChildDevelopment_Milestones.pdf>
Personality Café. 2012. ‘“The Five Love Languages” Explained’. <http://personalitycafe.com/articles/112444-five-love-

languages-explained.html>
Riddlej. Life with Little Children blog. 2007. ‘Cognitive Development Activities for 3 to 5 Year Olds’. <http://
littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/>
Schifferdecker, Stacey. 2006. ‘Positive Discipline.’ More4Kids website. <http://www.more4kids.info/290/positive-

discipline/>
Unit for Co-operation with UNICEF, and WFP. 1984. ‘Developmental Characteristics of the Young Child of the
Philippines’. <unesdoc.unesco.org/images/0005/000586/058624eb.pdf>
US Center for Disease Control and Prevention. 2012. ‘Child Development’. <www.cdc.gov/ncbddd/
childdevelopment>
Washington State Department of Social and Health Services. Updated 2009. ‘Child Development Guide: 16–19 Years’.
<http://www.education.com/reference/article/Ref_Child_Guide_Sixteen/>
Wikipedia. ‘Child Development Stages’. 2009. <en.wikipedia.org/wiki/Child_development_stages>
Wisconsin Child Welfare Training System. N.d. ‘Effects of Abuse and Neglect: A Focus on Typical Development’
<wcwpds.wisc.edu/childdevelopment/resources/TeenplusDetails.pdf>
85
Bibliography
Recommended resources
Allen, Holly Catterton. 2008. Nurturing Children’s Spirituality: Christian Perspectives and Best Practices. Eugene, OR:
Cascade Books.
Barna, George. 2003. Transforming Children into Spiritual Champions. Ventura, CA: Regal Books.
Becky, Bailey. 2002. Easy to Love, Difficult to Discipline. New York: HarperCollins.
Berryman, Jerome. 2009. Children and the Theologians. New York: Moorehouse.
Buckland, R. 2001. Children and the Gospel. Gosford, NSW: Scripture Union.
Coles. R. 1990. The Spiritual Life of Children. Boston: Houghton Mifflin.
Faber, Adele, and Elaine Mazlish. 2012. How to Talk So Kids Will Listen and Listen So Kids Will Talk.
New York: Scribner.
Fowler, James. 1995. Stages of Faith. New York: HarperCollins.
Garland, Diana. 2010. Inside Out Families. Waco, TX: Baylor University Press.
Hay, David, and Rebecca Nye. 2006. The Spirit of the Child. Revised. London: Jessica Kingsley Publishers.
Healy, Jane. 2004. Your Child’s Growing Mind. New York: Broadway Books.
Hyde, B. 2008. Children and Spirituality. London: JKP.
Jenson, D. 2005. Graced Vulnerability. Cleveland: Pilgrim Press.
McConnell, Douglas, Jennifer Orona and Paul Stockley, eds. 2007. Understanding God’s Heart for Children:Toward a
Biblical Framework. Colorado Springs, CO: Authentic and World Vision.
Miller, Judy. 2003. Never Too Young: How Young People Can Take Responsibility and Make Decisions. UK: Save the Children.
Mountain,V. 2008. Research into Children’s Perception of Prayer. Saarbrucken, Germany:VDM.
Nye, Rebecca. 2009. Children’s Spirituality:What It Is and Why It Matters. Norfolk,VA: Church House Publishing.
Nye, Rebecca, Peter Privett and Alison Seaman. 2010. Godly Play: An Introduction and Starter’s Handbook. Norwich, UK:
Canterbury Press Norwich.
Ratcliff, Donald, ed. 2004. Children’s Spirituality: Christian Perspectives, Research, and Applications. Eugene, OR: Cascade
Books.
Roehlkepartain, Eugene C., ed. 2006. The Handbook of Spiritual Development in Childhood and Adolescence. Thousand
Oaks, CA: SAGE Publications.
Segura, Harold C. 2006. Un Nino los Pastoreara: Niñez,Teología y Misión. Spanish edition. Spain: Editorial Mundo
Hispano.
Siegel, D., and Mary Hartzell. 2004. Parenting from the Inside Out. New York: Jeremy P. Tarcher/Penguin Press.
Smalley, Gary, and John Trent. 1986. The Blessing. New York: Pocket Books.
Stonehouse, Catherine. 1998. Joining Children on the Spiritual Journey: Nurturing a Life of Faith. Grand Rapids, MI: Baker
Books.
86
Bibliography
Stonehouse, Catherine, and Scottie May. 2010. Listening to Children on the Spiritual Journey: Guidance for Those Who Teach
and Nurture. Grand Rapids, MI: Baker Academic.
Yust, Karen-Marie. 2006. Nurturing Child and Adolescent Spirituality: Perspectives from the World’s Religious Traditions.
Lanham, MD: Rowman and Littlefield Publishers.
87
Complete List of Materials Needed
• Printed Celebrating Families handbook for each participant

• Powerpoint presentation files
• Laptop
• LCD projector
• Projection screen
• Camera for documenting workshop and taking participants’ photos
• Scissors
• Printer paper (blank white paper)
• Boxes of crayons, coloured pencils or coloured markers
• Flip-chart markers (various colours)
• Ballpoint pens
• Masking tape
• Sticky notes or ‘Post-it’ notes
• Flip-chart stands (one per small group)
• Flip-chart paper
• Journals (one for each participant)
• Bibles and/or other Holy Books
• Blue and yellow index cards (or two other colours)
• Rectangle-shaped cards in several colours
• A small empty box or bowl
• Yellow and green leaf cut-outs
• Copies of the following, one for every participant:
-- A picture frame labelled ‘My hope and dream for my family’ (page 12)
-- Text for Isaiah 54:2–3 (page 79)
-- Text of the Gaelic blessing (page 80)
-- Learning application form (page 83)
-- Daily session contentualisation template
-- End-of-workshop evaluation (page 91–92)
-- Impact story documentation (page 93–94)
• Two copies of the following for every participant:
-- Family timeline (page 47)
• Drawing or picture of a large house on flip-chart paper for ‘Sand and rock’ activity
• A flip chart with two columns labelled ‘Signs of wholeness’ and ‘Signs of brokenness’
• Two pictures of tree trunks on separate pieces of flip-chart paper, one labelled ‘Areas of strength’ and one
labelled ‘Areas of growth’
• Six flip-chart papers (one for each small group) with a drawing showing a traffic light (page 55)
• Seven flip-chart papers with one of the following headings printed on it :(1) enlarge the place of your tent,
(2) stretch your curtains wide, (3) do not hold back, (4) lengthen your cords, (5) strengthen your stakes, (6)
spread out to the right and to the left, (7) your descendants will inherit the nation
88
Celebrating Families Session Contextualisation Template
The SNC Team has a commitment to quality in its capacity-building workshops and resources.Your feedback will help
ensure quality and relevance in future materials and workshops.
Name (optional): _______________________________________________________________________

WV Position: __________________________________________________________________________
Country/National Office/Support Office: ___________________________________________________

Workshop Facilitator/s:
______________________________________________________________________________________
This form is intended to be used at the end of each day of the workshop to assess the relevance and
cultural appropriateness of each of the sessions.
The activities and contents Response If you circled ‘No’, please suggest
of the following sessions will (please circle how this session can be made more
work well in my country’s or ‘Yes’ or ‘No’) appropriate for your context.
community’s context:
Session 2: My hope and dream for my Yes / No
family
Session 3: My most memorable Yes / No

childhood experience
Session 4: Signs of wholeness, signs of Yes / No

brokenness
Session 5: Seeds of goodness Yes/ No
Session 6: Joys and pains Yes/ No
89
Celebrating Families Session Contextualisation Template
Session 7: Space for love and grace Yes/ No
Session 8: Reasons for thanksgiving, Yes/ No

opportunities for forgiveness
Session 9: Defining moments Yes/ No
Session 10: Wise builders Yes/ No
Session 11: Determining our steps Yes/ No
Session 12: Engraved on the palms of my Yes/ No

hands
Session 13: Speaking blessings Yes/ No
90
Celebrating Families End-of-Workshop Evaluation
The SNC Team has a commitment to quality in its capacity-building workshops and resources.Your feedback will help
ensure quality and relevance in future materials and workshops.
Name (optional):_______________________________________________________________________
WV Position: __________________________________________________________________________
Country/NO/SO: _______________________________________________________________________
Workshop Facilitator/s:__________________________________________________________________
Please rate the statements below on a scale of 1 to 5 (1 being 1 2 3 4 5

the lowest, and 5 being the highest) by placing a tick mark (√)
under the number that describes your opinion.
1. The workshop covered what I expected.
2. The sessions are relevant and useful.
3. The workshop’s activities were interesting.
4. The facilitator/s effectively presented the material.
5. The facilitator/s provided enough time for questions and answered
them well.
6. The method in the sessions was appropriate and engaging.
7. The resource materials (forms, handouts, Celebrating Families handbook,
etc.) are easy to use.
8. The duration of the workshop was right for me.
9. The pace of the workshop was right for me.
10. The content was clear and easy to understand.
11. I believe that I can replicate this workshop in my country/community
using the Celebrating Families Handbook.
12. The manner of how the workshop is conducted is appropriate for my
context/country.
What is the most important thing you learned from the Celebrating Families workshop?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What changed in your thinking during the workshop?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
91
Celebrating Families End-of-Workshop Evaluation
What specific topics should have been?
Added: _________________________________________________________________________________
_____________________________________________________________________________________
Omitted: _______________________________________________________________________________
_____________________________________________________________________________________
Emphasised more: _________________________________________________________________________
_____________________________________________________________________________________
Emphasised less: __________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Have you any suggestions about how the Celebrating Families workshop could be improved?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Further comments (please write your name and contact details here if you wish to be contacted
about your feedback):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Thank you for your feedback.
92
Celebrating Families Impact Story Documentation
Please distribute this template to each participant to complete.
Name: ___________________________________________________________
National office, Area Development Programme or partnering organisation:

______________________________________________________________________________________
My picture at the Celebrating Families workshop

The facilitator will take individual photos of all participants, which can be attached digitally when each participant’s reflections
are typed and put into the template.
Insert a photo of the Insert a description of

participant here: the photo here
Some of he most important things I learned from the Celebrating Families workshop:
93
Celebrating Families Impact Story Documentation
Three actions I promise to do after this workshop:
1.
2.
3.
A photo of me and my family six months after the Celebrating Families workshop
Insert photo of participant’s Insert a description of

family here (if the family feels the photo here
comfortable)
What has changed?
How big were the changes?
In what ways did the Celebrating Families materials and workshop contribute to these changes?
94
Celebrating Families Replication Tracking Sheet
Date Place Country/ Number of Participant description

region participants
95
International Offices
World Vision International
Executive Office
Waterview House
1 Roundwood Avenue
Stockley Park
Uxbridge, Middlesex
UB11 1FG, UK
World Vision Brussels &

EU Representation ivzw
18, Square de Meeûs
1st floor, Box 2
B- 1050 Brussels, Belgium
+32.2.230.1621

Geneva and United Nations
Liaison Office
7-9 Chemin de Balexert
Case Postale 545
CH-1219 Châtelaine
Switzerland
+41.22.798.4183

New York and United Nations
Liaison Office
919, 2nd Avenue, 2nd Floor
New York, NY 10017, USA
+1.212.355.1779
www.wvi.org

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Celebrating Families

Published by Faith & Development on behalf of World Vision International.

Content Authors: Maria Luisa Cadaing, Nestor Dedel, Shelly Winterberg

Daru Marhaendhy, Spiritual Formation Coordinator, WV Indonesia

Danut Manastireanu, Director of Faith and Development, MEER

CWI Uganda team and friends: Christine Uwamahoro

‘Can you please teach

‘Can you teach us how to

Introduction to the Celebrating Families Framework

Addressing Recognising Envisioning Pursuing our

Addressing Recognising the Envisioning the Pursuing our

My hope and dream

My most memorable Space for love and

Signs of wholeness, Reasons for thanksgiving Determining our

Facilitator Guidance Notes

Session guide contents

Conducting Celebrating Families in other faith contexts

Indicative schedule for Celebrating Families workshop

Time/Date Day 1 Day 2 Day 3 Day 4

Note: Time for scriptural reflection is integrated into the sessions

Opening Activities Welcome and setting expectations: Session 1

Session 1: Welcome and setting expectations

Activity 1: Setting expectations

Opening Activities Welcome and setting expectations: Session 1

‘Can you please teach

‘Can you teach us how to

Addressing Recognising the Envisioning the Pursuing our

My hope and dream

My most memorable Space for love and

Signs of wholeness, Reasons for thanksgiving Determining our

Opening Activities Welcome and setting expectations: Session 1

Notes to the facilitator

Introduction My hope and dream for my family: Session 2

Session 2: My hope and dream for my family

Activity: My hope and dream for my family

Introduction My hope and dream for my family: Session 2

Notes to the facilitator

Conducting the workshop in other faith contexts

Module 1 Addressing the past: Session 3

Session 3: My most memorable childhood experience

Activity: My most memorable childhood experience

Participants share with each other

Module 1 Addressing the past: Session 3

Journal entry and close

Notes to the facilitator

Conducting the workshop in other faith contexts

Module 1 Addressing the past: Session 4

Session 4: Signs of wholeness, signs of brokenness

Activity 1: Scripture search

Module 1 Addressing the past: Session 4

Activity 2: Signs of wholeness, signs of brokenness

• Give a blue and a yellow index card to each participant.

Signs of wholeness Signs of brokenness

Module 1 Addressing the past: Session 4

Journal entry and close

Notes to the facilitator

Conducting the workshop in other faith contexts

Module 1 Addressing the past: Session 5

Session 5: Seeds of goodness

Module 1 Addressing the past: Session 5