Harvest Prayer Stations

We had our Harvest Festival at my church last Sunday, and we added a few prayer stations. Some were inspired by Mina Munns’s work on Flame Creative Kids .

This is a congregation that doesn’t get up and move around. So we’ve learned that if we want people to engage with prayer stations, we need to find places where they’re already naturally walking past them in worship. We had:

  1. An All-Age Prayer Station at the entrance to the church. This created a visual focus as people came into the church – something to signal a) a shift from outside towards sacred space, and b) the theme of the service. The rug is one we use in our Under-5s Sunday School and our toddler groups; it’s from Hope Education.

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2. An Under-5s sensory prayer table in our Pray and Play area. There are touch-and-feel books about Creation, a tub full of plastic toy animals, and some bread and fruit to try. (There was a bin discretely present, as well, as toddlers don’t eat neatly.) We used a low table, so they could reach.

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3. An All-Age (in practice, it was mostly 5-to-15s who used it) prayer space near the candle stand. People walk past the candle stand on the way back from communion, and often pause to light a candle. We’ve found people will sometimes engage with another prayer station in this space, at that time. It’s also near where the children sit together for the Liturgy of the Word in our All-Age services, so they used it a lot during that time, when “sitting still for talking” became too much and they needed something to do with their hands to help them engage.

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The tree outlines and the leaf stamps are from Baker Ross.

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The Immigrant’s Creed

Someone sent me this “Immigrant’s Apostles Creed,” by the Revd. Jose Luis Casal.

I couldn’t resist, and wrote my own Nicene Creed version.

Bear in mind that this isn’t an authorised text of the creed – if you’re using it in worship, it should be used to supplement one of the authorised texts (some of which can be sung).

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I believe in God, the Father, the Almighty,

maker of a heaven and earth without borders or nations,

who led his people from slavery to freedom

through exile and exodus,

the God of homelands lost and found,

the God of Temple and desert, of manna and sacrifice.

 

I believe in Jesus Christ, his only Son, our Lord,

who was incarnate from the Holy Spirit and the Virgin Mary,

and was made human, joining us as strangers and exiles on the earth,

teaching us to desire now a better country, that is, a heavenly one,

who was born under occupation and fled from his country’s genocide,

who suffered under the imperial power of Pontius Pilate,

was crucified by the state, dead, and buried.

On the third day he rose again, opening for us the door to new life,

destroying the power of death that denied us our birth-right as citizens of God’s Kingdom.

 

I believe in the Holy Spirit, the Lord, the giver of life,

who speaks all languages, lives in all countries, and reunites all races,

who proceeds from the Father and the Son, unity in diversity, three in one.

 

I believe in one holy catholic and apostolic church,

a communion of saints across countries and centuries,

united by the citizenship of baptism,

made equal by our need for repentance and our assurance of God’s mercy.

I look for the coming of the Kingdom of God,

where our passport is love,

our bodies are resurrected and healed,

the image of God in all of us is honoured,

and all nations and tribes and people will be reconciled in the place

where there is no mourning or sadness, no exile or despair,

and we will be no longer strangers or guests

but lambs gathered safely home in the arms of the Good Shepherd.

AMEN.

It Worked For Us: schools ministry, prayer space

Jane Hatton, one of the chaplains at the Lister Hospital, has lived in Knebworth for over thirty years. Serving on the board of governors of the local school – which isn’t a CoE school – and getting to know the staff, she earned the trust of the school leadership over time, and eventually felt she was able to suggest having a prayer space in the school.

In discussions with the school, it was decided that the space would be called “Soul Space,” as some people felt the word “prayer” carried specific associations. The space was designed to include information about what Christians believe about God, but not to proscribe these beliefs, and to allow children to participate fully without having to share a Christian view of God or the world.

For a short video about last year’s Soul Space, click here.

Jane told me she doesn’t feel like a natural with children’s work, so she surrounded herself with volunteers who felt more at home with kids – they came from St Martins church, Trinity Church (both in Knebworth) and from Bridge Builders, as well as chaplaincy volunteers and retired clergy.

Through a few planning meetings (one of which I was lucky enough to attend), a few themes were decided on, and activities from Prayer Spaces in Schools were chosen. “We wanted a mix of activities looking inward (to ourselves), looking outward (to others), and looking upward (to God),” Jane said. The volunteers attended the planning meetings and contributed lots of ideas.

One of the “looking upward” activities invited children to imagine they were in charge of the world. What would they change? What would stay the same? What questions do you have for God? Write them as a tweet.

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They were then invited to think about transformation, and change, and how the world should be transformed. A butterfly image was used to represent this. Click here for the resources for this activity.

IMG_20170718_113201The prayer space was scheduled to be open for two days in late July, so some activities focused on looking ahead to the next school year, and, for the Year 6 pupils, the transition to secondary school.

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The Calm Zone included space to write hopes and fears about the future, as well as Calm Jars (click here for more) and Bubble Tubes (click here) to help pupils relax.

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Pipe cleaner people, next to photos of every class in the school, were used to help children reflect on the school year that is ending, and pray for those who have helped them. For more on Pipe Cleaner People, click here.

Volunteers chose a particular corner that was “theirs” – they introduced children to the activity there, and were on hand to support and talk if needed. Two volunteers were “spare” – i.e., not assigned to a particular corner. Their job was to manage the timings and to jump in and help if needed.

For the running of the space itself, the plan was:

  1. Each class was split into two groups of approximately 10-15 pupils.
  2. Each group has half an hour to explore the space, while the other half does classroom-based activities – in this case, they were connected with one of the school’s values.
  3. Children can choose which prayer activities they want to do, but there should be no more than 5 children in each area at one time. So if an area is full, you pick another one and come back later.
  4. At the end of the half hour, children are invited to fill in a feedback sheet to say what they liked and didn’t like. This feedback is taken seriously in planning the next Soul Space.

Soul Space is now in its second year, and I had the chance to visit it last week.

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The powerful Refugee Rucksacks activity is an age-appropriate way to help children learn about and pray for refugees. It invited children to think about what they would bring if they had to leave their home because of war. It works well with this photo essay of refugees sharing what they brought with them, what they’ve lost along the way, and what they are hoping for in their new lives.

The final activity was Finger Print. It explained that Christians believe in a God who made each of us and loves each of us, and invited children to add their unique fingerprint to a large fabric print on the wall. There were also two prayer boxes available at this station.

The children’s feedback sheets were done in a way that new/non-readers could participate in, with a bit of adult help. The list of stations can help you find those activities on the Prayer Spaces for Schools website (you have to register to download the resources, but registration is free).

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Lessons:

  1. Relationship matters. Jane’s positive relationship with the school, over a period of time, made this possible.
  2. Helpers matter. Jane couldn’t have done this on her own. She assembled a team from the whole community.
  3. Choose a few things and do them well. There were four corners to Soul Space, each with a clear focus. They didn’t try to be all things to all people, and get overwhelmed.
  4. Have a plan for safeguarding. Obviously all volunteers need DBS checks, and the school needs to be given their names and their DBS certificates. However, in addition to that, children may reveal things in prayer that need to be passed along to the right adults in school. Check the prayers left after each class, so you know if a potential issue has been raised, which class it comes from. The teacher can probably identify the handwriting and pass it along to the safeguarding officer.
  5. Get feedback. The feedback forms can help guide future planning, can show the governors the impact the space has on the children, and can remind you that all your hard work was worth it!

 

Prayer bracelets update

I’ve now done the prayer bracelet activity with the children in my Sunday School group – I used a set of coloured beads from Hobbycraft, and bought some of their cross-shaped beads as well.

We did Psalm 23 for the story part of the session, using this book. The illustrations provided rich material for discussing the psalm, and the children are doing the Old Testament stories of the time of the Kings, so they had some context for when and why the psalm was written.

I then let them loose to make the bracelets, having suggested:

  1. They can assign meaning to the colours themselves (maybe “thank you,” “help,” “wow”) and then hold a particular bead when they feel the need for that prayer.
  2. They could choose a colour for each line of Psalm 23, and then say the psalm as they work their way around the bracelet.
  3. They could rotate between two or three different prayers, like doing a rosary.

I then gave them and their parents the handout (below), to help them learn some of the suggested prayers at home.

Children who wanted to make more than one bracelet were encouraged to make one for a family member or friend.

As our Year 6s were coming up to exams when we did this activity, I suggested wearing the prayer bracelet to their exams and using it if needed to relax them and remind them God was with them.

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Starburst conference handouts and slides

This Saturday, I had the privilege of attending the Starburst conference in the Diocese of Peterborough, and leading workshops on All-Age Worship and Storytelling.

Below are the slides from the workshops, and all the handouts, in case you missed out. (The Worship Clock and the Elements of Worship sheet are missing – I don’t have access to them today, so I’ll post them tomorrow.)

For more on the Beulah Land “fuzzy felt” Bible storytelling, you can visit Mustard Seed Kids (be aware this is my company, so there’s a conflict of interest).

For more on Godly Play, visit Gody Play UK’s website.

Starburst All-Age Worship (presentation slides)

Starburst Storytelling (presentation slides)

Basic Resource List Starburst

Going to Church No Diocesan Branding

Going to Church Older No Diocesan Branding

Helping Kids With Behaviour In Church

Whispering in Church

The Big Story – concepts

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Tools, not toys

childrenThis is a wonderful article on how to use the new craze for “spinners” productively, to help children focus, accept differences, and “fidget productively.”

It’s very applicable to churches – worship, including in Junior Church, often requires periods of sitting still, listening, and so on, which some children find difficult. Providing ways for children to fidget productively – with pew bags or liturgy boxes or physical prayer objects or just good old-fashioned paper and pens – can help children engage more deeply in worship and feel more at home in church.

(Link will open in a new tab.)

 

Simple Prayer Idea

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My Sunday School kids often come in with friendship bracelets or beaded jewellery they’ve made, so I’m thinking I can turn that interest into a prayer activity.

I’m planning to separate the beads by colour and assign each colour to a simple one-line prayer. For example:

RED: Please protect everyone I love.

ORANGE: I have so many questions – help me hear your answers.

YELLOW: Shine your light into the dark places.

GREEN: Protect this beautiful earth you’ve made.

BLUE: Be with me when I’m feeling sad and blue.

PURPLE: Forgive me when I realise I’m sorry.

WHITE: Thank you for all the good things.

BLACK: Help everyone in the world who needs you.

You can either print out the sentences, laminate them, and tie them onto the bracelets when they’re done (print on both sides so the card isn’t huge), or you can provide them as separate cards.

Allow children to make their own patterns with the different colours, then allow them to spend some time using the bracelets to pray. There are two ways to use the bracelets (maybe you or your kids can think of more) – and they’re both appropriate at different times:

  1. Hold each bead in turn and say the sentence that goes with it. Pray your way around the whole bracelet.
  2. When you need a particular prayer, use the beads of just that colour to help you connect with that prayer.

Imaginative Spiritual Play in action

20170205_093750Those of you who have been to any of my workshops or training sessions might have heard me talk about “imaginative spiritual play” and how to facilitate it. Yesterday, Patrick, aged 5, gave me a good example.

His mum was leading one of the Sunday School groups, so he arrived early. As the space was set up, he started playing – first, he arranged the electric candles on the altar.

What I did: got more candles when he asked, helped him come up with an idea on how to arrange them when he was frustrated that there weren’t enough to go all the way around.

Then he asked me if I had any red paper. He balled up the red paper and stuck it in the chalice to be wine.

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He also went to the toy corner and got the wave and the rainbow toys and set them on the altar.

What I did: Asked him about his setup, using open-ended questions, e.g., “would you like to tell me about what you’ve made?” rather than “is that rainbow from the Noah story?”

When I asked him about his setup, he explained that the water and the rainbow were, in fact, from the Noah story, and asked me if I’d heard this story.

What I did: Instead of saying, “yes, I know that story,” I asked him to tell it to me.

20170205_094928Using the rainbow and the water wave, he briefly recapped the Noah story, and then asked if we could take out the plastic animals from the cupboard to play with them. As the service was about to start, so we had to go into the main worship area, I said no, but reminded him there was a Noah’s Ark toy in the church’s Pray and Play area if he wanted to go and play with that during the start of the service, before Sunday School began.

What made this work:

  1. Easy availability of toys that aren’t proscriptive in their usage – flexibility of symbolism in, for example, the water toy, lets it be used for play based around lots of different stories, or around baptism, or just exploring its shapes and colours and textures and becoming familiar with the image that way. The toy corner in our Sunday School areas, as well as our Pray and Play area, doesn’t change that much – it’s not tied to the story of the day. The same toys are available year round, with a few extra at festivals.
  2. A pretty laissez-faire approach from the facilitator. This episode was child-led. I was the audience – he wanted me to see what he was doing – but not the leader. I helped when asked, but I didn’t direct his play or tell him what meaning to make from it.
  3. Patrick’s familiarity with Bible stories. Patrick’s mum is a Sunday School volunteer and leads our toddler group. She reads Bible stories at home and Patrick is in church most Sundays. But that doesn’t mean she’s doing anything complicated – she’s just making sure he knows the stories, the same way he becomes familiar with, say, Thomas the Tank Engine stories. That’s the foundation of this kind of play, and it isn’t hard to do.