The heart of God is crying out, "Suffer the little ones to come unto me, and forbid them not" [Luke 18:16]. Children too can worship the Lord. Their hearts are hungry and longing for the presence of God.

1. A PLACE FOR CHILDREN IN WORSHIP
Leading children in praise and worship involves more than singing amusing and entertaining songs, although such songs have their place. They need to have an opportunity to express their love and appreciation to Jesus for all that He has done for them. They also need to be equipped with power to stand against the attack of the evil one. We are told in Psalm 8:2 that praise, even in the mouths of children, silences the enemy. There is supernatural power that is released through a child's worship that goes far beyond our natural reasoning.

While children's praise often looks like an imitation of adults they respect, Jesus said that their praise is perfect (Matthew 21:15,16). When children praise God they are building a protective shield around their minds and lives, whether they are praising because of our influence or not.

2. THE DEVELOPMENT OF CHILDREN AND WORSHIP
Scripture shows that a child thinks, talks and reasons differently from an adult. They are not mini-adults! Understanding the developmental stages children pass through is helpful in relating to, and leading, them in worship.

In general a child's intellectual development progresses from the self- centred, magical thinking of a preschooler, to concrete reasoning during elementary school years and finally to the abstract reasoning of adolescence.

Jean Piaget, the Swiss psychologist, identified four developmental stages that correspond to a child's chronological age:

A. THE SENSORI-MOTOR PERIOD (birth - two years)
At this early stage children act and think through their five senses. Cognitive learning is impossible. Worship must be an emotional and enjoyable experience.

B. PRE-OPERATIONAL THOUGHT (two - seven years)
During this stage a child is unable to perform operations in thought. They can remember what they are taught, but not think about its meaning. They are also unable to distinguish fantasy from reality. For these children believing in God is as easy as believing in Dad, Mom and an Easter Bunny. They need a sense of belonging in worship, provided through active involvement, which will produce a sense of emotional fulfilment.

C. CONCRETE OPERATIONS (seven - twelve years)
At about age seven the child begins to differentiate fantasy from reality and can perform operations of thought on what they can see. The child now thinks in concrete terms but does not deal well with abstract concepts. When a child in this stage is told that Jesus is knocking at the door of their heart, they view Jesus as a literal man who is knocking on a physical door inside their chest. The worship leader should find ways to present abstract ideas in concrete forms.

D. FORMAL OPERATIONS (beyond twelve years)
Only at this stage can children perform operations in abstract thought. Only now will they be able to understand that the picture of Christ knocking on the door of our heart is a picture that speaks of God's Spirit calling to Man's spirit. The inability of a child to relate to abstract ideas is of particular interest and importance when trying to lead children into an abstract experience, such as the worship of an invisible yet omnipresent God. Once we are aware of these limitations we can develop strategies for communicating abstract spiritual truths in concrete terminology. Jesus used the approach, "The kingdom of heaven is like..." to make the transition from the abstract to the concrete. By comparing abstract ideas to tangible things the child has experienced, they are able to grasp many spiritual truths.

3. SONGS FOR CHILDREN IN WORSHIP
We must answer the question of why we sing. To let off steam? Because children enjoy doing the actions? To fill in time? To "warm children up" for the teaching? These are not good enough reasons in themselves. The only really good reason for singing is to let children tell God, and tell each other, what they think of Him. Some of the other advantages can fall into place behind this, but it must dominate the selection of songs and determine the position they occupy in the programme.

The songs that can be used for leading children in worship include:

A. ACTION SONGS
These teach the meaning of the song and provide an outlet for their energy to be released. Songs with few words and much repetition are the best for children. But they do not need to be meaningless to be included in the category of action song. Songs such as "Silver and gold," and "He that believeth" teach while they involve the kids in actions.

B. ADORATION SONGS
Avoid thinking that children just want to sing fun songs. They also want to express their love to Jesus in songs that will allow them to sing their love to Jesus. Even children can be "lost in wonder, love and praise."

C. ADULT SONGS
Children need to, and want to, sing songs that are being sung by older people in church or the senior youth groups. This will ensure that children do not feel out of place when they participate in church services or home cells.

D. ASSORTED SONGS
Paul in his letters listed three types of songs to be use in worship: psalms, hymns and spiritual songs [Eph 5:19; Col 3:16].

(1) Psalms
This involves the singing of scripture choruses. Because they are simple in lyrics and melody, they are quickly learned by even young children. The use of modern language helps children to relate easier to the words and to the message.

(2) Hymns
There is a need to teach children the traditional hymns. Exposure to the past helps children to face the future. A sense of their heritage stimulates a sense of their future destiny. But the use of a hymn book is counter productive as most children will stare blankly at the pages; be unable to follow the format or thumb idly through the pages. Rather repeat the more well known hymns until children learn the words or make use of an overhead screen.

(3) Spiritual Songs
These are songs which emanate from man's spirit and not from his mind. Paul makes the contrast in 1 Cor 14:15. They are sung to God (v2), by man's spirit (v14) and are not understood by others (v16). Judson Cornwall says these songs are "extemporaneously composed musical numbers expressing ecstasy". In either case this is an area where children can express themselves in original song. It is common for children to create tunes to accompany their play. There is a place to encourage children to sing their, "new song unto the Lord" (Psalm 33:3; 96:1; 98:1; 149:

4. LEADING CHILDREN IN WORSHIP
The role of the worship leader includes:

A. PROVIDE AN EXAMPLE FOR CHILDREN TO FOLLOW
When Jesus said, "Follow me", he used the Greek word "akolouthos" which means "to go in the same way." The worship leader help the worshippers to go in the same direction. The response of children in worship is found in another Greek word for follow," "mimeomai" which means "to mimic." [See Eph 5:1 and 1 Cor 11:1]. As they follow (mimic) the leader they will follow right into the presence of God and be encouraged to respond to God's presence with love and devotion. To be successful the leader must live a life of worship, and have a growing relationship with God!

B. PROVIDE AN EXPLANATION FOR CHILDREN TO UNDERSTAND
Leading children in worship involves the element of teaching as the leader explains appropriate means of expressions in praise and worship and why they are used. He should teach that there is freedom to clap, dance and express joy but not to the degree of foolishness. Worship should also be seen as an opportunity to teach some facet of the nature of God, our relationship to Him, etc. The theme that is chosen for the time of worship should be carefully thought out and all elements of the worship related to the theme. This will enhance the message.

C. PROVIDE ENCOURAGEMENT FOR CHILDREN TO PARTICIPATE
Leading children in worship includes the responsibility to encourage children to move from being passive spectator's to active participants. This will be accomplished with lively singing, actions, opportunities for children to pray and share, and above all a desire to continually find creative ways to involve children. The leader should develop a style that is conversational and which encourages children to open up to the worship leadership.

D. PROVIDE AN ENVIRONMENT FOR CHILDREN TO PARTICIPATE
The worship leader who is viewed as the great disciplinarian will not be the most successful leader in the eyes of the children. Yet children need to be kept in check and on track. The worship leader should be free to enter into worship himself without having to correct and discipline children at the same time. Adult or teen-age helpers are the secret to keeping control of the children, separating the unruly ones if necessary, while they worship among the children.

Practical Guidelines for Leading Children in Worship:

(1) Be Relatively Predictable in Your Style
When children know more or less what you will do next they will be more free to focus on God and not be distracted. Children feel secure with schedules and routines, and they relax easier.

(2) Be Creative and Use Games
Predictability does not imply dull, routine worship but includes creative and fun times of praise. Group singing competition is a healthy form of variety in singing.

(3) Use Instruments That are Unusual and Fun
Allow children to play banjo's, shakers, tambourines, triangles, spoons, etc. where possible.

(4) Flow from Song to Song
When the singing progresses beyond fun songs into praise songs the leader should flow from song to song without "commercial" interruption. Some interjected statements and encouragements are necessary during fun songs, and during the initial stage of praise but as you advance there should be a minimal number of interruptions.

  

Mark Tittley 
Director, Sonlife Africa Used with his permission and blessings