Year A - Proper 26, 31st Sunday in Ordinary Time (October 30, 2011)

This is one of those too many possibilities Sundays.  You will have to make choices.  I have tried to include a little of everything.

It is the Sunday before All Saints Day.  If you celebrate All Saints Day on Sunday, go to Year A - All Saints Day for ideas for the Day and for the All Saints texts.  There are also All Saints ideas based on this day’s texts in this post.

It is Reformation Sunday in some branches of the Christian community.  A few ideas related to that are included in this post.

And, in the children’s lectionary it is the day before Halloween.  The younger children are all about costumes in which they see themselves as other people (an obvious opportunity to push for seeing themselves as saints).  Older children are gathering courage for scary stories and trips through haunted houses (maybe a connection to the courage to step into the dry Jordan River and enter the Promised Land).  No matter what else is explored in worship remember children’s Halloween activities in the church’s prayers.  Pray for safety for trick-or-treaters and those who dare to tour haunted houses.  And, pray that everyone remembers that behind the costumes and masks, we are all God’s loving people and treat people accordingly.

Joshua 3:7-17

This lection omits the part of the story that is of most interest to children- carrying 12 rocks from the middle of the dried river bed to make a pile that children could ask their parents about in the years to come.  So, I would add Joshua 4:1-7 to the reading (FYI it appears nowhere in the RCL).  There are two ways to prepare worshipers to pay attention to the text.

F  Have 12 men carry one fairly big rock each down the aisle and pile them near the worship center.  As they do, instruct worshipers to listen for 12 men doing the same thing in the reading.  During the sermon recall other structures that have been erected to remind people of their shared stories, e.g. national monuments.  Talk about the importance of knowing these stories.  Encourage families (both the parents and the children) to tell and talk about faith stories (e.g. read Bible stories).

Link to Ark of the Covenant Picture

F  Introduce the Ark of the Covenant.  Note that unlike Noah’s ark, the Ark of the Covenant is not a boat.  Show a picture of the ark and explain how it was used.  If you have the tablets from the Moses display (Moses Display Overview), show them, wonder where the people kept them as they moved around the wilderness.  Put them in a golden box (wrap any box with gold wrapping paper) and tell about the Ark of the Covenant.  Finally, encourage worshipers to listen for the ark in the reading.

F  On the day before Halloween, this story tells of two acts of bravery that every single man, woman and child had to do – they had to walk across the dried up Jordan River and they had to leave the wilderness where they had lived all their lives to enter the Promised Land.  They had heard and loved the story about their grandparents walking through the divided sea to leave Egypt.  But, now they had to do the pretty much the same thing.  It is like walking into a haunted house or graduating into a new school.  You have heard other people have done it, but now it is your turn – and it is scary.

It is also like moving today.  Check out Alexander Who's Not (Do You Hear Me?  I Mean It!) Going to Move, by Judith Viorst, for a light-hearted but honest look at the feelings of a child who does NOT want to move.  (Yes, the same Alexander as in Alexander and the Terrible, Horrible, No Good, Very Bad Day.)  Rather than read the entire book, you might just read the first page and show the picture on it.  I imagine there were some children feeling the same way on the edge of the Jordan.

F  One BIG problem!  The list of the names of all the people who were to be driven out of their homes immediately reminds adults of today’s Palestinians.  Children may miss this entirely.  Or, if they are caught by the list of unusual names, older children may wonder who they were.  Those who tend to root for the underdog may ask what happened to those people and question whether it was fair of God to give their homes to other people.  Unless you see an easy answer to this, I’d avoid getting in conversations with children (especially in front of the congregation) in which the question could be raised.

Psalm 107:1-7, 33-37

Psalm 107 is a road song.  Pilgrims climbing the steep, hot road up to Jerusalem to worship at the Temple, would recite it as they walked in groups, rather like some of the songs families sing in cars as they travel today (think “Banana-nana-bo bana”).  It has a clear pattern of verses describing the trouble some people faced and were saved from by God and a chorus calling on them to “thank the Lord” for their deliverance.  Today’s lection cuts across the pattern.  Just for fun and to connect to the Joshua story, I’d stick with the pattern and read verses 1-9 instead.  They can be put into a congregational reading as below.  Before reading it, tell worshipers to imagine themselves in a crowd singing on the hot, steep road to Jerusalem.  For maximum effect have the whole congregation stand and walk in place as they read the psalm together.

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           Psalm 107:1-9

People:           O give thanks to the Lord, who is good;

whose steadfast love endures forever.

Let the redeemed of the Lord say so,

those God redeemed from trouble

and gathered in from the lands,

from the east and from the west,

from the north and from the south.

Solo:               Some wandered in desert wastes,

finding no way to an inhabited town;

hungry and thirsty,

their soul fainted within them.

Then they cried to the Lord in their trouble,

and God delivered them from their distress;

The Lord led them by a straight way,

until they reached an inhabited town.

People:           Let them thank the Lord for this steadfast love,

for these wonderful works to humankind.

For God satisfies the thirsty,

and fills the hungry with good things.

                                                                      Based on the NRSV

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Micah 3:5-12

F  Today’s English Version of this text makes its meaning “in your face” for the adults and the children.  The heart of it is verses 9-12.  It’s message for children is “what we do matters to God.”  (Before unpacking that here, know that Joshua’s “Choose this day whom you will serve” is next Sunday.  You may want to save this idea for then.)

Listen to me, you rulers of Israel, you that hate justice and turn right into wrong.   You are building God’s city, Jerusalem, on a foundation of murder and injustice.   The city’s rulers govern for bribes, the priests interpret the Law for pay, the prophets give their revelations for money—and they all claim that the Lord is with them. “No harm will come to us,” they say. “The Lord is with us.”

And so, because of you, Zion will be ploughed like a field, Jerusalem will become a pile of ruins, and the Temple hill will become a forest.

                                                                                Today’s English Version

F  If you frequently use the traditional prayer of confession below, pray it today.  Before praying it point out the highlighted lines and briefly suggest that we need to pray them in all parts of our lives – families, school, businesses, government, etc.

Almighty and merciful God,

We have erred and strayed from your ways like lost sheep.

We have followed too much

The devices and desires of our own hearts.

We have offended against your holy laws.

We have left undone those things which we ought to have done;

And we have done those things which we ought not to have done.

O Lord, have mercy up on us.

Spare those who confess their faults. 

Restore those who are penitent,

according to your promises declared to the world

in Christ Jesus our Lord.

And grant, O merciful God, for his sake,

That we may live a holy, just, and humble life

To the glory of your holy name.

                                                Book of Common Worship (PCUSA)

Psalm 43

This cry for vindication goes over the head of most children.  I’d either use the other psalm or let this one be for the adults.

1 Thessalonians 2:9-13 and Matthew 23:1-12

Click on Saints and Their Source for an article that pulled these texts together in such a helpful way for me that I find all my suggestions grow from it.  The authors insist that saints are people tied to God’s word and that God’s word (1) comes from God (2) through others, and (3) works in the us.  Read the article to get their full meaning.

F  To introduce the idea of saints to the children display the artwork, “Gathering of the Spirits” by Jan Richardson (click on  Jan Richardson Images).  This is non- literal art and will challenge children.  Some “I wonder” questions will help.

I wonder what that round thing is?  the sun?  the moon?  the light of God?

I wonder who the gold things are? 

Can anyone guess what the square things are? 
        (You may have to talk briefly about halos here.)

This should get to a discussion about all the people/saints who we are always aware of, who show us about God by just being there, and who help us live well. 

F  One way God’s word comes to us is through the Bible and preaching about the Bible.  Especially if you are celebrating Reformation Sunday, give the children strips of small Bible stickers at the beginning of worship and challenge them to listen for all the times we read or sing or pray the Bible today.  Invite them to put a Bible sticker by each reading, prayer, or song in the printed order of worship that comes from the Bible.  Take a moment to look at and compliment children on their sticker covered papers as they leave the sanctuary.  (Print the biblical source beside Bible-based readings and verbally point out Bible based hymns as you sing them.)

F  In his letter to the folks at Thessalonica, Paul is recalling his ministry with them.  If you did not do so last week, tell stories of previous pastors in your congregation to explore how God worked in them and the people in the congregation at that time.  If you have photographs or paintings of past pastors that are usually hung in public spots, bring them to the sanctuary.  Ask who knew, was baptized by or married by the more recent ones.  Then move on to points about God’s word working in relationships in churches.  Children may miss some of your points, but they will be more connected to pictures they hardly noticed before – and even add some of those people to their personal community of saints.

Matthew 23:1-12

F  Maybe even more than adults, children are urged to be the best, the most, the winner.  Jesus’ call to servant living flies in the face of all this pressure to succeed.  Acknowledge that openly.  Explore the differences in the coach who wants the team to be number one no matter what and the coach who wants every member of the team to learn and grow in the game and for the whole team to have a good time playing together.  What is practice like with each one?  What about games?  Which coach would you rather play for?

F  Good hymns for young saints wanting to be humble servants of God include:

“Lord, I Want to Be A Christian”

“I’m Gonna Live So God Can Use Me”

“Take My Life and Let It Be
        Consecrated”

Year A - Proper 25, 30th Sunday in Ordinary Time (October 23, 2011)

Deuteronomy 34:1-12

X If you have been using the Moses Display (click on Moses Display), before reading this text place a fist size rock on the lectern.  Then read the text.  Finally, place the rock on the edge of the display to recall Moses’ burial in an unmarked grave at the edge of the wilderness.

X Pray for all kinds of leaders, remembering to include leaders in children’s groups – elected government officials, lay and ordained church leaders, class officers, team captains, patrol leaders, etc.

X Jump to 1Thesslonians below for a suggestion for connecting Moses, Paul, pastors of your church and the children.

Psalm 90:1-6,13-17

There are several ways to read this psalm that will draw the attention of the children.

1.      Note that this psalm is credited to Moses and invite worshipers to imagine Moses praying it as he looks out over the Promised Land before he dies.  Then invite an elderly man forward to read the psalm.

2.      Since this a psalm that speaks to God who is Lord of all generations, have it read by readers of at least two generations.  A white haired reader could be paired with an older elementary school reader with each reading alternate verses.  The older reader goes first and reads verses 5 and 6 as one reading.

3.      Or, to involve more readers of a variety of ages and sexes, use the five reader script below.  Include an older child, a teenager, a young adult, a middle aged adult, and an older adult.  It doesn’t matter in what order they stand and read, but I would mix them up rather than go youngest to oldest or the reverse.  They could stand around a central microphone each stepping to the mike to read from a script they hold or each could wear a lapel mike.  A rehearsal before the service is essential for all to feel comfortable and thus project the faith of all generations that underlies the psalm.

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Psalm 90:1-6, 13-17

Reader 1:      Lord, you have been our dwelling place

in all generations.

Reader 2:      Before the mountains were brought forth,

or ever you had formed the earth and the world,

from everlasting to everlasting you are God.

Reader 3:      You turn us back to dust,

and say, “Turn back, you mortals.”

Reader 4:      For a thousand years in your sight

are like yesterday when it is past,

or like a watch in the night.

Reader 5:      You sweep them away; they are like a dream,

like grass that is renewed in the morning;

in the morning it flourishes and is renewed;

in the evening it fades and withers.

Reader 1:      Turn, O Lord! How long?

Have compassion on your servants!

Reader 2:      Satisfy us in the morning with your steadfast love,

so that we may rejoice and be glad all our days.

Reader 3:      Make us glad as many days as you have afflicted us,

and as many years as we have seen evil.

Reader 4:      Let your work be manifest to your servants,

and your glorious power to their children.

Reader 5:      Let the favor of the Lord our God be upon us,

and prosper for us the work of our hands—

O prosper the work of our hands!

                                                                                                NRSV

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X If you have been working with the Moses display, sing “Our God Our Help in Ages Past” (based on Psalm 90:1-5) as the closing hymn.  As it is sung have each item on the display carried out down the central aisle. Follow the order in which the items appeared in the story.  In rehearsal assign who carries what and seat them in the correct order.  Instruct them to pick up their item and to walk slowly out holding it with great dignity in both hands at shoulder level.  The burning bush candle carrier, picks up the candle and steps to the side as the others leave.  When all are gone, that candle is placed alone in the center of the display again.  The benediction then refers to God’s presence with Moses through all the years in the wilderness and God’s continued presence with each of us during the coming week.  (The recessional of the items is one way an older children’s class can become worship leaders together.)

Leviticus 19:1-2, 15-18

Point out places where the word HOLY appears in your sanctuary– in paraments, carved into the Table or other wooden furniture in the front, HOLY Bible, etc.  Explain that HOLY is here to point first to the fact that God is holy.  We meet the Holy God at the Table and in the Bible.  But the HOLY is also for us.  We are meant to be holy, to be like God.  Read Lev. 19:1-2.  Then jump to 18b.  Note that this is the Golden Rule.  (Enjoy the fact that you all now know exactly where it came from.)  Then summarize, “how can we be holy, like God?  We can follow the Golden Rule.”

Psalm 1

Psalm 1 is an almost over-simplistic comparison of “the good” and “the wicked.”  To make the comparison visual, have it read by two readers (perhaps both wearing dark shirts and pants or skirts).  One reads the verses about the good.  The other reads the verses about the wicked.  They begin standing back to back in the center of the sanctuary.  Each one turns to recite their verses facing the congregation then returns to the starting position.  This is most effective if the readers actually recite their verses from memory. 

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Psalm 1

Reader 1:      Happy are those

who do not follow the advice of the wicked,

or take the path that sinners tread,

or sit in the seat of scoffers;

but their delight is in the law of the Lord,

and on his law they meditate day and night.

They are like trees planted by streams of water,

which yield their fruit in its season,

and their leaves do not wither.

In all that they do, they prosper.

Reader 2:      The wicked are not so,

but are like chaff that the wind drives away.

Therefore the wicked will not stand in the judgment,

nor sinners in the congregation of the righteous;

Reader 1:      for the Lord watches over the way of the righteous,

Reader 2:      but the way of the wicked will perish.

                                                                                             NRSV

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NOTE: I used the NRSV in the script because this psalm is well known in this version.  For a translation with an easier vocabulary for children look at Today’s English Version.

1 Thessalonians 2:1-8

X I doubt that it was intentional, but I think there is a connection between this reading and the story from Deuteronomy.  In Deuteronomy leadership was passing from Moses to Joshua.  In his letter to the folks at Thessalonica, Paul is recalling his ministry with them.  It would be possible to add to the mix stories of previous pastors in your congregation to explore the relationships between people and their leaders.  If you have photographs or paintings of past pastors that are usually hung in public spots, bring them to the sanctuary.  Tell stories.  Ask who knew, was baptized by or married by … the more recent ones.  Then move on to your points about pastoral relationships.  Children may miss some of your later points, but they will be more connected to pictures they hardly noticed before – and those pictures will connect them more fully to the church.

X The Stewardship Connection here is the way leaders use their talents and time to help the whole community.  Deuteronomy reminds us that it is not about Moses, fine as he was.  It is about God and God’s people in all times and places.  Similarly, it was not about Paul nor about any past pastors nor is it about us.  We are called to live for God where we are.   That is all.  This is a different invitation to leadership than is often offered to children.  Children are encouraged to become leaders because leaders are respected, well paid, etc.  Today’s texts insist that leaders are simply people during their part just as Moses, Paul, and past pastors did their parts. 

Matthew 22:34-46

X If you did not do it several weeks ago when the 10 commandments appeared in the Wilderness saga, prove to the children (and all worshipers) that Jesus’ 2 great commandments really do encompass the Ten Commandments.  Print each of 10 in large letters on separate pieces of paper.  Then sort them with help from the congregation into to two piles, one for “love God” and the other for “love neighbors.“  If the children are up front with you, you can do this on the floor.  Do it with the whole congregation using a tackboard or metallic white board or a flannel board.

To take it another step, turn the sets of rules into a congregational litany with one side of the room reading the Ten Commandments and the other responding with the correct one of Jesus’ Two Commandments.

X To explore the trap the authorities were setting for Jesus, identify some of the people who would have favorites among the ten commandments and would be upset if Jesus did not choose “their law” as most important.  For example, store owners might want to be sure “Do not steal” was most important.  Parents would definitely want “Honor your father and mother” near the top of the list.  And so on.

X Go to The Greatest Commandment Children's Sermon for a ready-made children’s sermon or interesting way to open the “real” sermon.  It addresses the difference in remembering 613 rules or 10 rules or 2 rules.

X Another Stewardship Connection:  Connect the two great commandments to specific items in the church’s budget.  If you sorted cards of the 10 Commandments into two stacks, return with cards bearing one budget item each and add them to the two piles.  The point with the children (and the reminder to the adults, maybe especially the budget committee) is that we use the church’s money to follow the 2 great commands.

Year A - Proper 24, 29th Sunday in Ordinary Time (October 16, 2011)

Exodus 33:12-23

R Children, who would like to see or at least hear God “really”, “like in the Bible,” are fascinated by this story of Moses asking to see God.  Since it is hard for them to catch the story as read from most translations, either tell it in your own words or read it from a children’s Bible.  My choice would be “Moses Sees God” from Lectionary Story Bible: Year A, by Ralph Milton, p. 222.  (Reading time: 4 minutes)

R Note that what Moses saw, “the back of God trailing glory” was mainly light and reminds you of the burning bush where Moses first met God.  Lift the candle from the Moses display (Go to Year A - Moses Display Overview ) while you talk about God’s glory, then return it to its place.

 R Make a big word poster bearing the word glory printed in bright gold metallic marking pen or gold glitter pen.  You might even ask an artist (young or old) to write the word with flourishes or decorative touches.  Display the poster and introduce the idea of God’s glory. 

R To further explore the idea of God’s glory and do some worship education about a line in the Lord’s Prayer, create a litany naming attributes of the glorious God.  To each one the congregation responds, “Thine is the Kingdom and power and the glory forever.”

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God, you are the Alpha and Omega.  You were here before anything else existed and you will be here when everything and everyone has come to an end.

Creating God, you spoke and the entire universe came into existence.  You know the secrets of stars and dark holes and far flung galaxies. 

Lord of the Whole Creation, you are aware of each tiny creature on each planet.  You pay attention to insects and birds and even us.

God of History, you call us to be your people.  You appointed us to take care of this planet Earth.  You gave us rules for living well together.  You call us to great things.

Loving God you created each one of us.  You know us by name and watch over us.  You are with us when everything is wonderful.  And, you walk with us through our worst days.

God of Mercy,  You know everything we do, the good and the bad.  And, still you do not give up on us.  When we mess up, you call us back to yourself and you forgive us when we don’t deserve it.

You are greater than we can understand, vaster than we can imagine, more amazing than we can put into words.  So with awe and deep gratitude we pray…

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R Knowing God is dangerous.  God told Moses that the people would be consumed if God went with them into the Promised Land.  They couldn’t take it.  When Moses came back down the mountain, his face shone so brightly that he wore a veil over his face so he wouldn’t frighten people too much.  He was changed, forever different after his little glimpse of God’s glory.  Children as well as adults can be told that knowing God is dangerous for them, too.  God can lead us to do things that are hard – making friends with the outcasts, standing up for what is right, loving even our enemies, forgiving those who wrong us.  Only the truly brave want to get involved with this glorious God. 

Isaiah 45:1-7

R The Roman Catholic lectionary calls for Isaiah 45:1, 4-6 thus omitting the long list of ways God would pave the way for Cyrus.  If children are introduced to Cyrus before the reading, they can follow either lection, but the shorter one is easier for them.

R Before reading either lection, introduce Cyrus as the king of Persia where the Jews had been taken as exiles after Jerusalem was destroyed by the Persians.  Point out how very unpopular this king was with the Jews who first read this.  Then invite worshipers to listen for the surprising thing God had to say about this foreign king who did not even know God’s name.  Be sure to go back to Cyrus putting God’s message clearly into your own words in the sermon.  I predict that if you say, “Remember Cyrus the hated king of the Persians” little heads will pop up all over the room as children tune in to hear what the deal was with Cyrus.

R The point is that God who is Lord of the whole Universe uses people who don’t even admit that God exists.  God is that powerful.  God also does things that we may not like.  The Jews in that day did not like being taken away to live in Babylon.  In children’s words – God is not like a fairy godmother who waves a magic wand to give you a dress for the ball or like Tinker Bell who can make you fly by scattering fairy dust on you.  God is the Great God of the Universe.  God is doing big important things.  It’s our job to recognize where God is working and join God there.  It is not God’s job to figure out what we want and to join us here.

Psalm 99 or Psalm 96:1-9, (10-13)

Both of these psalms praise God’s greatness and power meant to fill the whole universe.  Both need to be read loudly by the whole congregation.  They are not meant for “inside voices” but for “loud, happy outside voices.”  For a shorter reading, use Psalm 99 omitting verses 6-8.  For a longer reading that really gets into the praise spirit of the psalmist and uses everyday vocabulary, turn Psalm 96 into a choral reading for leader, choir, and congregation.  Before reading, practice the first line together reading it loudly to fill the heavens with your praise.  (If the leader and choir set the volume up, the congregation will follow.  A brief rehearsal or conversation with the choir before the service might help.)

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Psalm 96: 1-9,10-13

Leader:         O sing to the Lord a new song!

Choir:            Sing to the Lord, all the earth!

People:         Sing to the Lord, bless the Lord’s name;

tell of God’s salvation from day to day.

Leader:         Declare the glory of the Lord among the nations,

and God’s marvelous works among all the peoples.

Choir:            For great is the Lord, and greatly to be praised;

The Lord is to be revered above all gods.

People:          For all the gods of the peoples are idols,

but the Lord made the heavens.

Leader:         Oh, the honor and majesty of the Lord’s presence!

Oh, the strength and beauty of God’s sanctuary!

Choir:            Ascribe to the Lord, O families of the peoples,

Ascribe to the Lord glory and strength.

People:          Ascribe to the Lord the glory due God’s name;

bring an offering, and come into the courts of the Lord.

Leader:         Worship the Lord in holy splendor;

tremble before God, all the earth.

Choir:            Say among the nations, “The Lord is king!

People:          The world is firmly established; it shall never be moved.

The Lord will judge the peoples with equity.”

Leader:          Let the heavens be glad,

Choir:             Let the earth rejoice;

People:          Let the sea roar, and all that fills it;

Leader:         Let the fields exult, and everything in them.

Choir:            Then shall all the trees of the forest sing for joy

before the Lord; for the Lord is coming,

for God is coming to judge the earth.

All:                 The Lord will judge the world with righteousness,

and the peoples with truth.

                                         Based on the New Revised Standard Version and 
                                         Book of Common Worship (PCUSA and CPC) 

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I Thessalonians 1:1-10

R Since this begins a series of readings from the first letter to the Thessalonians, take a moment to introduce the letter, the senders, and the receivers.

Ø  Show its location in the big pulpit Bible or help worshipers find it in their pew Bibles. 

Ø  Using the table of contents, point out all the letters in the New Testament and note that as we read over the shoulders of those who first read them we find that we have lots of the same problems and that we can learn from them.

Ø  To prove that Thessalonica is a real place project or display photographs of the city as it exists today and/or point to it on a map.

Ø  Explain that Paul had started this church years before this letter was written and that he was really good friends with lots of people there.

R Paul compliments the Thessalonians saying they are making a big difference in their town by living like Jesus every day.  To explore what it means for children today to make a difference by living like Jesus, check out The Recess Queen, by Alexis O’Neill, (see the review at Children's Literature: A Resource for Ministry, Lectionary Links, October 16, 2011).  This book would have to be read with the children up close to see at least some of the pictures.  (Read aloud time: 5 minutes – and you better practice the whacky, rhyming words.)  After reading it, I’d ask “Who in this story was most like Jesus?” then “What makes you say that?” and finally “Could anyone do that?”  and “How would you describe a kid who did something like that?”  Then very briefly note that Paul says the Christians in Thessalonica were a lot like Katie Sue and suggests that we can be too.

Matthew 22:15-22

R The problem of taxes is not of great interest to children – even in today’s loud political debates about taxes.  Older children begin to catch and enjoy the way Jesus trapped his questioners in their own trap.  But, they need step by step explanations to do so.

R Mainly, this text reminded me that it is Stewardship Season in many congregations.  That led me to pondering the opposing facts that this season is a great opportunity to train up young as well as adult stewards and that most congregations focus almost entirely on adult stewards (after all they are the ones with the moneyJ).  That pondering led me to pop off a “Children, Money and the Sanctuary” post listing possibilities.  Find it at Children, Money and the Sanctuary.

R This week would be a good week to steal the offertory from the choir.  Invite the children forward as the offering plates are passed.  Let them watch from the front what is happening.  Talk about why the church collects money each week,  Name 2 or 3 ways the church uses the money.  If appropriate, put the prayer of dedication into your own words showing them where it is in the bulletin.  Then send them back to their seats as the intro to the Doxology is played.  Urge them to sing the Doxology and read the dedication prayer with the congregation.

Children, Money, and the Sanctuary (2013 Update)

Whole books can and have been written about raising children to be good stewards of their money.  This is more focused.  The question here is how can worship planners speak to children about money while they are in the sanctuary. 

$$$   One obvious way is to plan for children to be among those putting money in the offering plates as they are passed.  This begins with teaching parents the value of the habit.  The parent who supplies his or her child with money to put in the plate each week is making doing so part of worship for them.  It establishes a habit.  Point out to parents that the money should be more than the price of a candy bar if we are to teach the children that we need to bring significant financial gifts to God – not just tip God.  If money is tight and children are numerous in a family, suggest that the family deduct the children’s contributions from their family contribution.  If the adults put their offering in envelopes, provide the children with envelopes also.

$$$   In the age of electronic giving, it takes extra effort for children to see their family’s gift as well as their own.  When children do not witness their parent’s gifts, they can easily assume that their small gift is all the family gives – and all that is necessary.  So parents need encouragement to occasionally ask their children to help them write the check or email the family contribution. 

$$$   Occasionally highlight The Offering in your service.  Invite the children forward during the offering (perhaps during the offertory) to

point out the Offering in the printed order of worship and walk through it,

talk about how the money is used,

put one of the usual songs and prayers into your own words and even practice them

and talk about the importance of sharing our money.

$$$   Include children among those carrying the plates from row to row.  Children quickly learn how it is done and tend to stay even more alert than adults do.  Young children or first timers can be paired with an adult.  Older children quickly take their places as independent members of the team.  Passing the plates, then bringing them forward as the congregation sings makes children feel like full members of the church family now.

$$$   If lay members of the congregation offer a prayer of dedication of the offering, ask a child or a children’s class to prepare and offer that prayer occasionally.

$$$   When children make their gift in worship is important.

When children are encouraged to drop their money into a basket at the side as they enter or leave the sanctuary for a children’s time, they misunderstand that they are paying to get in – or even worse, to get out of worship!

When children are expected to give during Sunday School and not during worship, they see that as different and feel uninvolved in the worship offering.  It is possible to work against this by having a child carrying in the church school offering process to the Table with the ushers each week.  It is better to plan for them to give with everyone as part of worship.

$$$   If your congregational has an annual pledge drive, ask children as well as adults to make pledges.  The financial folks will point out that it costs more to prepare materials for them and record their gifts than they contribute.  That is true.  But, this is not about money raising.  We are raising children to become stewards.  It’s an educational expense. 

$$$   Ask all members of each household to sign their household pledge card and to walk it to the front of the sanctuary together (if that is your custom).  Suggest to parents that this is an opportunity for parents to show their children what they give as a family and to talk about how the family uses its money. 

$$$   One time Worship and Stewardship Education Activity:  During Stewardship Season give worshipers sacks from the area food bank and a list of items needed for a week’s worth of groceries.  Challenge them to go to the grocery store together to fill the bag.  Encourage parents to use this as an opportunity to discuss how much food costs and how hard it is for some families to buy enough food to eat.  Filled sacks are placed at the front of the church around the central table, along railings, down the side walls, wherever there is space.  (It will not be pretty, but it will be awesome!)

Simply dedicate the food along with the money at offering time.

Or, take time to revel in the huge pile of food.  Then note that people not only need food, they need clothes and homes and medicine and schools and….  

Point out that it would be impossible to meet all these needs by bringing stuff to church even if we did it every Sunday.  That is why we bring money.  Name some of the missions your money supports describing their work in very everyday terms.  Then dedicate both the food and the money today with reference to other missions that are supported every week.

$$$   Children get a great deal of satisfaction and grow toward mature stewardship when they offer some of their own money.  For young children this means bringing a little of their spending money and even some of their birthday money.  Older children can make gifts out of their earnings from small jobs.  A number of children in my area have begun asking friends to bring books or other gifts to their birthday party that will be donated to a specific ministry rather than presents for the birthday child.  The honoree chooses the ministry and delivers the gifts.  They have the fun of the party and the joy of sharing with others.

WARNING:  Some parents are very much against asking children to give any of their own money.  The anger with which they respond I suspect indicates discomfort with giving on their parts.  In any case, I find that these possibilities are best presented as ideas in a sermon, i.e. seeds planted with hope.