The World of Third and Fourth Graders

The World of Third
and Fourth Graders

As you prepare to lead third and fourth graders, LiFE invites you to enter their world, to remind yourself of who these children are. There's much more to be said than what is stated here and, of course, each child is unique. The best way for you to get to know the children is to observe them from week to week, listening to what they have to say and being their friend as well as their leader.
      This will be an exciting year for you and the children because you will have the opportunity to learn from each other. "Our personal spiritual nurture is largely dependent upon the ministry of children to us. We need the child in order to be whole. At the same time, the child needs the adult" (The Ministry of the Childby Dennis Benson and Stan Stewart, p. 11). The children in your care are enjoying some of the most comfortable years of their lives. Their growth is slow and steady, a mostly pleasant transition from early childhood to preadolescence. Here, then, are a few "typical" characteristics of this delightful age group:

Intellectual Characteristics
You'll find that third and fourth graders are (usually!) eager to learn. They love to gather and explain facts. That's why they delight in collecting stamps, coins, rocks, erasers, baseball cards, and almost anything else you can name. They enjoy listening to well-told stories, making up stories, retelling stories, and comparing one story with another.
      Although children in this age group cannot think abstractly or critically, they can understand the use of religious symbols and rituals. LiFE uses rituals and symbols in the Meeting with God part of each session to underscore these characteristics.
      Timelines, maps, and chronological stories can be effectively used with this age group as they begin to develop a greater capacity to think in sequence and to understand cause and effect.
      Their sense of time and space is growing. They can differentiate between now and long ago. They are interested in historical stories and in heroes of the past.
      You'll need to be sensitive to the wide variation in reading abilities among your children. Some will be reading well above grade level while others will be struggling. To avoid embarrassing any weaker readers, ask for volunteers to read aloud. Give quiet, individual help to those children who are having difficulty reading silently. Including weaker readers in a group of good readers is also an effective way of helping them cope.
      By this age, children are already identifying their preferences for certain learning styles. You may recognize budding artists or writers or musicians in your group. While children may be aware of their own strengths and those of others, it's important to recognize that we all learn in multiple ways. Nurture each child's strengths, and encourage everyone to enjoy various ways of expressing the session truths through art, physical activities, music, words, numbers, and group interaction. And it's good to let children know that you have a few preferences of your own. For instance, maybe your artistic abilities are limited to drawing stick people, but you love telling stories. We all possess different capabilities and learn in different ways.

Social Characteristics
Third- and fourth-grade children are moving from being self-centered to being others-centered. They enjoy making new friends and will begin to form clubs or groups with children of their own gender. In fact, they spend a lot of time with their peers, and the opinions of their friends are often more important to them than the opinions of their families. LiFE builds many group experiences into the session plans to capitalize on this characteristic of third and fourth graders.
      Adults who accept and encourage children are an important part of the world of third and fourth grade. They need and respond to our praise even though they occasionally can be very critical of adults. It is during this stage that children begin to form a personal identity. Jerome Berryman, noted researcher and author on the religious development of children, says that children's special way of knowing does not necessarily need adult approval or explanations. The children do, however, need our supportive understanding.
      The children you will be working with are very sensitive to criticism. They need a sense of individual value and encouragement for their efforts in work and learning. It is at this time that "perfectionism" often becomes a goal. Sometimes children in this age group place impossible expectations on themselves, tearing up stories they have written or pictures they have drawn because they don't think they're good enough. Be sure that you let the children know through your attitudes and behavior that their writing and artwork are acceptable and that you are not looking for the "perfect" or "correct" interpretation.
      Rules are very important to third and fourth graders. They love to make up rules, and they expect rules to be followed. Their sense of justice and fair play is strong. As a result, they will probably think some of the outcomes of the biblical stories are unfair.

Spiritual Characteristics
Conscience becomes a more integral part of life for third and fourth graders. Honesty, fairness, and a sense of guilt are much more pronounced characteristics in these children than in children of younger ages.
      James Fowler, well-known scholar on faith development, says that this is the stage where children begin to differentiate between fantasy and faith. Fowler notes that the stories and practices of the faith community will begin to be integrated into the children's lives.
      As children begin to create a personal identity, it is important that adults and older children act and speak in ways that are Christian so that third and fourth graders can learn what it means to live a Christian life. LiFE includes a goal in each session that will guide you in modeling Christian living for the children.
      In middle childhood, children become more concerned about people who are hungry, homeless, or poor. They often will eagerly participate in service projects. LiFE suggests an extensive service project—as well as a number of smaller projects—to develop this attitude and meet this concern.
      Children at this level enjoy "how" and "why" questions. LiFE uses "I wonder why or how" statements to help children discover the meaning of the Bible stories. George Brown, an educator in the Reformed Church in America, tells the story of Jason, a third grader. His church school children were studying the story of the Last Supper. During the discussion Jason asked, "Why do they call it the 'Last Supper'? I think they should call it the 'First Supper.'"
      As leader, be attentive to the questions children ask. Don't tell them the answers; instead, help them discover the answers to their questions. In response to questions like the one Jason asked, you could ask another question such as "I wonder why it's called the 'Last Supper' and not the 'First Supper' . . . "
      Most third and fourth graders pray or have a desire to pray, although their prayers may be self-centered or may include requests for things. In LiFE, prayer is an important part of each session. Since children learn through their experiences and from what they see others do, LiFE offers many opportunities for different kinds of prayers.
      Make this a wonder-filled year as you and the children journey together and grow in your faith and in the knowledge of God, our Creator and Father; Jesus, our Savior; and the Holy Spirit!

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