Dear friends!

We present to your attention a website for methodological support of primary theological education "Sunday School"!

Over the past decades, a large number of Sunday schools have been created in the country. They solve the problem of turning a person into a church and work in this direction with both children and adults. Teachers who have worked in this area of ​​church life for many years have accumulated extensive experience. But, it must be admitted, it is not always possible to ensure the continuity of this experience within a parish and, even more so, between parishes. Often a new teacher starts work from scratch, collects precious experience “from around the world,” looking for interesting programs and teaching materials.

Purpose of the site- to help the Sunday school teacher in educational and methodological support of lessons, as well as to promote the emergence of a creative community of Sunday school teachers in our country and abroad.

We also want to help adult Orthodox people who want to better know the content of the Orthodox faith and church life, and, in particular, parents who are faced with the need to explain the basics of the faith to their children. The materials on our site will help you achieve both goals.

A small team of teachers and graduates is working on the site Orthodox St. Tikhon's Humanitarian University who have experience working in Sunday schools. But the true development of the project depends on you, dear colleagues! We are waiting for your reaction, your questions and your support.

We invite experienced and creative teachers to cooperate. We invite you to work together to create a high-quality system of primary spiritual education. We are ready to post interesting developments for lessons, holidays, competitions, trips, as well as information about your schools and their history, about your teaching experience. All your messages can be published in the " Feedback» – on the site forum.

* * *

Our website has two main sections: School for children And School for adults. Educational materials in each of these schools are presented in two forms: for teachers and for students, and also divided into age groups(or years of study), items(Old Testament, New Testament, Temple and worship, etc.) and Topics inside objects. For each educational topic, the goal, objectives, lesson plan and keywords are written down and the educational literature is indicated. Texts are always accompanied by illustrative materials.

Materials with general teaching guidelines are posted in the section " Method of teaching".

As in a real Sunday school, the site operates in educational mode from September to May - the traditional school year. During the holidays, the theme of the site’s materials changes: the emphasis is on preparing for the holidays, reviews of interesting new books, preparation and stories about pilgrimages and travel. All this can be viewed in the section " Additional materials". Internet links to resources useful for conducting Sunday school classes are given in the section " useful links".

Principles of Sunday School for Adults

Section work "School for adults" aims to promote Orthodox religious education for adults.

Our approach involves solving two problems:

1) methodological assistance to Sunday school teachers;

2) assistance to site users in self-education.

In accordance with these objectives, each specific topic is divided into materials for teachers and materials for students (the structure of each is described below). The curriculum is the same for both teachers and students.

The selection of subjects for our Sunday school was based on an analysis of the curricula of individual Sunday schools and the recommendations of the Synodal Department of Religious Education and Catechesis regarding the content of training for future Sunday school teachers and parish catechists.

Within three years, starting from 2015, it is planned to fill all selected disciplines with educational materials.

The duration of the academic year is from September to May, inclusive, and is approximately 36 academic weeks.

In the 2015–2016 academic year, educational materials were posted on the subjects: “Old Testament,” “Catechism,” and “Liturgical Tradition.”

In the 2016–2017 academic year, it is planned to post materials on the subjects: “New Testament”, “Church History” and “Church Slavonic Language”.

In the 2017 – 2018 academic year - on “History of the Russian Orthodox Church”, “History of non-Christian religions” and “Sectology”.

The sequence of teaching/learning subjects presented in our Sunday school is a guideline.

The number of subjects taught in Sunday school or studied independently during one academic year is not regulated, nor is the method of teaching/studying them - several subjects in parallel or sequentially one after another. Also, at their own discretion, a teacher or student can combine or divide the materials from our lessons for one lesson or supplement the materials with their own developments. In this regard, we would like to hope to interact with users of our site in order to develop and improve it.

A message about the appearance of new material is posted in the appropriate section in the section "News".

	Discipline	Duration
First year of study
	Old Testament	2 semesters
	Catechism	2 semesters
	Liturgical tradition	2 semesters
Second year of study
	New Testament	2 semesters
	Church History	2 semesters
	Church Slavonic language	2 semesters
Third year of study
	History of the Russian Orthodox Church	2 semesters
	History of non-Christian religions	2 semesters
	Sectology	2 semesters

There are holidays throughout the year: summer (June - August), as well as Christmas and Easter. Ideas for spending the holidays are posted in the section "Additional materials".

Single Topic Structure for Teachers

Each topic requires a certain structure. Let us briefly describe its components:

Purpose and objectives of the lesson describe what and by what means we want to achieve.

Lesson plan involves an algorithm of actions of the teacher to achieve the set goal and solve the assigned tasks. This part traditionally includes the transition from covered material to new material (in the form of repetition, checking homework), revealing the content of the lesson and consolidating it, as well as formulating homework. In addition to these points, it may include analysis of the works of the holy fathers, testing, etc. The lesson plan can also be changed in accordance with the personal preferences and capabilities of the teacher. For example, if multimedia is available, a teacher can include viewing illustrations, video materials(fragments of video materials), listening audio materials which are included with the lesson.

Key Concepts- concepts that must be learned by students.

Sources– works of the holy fathers, recommended for familiarization when studying this topic.

Main literature– literature that was used to compile the content of the lesson.

additional literature- literature that can also be interesting and useful when studying this topic.

Contents of the lesson opens in a new window and is a pdf file. It includes a web table of contents and text that explains the topic of the lesson. This text is compiled using basic literature sufficiently complete to conduct a lesson, however, when preparing, the teacher is recommended to also familiarize himself with all sources, additional literature, illustrations, video and audio materials.

Structure of one topic for students

Student materials begin with Lesson contents, which includes a web table of contents and text covering the topic of the lesson. Further - Test questions based on the content of the lesson. They are recommended to be used to secure the material.

There is a list after the questions basic literature(used to compile the content of the lesson), sources(works of the holy fathers, recommended for familiarization when studying this topic) and additional literature(i.e. the one that the authors found interesting and useful). It is advisable for the independent student, in addition to the laid out content of the lesson, to also turn to the works of the holy fathers and, if possible, to all the literature offered.

At the end of the material, suggestions for this topic are laid out. video and audio materials(illustrations in materials for students are located directly in the text).

In chapter "Additional materials" You can find materials for Sunday school in the following areas: "Holidays"; "Tasks for quizzes"; "Materials for Singing"; "Handicrafts, crafts"; "Extracurricular reading"; "Excursions"; "Other". We encourage the cooperation of users of our site in terms of replenishing the bank of such materials.

Since we would like to work with maximum benefit for site visitors, we will be glad to leave reviews, questions and wishes in the section "Feedback".

Principles of work of Sunday school for children

The “Sunday School for Children” section was created both for Sunday School teachers and for direct use by children with the help of parents.

On March 9, 2017, the document “Standard of educational activities implemented in Sunday schools (for children) of the Russian Orthodox Church on the territory of the Russian Federation” was put into effect, which replaced the “Standard” that had been in force since December 2012. The purpose of the “Standard” is to help teachers navigate the extensive material on the Orthodox faith, religion and culture in order to systematize its study in Sunday schools. Parents interested in raising children in accordance with Orthodox traditions and striving for the correct spiritual and moral development of their children can also find a lot of useful information in this document. Since the Educational and Methodological Set for the course “The Law of God”, which the Synodal Department of Religious Education and Catechesis is working on, has not yet been developed, we strive to present our vision of the content of such a course for children in accordance with the “Standard”.

Over the past few years, we have created materials sufficient for the study of the basic disciplines of the “Law of God” course for children under 13 years of age, based on the previous “Standard”. Currently, materials are being developed for new disciplines and necessary changes are being made to already developed materials. In accordance with the “Standard”, the disciplines offered for study are grouped by age into three categories: 5 - 7 years, from 8 to 10 years, from 11 to 13 years. We do not regulate the number of subjects studied simultaneously in each age category. In 2015-2017, we created materials for studying one discipline in the first, four disciplines in the second and three disciplines in the third age category. In the 2017-2018 academic year, we plan to create materials for studying the remaining disciplines in the second and third age categories.

Educational and thematic plans for all disciplines are developed in accordance with the “Standard” and are recommended for study of 1 topic per week, which is 28 topics in the academic year, taking into account vacations, as well as holidays (not school days). To conduct holidays and other extracurricular events, we post thematic articles in the “Additional Materials” section. As can be seen from the table above, some disciplines are designed for six months of study, while others last for 1.5 or 2 years of study.

Discipline	Volume, in hours	Number of years of study	Creation stage
5 - 7 years
God's law
8 - 10 years
Temple and worship
Old Testament
New Testament
Church Slavonic language
Fundamentals of God's Law			in developing
Saints of the Church (optional)
11 - 13 years
Old Testament
New Testament
Creed
Church service
Church History (optional)

At the stage of filling the section with educational materials, it is expected that materials on the next topic in three disciplines will be posted weekly (every Saturday). When you enter the “School for Children” section on the website and select a discipline, the current lesson will be displayed in the main window. In the future, when the materials for all disciplines are completed, this principle of displaying the current lesson on the calendar will be preserved.

Each topic is developed in two ways: for teachers and for students. Student material includes lesson content with a web-based table of contents and in-text illustrations, as well as test questions. This material can be used by both parents and children themselves. The material for teachers has a more complex structure. It includes the goals and objectives of the lesson, a list of used and additional literature. Additional literature either helps the teacher select a larger amount of material, or provides him with the opportunity for an alternative presentation of the material. The lesson content for the teacher opens in a new window and is a pdf file. Materials for teachers also include illustrations, videos, audio materials and test questions on the topic of the lesson. It is also planned to publish thematic tests, crosswords, presentations and other educational materials, the base of which, we hope, will be replenished annually. Each topic is provided for the teacher with an approximate course of the lesson in one or more options. The teacher’s independent choice of option is carried out in accordance with his personal preferences and is intended to both help him provide variety in the lessons and adapt to the characteristics of a specific children’s audience.

We hope for feedback from Sunday school teachers and invite them in the “Feedback” section to share their impressions of the materials we have posted, ask questions and express wishes for our work so that it brings more practical benefits.

Our editors

	Latysheva Tatyana Viktorovna Graduated from Donetsk State University. By first education he is a physicist-engineer, by his second he is a social teacher. In 2013, she graduated from the Faculty of Further Education at St. Tikhon’s Orthodox Humanitarian University in the Theology program. Married, has three children. During her career at PrJSC Donetskstal, she conducted educational conversations in work teams, provided parish counseling at the house St. Nicholas Church, and managed the project “Spiritual and educational courses for enterprise employees.” For five years she taught the course “Fundamentals of Interpretation of the Old Testament” at the Donetsk National University at the Faculty of Additional and Related Professions as part of the training of teachers of Christian ethics. Currently, she is a medical psychologist at the State Budgetary Institution of the Rostov Region “Narcological Dispensary”.
	Lupishko Natalya Nikolaevna In 1995 she graduated from Volgograd State University with a degree in Mathematics. In 2012 she graduated from the Faculty of Additional Education of the Orthodox St. Tikhon's Humanitarian University in the Theology program. Married, has four children. He is the head of the Sunday school for children at the St. John the Baptist Monastery in Astrakhan, a teacher of additional education at the Bogolep Center for Culture and Education, a teacher of additional education at the Orthodox Gymnasium, and a teacher at the Institute of Distance Education at PSTGU.
	Pronina Anna Sergeevna She graduated from the Rostov Technical School of Railway Transport with a degree in Accountancy and the Rostov Basic Medical College with a degree in Nursing. She received her first higher education at the Rostov State University of Transport with a degree in “Economist-Manager”. She graduated from the Bogolovsky Faculty of the Orthodox St. Tikhon's Humanitarian University. Currently he is a graduate student at the Faculty of Theology at St. Tikhon's Orthodox Humanitarian University. Since 2017, he has been teaching at the Sunday school of the MC church. Tatiana at the Don State Technical University, Rostov-on-Don.
	Serebryakov Nikolay Stanislavovich In 1996 he graduated from Moscow State University. M.V. Lomonosov with a degree in geologist-geochemist. Candidate of Geological and Mineralogical Sciences. In 2002 he graduated from the missionary faculty of the Orthodox St. Tikhon's Theological Institute. Married. He is an associate professor at the Faculty of Further Education and a senior lecturer at the Faculty of Theology at St. Tikhon's Orthodox Humanitarian University, as well as the director of the Sunday school at the Church of St. Nicholas of Mirliki in Kuznetskaya Sloboda, Moscow.
	Serebryakova Yulia Vladimirovna Senior Lecturer at the Theological Faculty of PSTGU and the Institute of Distance Education named after. St. Feofan the Recluse at PSTGU. She graduated from the missionary and history faculties of PSTGU. Since 2009 - senior methodologist of the Olympics on the Fundamentals of Orthodox Culture. Experience teaching in Sunday schools since 1996. Methodist and teacher of the Sunday School of the Church of St. Nicholas of Mirliki in Kuznetskaya Sloboda, Moscow.
	Churkin Viktor Borisovich In 1997 he graduated from the Russian State Pedagogical University named after A.I. Herzen with a degree in physics and computer science teacher. In 2010, he graduated from the Faculty of Further Education at St. Tikhon’s Orthodox Humanitarian University in the Theology program. Married, has four children. Collaborates with the Center for the History of Theology and Theological Education of PSTGU.

Cathedral of St. Mark. Basilica di San Marco - "Basilica of San Marco" - the cathedral of Venice (until 1807 - the court chapel at the Doge's Palace), which is a rare example of Byzantine architecture in Western Europe. Located on St. Mark's Square, next to the Doge's Palace. The cathedral, decorated with numerous mosaics made in the Byzantine style, is home to the relics of the Apostle Mark and many valuable objects of art taken from Constantinople during the Crusades. The narthex was added to the cathedral at the end of the 12th-13th centuries and is decorated with mosaics by Venetian mosaic artists. The mosaic cycle is dedicated to Old Testament subjects; The model for a number of Old Testament compositions was the miniatures of the early Byzantine manuscript of the Book of Genesis located in Venice, later known as the Cotton Genesis (6th century). The small domes, vaults and lunettes of the narthex are covered with mosaics. The mosaics of the dome are dedicated to the biblical theme of the Creation of the world. The dome is divided into three circular stripes located around a central composition of gold scales. Contains 26 scenes dedicated to the first chapters of the book of Genesis, and is accompanied by text in Latin: “In the beginning God created the heavens and the earth. The Spirit of God hovered over the waters” (Gen. 1:1-2). Each of the six days of creation is dedicated to a separate scene, on which, according to Eastern iconography, the figure of the Creator is depicted in the image of a young Christ with a cross halo and a high cross in his hand. On all scenes the Creator is accompanied by the figure of an angel, symbolizing each day of creation. An interesting scene is the blessing of the seventh day, in which God, seated on a throne surrounded by a heavenly retinue, blesses an angel symbolizing the Sabbath. The following scenes of the dome are dedicated to the story of the creation of Adam and Eve, their fall and expulsion from paradise. At the scene of expulsion from paradise, in the background among the tabernacles of paradise, a cross is depicted as a symbol of impending salvation.

Based on the demonstration of scenes from the mosaics of the dome of the Cathedral of San Marco in Venice, you can make an unusual presentation on the topic “Creation of the World”

Cathedral of St. Mark. Basilica... Based on the demonstration of scenes from the mosaics of the dome of the Cathedral of San Marco in Venice, you can make an unusual presentation on the topic “Creation of the World”

Cathedral of St. Mark. Basilica di San Marco - "Basilica of San Marco" - the cathedral of Venice (until 1807 - the court chapel at the Doge's Palace), which is a rare example of Byzantine architecture in Western Europe. Located on St. Mark's Square, next to the Doge's Palace. The cathedral, decorated with numerous mosaics made in the Byzantine style, is home to the relics of the Apostle Mark and many valuable objects of art taken from Constantinople during the Crusades.
The narthex was added to the cathedral at the end of the 12th-13th centuries and is decorated with mosaics by Venetian mosaic artists. The mosaic cycle is dedicated to Old Testament subjects; The model for a number of Old Testament compositions was the miniatures of the early Byzantine manuscript of the Book of Genesis located in Venice, later known as the Cotton Genesis (6th century). The small domes, vaults and lunettes of the narthex are covered with mosaics. The mosaics of the dome are dedicated to the biblical theme of the Creation of the world. The dome is divided into three circular stripes located around a central composition of gold scales. Contains 26 scenes dedicated to the first chapters of the book of Genesis, and is accompanied by text in Latin: “In the beginning God created the heavens and the earth. The Spirit of God hovered over the waters” (Gen. 1:1-2).
Each of the six days of creation is dedicated to a separate scene, on which, according to Eastern iconography, the figure of the Creator is depicted in the image of a young Christ with a cross halo and a high cross in his hand. On all scenes the Creator is accompanied by the figure of an angel, symbolizing each day of creation. An interesting scene is the blessing of the seventh day, in which God, seated on a throne surrounded by a heavenly retinue, blesses an angel symbolizing the Sabbath. The following scenes of the dome are dedicated to the story of the creation of Adam and Eve, their fall and expulsion from paradise. At the scene of expulsion from paradise, in the background among the tabernacles of paradise, a cross is depicted as a symbol of impending salvation.

Your help to the site and parish

Ascension of the Lord (Selection of materials on the site)

Calendar - archive of entries

Site search

Site headings

Select a category 3D tours and panoramas (6) Uncategorized (10) To help parishioners (3,900) Audio recordings, audio lectures and conversations (316) Booklets, memos and leaflets (137) Videos, video lectures and conversations (1,019) Questions for the priest ( 442) Images (260) Icons (551) Icons of the Mother of God (109) Sermons (1,125) Articles (1,887) Requirements (31) Confession (15) Sacrament of Wedding (11) Sacrament of Baptism (18) St. George Readings (17) Baptism Rus' (22) Liturgy (175) Love, marriage, family (77) Materials for Sunday school (416) Audio (24) Video (111) Quizzes, questions and riddles (46) Didactic materials (76) Games (31) Images ( 46) Crosswords (27) Teaching materials (48) Crafts (26) Coloring pages (14) Scripts (11) Texts (101) Novels and short stories (31) Fairy tales (12) Articles (19) Poems (32) Textbooks (17) Prayer (527) Wise thoughts, quotes, aphorisms (389) News (283) News of the Kinel diocese (107) Parish news (54) News of the Samara Metropolis (13) General church news (81) Fundamentals of Orthodoxy (3,996) Bible (899) The Law of God (914) Missionary work and catechesis (1,541) Sects (7) Orthodox library (492) Dictionaries, reference books (54) Saints and Devotees of Piety (1,842) Blessed Matrona of Moscow (5) John of Kronstadt (2) Creed (100) Temple (169) Church structure (1) Church singing (34) Church notes (10) Church candles (10) Church etiquette (12) Church calendar (2,633) Antipascha (15) 3rd Sunday after Easter, the Holy Myrrh-Bearing Women ( 19) 3rd week after Pentecost (1) 4th week after Easter, about the paralytic (10) 5th week after Easter about the Samaritan (11) 6th week after Easter, about the blind man (7) Lent (483) Radonitsa (10) Parental Saturday (35) Bright Week (17) Holy Week (69) Church holidays (722) Annunciation (17) Presentation of the Most Holy Theotokos into the Temple (11) Exaltation of the Cross of the Lord (15) Ascension of the Lord (19) Entry of the Lord into Jerusalem (20) Day of the Holy Spirit (10) Day of the Holy Trinity (38) Icon of the Mother of God “Joy of All Who Sorrow” (1) Kazan Icon of the Mother of God (15) Circumcision of the Lord (4) Easter (139) Protection of the Blessed Virgin Mary (21) Holiday Epiphany of the Lord (45) Feast of the renewal of the Church of the Resurrection of Jesus Christ (1) Feast of the Circumcision of the Lord (1) Transfiguration of the Lord (16) Origin (wear) of the Honest Trees of the Life-giving Cross of the Lord (1) Nativity (120) Nativity of John the Baptist (9) Nativity of the Blessed Virgin Mary (24) Presentation of the Vladimir Icon of the Most Holy Theotokos (3) Presentation of the Lord (18) Beheading of the Baptist John (5) Dormition of the Most Holy Theotokos (27) Church and Sacraments (156) Blessing of Anointing (10) Confession (35) Confirmation (5) Communion ( 27) Priesthood (6) Sacrament of Wedding (14) Sacrament of Baptism (19) Fundamentals of Orthodox culture (35) Pilgrimage (254) Mount Athos (1) Main shrines of Montenegro (1) Rome (Eternal City) (3) Holy Land (4) Shrines Russia (16) Proverbs and sayings (9) Orthodox newspaper (38) Orthodox radio (71) Orthodox magazine (38) Orthodox music archive (171) Bell ringing (12) Orthodox film (95) Proverbs (103) Schedule of services (63) Orthodox cuisine recipes (15) Holy springs (5) Tales of the Russian land (94) Word of the Patriarch (118) Media about the parish (23) Superstitions (40) TV channel (388) Tests (2) Photos (25) Temples of Russia (246) Temples of the Kinel diocese (11) Temples of the Northern Kinel deanery (7) Temples of the Samara region (69) Fiction of preaching-catechetical content and meaning (126) Prose (19) Poems (42) Miracles and signs (60)

Orthodox calendar

Ascension of the Lord

St. Simeon the Stylite on Divnaya Mountain (596). St. Nikita, stylite of Pereyaslav (1186). Blzh. Xenia of St. Petersburg (glorification 1988).

Mchch. Meletius Stratelates, Stephen, John, Serapion the Egyptian, Callinicus the Magus, Theodore and Faustus and with them 1218 warriors with their wives and children (c. 218). St. Vincent of Lerinsky (up to 450). Martyrs, in the Fereydan Valley (Iran) suffered by the Persians (XVII) (Georgian) (movable celebration on the day of the Ascension of the Lord).

Morning – Mark, 71 readings, XVI, 9–20. Lit. – Acts, 1st part, I, 1–12. Luke, 114, XXIV, 36–53.

At Great Vespers, “Blessed is the man” is not sung. At Matins there is magnification: “We magnify Thee, O Life-Giving Christ, and honor the Divine Ascension into Heaven with Thy Most Pure Flesh.” After the Gospel - “Having seen the Resurrection of Christ.” Catavasia “Divine veil...”. Instead of “The Most Honest,” we sing the choruses of the holiday. 1st chorus: “Glorify, my soul, Christ the Life-Giver who ascended from earth to Heaven.”

At the end of Matins and at the Liturgy, dismissal: “Who in glory has ascended from us into Heaven and is seated at the right hand of God and the Father, Christ our true God...”.

At the liturgy there are antiphons of the holiday. Entrance verse: “God rises up with a shout, the Lord with a sound of a trumpet.” Trisagion. Instead of “Worthy” - “Magnify, my soul... You are more than your mind and words....” Instead of “You have seen the True Light...” - “Thou art ascended in glory...” (before giving up).

In the evening of the holiday, Great Vespers is celebrated with an entrance and a great prokeme.

We congratulate the birthday people on Angel Day!

Icon of the day

Venerable Nikita Stylite of Pereyaslavl

Venerable Nikita Stylite

Venerable Nikita Stylite of Pereyaslavl was a native of the city of Pereyaslavl-Zalessky and was in charge of the collection of government taxes and taxes. In 1152, Prince Yuri Dolgoruky moved the city of Pereyaslavl and the stone church in the name of the All-Merciful Savior to a new location. In connection with the costs of building the city and the temple, increased collection of taxes was carried out from the city residents. Nikita, who led these collections, mercilessly robbed the residents, collecting huge sums of money for himself. This went on for many years. But the merciful Lord, who wants to save all sinners, led Nikita to repentance.

One day he came to church and heard the words of the prophet Isaiah: “Wash yourself and be clean, take away wickedness from your souls... learn to do good... deliver the offended, judge the orphan (protect the orphan) and justify the widow” (Is. 1, 16-17). Like thunder, he was shocked by these words that penetrated the depths of his heart. Nikita spent the whole night without sleep, remembering the words: “Wash yourself and you will be clean.” However, in the morning he decided to invite friends to forget the horrors of the past night in a cheerful conversation. The Lord again called Nikita to repentance. When the wife began to prepare dinner for the guests, she suddenly saw a human head, then an arm, then a leg floating up in the boiling cauldron. In horror, she called her husband, and Nikita saw the same thing. Suddenly his dormant conscience awoke in him, and Nikita clearly realized that with his extortions he was acting like a murderer. “Woe is me, I have sinned greatly! Lord, guide me on Your path!” – with these words he ran out of the house.

Three miles from Pereyaslavl there was a monastery in the name of the Holy Great Martyr Nikita, where Nikita, shocked by a terrible vision, came. With tears, he fell at the feet of the abbot: “Save the perishing soul.” Then the abbot decided to test the sincerity of his repentance and gave the first obedience: to stand at the monastery gates for three days and confess his sins to everyone passing by. With deep humility, Nikita accepted his first obedience. Three days later, the abbot remembered him and sent one monk to see what he was doing at the monastery gates. But the monk did not find Nikita in the same place, but found him lying in the swamp; he was covered with mosquitoes and midges, his body was covered in blood. Then the abbot himself and his brethren came to the voluntary sufferer and asked: “My son! what are you doing to yourself? "Father! Save the perishing soul,” answered Nikita. The abbot dressed Nikita in a hair shirt, brought him into the monastery and tonsured him as a monk.

Having accepted monastic vows with all his heart, the Monk Nikita spent days and nights in prayer, singing psalms and reading the lives of holy ascetics. With the blessing of the abbot, he put heavy chains on himself and dug two deep wells at the sites of his monastic deeds. Soon the monk intensified his feat - he dug a deep round hole and there, placing a stone cap on his head, stood, like the ancient stylites, in fiery prayer. He saw only the blue sky and night stars from the bottom of his pillar-well, and a narrow underground passage leading under the church wall - along it the Monk Nikita went to the temple for divine services.

Thus, having labored a good deed in the monastery of the Great Martyr Nikita, the Monk Nikita himself ended his life with a martyr’s death. One night, the saint’s relatives, who came to him for a blessing, were seduced by his shiny chains and crosses, mistaking them for silver, and decided to take possession of them. On the night of May 24, 1186, they dismantled the covering of the pillar, killed the ascetic, removed his crosses and chains, wrapped them in rough canvas and ran away.

Before the morning service, the sexton, who came to Saint Nikita for a blessing, discovered a dismantled roof and reported this to the abbot. The abbot and the brethren hurried to the pillar of the monk and saw the murdered saint, from whose body a fragrance emanated.

Meanwhile, the killers, stopping on the banks of the Volga River, decided to divide the loot, but were surprised to see that it was not silver, but iron, and threw the chains into the Volga. The Lord also glorified these visible signs of the saint’s secret exploits and labors. That same night, Simeon, a pious elder of the Yaroslavl monastery in the name of the holy apostles Peter and Paul, saw three bright rays of light over the Volga. He reported this to the abbot of the monastery and the elder of the city. The council of priests and numerous townspeople who came to the river saw three crosses and chains “like a tree floating in the waters of the Volga.” With reverence and prayers, the chains were transferred to the monastery of the Great Martyr Nikita and placed on the tomb of the Monk Nikita. At the same time, healings occurred. Around 1420–1425 Saint Photius, Metropolitan of Moscow, blessed the discovery of the relics of Saint Nikita. The abbot of the monastery and the brethren performed a prayer service, then they opened the birch bark with which the incorrupt body was wrapped, but suddenly the grave was covered with earth, and the relics remained hidden. In 1511–1522 a chapel was erected in the name of St. Nikita, and in the 19th century, Archpriest A. Svirelin composed an akathist to the saint.

Troparion to St. Nikita the Stylite of Pereyaslavl

In the Orthodox sense, you have hated youthful desires/ and adopted valiant morals, you have defeated the enemy,/ and in your prudence you have pleased God,/ and from above you have received from Him the gift of miracles,/ white drive away your ailments, heal your illnesses,/ Nikita is more glorious, // pray to Christ God, yes will save our souls.

Translation: Having hated youthful passions with your Orthodox mind and began to struggle courageously, you defeated the enemy, and in your zeal you pleased God, and from above you received from Him the gift of miracles: driving away demons, healing illnesses. Glorious Nikita, pray to Christ God to save our souls.

Kontakion to St. Nikita the Stylite of Pereyaslavl

For the sake of Christ from your servants you endured the necessary death/ and you received the crown of incorruptibility from Him,/ but to those who come with faith from your honest tomb you grant healing,/ O Reverend Nikita,// pray Father about our souls.

Translation: For the sake of Christ, you suffered violent death from your servants and received an imperishable crown from Him, but you grant healing to those who come with faith from your revered tomb, O Venerable Nikitas, prayer book for our souls.

Prayer to St. Nikita the Stylite of Pereyaslavl

Oh, all-honorable head, like the most blessed Father, Nikita the Martyr! Do not forget your poor to the end, but always remember us in your holy and auspicious prayers to God and do not forget to visit your children. Pray for us, good father and chosen one of Christ, for you have boldness towards the Heavenly King, and do not keep silent to the Lord for us, and do not despise us, who honor you with faith and love. Remember us, unworthy, at the Throne of the Almighty and do not stop praying for us to Christ God: for you have been given the grace to pray for us. We do not think that you are dead, even though you have passed away from us in body, but even after death you remain alive. Do not give up on us in spirit, preserving and keeping us from the arrows of the enemy and all the charms of the devil, our good intercessor and man of prayer. Even though your relics are always visible before our eyes, your holy soul with the angelic hosts, with the disembodied faces, with the heavenly powers at the Throne of the Almighty God rejoices with dignity. Knowing that you are truly a living being after death, we bow down to you, and we pray to you, and we have mercy, even pray for us to the Almighty God for the benefit of our souls, and ask us time for repentance and not forbidden to pass from earth to Heaven, and bitter ordeals, and the princes of the air, and eternal torment will be delivered from us, and the Kingdom of Heaven will be an heir with all the righteous who have pleased Him, our Lord Jesus Christ, from all eternity. To Him belongs all glory, honor and worship, together with His Eternal Father and the Holy Spirit, now and ever and unto the ages of ages. Amen.

Reading the Gospel with the Church

The Holy Church reads the Gospel of John. Chapter 12, Art. 19-36.

19 The Pharisees said to each other: Do you see that you do not have time to do anything? the whole world follows Him.

20 Of those who came to worship on the holiday, there were some Greeks.

21 They approached Philip, who was from Bethsaida of Galilee, and asked him, saying: Master! we want to see Jesus.

22 Philip goes and tells Andrey about this; and then Andrew and Philip tell Jesus about this.

23 Jesus answered and said to them, “The hour has come for the Son of Man to be glorified.”

24 Truly, truly, I say to you, unless a grain of wheat falls into the ground and dies, it remains alone; and if it dies, it will bear much fruit.

25 He who loves his life will destroy it; But he who hates his life in this world will keep it to eternal life.

26 Whoever serves Me, let him follow Me; and where I am, there will my servant also be. And whoever serves Me, My Father will honor him.

27 My soul is now indignant; and what should I say? Father! deliver Me from this hour! But for this hour I have come.

28 Father! glorify Your name. Then a voice came from heaven: I have glorified it and will glorify it again.

29 The people stood and heard That, said: it's thunder; and others said: The angel spoke to him.

30 To this Jesus said: This voice was not for Me, but for the people.

31 Now is the judgment of this world; now the prince of this world will be cast out.

32 And when I am lifted up from the earth, I will draw everyone to Me.

33 He said this, making it clear by what kind of death He would die.

34 The people answered Him: We have heard from the law that Christ abides forever; How then do You say that the Son of Man must be lifted up? Who is this Son of Man?

35 Then Jesus said to them: For a little while yet the light is with you; walk while there is light, lest darkness overtake you: but he who walks in darkness does not know where he is going.

36 As long as the light is with you, believe in the light, that you may be sons of light. Having said this, Jesus walked away and hid from them.

(John chapter 12, 19-36.)

Cartoon calendar

Orthodox educational courses

CHRIST IS THE SOURCE OF LIVING WATER: Homily for the 5th Sunday after Easter, about the Samaritan

IN O name of the Father and the Son and the Holy Spirit!

IN Today Sunday we remember the gospel conversation with the Samaritan woman. The service glorifies Christ, who, in a conversation with a woman from the village of Sychar, made it clear that the Source of living water that leads a person to eternal life is He. He who wants to quench his bodily thirst can go to a well dug in the ground, but he who wants to quench his spiritual hunger must go to Christ.

Download
(MP3 file. Duration 09:34 min. Size 8.76 Mb)

Hieromonk Nikon (Parimanchuk)

Preparation for the Sacrament of Holy Baptism

IN section " Preparation for Baptism" site "Sunday school: on-line courses " Archpriest Andrei Fedosov, head of the department of education and catechesis of the Kinel Diocese, information has been collected that will be useful to those who are going to receive Baptism themselves, or want to baptize their child or become a godparent.

R This section consists of five cataclysmic conversations in which the content of Orthodox dogma within the framework of the Creed is revealed, the sequence and meaning of the rites performed at Baptism are explained, and answers to common questions related to this Sacrament are given. Each conversation is accompanied by additional materials, links to sources, recommended literature and Internet resources.

ABOUT course conversations are presented in the form of texts, audio files and videos.

Course topics:

• Conversation No. 1 Preliminary concepts
• Conversation No. 2 Sacred Bible story
• Conversation No. 3 Church of Christ
• Conversation No. 4 Christian morality
• Conversation No. 5 The Sacrament of Holy Baptism

Applications:

• FAQ
• Orthodox calendar

Reading the lives of saints by Dmitry of Rostov for every day

Recent Entries

Radio "Vera"

Radio "VERA" is a new radio station that talks about the eternal truths of the Orthodox faith.

TV channel Tsargrad: Orthodoxy

Visual aids for Sunday school lessons

Published from the book: “Visual aids for Sunday school lessons” - series “Manuals for Sunday school teachers. Issue 4.”, Kazan, Parish of Rev. Seraphim of Sarov, 2002 (2nd edition, 2006)

The Sunday school teacher has many teaching aids and methods at his disposal to help people learn. They detail the importance of storytelling and facilitating discussions. But the teacher also has other effective teaching techniques. The purpose of this booklet is to review the use of visual aids to teach students of all age groups. Some attention will also be paid to the role of visual aids in the learning process.

We know how important it is to pass on the Word of God to children. But can everyone tell a good story?

Approximately

5% of people have a talent for telling stories;

5% will never achieve this;

90% will learn out of necessity, through practice and enthusiasm.

1. The first category of people are born storytellers. They will be able to interest both young and old with their stories. When you listen to them, events appear right before your eyes. These people have talent and they are responsible for making the best use of it.

2. Another category is people who will never learn to tell. They don't even want to say anything. But doesn't this allow them to work with children? Of course not! Oral presentation is only part of the time spent with children. There are many other tasks: warmly greeting children, memorizing poems, singing, playing instruments, doing various crafts and drawings, etc.

3. Most people, however, can learn to speak interestingly and clearly to an audience. Practical exercises will help them with this. However, remember, this must be approached prayerfully. Visual aids are of great help to such teachers. You should know that children remember only a small part of what they are told about.

20% of what is heard;

50% of what they hear and see;

80% of what they hear is what they see and do.

Therefore, children remember something from a story more if it is accompanied by an illustration. Such visual aids are used not only because they are “beautiful”, but because they are indispensable.

For they are:

1) awaken the interest of children and attract their attention.

At the sound of such a story, the child is enchanted, and the adult “returns from mental wanderings.”

2) help speed up the learning process.

Someone said that a picture is worth a thousand words.

3) attract and maintain children’s attention throughout the lesson.

Today's children are familiar with television and video. As a rule, it is difficult for him to just listen. His attention should be focused on something interesting, visual.

4) emphasize important points of the lesson.

To do this, visual aids are prepared to help explain the central truth: key words and phrases are written out on separate sheets.

5) promote memorization.

A sermon or lesson can be brought to mind by a wonderful illustration. Pictures and objects remain in the mind when abstract expressions go away.

6) bring closer the culture of ancient times, help to better understand the material presented.

Children see clothes, houses from biblical times. They will find out what the tomb looked like, what a vessel with oil is, what the Ark of the Covenant was...

7) help to understand difficult abstract biblical concepts.

8) bring history to life, make learning interesting and enjoyable, and force students to think.

There are a variety of ways to make a lesson visual and interesting. This is the use of picture books, slides and films, geographical maps and flannelographs, holding games and competitions, learning songs and the basics of fine art, working together, and much, much more. All their diversity cannot be described, but still we must remember that all of these are only means, methods, aids. The most important thing is the Gospel Message.

VISUALITY IN BIBLE HISTORY

Visual teaching methods are as old as time. The whole world, as the psalmist says, “preaches the glory of God” (Ps. 18:2), and as St. Apostle Paul: “For His invisible things, His eternal power and Godhead, have been visible from the creation of the world by looking at what has been made” (Rom. 1:20).

And after the creation of man, we see that God Himself used visualization to clarify truths from the Creator. Thus, at the end of the flood, God showed a rainbow in the sky as a reminder to Noah and subsequent generations of His covenant of peace with them (Gen. 9:13-17).

Patriarch Jacob showed a vision of a ladder to Heaven to show His presence with him in any place, and not just in his father’s house (Gen. 28:10-17). He appeared to Moses and spoke to him from a burning thorn bush (Ex. 3:2-6). God announced His judgment on Babylon with a writing on the wall (Dan. 5:5). And these are just some examples.

A study of the lives of the saints shows that they often used visual teaching methods. The prophet Jeremiah used a clay jar to represent the coming destruction of Jerusalem (Jer. 19:1-12). The prophet Ezekiel built a working model of the city of Jerusalem, depicting its destruction at the hands of the Babylonians (Ezek. 4:1-3). The New Testament prophet Agabus tied himself up to show St. ap. Paul's future imprisonment (Acts 21:10-11).

There are many examples where saints effectively used not only verbal images and parables, but also visual examples. They did not hesitate to use these concepts if it served God's purpose. And we shouldn't, especially when working with children.

Visibility was an important part of the teaching of the Lord Jesus Christ. Let us briefly recall just a few examples. The Lord chose the lily to illustrate the truth (Matt. 6:28-32). He showed the coin to teach the tempters a lesson (Matthew 22:17-21). With two mites he taught the widow how to sacrifice correctly (Mark 12:41-44). He took a child and taught him true greatness by example (Matthew 18:1-4). To teach humility, the Lord used the example of washing the feet of His disciples (John 13:4-5). If Jesus Christ, the greatest Teacher of all time, used visualization, then, of course, we can use it usefully today.

The teacher has a wide choice in conducting visual lessons specifically designed for specific age groups. For example, visual lessons for preschoolers should primarily appeal to the senses. Students of other ages, in turn, are able to complete written and oral tasks that are inaccessible to children.

PRESCHOOL CHILDREN

Visual lessons for preschoolers are usually divided into 6 categories:

Homework

Books and puzzles

Music and singing

Communication with nature

art

Games with constructors and cubes.

Any one of them can contribute to achieving the intended teaching goals.

Homework. Visual lessons in this category can be used during the introductory part of the lesson. They help children understand and apply the Christian concept they are learning to a specific situation. The equipment necessary for this can be purchased or made independently.

Books and puzzles may be useful for telling Bible stories or memorizing Bible concepts. Each Sunday, use only those books and puzzles that contribute to the specific lesson goal.

Music can be included in any part of the lesson. Rhythmic instrumental music and singing are extremely useful in teaching preschoolers. Playing recordings can also be useful. It is not necessary to use only spiritual content. Much can be learned from ordinary children's songs. For example, you can start a conversation from a phrase you hear in a song. Children also love singing, accompanied by demonstrations of movements that illustrate the words of the song. The story is told with musical accompaniment. But next time the children come into action, performing various movements to the music (singing, rain, whittling, etc.).

Communication with nature consists of introducing children to plants and animals, walks in the park, forest or zoo, using books about nature, as well as slides and pictures depicting nature.

Art. These object lessons include brush painting, finger painting, stenciling, play dough and clay, appliqué, coloring and simple crafts.

Games with cubes or construction sets provide opportunities for children to understand and reinforce the biblical concepts they are learning, as do chores. The teacher, coming up with questions and leading entertaining conversations, invites the children to build objects related to biblical stories from cubes, make mosaics or puzzles.

CHILDREN OF JUNIOR CLASSES

Visual lessons for primary school children can be divided into 7 categories:

art

Dramatizations

Oral communication tasks

Games

Music and singing

Research.

Visual activities includes creating drawings, making tables, dioramas, maps, movable crafts, slides, posters and time tables. They can be used to introduce Bible facts or to apply Bible truths learned.

Diorama- a ribbon-shaped painting curved in a semicircle in plan with a foreground subject (structures, real and fake objects). The simplest example of a diorama is a Christmas nativity scene with a hand-drawn background.

Dramatizations allow children to better understand the material and take an active part in current events. These may include imaginary conversations with Bible characters, writing monologues from the perspective of Bible characters, dramatizing stories from Scripture and Tradition, using puppet shows, and role-playing (for older children).

Written communication tasks used to write and communicate information, describe feelings, and express ideas. An example would be an excerpt from the diary of a biblical character, a letter to or from him, newspaper articles reporting events described in the Bible, poems, stories with practical application of biblical truths, and games with words (acrostics, crosswords, etc. .)

Oral communication tasks include a series of questions and answers, dialogues between teacher and student or students among themselves.

Games is an effective way to review or memorize Bible material. Invent them yourself, use cards, crosswords, tasks in which you need to insert missing words, arrange information in a certain order, choose the correct answer, etc. Don't neglect sports games either.

Music Can be used to teach, reinforce, or practice Bible truths. Here, students choose, maybe even compose a song that explains a particular concept or form of its application. A song on the topic being studied can be acted out, depicted, illustrated and then listened to.

Research includes extracurricular activities, searching for answers to questions in the text and writing essays.

TEENAGERS AND ADULTS

Lectures are generally considered a one-way type of communication. However, you can get students involved by providing them with an outline to complete during the lesson, and by using films, interviews, workshops, discussions, etc.

Written communication tasks useful for repetition of material or its practical application. These may include writing letters to or on behalf of a biblical character, writing in a personal reading journal about the impression of a particular truth, promising to put it into practice, creating parables, television scripts, or newspaper articles about events described in the Bible. , presentations, crosswords.

Dramatizations include the production of plays, skits, pantomimes (especially when working with the deaf), as well as role-playing games.

Visual activities involves a pictorial or graphic representation of biblical truths and their practical application. Examples include making cards, moving crafts, posters, emblems or badges.

Musical tasks include selecting theme songs, retelling their content, creating a musical program, singing and composing spiritual cants and psalms.

Research activities consists of writing reviews of books, films and television shows, compiling abstracts, chronologies, organizing pilgrimages and hikes, finding answers to questions about biblical passages.

There is a huge variety of visual aids available. Therefore, a teacher who does not use them has nothing to justify himself. You can use flannel, pictures, white board, black board, object lessons, sticky notes, cards, word strips, projector slides, magnetic board and much, much more. Let's try to consider some of the most famous of them.

FLANELGRAPH

The best teaching aid for Sunday schools are flannelographs. They are used in a variety of ways. There are many flannelographic aids on Bible stories and other topics related to the Bible.

Its device uses a board-stand with a stand-leg, which makes it somewhat inclined. It is better to cover the stand with a soft cloth (flannel or flannel) of blue or light green color. In addition, it is good to have removable pieces of material of different colors; they are used depending on the content of the story. For example, a bluish-gray tone or light green - for action that takes place during the day, summer, spring; blue, pink - for actions taking place in the morning, in winter; dark blue - in the evening, at night. You can also add scraps of flannel to represent the landscape, such as roads, trees, mountains, clouds or waves. And by adding columns, stairs, doors, windows, you get the look of a palace, nativity scene or temple.

The base is usually cut out of fiberboard or cardboard (from packaging of electrical equipment). It doesn't have to be done on a stand. You can make it foldable or simply lean it against the wall. Sometimes they simply cover a chalkboard with flannel, using magnets for metal boards or pins for cork boards.

The shape of the base, depending on the topic, may be different. Thus, there are the shapes of a star (at Christmas), an egg (at Easter), a temple, a heart, etc.

According to the size of the flannelgraph, flat figures are made, the reverse side covered with baize, flannel or velvet paper. Thanks to the coating on the back, the pieces stay on the board and are easy to remove. This helps to act out the flow of the story in front of the children. You can move the figures around the screen, make movements with them, add inscriptions - change the picture, making it dynamic, which cannot be done with a simple book illustration. By attaching words or symbols, it can be used to memorize Bible verses, song lyrics, charts, and more.

Due to the great interest in flannelgraphs, many foreign publishing houses are publishing sets of biblical figures on flannel or velvet paper. Unfortunately, Russian manufacturers have not yet reached this point. We can only find collections with descriptions of lessons.

The most common are flannelographs from the American company "Betty Lukens". They are sold in sets, differing from each other only in size. In the large set - figures up to 30 cm in size, backgrounds in size 80x120 cm, in small - figures up to 16 cm, backgrounds - 40x60 cm. The small set is intended for teaching in groups of less than 12 people.

The sets contain 600 figures depicting biblical characters, as well as various objects (buildings, trees, pyramids, boats and much more), and a set of backgrounds with overlays that allow you to depict the sea, peninsulas, islands, field, desert, cave, dungeon, room, palace, city street or night sky. Using all these figures, you can create over 400 scenes from the Bible.

The kits come with a teacher's guide containing 182 lessons.

Flannelographs from other companies are not widely used in Russia, because do not have such a wide range of components, contain fewer figures and backgrounds and can only be used when reviewing individual topics.

Note:

Many people contact us asking for help in purchasing flannelographs. We would like to inform you that some time ago we purchased several sets of flannelographs from the Betty Lukens company and distributed them in our diocese. But then, due to “headaches” due to customs, we refused these intermediary services and are not doing this now (unfortunately:((((() - Amendment from 09/27/06: Still, we ordered several flannelographs. Those interested can contact by phone. +7-843-269-87-58 (Gordeeva Elena Gennadievna)

As far as we know, flannelographs in Russia can now only be purchased at the OED mission.

Flannelograph book for kids

Creation of the company "Betty Lukens".

Cute books for dads and moms. But they can be used when working in small groups.

Flannelograph with paper figures

We make the background ourselves from cardboard and cover it with flannel. We print the figures on a color printer or draw them ourselves. We glue velvet paper onto the back of the figures.

Album with ready-made figures

OED is distributed, the figures are simply cut out and used for their intended purpose. There is no need to stick velvet paper, because... the album itself is printed on such paper.

BLACKBOARD

The board can be used to write out individual Bible verses, discussion questions, acrostics, and other simple diagrams and drawings. The board can also be useful when memorizing and repeating verses, for example, by writing a verse on the board and repeating it, gradually erasing individual words.

For all their advantages (cheapness, no preliminary preparation of materials, no auxiliary equipment required), blackboards require certain artistic skills from the teacher, and there is also some inconvenience due to the need to constantly erase and write again.

The developers of modern boards have completely abandoned the usual black color, choosing white as the main color. Drawings made on such boards look the same as drawings on regular paper. Moreover, felt-tip pens are used for writing. Some whiteboards have a magnetic surface, which allows you to use pre-prepared materials (illustrations, maps). Boards can vary in size and number of sashes. Hinged doors increase the working surface. Experienced teachers successfully use this property, effectively opening prepared materials at the right time.

The person using the board requires certain artistic abilities, good handwriting, and the ability to beautifully arrange information on the board.

The main difficulty that a whiteboard speaker has to face is losing the audience's attention while writing something on the board. If you turn your back to the children, your attention will be lost.

CHARTS AND TABLES

This method makes it possible, using drawings, lines, rectangles, circles and arrows, to actually depict, for example, the origin, development, consequences, comparison, contrast, etc. Thus, in the form of a diagram, you can depict the history of the Church, visually depict a book of the Bible or its Part.

Schemes and tables must be prepared in advance. They are useful because they provide complete information graphically, after which words are no longer required.

GEOGRAPHIC MAPS

Used when working with older children. With the help of maps, students get an idea of ​​the geographical location of ancient states and can compare it with modern geography. Finding on the map the places where the Lord Jesus Christ visited; tracing the missionary journeys of St. Apostle Paul; searching for places where Old Testament events took place - all this helps children realize that your stories are not fantasy, but real events. Maps can be made on paper or cardboard. When preparing homemade maps, you need to be aware of the dangers of cluttering this visual aid. The fear of missing something important can lead to the fact that due to the abundance of inscriptions, symbols, geographical relief indicators and other side information, you will unwittingly interfere with the easy reading of the map and distract children’s attention. The main disadvantage of maps is that they try to tell everything at once.

Card issued by the Ministry of Education for educational institutions

Excellent for Church history classes, but unfortunately the lands of the Bible and the ancient world are poorly represented.

Ukrainian map

The most successful card, only the essentials and nothing superfluous. But, unfortunately, it is very difficult to get.

Card issued by RBO

At the moment, it is easiest to get it in stores or order online. The most accurate and verified based on images from space, etc. But it has one significant drawback - it is very, very overloaded with unnecessary details, which is why it is very difficult to “read”, especially at a distance.

Pre-revolutionary map

A few years ago it was available in many stores. It's a little more difficult to find now, but still possible. A very good card.

DRAWINGS AND CUT-OUTS AND POSTERS

Cut out the illustrations you want from magazines, calendars, greeting cards, catalogs and other printed publications. It would be a good idea to keep a box or folder for such manuals and use them as needed. Glue them onto cardboard or thick paper. Black and white images will look better with a colored frame.

Add an element of anticipation to all illustrations.

Try to have a clear understanding of the subject you intend to teach. Study the lesson first, and then look for illustrations for it.

Don't take too long to show your illustration.

If you use large paintings or photographs, paste the texts of poems and definitions on the back so as not to forget their content.

Don't use too many illustrations. Two illustrations given to explain one point may interfere with each other.

PICTURE BOOKS

(albums, signal and handout cards, flash cards)

Large books with illustrations and paintings that help reveal the biblical story are used in open spaces when flannelgraphs cannot be used due to strong winds. Gather children around them and tell a story while showing pictures. They can be used to illustrate a story, scene by scene. The image of an object or character will serve as the basis for conversation when consolidating the material.

Bible verses and songs are conveniently placed on the cards. If you reference a Scripture verse on one side of the card, write the beginning of that verse on the other side.

Flash cards

(issued by OED)

Album on topics from the Book of Genesis.

Album based on the Book of the Prophet Daniel.

Keep albums in front of you or to the side so children can see them clearly.

Practice turning pages:

• know when to turn the page;

  turn the page so that children do not see what follows.

Hold the albums so as not to cover important parts of the illustration with your hand.

During the explanation, look not at the drawings in the album, but at the children and address them directly.

ILLUSTRATED SONG COLLECTIONS

Similar collections can be made not only for songs, but also for golden poems.

The children’s attention is directed either to the teacher or to the poster with the words of the song and thereby:

1. The threat of misunderstanding words is eliminated.

2. Illustrations help explain the meaning of words.

3. Illustrations complement the words, for example: a song about creation, illustrated with beautiful pictures of the works of God.

The text is printed directly on paper in the old “old-fashioned” way using a stencil or printed on a regular printer and then pasted on.

In the last picture, the text was printed directly on A3 colored paper (density 160-200), so the appearance was more accurate.

SUBJECT LESSONS

Everyday objects can be used as visual aids in lessons. Spiritual truths can be taught using the attributes and purposes of well-known things. The purpose of these lessons is to explain difficult, abstract Bible concepts.

Example:

Illustrate the topic of enduring temptation using the example of a stick and a nail. Give the child a stick and let him break it. Then submit the nail. It won't be possible to break it. Invite your child to connect the stick and nail together, tying it with thread. Now let him try to break the stick again. This time the wand won't break. Show with this example the importance of our being with Christ for enduring trials - a person (a stick) is easy to break if he is not connected with the Lord through prayer and the Sacraments.

However, remember that the pictures and objects you use do not dominate the Gospel Message and do not distract the children’s attention. Objects can be so interesting in themselves that the main message remains in the shadows. Children will remember everything they saw and heard, but will not understand why it all happened.

-----

A few more examples from the book "Worldly Wisdom: Unforgettable Experiences as an Inheritance for the Future Generation":

The word is not a sparrow...

Action. Invite the children to squeeze the toothpaste out of the tube - all of it, without any residue! To increase the excitement, you can press it, for example, on the table - and smear it, smear it... ;))) Let them try their best and squeeze out every last drop . And after they, therefore, relax a little, offer them, for some gift (naturally!), to put the paste back. Also! - all without a trace!! Let them try ;))

Morality. The situation is exactly the same with our language. Once a word leaves your mouth, there is no way to get it back. We need to be very careful with our words, because we may later greatly regret what we said.

“I tell you that for every idle word that people speak, they will give an answer on the day of judgment.”(Matt. 12:36)

Notes 1. If several children are participating, it is better to use multi-colored pastes. 2. To prevent children from giving up because of the complexity of the task, try to use plastic tubes rather than iron ones. 3. If you value the work of your assistants, then we recommend putting a piece of cellophane tablecloth or at least a piece of paper on the table. 🙂

Road to Heaven.

The children are standing in front of the flight of stairs and Jim is on the top landing. They eagerly and eagerly await their father's instructions. “I’ll take you to the ice cream parlor if you can figure out how to get in here.” All four listen with great attention. “But there are a few rules. First, you should not touch the steps. Second, you cannot touch the railing. Let's start! After a few moments of confusion and reflection, the younger one says, “That’s impossible, Dad! How will we get to you without railings and steps? After the confused agreement of two more, Yakov came up with: “Dad, I know! You come down here yourself.” Jim goes down the steps. “Now bend over and I’ll climb on your back. Well, now carry me up.” Happened! Now Jim, using this simple idea as an example, explains that it is impossible to get to God on your own. But when we commit ourselves to Christ, who has accomplished everything for us, we can reach heaven. Unforgettable impression. After riding on daddy's back, the whole gang goes for a double serving with syrup.

Weidman J., Bruner K. Worldly wisdom: Unforgettable impressions as an inheritance for the future generation: Trans. from English - Volgograd: Volgograd Scientific Publishing House, 2004.-107 p.

Let's look at the main ones. The most common applications in Sunday schools are:

1. Slide projectors

2. Projectors for films (overhead projectors)

3. Audio equipment

4. Video equipment

5. Computers.

Audiovisual material presented with the help of this equipment can be divided into two categories: “supporting the narrator” and “independent”.

Material that supports the narrator serves to improve the teacher's perception of information. Whatever aid is used - flannelograph, albums, slide projector and others - the attention, the focus of the audience is always directed to the speaker.

Independent materials can be substituted for the teacher. They include films, videotapes, computer programs and a variety of other media that contain the full scope of the material and its presentation. The teacher does not have to be present during their demonstration. Moreover, some manuals allow children to be not mere observers, but active participants in the process - for example, educational computer programs.

The use of audiovisual equipment has a strong impact on the emotional mood of the class, helping to quickly achieve understanding among listeners.

We are not currently considering the most effective multimedia projectors due to their high cost (from $2000). Let's briefly say that these projectors have the ability to display video and computer images and sound on the screen, which significantly expands their capabilities.

SLIDE PROJECTORS

A filmstrip is a visual aid that combines a large image, a certain dynamism of action, and their sequence, because All frames of the film strip are interconnected by the plot.

Slide (transparency) - a photographic positive image. If in a filmstrip the frames are connected by a storyline, then in a series of slides such a system of arrangement of material may be absent. Therefore, they usually do not use the entire series, but only individual frames.

Unfortunately, now practically no new series of filmstrips are published. This leads to the fact that in the near future we will have to work only with transparencies (slides). The advantage of slides is that you can make them yourself, if you have a simple camera and positive film.

Filmstrips and slides are widely used for retelling. Children retell familiar stories over successive frames. Individual, most interesting frames serve as the basis for the children to compile descriptive stories. In order to consolidate knowledge, drawing is also carried out on topics close to the content of what was viewed.

The pace of the demonstration is determined by the teacher, who, if necessary, can slow down the demonstration of those frames that aroused the greatest interest or turned out to be difficult to perceive and understand.

The show is preceded by a short conversation, preparing children to perceive the content.

If certain comments, sounds and music are recorded on audiotape, the display can make a huge impact.

Modern projectors are easy to use and allow demonstrations to be carried out in a dimly lit room or when one window closest to the screen is darkened. Some models of slide projectors are equipped with a remote control, thanks to which you can freely move around the audience, changing slides without getting close to the device. If your device has a carousel slide magazine, then you can scroll through a certain order of slides several times. Also, if necessary, you can use the “direct slide selection” function, i.e. move from slide to slide at will, for example from the 5th to the 20th, then to the 7th, etc.

The disadvantage of projectors (except carousel ones) is that the teacher is somewhat dependent on the initial sequence of the slides and therefore does not have the opportunity to make significant amendments to the order of presentation of the material and conduct a lively, relaxed conversation. Another big disadvantage is that children sit in the dark all the time and there is no direct contact with them.

OVERHEAD PROJECTORS

Overhead projectors are designed to display images printed on transparent film. An image can be applied to transparent film in several ways: using special color markers, printed on a laser or inkjet printer, or using a photocopier or copier.

Having revealed the topic, invite the children to draw on films the event that most touched them. At the end of the lesson, having collected all the films and arranged them accordingly, arrange a brief review of the material based on the display of their work. You can save the best works and then use them in future work.

This projector is also used for learning new Bible verses and songs.

You can create multi-level transparencies so that you don’t show all the information at once, but add more and more details gradually - overlaying films on top of each other.

Advantages of overhead projectors:

Ease and speed of preparation of materials,

Possibility of using materials in any order,

Ability to show part of the image,

Can also be used in daylight.

Check all equipment and materials in advance (eg markers, pointers...);

If you are explaining material while standing at the screen, do not turn your back to the audience. Try to maintain constant visual contact with the audience;

If you prefer to explain on the projector itself, do not look at the projector or use your finger as a pointer;

Describe the slide before showing it. Explain in a few words the connection with the previous one or ask a rhetorical question that anticipates the next topic;

After showing the slide, pause - give the audience some time to familiarize themselves with the slide (for example, while you walk towards the screen);

Do not re-read the text shown to the audience. Listeners are able to do this on their own;

Don't stand "chained to the projector" - move. To make a point, answer a question, or initiate a conversation, move to the center of the room;

Turn off the projector to get attention when you're not explaining something on a slide;

Mask part of the slide. Usually the audience does not like such actions, because... People are interested in the hidden part. To use this technique effectively, show the entire slide first and then partially cover it.

Use two separate folders for transparencies. One for unshown films, the other for used ones.

AUDIO EQUIPMENT

The use of audio equipment is the most accessible of all technical teaching aids. Music players, radios, tape recorders and CD players have become widespread. The main problem that a teacher faces when working with them is the acquisition not of reproduction means, but of the sound media themselves. It is practically impossible to purchase recordings with children's materials due to the cessation of their production; unfortunately, there are no Orthodox children's radio programs in sufficient quantities; CDs are expensive, so mostly only tape recordings are used.

The teacher must prepare children in advance to perceive the content of the program. The teacher first studies the proposed musical programs and productions and, taking into account the characteristics of the children in his group and their interests, determines which of them can be used. Audio broadcasts require children to have great concentration, attention, and the ability to abstract. Therefore, they should not be organized frequently and for a long time.

You can build your survey using some sound riddles: “What is the name of this ringing? What is it calling for?”, “What kind of chant is this?”, “Which of the biblical heroes could say these words?” etc.

It is not necessary to use only spiritual content. Much can be learned from ordinary children's songs. For example, you can start a conversation from a phrase you hear in a song.

Don't be shy, play out children's songs with your children. Make up gestures to the words of the song and have a little fun.

VIDEO EQUIPMENT

The teacher experiences the greatest difficulty when organizing viewing of video or animated films for young children. We offer recommendations from the textbook “Preschool Pedagogy” (edited by V.I. Loginova):

“The use of an educational screen in educational work with children helps solve two big problems: expanding children’s knowledge and raising an intelligent, cultured viewer capable of deeply perceiving a film. The ability to perceive and understand what is depicted on the screen is formed under the special influence of the teacher.

Thanks to the widespread use of television and the opportunity for children to watch video films, children early develop an attitude towards watching films as entertainment; their cognitive content is not fully perceived and often remains outside their consciousness. At the same time, the high emotionality of children is also important - they are captivated by the brightness and dynamism of phenomena, the external side of the actions and deeds of the heroes. In this regard, there is a need to teach children the ability to perceive the content of filmstrips and videos.

When working with preschoolers, two types of educational films are used: feature films and plot films. The cognitive content of feature films is more easily perceived by children - it is presented more clearly and directly. However, watching them does not arouse keen interest among children. The ideas formed in children as a result of the perception of feature films are dry and not colored by emotions. This type of film is more often used in teaching older preschoolers, when a cognitive task can organize children’s perception of the film. Children watch narrative films with interest, but mastering their cognitive content requires special attention from the teacher.

The general methodology for demonstrating educational films consists of the following stages:

1. Preliminary conversation with children, during which the children’s experience and knowledge about the subject to which the educational film is devoted is revived. As a result of the discussion, they are given a new cognitive task, then they are shown a film.

2. After watching the film, children exchange impressions with peers and the teacher in a conversation. In this conversation, children should not be required to reproduce the content of the film. The teacher only asks questions that allow him to find out how the children have mastered the content of the film, helps them understand the ideas more clearly, and establish connections between them.

3. A few days later, the film is shown again, before which the children’s attention is drawn to those aspects that were not sufficiently perceived or understood.

4. After re-watching, a conversation is held. It includes a retelling of the content, its analysis - highlighting significant facts and connections between them. During the conversation, it is important to preserve and deepen the emotional impression of the film watched, the children’s empathy for the events perceived and their relationship to the characters.

Watching educational films is fully used as a teaching method in older groups."

Unfortunately, we do not have a sufficient supply of bright children's Orthodox television programs, cartoons, and videos. Therefore, in some cases it is necessary to use products from non-church or heterodox manufacturers. You should carefully select the material you use, especially for watching animated films.

COMPUTERS

The development of modern technologies and the general computerization of life are leading us to increasingly use the computer as a teaching tool. Moreover, the capabilities of modern technology make it possible to use the computer not only as a universal means for presenting information in the form of text, static images, music or film. With the use of the computer as a new and dynamically developing teaching tool, the traditional system of forms and methods of teaching is also radically changing.

So, with the help of a computer, you can create a special world for your child, where he can, together with St. the Apostle Paul to travel on his missionary trips, getting acquainted with the appearance of cities and the traditions of the peoples of those times. He will be able to familiarize himself with the structure of the Old Testament temple, watch the rituals of the Old Testament Divine service and then test his knowledge in a fun, playful way. By connecting to the Internet, he will be able to learn about the life of Orthodox Christians in Madagascar or Indonesia, meet and talk (maybe even using an Internet video phone) with Orthodox children from Argentina and understand how small and interconnected our wonderful world is. He will be able to receive the latest information about the life of the Russian Orthodox Church in Russia and our diocese; find and read with pleasure a book that I had been trying in vain to find in church shops for a long time, and much more.

In the system of religious education, a considerable amount of software is created to support the educational process. These are databases, traditional information and reference systems, information repositories of any kind (including graphics and video), computer training programs, etc. But, due to the isolation of parishes, these programs have only local distribution. The call of His Holiness the Patriarch at the Council in 2000 to create a “unified system of intra-church information exchange using modern communication technologies” due to financial and other reasons, unfortunately, remained unheard.

Without special skills and with little money, a teacher today has the opportunity to use a computer in the following ways:

Using simple programs, compose test tasks and survey students;

Carry out exhibitions of icons, paintings, photographs of holy places, showing films on the monitor screen;

if you have a printer

Organize the production of newspapers, leaflets and other simple printed products by students;

if it is possible to connect to the Internet

Provide students with the collection of information about news in the religious sphere and in the preparation of reports, essays, etc.;

Organize communication between children and peers from other cities and countries;

Give students the opportunity to try themselves in the educational and missionary field by creating an Internet page, communicating through various mailing lists, forums and chats.

For greater efficiency, the following rules should be observed when preparing manuals.

1. The figures must be clearly visible. They serve to clarify difficult concepts and words, not create more questions for the child.

2. Make sure the words are written in large letters and are easy to read.

3. Don't split words into parts.

4. Do not combine words and illustrations. Leave at least one letter of space between words. The arrangement of letters should be symmetrical.

5. Draw a frame around the lyrics and poems. The frame should be a color that harmonizes or contrasts with the background of the visual aid.

6. If you use illustrations from magazines and calendars, decorate them, leaving a border on the sides.

7. If you make a mistake, such as missing or misspelling a word, don't despair! Color the word in a color that contrasts or harmonizes with the background of the manual. If you missed a word, rewrite the entire line. Write in such a way as to fit all the words. Jagged edges or a contrasting color can make a correction a deliberate way to emphasize a word or phrase. But this doesn't always work! It's better to redo everything.

8. Make manuals that are easy to use.

9. If possible, cover the made aid with a special film so that it lasts longer. If it gets dirty, you can wash it with soap and water.

10. Put all your effort into producing manuals. The visual aids you create should look aesthetically pleasing. Let this be the simplest manual, but it must be neat, beautiful, without blots.

WARNINGS

Regardless of what we use, we should remember that all this is just a guide, an illustration that does not serve to entertain children, but to strengthen their faith. The best teaching aids will be ineffective if the Bible conversation is poorly prepared.

Visual aids are an aid to learning. Do not rely only on them, do not make the learning process dependent on them. We can only rely on the Word of God, the Teaching of the Church, through which the Holy Spirit influences a person and works in his soul. If we take as an example the Lord’s comparison of the Word of God with a seed (Luke 8:11) and develop this theme somewhat, then the manuals can be compared to the tools with which sowing and harvesting are done. The farmer uses many different methods to sow the seed into the ground, but he also knows that life is only in the seed, and not in the tractor or combine. Let's remember - we teach children the basics of the Kingdom of God. We have very little time for this. Let's use it correctly.

Do not overload the learning process with visual aids. Plan your use so as not to be influenced by them.

When choosing visual aids, consider their teaching value. Every time, ask yourself the question: what educational value does this manual have? Will it help you achieve your goal or will it just serve as entertainment?

Use them wisely. Don't miss the opportunity to practice before the lesson starts so you don't get confused later.

A teacher who wants to use visual aids in his lessons must answer the following questions:

1. How accurately does this manual reflect this or that idea?

2. Does it help to better reveal the topic being studied?

3. Is it appropriate for the age, mental development and level of knowledge of the students?

4. What condition is it in?

5. Does this visual encourage thought?

6. Is it worth the time and effort?

So remember:

Poor manuals can distract from explanation;

The inept use of good manuals will also not help;

Benefits should complement, and not dominate, the main material;

The manual should be prepared in accordance with the topic of the lesson;

Manuals should not replace an interesting, meaningful story that reveals the topic of the lesson.

THINK!

Using manuals is not a clever trick, but a proven way to make teaching more effective. Therefore, all the effort and expense spent on it is worth it!

There are three types of memory: auditory, visual and motor. At school, the first type always developed the most. Perception passes into a more definite and solid concept if it is produced through the greatest number of sensations, i.e. using all three types of assimilation. On this right basis, modern schools strive to use the greatest number of visual aids in the teaching of all subjects of the curriculum.

Sacred History does not have a large number of visual aids, and therefore it is necessary to use what is available as fully as possible. The first aid in teaching history in general is a geographical map. Its meaning and use are described on page 1 of this methodology. When using a map, of course, first of all, it is necessary to indicate the location of Mesopotamia, Arabia, Egypt and Palestine, i.e. places mentioned in Sacred History, using a map of the hemispheres, and then, when taking the course, always have a map of Palestine at hand. Let each event associated with a famous place be marked by students on the map so that the story is remembered by them not only through auditory sensations, but also through visual memory. If an event is consistently confined to areas located next to each other, then auditory and visual memory will come to the aid of motor memory. The map will then serve to substantiate Sacred History as reliable knowledge, resting not only on a sense of faith, but also subject to confirmation by reason, and the same map will enable students to better assimilate the information conveyed to them.

A geographic map gives some idea of ​​where a known event took place by comparing the relationships between individual locations. This information is supplemented by answering the question of how the event occurred through a sacred historical picture. All children love to look at pictures, and therefore a sacred historical story, supplemented by a picture, acquires special interest in the eyes of students and through this contributes to the success of classes.

A picture can be used in lessons in two ways: it can either be taken as the starting point from which the story is told, or it can complement and remind it. So, for example, the parable of the publican and the Pharisee is told in the first way: the teacher of the law shows a picture and asks the students: “What do you see here?” The students answer: “Two people.” Law. Where are they located? Scientist In the church. Zach. What do they do in the church? Scientist They pray to God. Zach. How they stand: side by side or otherwise. Scientist One is ahead, the other is behind. Zach. How does the first one hold his head? How's the second one? Etc.

Based on this analysis of the picture, the teacher leads the story. Two people came to church to pray to God. One man was proud and was called a Pharisee. The Pharisee considered himself righteous, stood in front and began to boast before God: thank you, God, that I am not like other people... etc. It is not difficult to notice that with this method of telling the story, the picture has a very significant meaning. The richer it is in details, the more complete the story can be; the closer it is to the truth, the more accurate the story is. The advantage of this method is that children first see the picture, strive to interpret it and listen to the story with great attention, participating in the acquisition of new information through the transition from the known to the unknown. But these advantages of the method of preliminary analysis of sacred historical paintings are diminished by the shortcomings that are hidden under the apparent advantages.

We must not lose sight of the fact that the main source of Sacred History is the Word of God, and not the artist’s imagination. When telling a story through looking at a painting, you have to accept the artist’s interpretation of biblical events and obey this interpretation. The picture may contain either a lot of details that can distract attention from the main, essential thing, or such images that can only be called plausible, but not genuine. From the point of view of art, they are correct, but cannot be brought to the attention of students as indisputable. And children accept everything as truth, not only from the ideological side, but in its entirety. Not to mention the fact that most of the drawings are composed by draftsmen and not artists, one can notice that the artist also brings his own creativity into the biblical picture, and one cannot always agree with the details of sacred images. For everyone, the difference between paintings from the life of the Savior is clear - for example, Polenov and Nesterov, Vasnetsov and Hoffman. This difference is not at all surprising to a developed person, but in children it causes bewilderment. Due to the simple-minded trustfulness of children in everything they see and hear, it is more convenient to use a picture after a story as its greatest illumination. Having listened to the story in advance, children pay attention to the main thing when looking at the picture and are not entertained by the details, neither in an educational sense. When showing a picture after a story, students themselves mostly find the participants in the event and guess their actions. The teacher can only direct the students’ attention to the main thing and thereby help strengthen the course of events in the children’s memory. Based on the picture, students can repeat the story they heard from the teacher, and the picture can serve as a good auxiliary tool for them.

Pictures of Sacred History can be either on the wall, large in size, or printed in textbooks. The wall paintings of the Sacred History are far from being rich in choice in Russian editions and are not distinguished by the elegance of the design, except for a few paintings entitled: Views of Palestine, the Holy Land and heliogravures of spiritual content published by the company Grosman and Knebel. The publications mentioned are more likely to belong to the field of biblical geography and, moreover, are expensive in price. Of course, they can be useful for schools, but primary schools do not yet have the opportunity to acquire much that is good and useful in the field of visual aids. Not only primary schools, but also secondary educational institutions are still content with Sidorsky’s paintings: 50 cards. - 7 rubles, 20 cards. - 3 rubles, Sytin - Album of 12 holidays - 2 rubles, Anserova - Explanation of worship and Fen: an abbreviated collection of 17 paintings - 2 rubles. 50 kopecks and a complete one - of 35 paintings for 4 rubles. All these pictures can only be called more or less satisfactory, but far from ideal. Foreign paintings do not always correspond to the spirit of Orthodoxy and are not affordable. Checking out foreign publications is fraught with great risk, since there are bad publications everywhere, and among foreign films there are such bad ones that they are completely unsuitable for school.

Another means for understanding stories with pictures are images in the text of the textbook itself. With modern methods of reproducing paintings, beautiful drawings in the form of copies from those works of art that have become common property can be printed in the text of a book. Textbooks of Sacred History with pictures appeared in the seventies of the last century, but they were not recommended for use as textbooks and were pushed aside by books without pictures, written in such a way that children do not understand them at all and consider the “law” not to be God’s mercy, but God’s punishment to people. One might think that the Russian school tried to make the study of Sacred History the most dry, sophisticated, lifeless and boring subject. And it should be noted that this goal was achieved brilliantly. Many teachers asked the question: “Why do students read and re-read a reading book and discover a complete reluctance, without coercion, to read the Sacred History,” although it, according to the same teachers, “is the history of the childhood of mankind, is akin to the spirit of children and, in a word, Quite childish science." The solution to this question is simple and requires awareness of their spiritual poverty from those leaders, some only want to teach, but do not want to learn. The reading book is written in a language that children can understand and has pictures. Do the same with the Sacred History textbook, and it will be the children's favorite book. We have verified the latter in practice in different families. The children were given books with good pictures, and the Sacred History was read more than other stories.

Visualization in learning is very important, but we are not yet able to grasp this. Fans of the old school are convinced, like the friends of Job, that they only think about everything correctly and that wisdom itself will die with them. The best way to awaken deep interest in the study of Sacred History and to more fully assimilate it would be for students to draw biblical events themselves. But for now, the latter circumstance does not make it impossible to sometimes resort to at least schematic outlines of some objects. So, for example, it is very useful to depict the plan of the tabernacle, the position of Moses and the people during the Sinai legislation, the disposition of the Jewish and Philistine armies before the victory of David over Goliath, the path of the Jews from Egypt to Canaan, the path of Abraham, the path of the Savior from Galilee to Jerusalem, etc. All such drawings do not require any drawing ability, and yet the image of various objects and moments before the eyes of students contributes to the clarity of ideas about these objects in their minds and strengthens these ideas in memory. The same goal is promoted, through influencing the imagination, by reading good poems on biblical themes. In Russian literature there are many such poetic works of different writers, collected in collections. Reading poems, like showing pictures, arouses the attention of students, and they take closer to heart what was first conveyed to them in the form of a story. This phenomenon depends on the form of presentation in the form of measured speech and the best expressions. Poems can be read both in class and at Sunday readings organized in every good school, Christmas trees, literary mornings and other extracurricular school activities that serve as an aid to teaching and educational work.

These same poems, for variety, can also be sung to tunes known to children, which are not difficult to choose, since school singing is gradually beginning to become part of the curriculum and, thanks to various collections of school singing, children become familiar with many melodies. Not only modern poems, but also biblical ones can be sung about some events of biblical history, i.e. psalms and songs from the books of Holy Scripture. In the lesson of the Law of God it is useful to combine all the best from both times and the present.

Of course, it is possible to teach Sacred History without visual aids and without any rules at all, but the cost of such teaching is negligible. Exceptional, outstanding natures can independently reach the point of actively imitating the biblical righteous, but the majority of people with whom the teacher of the law deals are not exceptional, but ordinary. Skill and observance of known rules are necessary in every activity, and there is no reason to exclude the teaching of Sacred History from the general norm.

Long-term experience of teaching the Law of God without methods and without rules gave very sad results: the young men and children who rose up became, in the words of the prophet Isaiah, princes of the people, and scolders got the better of him. The power of spiritual shepherds was shaken by the onslaught of children, because it had no inner strength. The teachers of the law spoke a language that the students did not understand. One old village mullah expressed himself about the tasks of religious teaching this way: “You scribble the law, just so that the people don’t understand too much, otherwise we, the mullahs, will end up in trouble.” The mullah saw trouble on the one hand, on the part of the difficulty of fulfilling the entire religious teaching before the eyes of the parish, but from such teaching a great misfortune threatens, and what kind of trouble is clear to everyone.

In schools of all types, natural science wins first place among teaching subjects. Thanks to its clarity, clarity and entertainment, it attracts children; If, moreover, a natural history teacher ends up with a person with an anti-Christian mood, but who loves his subject and therefore gains the sympathy of children, then the Law of God will certainly exist in the school only in name. The teacher of the law will conduct his lessons, will regularly receive his reward, the students will answer the lessons, but with any doubt they will go to the teacher, because he will explain everything simply, clearly and with love. A good shepherd will sense the children’s alienation from him, but will attract them only if the Word of God is taught to them simply, not in the lofty Lomonosov style, without anointing it with false “anointing” or unctuousness, but as the Savior taught. The rabbis had everything in their schools: high style, reverent pronunciation of the names of God, and literary-sacred style, and Christ spoke in a common dialect, as can be seen from some expressions preserved in the Gospel. So, should Orthodox teachers of the law also imitate the enemies of Christ, and not Christ?

However, the Lord does not lead anyone to Him against his will. “The dead will always bury their dead, and the blind leaders will destroy in the pits and those led by them. But the dead will remain dead, and life will spring forth in the living.”

The diagram below is not a program for teaching the Law of God. This is rather an attempt to think through the content of classes according to the Law of God with children at various stages of their mental and spiritual development. It seems to me that the use of material that has always constituted the main content of Orthodox religious education - narratives from the Old and New Testaments, explanations of worship, doctrine, Church history, lives of saints - should not be used in a historical or logical division of the material covered, but in this order and in such a methodological presentation that this material is spiritual food at different stages of the child’s spiritual, spiritual and mental development.

To determine the stages of a child’s mental and spiritual development, I used the book “Readiness for Religion” by the English educational psychologist Ronald Goldman. Goldman links these stages to ten major "themes" in children's experiences and thinking:

1) family;

2) idea of ​​one’s personality;

3) attitude towards the environment;

4) the concept of the Church;

5) concept of the surrounding world;

6) the concept of God;

7) prayer;

8) understanding of symbolism:

9) moral concepts;

10) historical consciousness.

Briefly outlining Goldman’s formulations and how children perceive the listed topics at different stages of their development, I simultaneously tried to select Christian spiritual, moral and pedagogical material that corresponds to this scheme. There is nothing new in the material I have selected. These are the same stories from the Holy Scriptures, explanations of worship and doctrine that were part of the program of teaching the Law of God. I only tried to outline how and when children should be introduced to this material so that it would be useful for their spiritual development.

YOUNG CHILDREN (5, 6 AND 7 YEARS OLD)

1. Family. The family plays a central role in the child's mind, although life experiences begin to expand when attending preschool classes. Infant confidence in the “omnipotence” of parents, in the fact that “mom and dad can do anything,” gradually decreases. Children relate to stories from the Holy Scriptures about the meaning of family. For example, in the story of Noah, children should pay attention not to the world catastrophe - punishment for sins - but to how God saved the only family that remained “good” and preserved one family from each type of animal. The story of the rescue of baby Moses. From the New Testament - the Nativity of Christ, the Presentation, the Birth of John the Baptist, the Nativity of the Mother of God, the Entry into the Temple.

Children are very self-centered and have little ability to understand another's point of view. They understand the specific causal relationship in the story, but their understanding is limited by historical and geographical concepts that are not yet accessible to them. Focus is limited to a few minutes. Great need to move and inability to be still. Very good memory - even incomprehensible short words are remembered, especially those related to movement and melody. Simple stories that evoke feelings of pity, sympathy and kindness towards other people and animals are very useful for the mental development of children. For example, from the Old Testament there are stories about how Abraham helped his nephew Lot, about how Balaam learned the truth from his donkey. From the New Testament - a story about a boy who brought Christ his fish and bread to feed the crowd, or about the Good Samaritan.

In addition to his family, the child comes into contact with the world of preschool classes and the first grade of school. Children begin to grasp the concept of “common” labor. A friendly atmosphere of joint play and work during the lessons of the Law of God is just as necessary for the spiritual development of children as what is being told at this time. Children can relate well to Old and New Testament stories of cooperative efforts. For example, about the construction of the tabernacle, and from the New Testament - about the Lord’s entry into Jerusalem and the role of children in this event, about the Last Supper as the establishment of the Sacrament of Communion, that is, the closest communication of Christ with his disciples.

4. The concept of the Church . This concept is limited solely to the experience in the temple building. It is important for children to get acquainted with the temple and church utensils, as well as all the objects located in the temple, with the vestments of the clergy, and become acquainted mainly with the help of all their five senses. This “sensory” perception of the temple is completely legitimate and will not be forgotten in subsequent stages of development.

In children's ideas about the world, the areas of fantasy and reality are not differentiated. The objects around them are often endowed with human properties. Children often ask questions about the world around them and are not satisfied with the simplest answers. They willingly accept that the world around them was created by God if adults tell them so. It is useful to cultivate in them the ability to feel the beauty and wisdom of the world around them, to introduce them to the life of nature. The Old Testament story of the creation of the world should be conveyed to children in such a form that they feel how God invested in the world He created and in man the opportunity to grow and develop.

The concept of God. The concept of God for young children is determined mainly by the thought of Him as the Creator of everything around us, governing it. The concept of Jesus Christ comes down to the fact that He was very kind, loved people and helped them, and that evil people killed Him. Stories from the Old Testament about God the Creator and God the Provider are accessible to children if they are not associated with historical and geographical or overly complex theological concepts. From the Old Testament, brief narratives are available about the appearance of God to Moses, about the giving of the 10 commandments, without considering the commandments themselves. Stories about the appearances of the Holy Trinity from the Old and New Testaments as stories that provide material for a deeper understanding in the future. Stories about the miracles of Jesus Christ as a manifestation of His love for people, and not “magic”.

7. Prayer. On the one hand, children perceive daily prayer and going to church as an obligation established by their parents, and on the other hand, they willingly believe that through prayer you can get everything you want from God. Young children should be strengthened in their awareness that prayer is an appeal to God, and not only with a request, but also with gratitude; and that what we want does not always coincide with what God wants, for example the story of the prophet Jonah. Children easily remember short prayers, and knowing them helps them feel like they are taking part in worship. For home prayer, it is good for children to remember for themselves what they want to pray for or what they want to thank God for. Children's prayer is simple, and no special reverence or undue attention should be required from them.

8. Understanding symbolism. Small children easily perceive the symbolism of objects: a stick is a gun, a chair is an airplane. But the symbolic meaning of stories and narratives is inaccessible to them and is often distorted by them. Children easily perceive the symbolism of objects in the temple: candles are our prayers, smoke from incense is our praise to God, a cross on the temple is a sign that the temple belongs to God, bread and wine are symbols of food and drink that we need to live, oil and holy water are means of healing. This simple symbolism should be introduced without going into deeper explanations.

9. Moral concepts. Evil is identified with material damage caused, something broken, spoiled, as well as with the displeasure of parents and the severity of punishment. The child acutely feels what seems to him to be injustice towards him, but does not notice when he causes pain or grief to others. Goodness is identified with the approval and praise of others. Children should, as far as possible, deepen their understanding of good and evil. For example, stories about the fall of angels, about the sin of the first people, about Cain and Abel, and from the New Testament - the parable of the prodigal son, about the merciful king and the evil servant. If they are simply told, without going into theology, symbolism or special moral reasoning, they make a great impression on children, teaching the correct attitude towards evil and good.

10. Historical consciousness. Such consciousness in young children is limited to the concepts of “a long time ago,” “the other day,” “evening,” “tomorrow.” The chronology of historical events has no meaning for them. It is pointless to systematically teach Sacred History during these years. Even the division into the Old and New Testaments becomes available only towards the very end of this age. The stories of the Holy Scriptures should be told each in itself, for the sake of the impression it can make on the soul of the child.

MIDDLE-AGE CHILDREN (8, 9 AND 10 YEARS OLD)

Stages of development of thinking. Religious and pedagogical material assimilated at this level of development

1. Family. The need for family support is still strong, although parents are no longer the sole authority. Children tend to notice their shortcomings, but without much judgment. In relationships with brothers and sisters there are inevitable conflicts and jealousy and at the same time loyalty to the family as a whole. Scripture stories that illustrate the role of the family in preserving God's blessing to the people are helpful; examples from the lives of Russian saints: relationships with parents, Rev. Sergius of Radonezh and St. Seraphim of Sarov with his mother. Children's interest in grandparents - the guardians of family traditions - is awakened.

2. Idea of ​​your personality. Children's thinking is already capable of drawing general conclusions from specific cases, but is not yet ready for abstract thought. Understanding the connection between the cause and effect of a phenomenon contributes to the development of primitive rationalism. Great sensitivity to personal relationships with friends, desire to have a personal friend. When introducing children to Sacred History, it is worth drawing their attention to the cause-and-effect relationship of events: for example, from the Old Testament - the story of Joseph, the story of Moses and the exodus of the Jews from Egypt, the behavior of the three youths in Babylonian captivity, etc. From the New Testament - the parable of the prodigal son, including the relationship of the eldest son.

3. Attitude to the environment. School increasingly takes over a child's life. School discipline is more demanding than at a younger age. Conflicts at school arise and are resolved without the participation of parents. The opinions and behavior of comrades may differ greatly from the opinions and behavior accepted in the family. The child increasingly has to decide for himself what is good and what is bad. The questions being posed more and more sharply: “What is good and what is bad?” "How can you find out?" - and it is important that the proposed material is useful to them in this regard. These are stories from the Holy Scriptures, especially from the New Testament, describing the moment of choice: the killing of John the Baptist, the incident with the rich young man, the denial of Peter and others. From the Old Testament, children can learn the theme of choice in the story of Esau, who chose stew over his birthright.

4. The concept of the Church The church is identified with church services. Children at this age often find it difficult to attend divine services due to long periods of inactivity and misunderstanding of the meaning of worship. It is necessary to help children overcome the tedium of worship services by familiarizing them with the plan of the service, with the general meaning of what they see during the service. The main help is to involve children in active participation in divine services: serving, singing in the choir, taking care of candlesticks, giving notes, etc.

5. The concept of the surrounding world. The child begins to more consciously sense the existence of evil, cruelty, and injustice in the world, and this sometimes shakes his childhood faith, he begins to doubt the power of good. He is carried away by the information he receives at school on natural science, on the history of the development of our world, and often does not know how to reconcile this with his childhood ideas about God as the Creator and Provider. It is very important that at this age a Christian educator helps the child reconcile “science” and “religion” in his worldview in an accessible and simple form. It should be explained that the realm of religious knowledge is the understanding of an event, and the realm of science is the study of how an event occurred. It can be explained that God created man as a free man, not as a robot, and therefore evil actions are possible. Using the example of the suffering and death of Jesus Christ, we can demonstrate the redemptive, healing power of suffering.

6. The concept of God A child's idea of ​​God begins to move away from the image created by the realistic imagination of early childhood. Their thoughts about God are often quite primitive and rationalistic. They easily recognize the existence of God as the Creator and Ruler of the world, but it is difficult for them to feel the presence of God in their personal lives, to feel their personal relationship to God. In stories about miracles, they are usually interested in the external side - how exactly the miracle was performed. The task of Christian education at this age is to help children feel the closeness of God in their own personal lives. They are able to perceive more consciously the parables and stories of the New Testament that make them feel the closeness of God: the Sermon on the Mount, Christ and the Children, the taming of the storm, healings, the parable of the sower, and many others.

7. Prayer The attitude towards prayer fluctuates between following the rules prescribed by adults and believing in the magical power of prayer to fulfill desires. More conscious children begin to understand that not all their desires can be asked to God. Although most Orthodox children at this age receive communion and confess, they still have little understanding of the meaning of the sacraments. The main task of a Christian educator is to deepen the understanding of the meaning of prayer as an appeal to God. It is necessary to carefully, with many examples from life and listening to the children’s questions, analyze the requests of the Lord’s Prayer - “Our Father”. It is necessary, with the help of such parables as the parables of the publican and the Pharisee and the prodigal son, to deepen children's understanding of the repentant prayer. It is necessary to explain the meaning of the Sacraments that they already know - baptism, communion and confession.

8. Understanding symbolism. Children of this age are able to understand the symbolic meaning of parables when it comes to experiences available to them. They may also understand that a story about someone else can relate to themselves. Children have access to an explanation of the symbolism in the sacraments they are about to begin.

9. Moral concepts Children of this age are well acquainted with the rules of behavior both in home life and in school life, and recognize their obligatory nature. The concept of justice is quite primitive and even cruel. They are still self-centered, but the ability to admit guilt, to experience a feeling of remorse, and sympathy for others awakens in them.

Evil is still assessed primarily in terms of material damage, and the significance of the offense is determined by the degree of censure or punishment. Children easily learn that there are laws and rules of behavior given to us by God. They are also interested in the rules of conduct in church, a kind of “church etiquette.” This children's understanding of "legality" should be deepened so that they learn the basic law of love for God and for people as the basis of moral life, not just by stating it in words, but by resorting to as many examples as possible.

10. Historical consciousness. Children of this age have a much better developed sense of the sequence of events and a sense of time. A big role is played by the desire to know: “Did it really happen?” Children become interested in events of long ago, mainly in external details. Children have access to a general concept of the meaning of moments in history - the creation of the world, the fall of people, the expectation of the Savior, the Nativity of Jesus Christ, the idea of ​​the end of the world - but very superficially. But they are interested in various archaeological details related to stories from the Holy Scriptures.

OLDER CHILDREN (11, 12 AND 13 YEARS OLD)

Stages of development of thinking. Religious and pedagogical material assimilated at this level of development

1. Family. The critical attitude towards parents is increasing, preceding the "rebellion" of teenagers, but an almost fanatical loyalty to family habits and opinions still remains. Children still need the moral support of their family. It is very useful for children of this age to get acquainted with stories from the Old and New Testaments and the lives of saints, which raise the issue of family conflicts, such as the conflict between Joseph and his brothers, the role of the eldest son in the parable of the prodigal son, etc., and it is important to understand the motives both sides. A useful story is about the twelve-year-old boy Jesus in the temple, which tells of His visible disobedience to His Mother and Joseph.

2. Idea of ​​your personality. Awareness of oneself as an individual increases. Children feel joy, success, failure, and disappointment more deeply. They have accumulated a lot of different knowledge and information, but their thinking is still quite superficial, and this often leads them to frivolous rationalism and denial of what they believed in in earlier childhood, to a mocking attitude towards many things. They are able to grasp logical explanations and conclusions if they are specific enough. At this age, you can introduce children to the deeper meaning of those events of Sacred History that they have known so far: for example, with stories about the dogma of the Holy Trinity, about the meaning of redemption, about the Kingdom of God, about life after death. It is necessary to try to deepen the Christian understanding of their relationships with others - friendship, responsibility (the parable of the talents), empathy, obedience. Analyzing the Sermon on the Mount with examples from modern life can be of great benefit.

3. Attitude to the environment. The influence of the school environment is very strong, but a process of “selection” is emerging. “Your own company” appears, whose opinion is especially authoritative. Girls become interested in boys, but boys prefer the company of boys. A keen interest in the behavior of older youth and the desire to imitate them. During this period, the fragmentation of children’s consciousness between the areas of faith and life especially intensifies. The educator is called upon to awaken in them a sense of Christian responsibility in relations with the environment, peers and adults. Emphasis should be placed on the importance of choice - on the need to make choices yourself. From this point of view, we should take a fresh look at long-known parables, for example, the parable of the Good Samaritan. It is good to provide children with the opportunity to give similar examples from modern life.

4. The concept of the Church Although children of this age understand the meaning of worship somewhat more deeply, their attitude towards the Church remains rather superficial. Visiting the temple seems like a boring duty, which is performed willingly only if they take some part in the service - serving, singing, etc. Friends and peers in the temple become of great importance. Children become more clearly aware of the contradictions between the Christian church worldview and the views prevailing in the surrounding society, and try to find satisfactory answers. Now division and duality reign in their inner world: what we say, think and believe in in the temple is one thing, but what we think and do in “real life” is another. At this age, children should be helped to think through the meaning of Christian life. For a deeper understanding, one should reflect on the meaning of the Sacraments. What does communion of the Holy Mysteries mean in my daily life? What does repentance mean? What is the meaning of baptism? It is not enough to know the ritual; it is important to understand the meaning of the Sacrament in your own life. It is important that various forms of communication between children coexist: trips, pilgrimages, visits to other parishes.

It is difficult for children of this age to reconcile the Christian understanding of the universe, faith in God the Creator and God's good providence with what they learn about life from the world around them. Their own naive, somewhat fabulous ideas no longer satisfy them. If the religious education they receive does not help them master the “unity of worldview,” they will remain under the influence of the duality accepted in our world, and this leads to a critical attitude towards religion, which is so often manifested in the next period. The main task of this period is to show children that objective, critical thinking is compatible with faith and does not contradict it. Children now need to be taught the concepts of Christian doctrine and given answers to the following questions: how do we learn about God? What is Holy Scripture? how was it created? What is Sacred Tradition? What is the Church? What is human freedom? how does a person think?

6. The concept of God. At this age, a child’s pure, naive idea of ​​God is gradually and not without difficulty replaced by a more conscious and spiritualized faith. Sometimes, discarding early ideas about God and the miraculous, children abandon the very belief in God, Jesus Christ - it is now easier for them to imagine Him as a historical person, but the feeling of the presence of Christ in their own lives is weak, as well as the consciousness of their own relationship to To him. They can follow the course of abstract thought, and simple theological explanations are understandable and interesting to them. Children are ready to perceive the basic truths of theology and doctrine: concepts of God, the Holy Trinity, the visible and invisible world, good and evil, the manifestation of the will of God and the providence of God. To do this, use stories from the Holy Scriptures as examples and illustrations.

7. Prayer By this age, the habit of praying with parents usually dies out, and often the habit of praying in general in the morning and evening also dies out. To a certain extent, the childish attitude towards prayer as a means of getting something very desirable remains. On the other hand, children understand the difficulties of life more deeply and can consciously pray for God’s help, to become better themselves, and for forgiveness. It is difficult to talk about personal prayer in class, but now it is possible to more deeply explain the meaning of liturgical prayers and their relationship to our daily life. A better understanding of liturgical prayers makes it easier for children to attend services that are often tedious.

8. Understanding Symbolism Children are quite capable of understanding the meaning of liturgical symbols and symbolic narratives, which can arouse their interest and pose intelligent questions. It is no longer enough to explain the ritual and external order of the Sacraments. When working with children, it is necessary not only to explain the meaning of the ritual, but also to do it in such a way that the explanation is relevant to their own, real life in modern conditions.

9. Moral concepts. The moral assessment of actions is still largely determined by the approval or disapproval of others - comrades, family, parents, but the consciousness and understanding of love as the basis of moral life is gradually awakening in children. The law of partnership is very strong, but sometimes a personal sense of moral responsibility awakens, often contrary to the opinion of comrades. Children begin to experience a feeling of moral dissatisfaction with themselves and their actions. The sense of "moral taste" is largely influenced by television and radio programs, magazines and the example of older teenagers. The sense of responsibility is somewhat stronger. The main task of religious education is to develop in children a deeper understanding of relationships with people (parents, friends, adults and younger children) as a manifestation of the Christian faith. Children should be taught that sin is not just a violation of a rule, but a destruction of relationships with other people and with God. You can consider conflicts between people from the Holy Scriptures: for example, the attitude of sons towards Noah when he got drunk, the division of people during the construction of the Tower of Babel, and from the New Testament - an analysis of the denial of the Apostle Peter and his repentance, the betrayal of Judas and his despair. Many examples can be gleaned from works of Russian literature.

10. Historical consciousness Children of this age are interested in the past, history, and ancient objects; they willingly collect collections and souvenirs, visit museums, read historical novels with interest, and watch programs on historical topics. Knowledge about the Christian faith, Holy Scripture, and the Church can now be presented in their historical connection and perspective. Nevertheless, it is necessary to draw children's attention to the meaning that the information being communicated now has for them personally. Knowledge about faith should not be a museum piece.

ADOLESCENCE (14, 15 AND 16 YEARS OLD)

Stages of development of thinking. Religious and pedagogical material assimilated at this level of development

1. Family A strong desire to be independent, to decide everything for oneself, leads to a rebellion against parents and, in general, against the authority of adults. Teenagers want to destroy the limitations of childhood and at the same time often get lost when encountering new phenomena. And yet they need a family as a refuge, from where they can go into an independent life, but where they can return in case of trouble. The desire of adolescents to become independent as quickly as possible provides an opportunity to look with new eyes at faith, at problems of morality and relationships with people. What kind of family would they like to have in the future? How would they like to raise their children, etc.?

2. Idea of ​​your personality Intellectual development reaches almost full maturity. Children are capable of formal logical thinking. Physiological growth, changes in appearance, and a sharp difference in the external maturity of adolescents of the same age cause great self-doubt, covered by boastfulness. Puberty and new attitudes towards people of the other sex are associated with increased emotionality. A conflict arises between the desire for independence and the need for support and protection when difficulties are too great. But the guys are able to comprehend the previously unfamiliar feelings of altruism and love. The educator's task is to help adolescents examine their religious beliefs and beliefs in the light of new and more critical thinking. Perhaps the most important thing is the ability to teach them to ask questions - about what they believe and don’t believe and why, what is most important to them in life, how they understand friendship, love, etc.

3. Attitude to the environment There is a desire to gain some kind of status, significance, recognition. The need for increased responsibility entrusted to them and anger that adults do not always trust them. The need to be like everyone else in all areas of behavior, clothing, etc. Disapproval from older generations often leads to hostility. Authoritative statements from adults are unconvincing and irritating. At this age, we can begin to prepare teenagers for a Christian understanding of the role and responsibility of a person in the surrounding society. For this, it is very useful to study the history of the Church, the life of early Christians and what problems arose in the life of church society, relations between the Church and the state, etc. Much material can be found in the Acts of the Apostles and in the Epistles.

4. The concept of the Church Participation in church life becomes more meaningful and takes on greater significance. Teenagers tend to seek protection and consolation in the church, but react to church rules as a suppression of freedom. If they have retained the habit of coming to confession, then a good confessor has a great influence on their spiritual growth. Participation in church life helps teenagers survive this period without leaving the Church: participation in the choir, in parish work, serving in church. The most important thing for them is the influence of a good and wise confessor, but any sincere friendship with a believing adult who loves youth is useful. Studying Church history by topic helps teens better understand the meaning of the Church.

5. Concept of the surrounding world Adolescents often develop genuine skepticism, and many move away from faith during this period. They do not find a solution to the conflict between science and religion. School history teaching has a negative attitude towards the role of the Church, and teenagers’ intolerance of hypocrisy and insincerity makes them doubt the usefulness of the faith of people they know. It is very important that young people hear from church people a competent and objective presentation of the “laws of science” and “scientific thinking.” Teenagers easily notice weaknesses in the arguments of insufficiently educated defenders of the faith. Where conditions allow, young people can easily be involved in fundraising and participating in helping those in need - the elderly, the poor, etc.

6. The concept of God Teenagers tend to think about God in more abstract terms, but some of them still retain a childish worldview. Many people stop thinking about religion before they have given it up. In most cases, interest in their own life and relationships with peers is much stronger than interest in religion, and they do not see the connection between one and the other. Personal faith and problems of knowing God are difficult to make a topic of discussion in a youth group. They don't like to listen to sermons. A fairly acceptable form of study is to read an interesting biography that raises controversial issues and discuss it. The main goal of all classes is to help teenagers figure out what they really think, what they believe and what it means to them.

7. Prayer Personal prayer, the obligatory daily fulfillment of which is monitored by parents, is forgotten, but voluntary prayers can be sincere and deep. Conversations about prayer using books such as Notes by Father Alexander Elchaninov and other modern Orthodox theologians can be of great benefit if participation in the conversation is voluntary.

8. Understanding symbolism. Religious symbolism in worship, texts and doctrine is easily understood. The symbolism perceived by teenagers can beneficially complement the rationalism characteristic of this age. Teenagers can discuss more difficult passages of the Old Testament and more difficult New Testament parables about the Last Judgment and the end of the world. It is important that teenagers understand the difference between "symbolic" and "fantastic".

9. Moral concepts. Moral concepts that aroused the approval or disapproval of adults lose value. The standards of right and wrong accepted in modern society and generally accepted sexual freedom are very far from Christian teaching. What is defined by "decency" or "intimidation" does not impress teenagers. The most important task of any educator working with young people is to help them find correct and acceptable moral criteria for them. Modern civilization questions almost all the moral beliefs of the older generation - sometimes not without reason. Christian morality should not be a “call to the old.” Teenagers need to at least know how the Christian faith illuminates our understanding of a person's personal life.

10. Historical consciousness. There is an interest in the development of personality in historical time: what did people think and feel in other times? How does life in one or another historical time affect a person? What will the future development of humanity bring us? consciousness and discussion of these and similar issues are quite accessible to teenagers. It is very important to explain to teenagers that both Christianity and the Church live, that this life is not static. Therefore, any study of historical progress in the life of the Church is very useful. Topics such as the history of the Old Believers in the Russian Church, the division of Churches, historical Bible study, etc. can deepen a teenager's understanding of Christianity and the Church.

1. Monotony when explaining a lesson or, on the contrary, tongue twister.

2. Explaining the key points of the topic with your head down.

3. Poor organization of the lesson. The teacher is always looking for something.

4. Constant monotony of the form of activity.

5. Lack of dynamics of action and interaction between the teacher and students.

6. The teacher’s perception of children as a whole, and not of each individual.

7. Absence in the actions of the teacher of motivating factors for prayer, mercy, sacrifice, love, humility, etc.

8. Using forbidden words (always late, always forgetting, always talking, never doing anything, etc.)

9. Absence of student evaluation during the lesson.

10. Lack of evaluation of the lesson.

11. Chaotic speech with an abundance of quotes, rules and formulations that are difficult to digest and not perceptible by ear. The teacher’s speech should be clear, simple and accessible to students of any age.

12. Simple things cannot be explained for too long.

13. Remember: everything that starts bad ends even worse.

14. It is advisable to repeat the material covered at the beginning of the lesson, but not at the end, so that the children leave under the impression of the new topic.

15. A teacher should not merge children with himself, but cultivate Christ in them.

16. If children start yelling in class, you should never yell at them. You can only scream when children run out onto the roadway.

17. If there is no practical participation or creative activity of children in the lesson, then the lesson is less appreciated by them.

18. If a child was not in class, but then he appeared, you should not reproach him, but say: “What a pity that you were not there, we missed you so much!”

19. You cannot underestimate children and, as a result, not attach importance to your appearance; it is equally necessary to take into account not only the abilities of children, but also their physical capabilities.

20. Dynamics of lesson development. Possessing dynamics, a Sunday school teacher is obliged to clearly and strictly follow the plan for constructing his lesson, not to get carried away and not to be seduced by his mastery of the situation, but to feel the audience, without trying to squeeze into one lesson all the most interesting things that he knows on this topic.

It happens that a teacher, especially one with a philosophical mindset who prefers the style of an author’s work, moves away in his reasoning from the main object of study, which usually delays the explanation when unnecessary bright and impressive examples are included, which, although they carry valuable thoughts, often push aside the essence. This leads to many children losing attention and control over the topic being studied. Children may turn out to be not so much outwardly calm and attentive as confused and overwhelmed by the amount of information given by the teacher. And only a few, after such a brainstorming session, will retain the ability to answer and reflect on the questions proposed to them.

The dynamics of lesson development should have such an order and rule that the calculated saturation of each point and paragraph of the outline plan does not lead to a loss of thematic connection in the overall scheme of lesson construction, where the main thing is the topic, which should permeate the entire lesson and be, as it were, an axis around which everything rotates.

Law teacher: Collection of materials to help the teacher. (Issue II). - M.: "Zlatoust", 1994. - 169 p.;

E. F. Sosuntsov. Companion to the teacher of the law: Basic rules of didactics and methodology of the law of God. - Kazan: Central Printing House, 1911.- 38 p.

S.S. Kulomzina. Our Church and our children. - M.: "Martis", 1994. - 158 p.

P. Yu. Bolokhov. A textbook for training teachers and methodologists of Sunday schools. - M., 1995. - 208 p.;

Eleanor Daniel. Bible Teacher: A Study Guide for Spiritual Directors. - M.: Theological Academy of the Apostle Paul, 2001. - 220 pp.;

Kenneth O. Handel, Howard G. Hendricks. Christian pedagogy. - St. Petersburg "The Bible for Everyone", 1997. - 315 pp.;

Effective teaching of children. Course 1. Textbook for students - M.: "European Society for the Evangelization of Children", 1994. - 158 pp.;

Draw a background on a sheet of whatman paper, cut out the shapes separately and color them. Insert the figures into the slots on the main background. Multiple stories can be played out against the same background.

Nativity

Against this background, you can depict all the events telling about Christmas: the shepherds with the Angelic army, the wise men following the star, Mary and Joseph knocking on the doors of the hotel, the palace of King Herod, the cave with the born Baby, etc.

Life of St. Seraphim of Sarov

On similar backgrounds you can depict:

Elder on the Far Hermitage

1. Father Seraphim feeds the bear
2. Robbers attacked Father Seraphim.
3. The old man works in the garden
4. Blesses the peasant, etc.

To make the figures more rigid, you can stick vertical stripes on the back side and make pockets on the background so that the figures do not fall over. In addition to everything else, we laminate them with a film 200 microns thick.

Folding picture

Parable of the Good Samaritan

Fold the background as shown in the picture. Unbend at the right time during the lesson.

TV

One of the most popular visual aids is “TV”. Cut out the "television screen". Then prepare large circles and paint designs on them. Secure the circle with the “film” behind the “TV” using a nail or screw, as shown in the picture. Then turn the circle so that pictures appear on the screen as you tell your story.

Similarly, you can make a Bible with a screen.

Paper puppet theater

Create a background for a story from Scripture or the life of a saint. Draw figures on the stand (see picture) - the heroes of the plot. This way you can perform plays with your children.

Dunno and the doll Katya

Our friends and helpers in the lessons - and.

They may be useful for teaching and explaining parts of your lessons. The doll Katya is exemplary, answers questions, watches how the children complete tasks. Dunno has a poor memory, and the children have to repeat the lesson with him. The dolls' arms and legs can be moved. To do this, cut out the parts of the figure separately and sew them to each other using buttons.

First, a hole is made at the junction so that all parts of the figures move freely and the thread does not impede movement. Buttons are sewn on both sides: on the face and on the back.

Board with slots

Several cuts are made on a thick board to a depth of approximately one centimeter. The figures are prepared according to the principle of the background figures “with inserted slots”. The only difference from the latter is that, in this case, the lower part of the figure should be as wide as possible. The figures can also be further reinforced with longitudinal strips of cardboard or laminated.

The great advantage of this manual is that we can present the described action as if in two-dimensional space, placing the figures one after another, and we can also show “movement”, which makes the presentation more dynamic.

Timeline

Younger children are poorly oriented in the chronology of events. To avoid confusion, we recommend making a “Time Tape”. For this, a long strip of paper is suitable, in the center of which there is a mark - the date of the Nativity of Christ. Next to this label you can stick a Christmas icon. Below the mark of the Nativity of Christ the events of the Old Testament are sequentially located, below - the New Testament. The completed topics of the Sacred History should be marked on this tape. You can paste a picture on the topic next to the mark. Similar tapes can be used for older children and adults, and in different lessons (for example, in Church History).

This is one of the most popular benefits abroad. Now RBO has translated one of these tapes into Russian and released it as a separate publication.

(author's development by L.V. Surova)

You can make a circle calendar out of cardboard indicating fixed holidays. Attach a smaller disk with a mark of movable holidays on top, and on top of it a rotating arrow showing where we are in the church year.

Now the calendar can be hung on the wall. What time of year is it now? Turn the circle with the icons so that we can see what holidays are celebrated in the Church at this time of year.

Our calendar consists of two parts. The first part is movable, it is a circle with icons of the main church holidays. The second part is motionless - an incomplete cut out circle.

And below you can see what we came up with. 🙂 Unfortunately, our sample turned out to be too overloaded with funny drawings and therefore became somewhat “unreadable”, and the Holiday icons are not readable from a distance. 🙁

Stand for visual aids (modeled on a stamp album)

Connect two squares of thick cardboard measuring 50 by 50 cm with tape, as shown in the figure. Then horizontally evenly glue pockets of transparent film measuring 5 by 100 cm to accommodate visual aids. The stand can be used to study Bible verses and songs. Words or stands for pictures, figures, paper images, icons, and biblical scenes are inserted into the pockets. It is mainly used in unequipped classrooms or for outdoor work; it allows you to replace a blackboard. Advantages: compactness, mobility. Flaws: the pockets become loose, for this you have to make additional seams, which partially remove this problem, but immediately eliminate the possibility of installing large allowances.

Liturgical vestments

A background is written on which clothes are cut out in a well-known way, which are then applied in the required order.

Books of the Bible

You can schematically draw all the books on the shelves that are included in the Bible. Identify the two sections (Old and New Testaments) into which it is divided.

Paper models of the tabernacle and temple

Cut-out models distributed by the Russian Bible Society.

Good printing, thick cardboard. Although they are published, most likely, for individual use, they can also be used as visual aids in lessons, when explaining relevant topics.

Tabernacle model

Model of Solomon's Temple

Educational lotto "Get to know the Orthodox icons of the Blessed Virgin Mary"

Educational game from the "Orthodox Family School" series.

It is not clear who produces it. Most likely the initiative of some “private owner”. It is difficult to use as a family game - with active use, the cards will quickly become unusable. But as a way to test the material in lessons or KVN - great!

Rules of the game:

Conditions for teaching children by parents: 1. Since the game contains 40 icons of the Most Holy Theotokos, the game “Orthodox Family School” must be kept by the parents, taken only with the permission and blessing of the parents, and after the game the children must hand over the game to their parents so that the icons do not end up scattered in different places or lost. 2. The first games are started by parents or Sunday school teachers. 3. The game cover is placed in the center of the game participants, who are dealt cards. 4. Parents take all the icons into their hands and show them to the children, name the icon and give it to the child who has it on the card. 5. After parents familiarize their children with the icons, the children will recognize the icons themselves the next time. The child who places the icons on their card the fastest wins. 6. Gradually, parents complicate the game, in accordance with the age and Orthodox knowledge of their children: a) the first degree of the game is recognition of icons; b) second degree of the game - the child must name the days, dates of the appearance, celebration of icons, and briefly talk about them; c) third degree game - a detailed, vivid story about the icon.

365 riddles and puzzles

Published by RBO

A collection of entertaining tasks, riddles and puzzles. Designed for private use throughout the year. Wonderful book! If necessary, it can be divided into pieces of paper and distributed in class depending on the topic.

It should be noted that a “line” of textbooks that could be used consistently, without “reinventing the wheel,” for a teacher in an Orthodox parish to work with children from infancy to adolescence has not yet been created. Currently, a Unified Educational and Methodological Set (hereinafter referred to as the UMC) for Sunday schools is being developed, but, unfortunately, this process is being delayed indefinitely.

The Internet says that textbooks have been created for 11 years of schooling, but in reality there are only kits available for grades 1-4, including a textbook, workbook and teacher's manual.

1st class - God the Creator. Days of creation. The Fall. The Promise of the Savior, A Brief History of the New Testament.

2nd grade - Church calendar. Holidays. Lives of revered saints.

3rd grade - Old Testament. External and internal structure of the temple. Worship. Church Slavonic alphabet.

4th grade - New Testament.

The teaching aids are well made and colorful. Highly appreciated by teachers and students. You can purchase manuals from various online stores. The relatively high price for soft binding and a small number of pages is disappointing.

(Fig. 5) Good world. Orthodox culture for kids. Author: Shevchenko Lyudmila Leonidovna. Methodological kit. Center for the support of cultural and historical traditions of the Fatherland. M. 2004-2011

“Kind World” is a methodological kit for the development of spiritual and moral culture in preschool institutions. The kit contains: a teaching aid for teachers, visual materials and a CD with musical materials. The materials are intended for teachers of preschool educational institutions of all types, as well as for nurturing the spiritual and moral culture of children in the family.

This year we want to purchase this kit for working with kids. Based on reviews on the Internet and materials found, one can judge that this is an interesting and useful guide for preschool children.

(Fig. 6) Teaching aids “Orthodox culture” for grades 1-11 of secondary schools with teaching aids. Author Shevchenko Lyudmila Leonidovna.

Topics covered in middle and high school:

4th grade. Topic 1. Fatherland, earthly and heavenly. A transformed man. The Saints. Topic 2. Fatherland, earthly and heavenly. A transformed man. Heroes.

5th grade. Book 1 - “Introduction. Fundamentals of Orthodox culture"; book 2 - “History of the Christian Church in the lives of its saints.”

6th grade. Holy Rus' (10th-17th centuries).

7th grade. Holy Rus' (18-20 centuries).

8th grade. Book 1. Christian family. Books 2-3. The path of holy holidays.

9th grade. Creation. Orthodox masters and their creations.

Grade 10. Spiritual local history.

Grade 11. The purpose of life. Spiritual ABC. Heritage. Dialogue of cultures and generations.

The set was published with the blessing of His Holiness Patriarch of Moscow and All Rus' Alexy II. This is a high-quality, interesting set that stands out because it contains textbooks for high school, which can be successfully used in Sunday school lessons for teenagers.

(Fig. 7) There is a big problem with Sunday school textbooks for high school students.

Here's some help you can offer: Fundamentals of morality. Authors: R. V. Januskevicius, O. L. Januskevicien.

In the Methodological Instructions for the manual, it is proposed to use it as the basis for the course “Orthodox Ethics” for high school students with two options for lesson planning - three-year (grades 9-11) and two-year (grades 10-11).

In the manual, problems of ethics, culture, and adolescent psychology are concentrated around the central issue - the meaning of life, its purpose and basic values. In this way, the teenager’s worldview and his correct attitude towards himself, family, and team are actively involved and formed. To the Motherland and the world as a whole. The advantage of the textbook is the organic combination of texts of the Holy Scriptures, excerpts from artistic and philosophical works and the validity of judgments.

In our Sunday school, the manual was very highly appreciated by teachers working with teenagers. You can purchase it in online stores. An electronic version is available online.

(Fig. 8) Separately, it makes sense to note the manual O open lesson.

Bachelor of Theology, member of the Union of Writers of Russia, teacher Lyudmila Vasilievna Surova offers an interesting approach to classes, which consists in conducting the so-called. “long lessons” - i.e. all the time allocated for the lesson is used to study one topic - all the material is built around it.

To study the topic, masterpieces of ancient Russian art - architecture, icon painting, painting, literature, and the best works of world artistic culture are actively used. For work, highly artistic samples are selected that are relevant to the child’s inner world and active participation in life.

Competent, flexible combination of all educational actions, basic, additional and complementary, is the key to the methodology of this lesson. If structured correctly, such a lesson gives the child the opportunity not to interrupt his personal experience, but, on the contrary, to deepen it, to make it part of his meaningful experience.

The experience of working under the “Summer of the Lord” program is outlined in Lyudmila Vasilievna’s book for teachers and parents "Public lesson". I can also recommend her book "World Science" which describes various techniques, methods and programs for teaching in Sunday schools.

We do not use this methodology in our Sunday school, but individual lessons and discussions contained in the books, as well as understanding the author’s own approach to presenting the material, will prove useful to a thoughtful and searching teacher.

Additionally, I would like to draw the attention of teachers to books that reveal the experience of organizing children's associations in the parish, forming traditions, organizing holidays, and joint activities without which it is impossible to truly make friends with children and make them participants in the important process of creating a parish community.

(Fig. 9) Kids in the parish: Experience in creating a children's association. Author-compiler: Evgeniy Moroz. Publishing house of the Moscow Compound of the Holy Trinity Sergius Lavra.

The publication presents the principles of developing comprehensive programs for working with children of primary school age (6-10 years old) and specific recommendations that will help organize a system of activities with children in the church community. The manual is useful to a wide range of readers: parents, priests, students, Orthodox teachers.

. Author-compiler: Evgeniy Moroz. Publishing house of the Moscow Patriarchate

The book summarizes the experience of several generations of Orthodox teachers who devoted their work to creating children's, adolescent and youth associations. The programs they offer, the principles of developing methods for working with teenagers, and specific recommendations will help organize useful and interesting activities for children in the family and in the church community.

Ksenia Balakina,

Sunday School of the Temple of the Holy Spirit,

With. Maima, Altai Republic