We live in a world filled with voices claiming to teach what is right, good, loving, acceptable, and true. Some of these messages sound biblical. Others use familiar language about love, kindness, acceptance, and compassion while leaving out the very truth that gives those principles their foundation. So how do we recognize false teaching? How do we distinguish God's wisdom from worldly wisdom? How do we know whether someone is teaching biblical truth or simply presenting per

What kind of world are we preparing the next generation to live in, and what kind of values are we teaching them to carry into it? Children are influenced by far more than their parents and classroom teachers. They are influenced by childcare centers, libraries, community organizations, recreational programs, media, entertainment, public figures, and the conversations taking place around them. Every environment has the potential to influence what children believe about themse

Teachers, childcare providers, preschool educators, homeschool instructors, and everyone entrusted with teaching children: have we considered the responsibility that comes with influencing a child's understanding of the world? Teaching is more than delivering information, implementing a curriculum, or helping children develop academic and social skills. Teaching influences how children understand relationships, authority, responsibility, right and wrong, and the values they c

As parents, we make important decisions about who will care for, educate, influence, and teach our children. We carefully consider their safety, academic development, social experiences, and emotional well-being. But have we given the same attention to the spiritual influence of those entrusted with teaching them? There is a responsibility that cannot be transferred to a school, childcare provider, teacher, curriculum, or community program: the responsibility to guide our chi

The difference between worldly recognition and godly humility is not always found in what we do outwardly. Sometimes, it is revealed through the motives of our hearts.

As early childhood educators, we have many opportunities to teach children how to take turns, share materials, celebrate accomplishments, and work together. But have we considered whether our classroom practices are teaching children to value being first more than developing a humble heart?

As parents, we want our children to feel loved, valued, and confident. We want them to express their needs, make choices, and know that their voices matter. But in our desire to make our children feel heard, are we also teaching them to consider the needs of others?

Jesus said: “Love your neighbor as yourself.”— Matthew 22:39 (NIV)

These moments give parents and teachers an opportunity to teach a heart skill that goes beyond simply saying, “Don't lie.”

For young children, learning to consider others does not happen simply because we tell them to “share” or “take turns.” It takes practice noticing that other people have needs, ideas, and turns too.

“But I Want It Now!” A preschooler may know that dinner is coming and still want dessert. They may understand that a toy belongs to someone else and still want to grab it. They may know that they were asked to wait and still ask again—and again—and again. This doesn't necessarily mean a child is being intentionally disobedient. Preschoolers are still developing the ability to pause, manage impulses, remember expectations, and make a different choice when something they

"not looking to your own interests but each of you to the interests of the others." — Philippians 2:4 (NIV)

Before children ever enter a classroom, they are already learning about expectations. They learn that certain things are expected of them at home. They may be expected to put their toys away, help with simple household tasks, listen when someone is speaking, use respectful words, follow directions, or think about how their actions affect someone else.

At home, a child may be expected to put their toys away, speak respectfully, help with family responsibilities, and listen when a parent gives directions. At school, the expectations may look different. Children may be expected to sit during circle time, take turns, raise their hands, follow classroom routines, respect personal space, and work cooperatively with their classmates.

We may start with a genuine heart to serve, but eventually become attached to our plan, our program, our vision, our title, or how we want people to remember us. Then the question changes from: “What does this community need? to: “What can I build that will make me known?” That is a heart check worth making.

Feelings are real. They are part of being human. But feelings were never meant to be our authority. When we teach children that every feeling should determine their response, we can unintentionally communicate that “If I feel it, I should act on it.”