"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.”

As parents, we have the opportunity to introduce our children to God the Father, God the Son, and God the Holy Spirit—not by creating our own picture of who we think God should be, but by opening the Bible and allowing God’s Word to reveal Him.

The “I Don’t Want to Share!” 5-Day Digital Unit gives teachers a playful, developmentally appropriate way to help young children practice these important social-emotional skills through puppet conversations, songs, games, activities, and teacher-guided discussion. And today, I want to give you a FREE sample from the unit!

Early childhood educators, don't underestimate your influence. For many young children, the adults in a childcare center or childcare home are among the first consistent relationships they experience outside of their families. That makes our role much bigger than providing care or preparing children academically for kindergarten. We are helping build the foundation for how children experience relationships, learning, communication, and belonging.

School readiness isn't only about knowing letters, numbers, colors, or how to follow a schedule. Children also need to practice listening, sharing, using kind words, solving problems, receiving correction, helping others, and working through disappointment.

"But the seed falling on good soil refers to someone who hears the word and understands it. This is the one who produces a crop, yielding a hundred, sixty or thirty times what was sown." — Matthew 13:23 (NIV)

Children are always learning. Before they can read a book, understand a lesson, or fully explain their thoughts, children are watching, listening, and absorbing the world around them. They are learning from the words we speak, the actions we demonstrate, the choices we make, and the environments we create.

Before children can fully engage in learning, they need to feel safe, connected, and understood. They need opportunities to practice how to be a friend, how to communicate their needs, and how to solve the everyday problems that naturally happen when children learn and play together. That is why HeartSkills: Circle Time with Puppet Pals was created. Introducing the first digital unit in the HeartSkills series:

I've come to realize this simple truth: Children reveal our teaching strategies. Jesus reveals our hearts.

As I prayed about returning to the blog, I didn't want to jump into something completely different. Instead, I wanted to continue the conversation because I believe the Lord is still teaching me—and perhaps teaching you—that our children's everyday words and actions give us opportunities to disciple their hearts.