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Coronado Core Training Assignment
Use Teaching Godly Play: How to Mentor the Spiritual Development of Children by Jerome W. Berryman to answer the following questions.
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What is the goal of Godly Play? (p. 21)
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What are the six objectives that help us accomplish this goal? (p. 22)
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How do the co-teachers help the children cross the threshold and get ready for the story? What specifically does the dooperson do? What does the storyteller do? (p. 28-31, 39-41)
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In your own words, describe why we don’t explain to children “what the story means.” What might we risk by this discovery approach and what might we gain? (p. 41-45)
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What are the four kinds of Christian language we use in Godly Play? Give a sample wondering question for each. (p. 46-53)
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What are the five steps for responding to disruptions in the circle? (p. 56-60)
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In your own words, why do we offer response time (or a work period)? Why don’t we assign specific craft projects? (p. 66-68)
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How is “feast” more than just a snack? (p. 92-93)
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Give three examples of signs that children have become fluent in the language of Godly Play – i.e. that they can use it to make meaning in their lives. Where might we look for signs of fluency? (p. 119-128)
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The five steps of the creative process are: inspiration/break, response/scanning, awareness/insight, development/articulation, and closure (soft or hard). At which step in this circular process do you personally tend to get stuck? (p. 146-149)
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Pick one chapter in Teaching Godly Play to answer the next four questions. Which part of the chapter did you like best?
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Which part of the chapter was most important?
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Which part of the chapter was most about you and where you are in your learning right now?
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What, if anything, could be left out of the chapter?
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What are you most excited about when you think about using Godly Play in your setting?
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What do you find most confusing or challenging?
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What do you want to learn more about during the training?
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