Llama Llama Red Pajama

Title: Llama Llama Red Pajama

Author: Anna Dewdney

Illustrator: Anna Dewdney

Publisher: Viking

Publication date: 2005

ISBN number: 0-670-05983-8

Audience: 3 – 5 years

Summary of book:  When Little Llama is trying to get to sleep, he decides he’s thirsty.  Mama Llama says that she’ll bring him some water soon, but the phone rings.  Little Llama lets himself get really scared and upset.  Mama Llama comes up to calm him down and reminds him she is always near and loves him a lot.

Literary elements at work in the book (genre, characters, plot, language, illustrations, dialogue, repetitions, etc.):    Repetitive rhyming patterns tell the story and the expressiveness of the images, particularly of baby llama, will resonate with young children.

How the book presents gender, race, culture, economic status, abilities/disabilities, age, etc.: There are no human characters in this book.

Theological partners for conversation (may be specific scripture, confessions, doctrines, theologians, etc.): Mark 4:35-40 (Jesus Calms the Storm)

Faith Talk Questions:

1. Why does Little Llama get so scared?
2. What does Mama Llama tell Little Llama when she gets upstairs?
3. In the story in Mark, why are the disciples so scared?
4. What does Jesus say to them?
5. Describe a time you were really scared.  What helped calm you down?

This review was written by Union Presbyterian Seminary student Jessie Smith.

The Invisible String

Title:  The Invisible String

Author:  Patrice Karst

Illustrator:  Geoff Stevenson

Publisher:  DeVorss Publications

Audience:  Ages 3 and up

Summary:  Liza and Jeremy (twins) are awakened by a storm one night.  In fear, they run to their mother.  In response their mother tells them the story, told to her by her mother, of the invisible string.  This string forever keeps them connected to her and all they love despite where they find themselves.  As a result, they are never alone.

Literary elements at work in the story:  Two primary themes used in The Invisible String to get the message of this story across are illustration and dialogue.  The children are in dialogue the entire book with their mother, questioning the reality of the invisible string’s ability to keep them connected.  In this dialogue the kids ask a series of questions centered on location.  The author uses very vivid and colorful pictures to bring to the life these various locations.  With each challenge the mother responds “even there”.

How does the book present gender, race, culture, economic status, abilities/disabilities, age, etc?:  The story presents the children as paternal twins, one male and one female.  The mother is represented, but no father. All three of the main characters are blondes but in one image where the twins are dreaming of their friends, the images show a greater variety of gender and ethnicity. Images in the story indicate the family has a laptop and a car and a comfortable house of apartment, so the basic image is one of a family that has a somewhat comfortable economic status.

Theological conversation partners:  The discomfort and fear of being alone is one we grapple with in this life often.  It is even a question addressed in scripture.    We find in scripture, both the Old and New Testaments, that God is active and always present in our lives. Though we may feel alone we are never alone.  Jesus promises us in Matthews 28:20 that he will be with us until the end of time.  Jesus also promises us in John 16:7 that in his absence he has sent the Comforter, the Holy Spirit to guide and be with us.  It is the Holy Spirit, much like the invisible string, that assures us we are never alone and that we are always connected to the One who loves us.

Faith Talk Questions:

1. Tell about a time you felt alone?  Why?
2. In that moment to whom did you reach out  for connectedness?
3. How do you believe you would have felt if you had no one to reach out to?
4. Does our faith assure us of connectedness?  In what ways?
5. Given we are assured of God’s constant presence how should we respond to anxiety caused by the prospect of being separated from those we love?

This review was written by Union Presbyterian Seminary student Lorenzo Small

Garmann’s Summer

Name of Book:  Garmann’s Summer

Author:  Stian Hole

Illustrator:  Stian Hole

Publisher:  Eerdmans Books for Younger Readers

ISBN:  9780802853394

Audience:  Ages 6 and up.

Summary:  Garmann, who is 6 years old, lives in Scandinavia.  He will soon go off to his first year at school, and he has spent the summer worrying about all the things that he does not yet know how to do:  ride a bicycle, walk along the top of the fence, hold his head under water, read a book.  He has not even lost one tooth yet, either.  When his three elderly aunts come to visit, as they do every summer, Garmann talks to them about how much he fears going to school, and they share their fears, too.

Literary elements at work in the story:  The reader looking for a cheery back-to-school story in which the worries of an anxious kindergartner are swept away in thirty-two pages will not find it here.  Author Stian Hole instead shines an unwavering light through both text and pictures on Garmann’s creative fretting.  Hole’s illustrations combine photographs of people against painted and collaged backdrops in a mildly discomforting expressionistic style; Garmann’s brow is furrowed, he stares at his aunties’ dentures magnified in a glass of water, his relatives are terribly wrinkled and old.  The tone of Garmann’s Summer, while not typical for a children’s picture book, does children the honor of taking their fears seriously.  Garmann is lucky enough to live in a family with whom he can talk about his fears.  Even more unusual, his relatives all acknowledge their own fears, too.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  Garmann lives in a nuclear family with two parents and loving elderly relatives.  Although the story is obviously set in Scandinavia, Garmann’s fears about starting school transcend his particular setting.

Theological conversation partners: Garmann’s Summer would be a good book to use one-on-one with a child who is fearful, since it speaks calmly of the universal nature of fear.  The book could lead into a conversation of Jesus’ response to people’s fears in his Sermon on the Mount: “Therefore I tell you, do not worry about your life… Consider the lilies of the field, how they grow; they neither toil nor spin …” (Matthew 6:25, 28)  Psalm 23 could also be a helpful conversation partner with Garmann’s fears and those of his family.  Finally, one might turn to Galatians 6:2, where Paul reminds us to “Bear one another’s burdens, and in this way you will fulfill the law of Christ.”  Garmann’s family did help him bear his burdens by listening to his fears and sharing their own with him.

Faith talk questions:

1. What is Garmann afraid of?
2. What is Auntie Ruth afraid of?  Why would those things be scary?
3. What is Garmann’s daddy afraid of?  What about his mama?
4. Are you ever afraid of anything?  What?
5. Garmann talked with everyone in his family about being afraid.  Why do you think he did this?  Did it help him?
6. Who would you go to when you wanted to talk about being afraid?
7. When David wrote the Psalms, he often wrote about things that were frightening.  Who helps David with his fears in Psalm 23?

This review is written by Union Presbyterian Seminary student Beth Lyon-Suhring.

Number the Stars

Name of Book:  Number the Stars

Author:  Lois Lowry

Publisher:  Sandpiper

ISBN:  978-0547577098

Audience:  Ages 10-14

Summary:  Young Annemarie Nielsen and her friend Ellen Rosen live in occupied Copenhagen in 1943. Though young, they understand that the occupation of their city by the Nazis is frightening and dangerous, especially for Jews like Ellen and her family. When the Nazis begin to relocate the Jews, Annemarie and her family take many risks to save Ellen and her parents. Faced with difficult choices, frightening truths, and hope for a time beyond war, Annemarie learns about her own strength and courage as she works to save her friend.

Literary elements at work in the story:  In very age-appropriate ways, this short novel brings to life the historical events of Europe during WWII. Lowry develops Annemarie’s character across the novel as she matures from a carefree school girl to a young lady burdened by the reality of war. Annemarie is insightful, intelligent, caring, discerning and brave. The novel’s action rises quickly as Annemarie’s family works to save their neighbors, the Rosens. While the plot is not complicated, the author slowly unveils the secret that Annemarie’s family must keep. This skillful plot development allows the reader to experience tension – and hope – alongside Annemarie. Additionally, as various family members come forward to help the Rosens, the author maintains her focus on Annemarie and the fears she must face, thus allowing a young reader to relate to this difficult period in history.

Perspective on gender/race/culture/economics/ability: With a backdrop of Nazi-occupied Europe, this novel explores the treatment of the Jews at the hands of the Nazis. Through Annemarie, a Lutheran, and Ellen, a Jew, the author reinforces the idea that love and friendship are not bound by such distinctions as race or religion. Throughout the novel, in fact, the two families are shown to be loving neighbors who are respectful of their varied traditions. Annemarie and her sister Kirsti, in fact, are frequently invited to the Rosen’s home to see the lighting of the Sabbath candles. In terms of gender, Annemarie is depicted as a strong girl, capable of carrying out a dangerous mission. However, the author is also careful to be realistic in her characterizations for this particular time and place. When Annemarie and her mother visit Uncle Henrik, Annemarie’s mother notes the clutter and announces that Uncle Henrik needs a wife. Finally, while Annemarie must present herself as a “silly, empty-headed little girl,” the great irony is that this pretense is what allows her to be her most daring, brave, and quick-witted self.

Theological Conversation Partners:  Genesis 15:1-6; Psalm 147 (Quoted in the novel); Isaiah 41:8-13; Mark 12:28-34; I John 3:11-22

Faith Talk Questions:

1. Ask children to identify some of the things that frighten people. Ask them to consider why we become fearful in certain situations.
2. The novel makes the point that bravery is not the absence of fear, but the putting aside of fear for a greater good. In what ways were Annemarie and her family brave in the face of great fear?
3. Ask students to brainstorm for a list of examples from scripture that show bravery in the face of fear.
4. What do you think motivates people to set aside their fears and act bravely?
5. How does faith play a role in facing fears?  What are some examples of the role of faith in this novel?
6. The Rosens and the Nielsens are neighbors. What does scripture say about the relationship between neighbors? How is this lived out in the action of the novel?
7. Peter reads Psalm 147 during the dark and frightening night of the Rosens’ escape. How does this psalm offer hope to those gathered? How does it offer hope to us?
8. Abraham was promised as many descendants as there are stars in the sky. Consider the use of stars in this novel. How do Ellen’s necklace, the title of the novel, Psalm 147 and the story of Abraham in Genesis 15 work together to speak of hope in the midst of the persecution the Jews faced in Europe in 1943?

This review was prepared by Union Presbyterian Seminary student Catherine Lovejoy.

The Quiet Book

Name of Book:  The Quiet Book

Author:  Deborah Underwood

Illustrator:  Renata Liwska

Publisher:  Houghton Mifflin Books for Children

ISBN:  978-0547215679

Audience:  Ages 3 and up; may work well as part of an intergenerational conversation.

Summary:  This picture book explores the many kinds of “quiet” that we experience throughout our lives. Young animals are seen in a variety of both positive and negative situations that might cause one to be quiet or contemplative – situations that reflect fear, awe, sorrow, hope, and more. From “first one awake quiet” to “sound asleep quiet,” the animals display a wide range of emotions that accompany the ups and downs of daily life.

Literary elements at work in the story:  This picture book incorporates sparse but rich text with gentle illustrations. While there is no structured plot, this story enlivens the reader’s imagination as it suggests all sorts of stories one might be able to tell about the events of any given day. The animal characters are both diverse and nameless; however, the illustrations and text work together to suggest a depth of character that might surprise the reader.

Perspective on gender/race/culture/economics/ability: The author makes use of a diverse set of animals, with many species and colors represented. The only indication of gender throughout the book is in the depiction of one mother and one aunt. Otherwise, the reader will have a difficult time making any distinctions about gender, thus allowing all readers to find themselves within the text at many points.

Theological Conversation Partners:  Psalm 23

Faith Talk Questions/Activities:

1. Purchase an additional copy of the book. (Ideally, purchase two copies so that both sides of each page may be utilized in this activity.) Cut out the pages so that they can be distributed to several small groups. Provide each group with several pages.
2. Ask students to identify the feelings of the animals in each kind of quietness that is shown in their group’s pictures.
3. Make a simple but large wall chart with “Peace – Sin – Awe – Sorrow – Fear – Hope” across the top. If you are working solely with children, briefly review/explain each term. For a multi-generational group, ask the groups to spend time talking about each term.
4. Ask each group to tack their book pages into the chart column that seems most appropriate for the depicted scene.
5. Write Psalm 23, verse by verse, on single sheets of paper. Use a large font. Distribute scripture slips to small groups. Ask each group to discuss the verse(s) they hold and to determine which part of the chart the scripture addresses.
6. Ask a member of the class to read Psalm 23 slowly. Hold up the pages from The Quiet Book that the groups have paired with each verse. (Pictures may or may not match up for every verse read.)
7. Discuss in small groups the many ways that we each feel fear, peace, sin, awe, sorrow, and hope in our own lives, and how God comforts us, celebrates with us, and gives us hope. Children might wish to share experiences similar to those depicted in The Quiet Book.

This review was written by Union Presbyterian Seminary student Catherine Lovejoy.

Miss Spider’s Tea Party

Name of Book: Miss Spider’s Tea Party

Author:  David Kirk

Illustrator: David Kirk

Publisher:  Scholastic/Callaway

ISBN: 9780590477246

Audience:  Written for ages 4 – 6

Summary: A charming but very lonely spider wishes to invite her neighbor insects to tea.  All that she invites are fearful, dash off, scurry away, etc.  It isn’t until Miss Spider is able to render aid to one small soaked moth that she at last has a guest for tea. Miss Spider dries off the poor helpless creature and invites it to tea.   Her kindness convinces the neighbor insects they have nothing to fear from this very large and very friendly spider.

Literary elements at work in the story:  This is a charming rhyming story that is used primarily as a counting book.  The bright colors and illustrations lend to an enchanting read.  Miss Spider is bright yellow, like a rain slicker.  Each insect in the story is an individual with equally bright eye popping color.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story? Some children and some very cynical adults may find this story completely incredulous; How could a spider be portrayed in such a kind way?  The point of the story is overcoming stereotypes that inhibit friendship.  In this example, the fears of the other insects are very reasonable.  It is only by accident that the moth, and then the others, learn of Miss Spider’s generosity and kindness.

Theological conversation partners:  Miss Spider’s Tea Party would pair well with the Parable of the Wedding banquet found in Matthew 22. The insects are afraid of Miss Spider and do not want to attend her tea party.  Their fears are reasonable.  Their inability to accept her invitation initially excludes them from Miss Spider’s gentleness.  The comparison between the king (God) in the parable to Miss Spider might seem tenuous.  The king’s repeated invitations are refused just as Miss Spider’s.  The parable refers to how the reign of God had been refused by the Israelites, and how they would beat and reject the servants of God (the prophets).   Another comparison that may seem weak or tenuous is the wet moth in contrast to the final group of people invited to the wedding banquet.  The poor little wet moth does accept Miss Spider’s kindness and can be an example of Jesus’ final zinger, “Many are called but few are chosen.’

I know the Miss Spider story doesn’t work on every level, but, there are elements that really fit the Parable of the Wedding beautifully.

Faith Talk Questions:

1. How would you feel if you were going to have a big party, you invited all of your friends, and everyone had an excuse about not coming to your party?
2. What do you think the little wet moth felt when it was brought into Miss Spider’s home?
3. When Miss Spider took such good care of the little wet moth, what do you suppose it felt?  Relief?  Gratitude?
4. If you were the little wet moth, would you go tell all of your friends and neighbors about Miss Spider’s kindness?  Extend that to telling yours friends and neighbors about God.

This review was written by Union Presbyterian Seminary student Cheryl Couch-Thomas.

If I Never Forever Endeavor

Title: If I Never Forever Endeavor

Author: Holly Meade

Illustrator: Holly Meade

Publisher: Candlewick Press, 2011

ISBN: 9780763640712

Audience:  Ages 4-7

Summary: A young fledgling perched on the edge of his/her nest looks down and has an inner debate: Shall I endeavor to fly.? If I try, I may fail. If I stay safely in my nest I may miss what it feels like to dip and glide and soar. On the one wing, I could try and look foolish.  On the other wing,  I could try and take flight.  Tentatively the bird tries, flaps and flutters.  In the last picture the fledgling sails toward the sun.

Literary elements at work in the story: The inner debate is poetry, using the phrase “If I never forever endeavor,” especially the word “endeavor”, frequently.   The bird’s soliloquy is rhythmic and memorable and will be picked up by the listeners by the second reading.  “Endeavor” may be a new word. .  This endeavor to fly is illustrated with water color and woodblock prints., a spacious sky and  a marvelous pine tree that are the perfect setting for an attempt to fly. The author/illustrator is a Caledcott honor winner. This daily, universal situation…”I can feel in the pit of my stomach: possible glory, possible failure,” says Meade. “This is a book about that choice.”

How does the perspective on gender/race/culture/economics/ability make a difference to the story? The bird may be a male and the friend encountered may be a female but this is a guess.  Birds don’t seem to be bothered by these other perspectives.

Theological Conversation Partners:  A young child is required daily to try new things – make friends,  acquire skills, go to school, play a game, ride a bike, learn to swim.  Their lives are far more risky than we realize.  Adults face the challenge to try, to dare in their lives as well. Our faith affirms three things: God is present with us in each challenge; we can trust God to help us: a disciple’s life is one of risk-taking.  Biblical situations that could help us think of such risks are God’s call to Abraham, God’s call to Moses to face Pharaoh, Jesus’ call to Peter, Andrew, Matthew, Paul’s venture into Macedonia,  Childhood, indeed any age, is a perfect time to commit such verses as Ps. 27:1,  Phil. 4:13, Matt. 27:20  to memory. Psalm 56 is full of verses about trust that overcomes fear.

Faith Talk Questions:

1. What was the bird’s problem?
2. Of what was the bird afraid?
3. Think of times when you need to try something new.
4. How do you feel?
5. Have you ever failed to try something new?  Why?
6. Does God plan for us to try new things?
7. How does God help us?

Review prepared by guest blogger Virginia Thomas

Catching Fire

Name of Book:  Catching Fire

Author:  Suzanne Collins

Book Design:  Elizabeth Parisi

Publisher:  Scholastic Press

Audience:  Ages 12 and up

Summary:  The second in a trilogy of science fiction stories, Catching Fire is written for adolescent youth and older due to graphic and violent content.

Katniss and Peeta were victors of the 74^th Hunger Games. As victors of the Hunger Games, Katniss and Peeta are required to tour all of Panem’s districts in order to personally reveal the victors to each district.  President Snow has tasked Katniss with the job of relieving tensions in the districts that have ensued after they witnessed Katniss and Peeta’s very blatant defiance of the Capital during the Hunger Games.  At each district stop the tensions continue to rise regardless of Katniss’s best efforts.

After the district tours, as they return to a life of luxury, they soon realize that it will not last for long.  In an attempt to squelch the rebellious thought that are engulfing the district, President Snow announces that the next Hunger Games will require former victors to play the games again.  As training begins for the Hunger Games it becomes clear that their mentor Haymitch is scheming to have Katniss and Peeta ally with other districts’ victors.  Throughout the games things seem strange to Katniss and Peeta. Eventually with the help of Beetee, another past victor, Katniss destroys the arena.  The next thing Katniss knows she is on a hospital bed and believes she is in the hands of the Capital. Ready to attempt an escape, she ends up in a room where she realizes that she is safe with her mentor, Haymitch and another victor, Finnick.  Katniss realizes that she has been a pawn in the hands of the rebel forces trying to build an uprising against the Capital.  As the book ends, Katniss becomes aware that there is a District 13 and that District 12 is destroyed.

Note: While the series has no Christian references at all, there are a number of routes one can take in discussing Christian faith with teenage readers. Parents are strongly encouraged to read this book either before their children or alongside their children and engage in regular faith-based discussions.

Literary elements at work in the story:  This is a science fiction dystopia of revenge imposed by the country leadership onto the individual districts. It is told from the first person point of view of Katniss, a 16 year old tribute to the Games. It is her story of rebellion with, and fear of, the Capital. Katniss is portrayed as the protector in this book. The setting takes place in District 12, on the train bound for the other districts, as well as in the Capital and in the games arena.

How does the perspective on gender/race/culture/economic/ability make a difference to the story?  Although victors are seen as wealthy in the eyes of their districts, no amount of wealth can keep them from the requirement of taking part in the Hunger Games. The Capital still flexes powerful oppression over the citizens of Panem, leaving no one exempt, especially when the Capital is tricked or threatened.

Scripture:  John 3:16-21

Theology:  As humans we fall short of the glory of God, but we are still loved and desired by God. We have turned away from God, and each other, in search of our own personal and societal gains. As sinners, we have gone against “the way it’s supposed to be.” We are unable to turn ourselves back toward God and unable to make our relationship with God and one another right. Through God’s mercy and abundant love, we are made right with God and others through Jesus Christ, the light in our darkness.

Faith Talk Questions

1. Why are the second Hunger Games so much more difficult for Katniss?
2. Why are the Capitol citizens upset to learn that former victors will be tributes again?
3. Which characters in this book value human life?
4. What does God teach us about the value of a human life?
5. When we acknowledge the humanity of someone, how does that change the way we treat them as a person?
6. Katniss and Peeta find it hard to trust others.  Do you ever find it hard to trust?
7. How do you think God would react to the Capitol’s treatment of the citizens of Panem?
8. How do you think God would react to Katniss and Peeta’s behavior as they try and survive?
9. Is it ever okay to lie about relationships and family dynamics to help save a life?
10. As a Christian, how would you handle being in a situation like Katniss and Peeta, fighting for your life? What if your family were at stake?
11. Who was the light in the darkness for Katniss and Peeta? Who is the light in your darkness?

Review prepared by Union Presbyterian Seminary graduate Katie Todd

Island of the Skog

Name of Book:  Island of the Skog

Author:  Steven Kellogg

Illustrator:  Steven Kellogg

Publisher:  Dial

ISBN:  978-0803738423  (HBK)/978-0140546491   (PBK)

Audience:  Ages 4-8

Summary:  Jenny and her mouse friends take to the seas in search of a more peaceful place to live. But when they arrive what at first seems the island of their dreams, turns out to be an island is inhabited by the Skog.  This funny and exciting story is a perfect introduction to peace for young children.

Literary elements at work in the story:  Steven Kellogg’s use of comical illustrations and cute characters helps soften some of the harsher realities of this story.  His text gives voice to the need to find a new home.

How does the perspective on gender/race/culture/economics/ability make a difference to the story:  The mice live in a dangerous inner city environment.  The skog live alone on an island.  Neither is happy with the society in which they live.  The mice think taking over someone else’s world is the way to a better place to live.  The skog thinks fear will save his world.  Neither is right and conflict develops.  A good starting place for a discussion on what  society is, this book will also show children and how to bring peace instead of conflict.

Scripture:  Matthew 5: 9

Theology:  “Blessed are the peacemakers for they will be called the children of God.”  What does it mean to be a peacemaker?  That is a question that has confounded many.  For some peace is going away from harm like the mice.  For others peace is saving yourself from those that will destroy your way of living.  However, true peacemakers find a way to do what the mice and skog eventually did.  Peacemakers learn to talk through a conflict and find a solution good for both sides.  Being a peacemaker is not easy.  It is only with God’s blessing that we can even hope to have the wisdom and strength to be peacemakers.  Next time someone speaks in anger or you speak in anger towards someone else, stop, pray, and think about how to turn your anger and fear into peace.  The mice and skog did.  You can too.

Faith Questions:

1.         Why did the mice sail off?

2.         Did everyone on the ship want to blaze their way and take over the island?

3.         How did the skog deal with the intruders?

4.         Which character in the book is most like you?

5.         What would you have done in Bouncer’s position?

6.         Who agreed to build a village and live together?

7.         How can we become peacemakers?

8.         What are some things that you can do to be a peacemaker?

Review prepared by guest blogger Janet Lloyd.

The Kissing Hand

Name of Book:   The Kissing Hand

Author:  Audrey Penn

Illustrator:  Ruth E. Harper and Nancy M. Leak

Publisher:  Child & Family Press

Audience:  The publisher’s intended audience is  ages 3-10.  (I went a little high on the age for this not because I think 8-10 year olds will necessarily want to read this book, but because for older children who read this book previously, a reference to the “kissing hand” may evoke the associated lessons and feelings and could be helpful with children who remain fearful of being away/in new situations).  The faith talk questions are intended to be used with parents.

Summary:   A young raccoon (Chester) is afraid of going to school for the first time and being away from home and his mother.  In order to allay his fears his mother kisses the center of his paw and tells him that her kiss goes with him wherever he is and he can press it to his face to feel its warmth and love whenever he feels scared or alone.  Chester then kisses his mother’s paw to leave a kiss with his love for her before he scampers off to school.

Literary elements at work in the story:  Although this is a fantasy wherein raccoons are given human attributes, the story itself is very realistic for children.  The setting is the woodlands and it is depicted as a non-threatening place for children. Children will easily identify with Chester and his fears of going away to night school. The repetition of the kissing of the hand coming from both the mother and from Chester allows the child to see that love is both received and given as both perspectives are represented.  The image of the hand (or paw) is excellent since children and their caregivers are already in possession of all that they need to enact this story for themselves.

Perspective on gender/race/culture/economics/abilities:   The emphasis in this book is more on relationships that are based in love than about a particular group or culture.  The perspective is from a young raccoon (child) who is facing change or loss and is therefore applicable across boundaries.

Scripture:      Romans 8: 38-39; John 3: 16; John 15: 12

Theology:     For young children the idea of God is very difficult to grasp in terms other than the already familiar and comfortable. God as a divine parent is an appropriate interpretation for this age group. For children in stable environments, God’s image as loving and accepting is easy to imagine. For children in unstable environments, reassuring them that God is someone who loves them always in all situations at all times gives them the good news they desperately need.

All of the passages selected emphasize that God’s love is more than we can imagine or hold or calculate in any way.  They speak of God’s love in terms of its ability to abide with us and be steadfast and that nothing can separate us from God’s love.  The ultimate expression of God’s love is God’s saving action in Christ whom he sent for the salvation of his children.

God asks us to respond to God’s love with love. As God loves us without reserve or measure, so we are asked to also love God and to love one another, thus perpetuating and enacting the commandment in our lives.  God’s love is a gift; therefore it is both given and received and we are enabled through God’s love to give love to others and to let others express their Christian love for us.  In this way we are obeying and honoring God and living out the life in Christ we are called to live.

Faith Talk Questions (for parents):

1. Remembering when you were a child, was there a particular event that represented change for you that made you particularly scared? (going to school, camp, even to stay with a parent who is remarried/living with someone)  Try to imagine which event(s) facing your child(ren) might bring up these fears and ask them to tell you how it makes them feel when they think about it.
2. Have there been any traditions (“secrets”) like the kissing hand in your family? (a teddy bear handed down, a special blanket or trinket)  How could this story relate to your family’s tradition?  What significance did you place on the item?  Could it be “re-imagined” in line with this story’s message?  Ask your children what it means to them to have that item with them and discuss it in conjunction with this book.
3. When you were little how did you imagine God in relation to you or your family? Was God loving and comforting or was God feared (in an unhealthy way)?  How have your ideas about God been transferred to your child?  Would they relate to the idea of God who is with them always and loves them always?  In what ways does your family foster the idea that we cannot be separated from God’s love?  How would this story help you explain that concept to your child?

Review prepared by Nadine Ellsworth-Moran, MDiv/MACE, Entering Cohort Fall 2004