Christian Prayer Early Years

Prayer is to Christianity what water is to the ocean, what breath is to life, what love is to life’s meaning. Prayer simply is our relationship with God become conscious, deliberate and concrete. It is more a way of being than something we do.

That is why prayer needs to permeate the entire Catholic curriculum; and function in the RE curriculum the way RE functions in the Catholic curriculum overall. Why? Because unless there is a lived experience of encounter with God on God’s terms—and that is what Christian prayer is—then it is simply impossible to talk meaningfully about God in a Catholic educational context.

Prayer is vital. That is why God wants us to pray: because God desires to draw us into a fuller relationship; and praying is simply how that is done consciously, deliberately and concretely in and for us.

At its most basic and essential, the word pray means “to ask”. Learning to ask for what we truly need, when we are ready to receive it, is the key to life and true happiness. Because everything that is, is a free and beautiful gift, grace, learning to ask and receive is the most important lesson we have to learn.

Asking and receiving the gift that is life, being and meaning is the heart of our relationship with God, because grace—God’s gift of himself to us—is the purpose and meaning of life. Prayer therefore points to the deepest truth about human nature itself: we are made for the gift of union with God.

In GNFL this understanding of prayer is developed with emphasis on these theological principles:

  • Prayer is about desire—ultimate desire: the desire to become one with God. In prayer we enter into a relationship with the One who intensifies our desire for being. In prayer we find ourselves loved into being in a way that invites us to participate in our own coming-into-being by liberating our desire from all fear, rivalry, selfishness, violence and malice—and therefore, from the power of death itself. Prayer must always be honest if it is to be true prayer, because by praying honestly we discover ever more deeply the ultimate nature of our desire, the desire for God.
  • Prayer is our way of participating in God’s work of uniting us with himself. The ultimate expression of that work is the liturgy, “the work of God”, the public act of the Church’s communal prayer as thanks and praise, “the source and summit of the Church’s actions”.
  • The central prayer of the Church is the Eucharist. At the most profound level, the Eucharist has to do with Christ alone, who prays for us: he puts his prayer on our lips, for only he can say, “This is my Body … This is my Blood”.

URL link to Theological Conversation chapter (PDF).

Christian Prayer: Relationship with God Personal and communal Listen
  • Our loving relationship with God grows through prayer.
  • In prayer we are present to, listen to, talk to our loving God.
  • We can pray in many ways.
  • Simple centring practices can prepare us for and support us in prayer.
  • Through prayer we learn to show God’s love to others.
Christian Prayer

Prayer is a way of talking to and listening to God that enables us to grow in a loving relationship. (TCREK006)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability Sustainability

Students will be supported to be open to a loving relationship with God and will engage with prayer as a listening experience and an experience of talking to their loving God. They will learn that prayer changes us. They will be introduced to simple practices that help us enter into prayer, for example, stillness, awareness of breath, images/symbols, music, gesture/movement. Students will be invited to express prayer in a variety of different ways. They will be encouraged to use their own words to praise God, to give thanks and to present needs. They will confirm use of the Sign of the Cross as a means of both entering prayer and a prayer itself and will become familiar with the formal prayers, Our Father and Hail Mary. 

 

Questioning and Theorising

TCREI001

Responding to questions with thoughts, and naming feelings, ideas and decisions (TCREI001)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability Sustainability
  • responding to open questions about where God is present in the world
  • expressing feelings and thoughts about God
  • making choices about how to act towards others and ourselves
  • cultivating self-respect by showing mutual respect
Interpreting Terms and Texts

TCREI002

Listening to stories to learn about characters, words, concepts and values relating to love (TCREI002)

LiteracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical UnderstandingWisdom Aboriginal and Torres Strait Islander Histories and Cultures
  • listening to biblical stories and wondering about their deeper meanings
  • role-playing biblical and other stories (e.g., stories from the lives of the saints)
  • using Godly play dolls to play creatively with biblical stories
  • learning about things that were different about the world Jesus lived in as a child from the way things are now
Communicating

TCREI003

Sharing observations, thoughts, feelings and ideas (TCREI003)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative Thinking Sustainability
  • taking turns to let others speak in prayer time
  • taking turns and listening to others’ thoughts and ideas about how God is love in us, our families and the world
  • visualising and imagining stories about Jesus that show us God’s love for us and acting them out
  • naming the ways that Jesus shows us how to love one another because God loves us first, and making models, drawings or installations to express this to others
  • taking turns to share thoughts and reflections about how God loves us
  • taking turns to share thoughts and feelings about how we experience God’s love in others and in the world
See: Identifying and Reflecting

TCRED001

Using senses to name important words and feelings (TCRED001)

NumeracyCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding Sustainability
  • using senses to name feelings
  • using sight, smell, hearing, taste and touch to provoke responses that identify and reflect on big ideas and significant feelings
Judge: Evaluating and Integrating

TCRED002

Listening and responding to others’ ideas and thoughts. Pondering, and wondering and asking questions about our world (TCRED002)

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with AsiaSustainability
  • listening and responding to others’ ideas and thoughts about God’s love
  • pondering, wondering and asking questions about how we experience God’s love in our lives
  • drawing some conclusions about how Jesus teaches us to be open to God’s love
Act: Responding and Participating

TCRED003

Applying ideas about what could be done to model for others some loving choices (TCRED003)

LiteracyNumeracyCritical and Creative ThinkingPersonal and Social Capability
  • naming behaviours that reflect being loved by God
  • implementing plans and processes that promote self-respect and mutual respect
  • sharing with others what being loved by God feels like and how it changes us
Early Years Learning Framework Tracking Understanding
Belonging
  • Contributing artefacts to the prayer spaces, experiences.
  • Observations of prayer posture and appropriate reverence in sacred spaces, places and moments.
Being
  • Observations of what children know and understand about prayer and praying to God.
  • Portfolio, photos, drawings, recordings of understandings of who prays, how we pray, why we pray, where we pray, and, what we can learn from people who pray.
  • Observations of conversations about prayer.
Becoming
  • Observations of words, actions and attitudes that demonstrate students are beginning to understand that talking and listening to God helps us to grow in loving relationship with others.
Threads:

Prior Understanding

Visit the sacred spaces and places in and around your school, follow the child, record their questions and wonderings. 

  • What do they know?
  • What do they want to know?
  • What are they drawn to?

Vocabulary - prayer, the sign of the cross, Amen, icon, cross, artefact, meditation, praise, gratitude, sacred, chant

Points of Provocation

Belonging

  • Share morning prayer circle / Christian meditation.
  • Sing songs/ words of prayer in praise and gratitude.
  • Visit the church. 
  • Learn about communal sacred spaces. e.g. prayer garden.

Being

  • Create a prayer focus area.
  • Organise a prayer table/basket of prayer items, cross, icons, 
  • Gather personal artefacts that connect children with their home and school – for example photos of family/celebrations e.g baptism candle.
  • Welcome by name inclusive of culture, religion, identity. "Good morning …and may God (Allah) bless you.

Becoming

  • Experience and learn songs/prayers of praise and gratitude. TAIZE Prayer, simple chants and clapping rhythms.
  • Participate in prayer as a way of talking and listening to God. 
  • Provide experiences for children to discover prayer can take many forms and be involved in any time in any place.
  • Expose children to a variety of formal and informal prayers e.g.  The sign of the Cross, Our Father, Hail Mary, Glory be.
  • Make time for stillness and silence and Centring Prayer or Christian Meditation. 
  • Provide a ‘still tent’ in the classroom. 

 

I Wonder Questions

Being

  • What it is like to talk and listen to God?
  • How we can talk and listen to God?
  • Why do we talk and listen to God?
  • Why pray?
  • Where I can pray?
  • If Jesus can hear my prayer?

Belonging

  • Who I can pray with?
  • How familiar prayer connects us to our faith community?
  • How families experience prayer?

Becoming

  • How I can pray?
  • What words, thoughts, feelings I can pray?
  • How I can know God?
  • How does God know me?
  • How prayer will change me?
  • How prayer can help me?

Environment

  • Share the scripture from Jesus is the Good Shepherd Psalm 2,  light a candle for prayer and enjoy the light. 
  • Provide 2D and 3D scripture-based stories; leave them at a low table for children to revisit and wonder and work with. For example. The Good Shepherd parable box, The Holy Family, The Good Shepherd (Wooden Godly Play figures) 
  • Provide mixed material and response materials for children to draw and or write about these stories. Invite children to draw, paint, build, construct a response to the provocations.
  • Share and have available a range of songs and psalms for children to choose to listen to or sing at any time but especially at class prayer time.
  • Provide a range of images, prayer cards, candles, statues, vases, flowers, prayer books, bibles, cloths for children to be able to create prayer spaces or build the class sacred space inside or outside.

Godly Play

  • The Holy Family
  • The Good Shepherd parable box
  • The Good Shepherd (Wooden Godly Play figures)
  • Jesus Blesses The Children
  • The Parable of The Sower

Resources

Class Resources

  • Rainbow By Andrew Chinn
  • Start with your heart series - Prayer titles by Rosanna Morales: Praying Together, Where I Pay, Anywhere, Anytime, I Open My Heart, When I Am Still
  • Little Catholic Explorers Series: Where Do We Pray, How Do We Pray, Why Do We Pray, God, Are You There?
  • God and Me: 365 Daily Devotions by Penny Boshoff

Teacher Resources