Curious Questions, Honest Answers

At Madison Avenue CRC in Paterson, N.J., Sunday school doesn’t just happen. Behind every class of children with playdough, children’s Bibles, and curious questions lies a rhythm of preparation led by Sunday school coordinator Barbara Brooks and volunteers. Her work begins quietly, through WhatsApp messages to teachers, quick meetings between worship services, and handwritten invitations sent out as each  new season begins. 

“We write actual invitations, like ones for a party. I want each invitation to feel personal,” Brooks emphasized. “For the high school kids who volunteer, we even write, ‘Please come with ideas,’ because we want them to have a say.” 

Not everything is easy, though. Teachers sometimes travel, children come and go, and schedules often clash with busy family life. But the team works to help make each student feel that they belong, said Brooks. She shared that one of the hopes at Madison Avenue CRC is to bring together children from the church’s English- and Spanish-speaking worship services so that their youngest members may experience unity. In line with this, Sunday school takes place in between those services. 

High school students are invited to volunteer with younger children—not just to help out but to be part of shaping the community. “Some of the older children come reluctantly,” Brooks admitted, “but, even then, they end up learning something.”

Learning Through Dwell

Curriculum plays a central role, Brooks noted, and she relies on Dwell, the main Sunday school curriculum published by Faith Alive Christian Resources. She said she appreciates how each lesson builds on the previous one. 

“It’s very sequential, and that helps kids connect the dots,” said Brooks. But when new children with little church background join, she explained, teachers sometimes step out of the regular sequence to review the basics, using Wonder, Year 1—a portion of Dwell curriculum designed for grades 2–3—to revisit foundational lessons about who God is and who Jesus is. 

“That’s what they need in those moments, so that’s what we do,” she explained.

Brooks added that some of the joyful moments in Sunday school also show up in unscripted moments. She laughed as she recalled asking children about offerings and hearing a child conclude, “So we give money to God because God is broke.” Another time, during a story about Noah’s ark, a child asked in wide-eyed surprise, “Wait, are you saying God controls the weather?” 

“They surprise us with their honesty and wonder,” Brooks said.

Flexibility on Sunday Mornings

Not every Sunday runs according to plan, however. If not enough children show up or a teacher is absent, the Madison Avenue CRC teachers improvise with Bible games and playdough activities or by combining classes. Brooks recalled that one Sunday a complex lesson plan had to be set aside, and the children spent time in conversation and a game of Bible “Uno” instead. “It’s not about having the perfect lesson every time,” she explained; “it’s about making sure each child feels seen and cared for.”

Meeting Kids Where They Are

High school students bring a different set of challenges, Brooks noted: “Teenagers today are busier than ever; their minds are always moving.” Many juggle part-time jobs, clubs, and sports—and, for some, Sundays are the only downtime of the week. To help them engage, she said, the high school program is exploring online or hybrid meetings so that teens can have a flexible way to stay connected.

Lessons learned during COVID have informed this approach. Brooks shared, for example, how her daughter coordinated online Sunday school while also running a youth group. “She had good participation using video portions of an online youth series to lead discussion, and it taught us that older kids need a seeker-friendly space to explore truth for themselves.” 

Brooks also mentioned that teens often face hard questions about real-life situations, such as whether to join a group at a party or to stand by themselves—and online options can help them to engage at their own pace. However, she noted, even students who grew up in Sunday school had connections broken by the pandemic, and she works intentionally to rebuild a sense of community for everyone.

Younger children flourish in smaller, interactive ways, Brooks observed. For example, she recalled a tiny girl tracing an image of the pillar of fire and cloud from Exodus and explaining it to the class. 

“All of the children participated,” Brooks said. Reflecting on similar situations, she added, “They ask questions, give answers, and sometimes their insights are unexpected.” 

The program’s bilingual nature also supports inclusion. One volunteer teacher is an English as a Second Language teacher who helps younger children who are still learning the language and has incorporated age-appropriate Spanish lessons that include games and art activities.

Building Community

Special events, like their end-of-year celebration in June—where children share in songs, skits, and prayers—or Christmas programs, bring families together and help to make learning visible at home. Informal pizza gatherings with high school students also help to involve older kids, she said.

Brooks said she appreciates the diversity of the CRC community. “It’s down-to-earth,” she pointed out. “Kids feel welcome, and families feel included. That openness really helps the children grow.” Reflecting on her role, Brooks expressed gratitude for opportunities to watch children grow. “Even when their responses are unexpected,” she said, “you know they’re thinking deeply, and they’re learning about God in ways that stay with them.”