Why Routine is a Kids Ministry Leader’s Best Friend
28/04/2025
Annemarie Rivers is the Children’s Ministry & Primary SRE Advisor for the Western region
“Welcome kids! It’s good to see you! We are going to hear from the Bible soon but first… what do we do first? Who do we hear from?”
The response is a chorus of happy, excited voices calling for ‘George’, a character played by a junior leader wearing an ugly red scarf and funny hat found in the church storeroom. ‘George’ is how this kids’ church group for K-2’s does their revision and introduces the key concepts of the day’s Bible talk. The kids love George because he turns up every week with interesting and silly comments they can laugh at.
‘George’ skits work well for several reasons, not least is the fact that the kids know it is coming and look forward to it every week. It is predictable, part of the routine. And that is great!
Why is routine and predictability such a good thing? There are many reasons, and lots of fascinating research but first, what does this look like in kids’ ministry?
We are talking about the routine, otherwise known as the run plan, schedule, the timetable, the usual flow of segments. It’s the regular pattern of activities.
Here are some examples:
As you can see, it could be a poster, or moveable pieces allowing small variations in the order of activities. The pictures help kids that can’t read yet follow along easily.
These sorts of schedules are sometimes recommended for children with special needs. Not surprisingly though, they are actually helpful for all children, and for leaders. They are also helpful newcomers. New children are often anxious because everything is new, and they aren’t sure what might happen next. Having leaders refer to a visual routine or schedule can alleviate some of that fear.
Is it boring? Some people worry that having this kind of regular structure will make the program boring for kids. It’s always the same, how can it not get boring after a while?
It is possible for anything to be boring if we come with the wrong attitude, but as a general rule, routine is really positive and helpful for children. Like singing a favourite song or playing a loved game, it is usually much more enjoyable even for adults to do something already known rather than always learning new things. When everything is new, it is mentally exhausting and there is the risk of cognitive overload. But something new alongside some familiar content is the best context for effective learning.
And of course, a routine means only the activities happen in the same order, not that every activity is the same week to week. We do Bible time every week, but we look at different parts of the Bible and present in a variety of engaging ways. We pray every week, but we pray about a range of different things.
The added bonus of a routine is that it also makes life easier for leaders. When children feel relaxed and confident that they understand what is happening and what is expected of them, they often behave more cooperatively.
For example, all the K-2 kids know that when they come out of the main service, there will be a short game in the Hall. This is to give them a chance to move their bodies after sitting still in church and they will play one of three or four games that they are familiar with and enjoy. They know that the next thing will be ‘George’ and Bible time in the back room and that means sitting on the rug. ‘Everybody’ knows and so ‘everybody’ follows the routine.
Routine also helps leaders because they only need to prepare for the segments that require it. The games are already chosen so no need for preparation there, and leaders can put all their planning time and effort into Bible time. Instead of needing to come up with activities to fill the whole 45 minutes, they only need to prep key segments. It also makes it easy for everyone, including junior leaders and those filling in, to know what is coming next so the transitions can be smooth.
Isn’t this kind of routine included in the lesson content? Sometimes yes, most purchased curriculum material follows a regular structure that can be adjusted according to the age of the group and the time available. The difference is that often the children don’t know what the routine is. Having it clearly communicated to everyone via a poster or magnetic cards means that everyone can benefit from knowing what’s happening.
Secular research into the benefits of routines and regular schedules for children show that the benefits are pretty extensive. Children are more resilient, have better social and emotional skills, and often do better academically when routines are part of their life.[1] The younger the child, the more likely that routines will have a demonstrable benefit. And many long serving teachers and leaders will know this from experience.
Here are my tips for putting a routine in place:
Keep it simple. You’ll notice the ‘George’ skit isn’t included in the K-2 run plan photo above. It fits into the ‘Bible time’ section. There’s no need to include every detail. Keep it as simple as possible.
Each segment should have a clear purpose. This part isn’t always communicated to the kids, but it should be understood by leaders. They should know what the aim of having a Bible quiz is, for example. It’s much easier to prepare well when you know why you’re doing that activity.
Use pictures and symbols. This makes it easier for pre-readers but also for anyone to read at a glance.
Refer to it regularly. Especially if it’s new, keep pointing to the poster or schedule cards to show what is coming up next. After a while, everyone will become familiar.
Routines are really good for kids and leaders. They help kids understand what is happening and what is expected of them. They allow leaders to put time and effort into the parts of the program that matter plus there are all kinds of added benefits over time. It’s an easy win.
