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Frequently Asked Questions

  1. What is the history of SEE and KNOW curriculum materials?
  2. How does a baby learn?
  3. What does a baby need to learn (or understand)?
  4. Why is it so important to introduce God so early in life?
  5. How did DLW Publishing Co. acquire SEE and KNOW?
  6. How can I adjust and extend SEE and KNOW for 2's and 3's?

What is the history of SEE and KNOW curriculum materials?

The concepts of SEE and KNOW began in 1963 when we observed a cradle roll class in Amarillo, Texas. Joan Parsons (a nursery attendant), and Palma Smiley (an educator) teamed up to do what they had observed and learned about the teaching and training of infants.

From observing infants and the way they respond, we learned many effective ways to communicate. Singing what we wanted them to hear proved to be the best way to get attention and response. From experts on memory retention we learned that not only do infants respond to singing, but also it increases retention.

We did a lot of research and correspondence with university professors who were doing some experimentation in infant learning. Research confirmed the lines of development we were pursuing – lots of singing, repetition, visuals suitable to the age group, etc. We were concentrating on infants, from birth to 2 years of age.

As research articles continued showing how the infant can learn, it became apparent that the easiest way for a child to develop desirable habits and attitudes was to keep the undesirable ones from beginning. To start and encourage only the desirable habits as early in life as possible became one of our goals. Actions that are "cute" when children are very small may be totally unacceptable and a hindrance to learning in grade school and even more destructive as they grow older.

After receiving research reports and correspondence from several research teams confirming and increasing our ideas, we began using knowledge from these reports to teach basic Bible facts and attitudes in our infant Bible classes.

As we began evaluating and choosing what to teach these very open-minded infants, and knowing we could be developing life-long habits and attitudes, it became a very awesome responsibility. We had already observed how very wrong and changeable man’s methods could be.

 Believing that the Creator always knows what is best for the created, we began searching in the Bible for methods as well as facts to teach infants. This search led to some major revisions in our thinking, which had been influenced and limited by man’s books.

 Our basic goal became to introduce knowledge that would serve as a foundation for all other knowledge acquired later. This meant we would have to teach basic truths that would not have to be re-taught at a later time. This foundation became knowledge of God, His plan, awareness of His care, and His awesome love that sent Jesus to earth as a tiny baby. It included the knowledge of Jesus’ love and desire for us to accept and respond positively to His invitation to come to Him, and use our lives for Him.

 A lesson plan outline developed, which was orderly and provided a balance of repetition and variety. Always, we watched for more effective methods to accomplish our goal. Because of the on-going learning process, we needed a way to present materials and procedures that were not “locked-in.” Therefore, each procedure and song was placed on a separate card. About 30 – 40 procedures, arranged in an order, make up a complete lesson plan. This made it possible for teachers to choose and arrange suitable procedures into a lesson plan for their specific student’s needs. It makes it possible to easily add new procedures or replace less useful ones without totally demolishing and re-organizing the lesson plan.

 Infants understand literal (not symbolic) descriptions, so words were carefully chosen to describe the basic knowledge we wanted to teach. Then tunes, which emphasize key words of facts, concepts and attitudes, were added because singing increased attention. The song procedures, when arranged in the logical order of a story and repeated often, produced the orderliness and repetition that increased understanding and memory of the material presented.

 Visual illustrations of words in each of the procedures were necessary to identify objects and meanings. Needing to choose illustrations which identified God’s creation and principles as accurately as possible, we again looked to the Scriptures to find methods.

 God used His creation (things from nature) to teach men. (See Job 12:7-10) The wise man, Solomon, used songs and illustrations from nature. (See 1 Kings 4:32,33) Jesus, the Master Teacher, used nature for many illustrations as He taught.

 Babies are created with a natural curiosity about the world they see, so the obvious source of our visual aids and teaching tools became any observable part of God’s creation. From seeing God’s creation, they could learn to know God. Hence, our title from Isaiah 41:19,20 “. . . So that they may SEE and KNOW and consider and understand, that the hand of the Lord has done this and the Holy One of Israel has created it.”

 The answer to, “Why do we want to teach babies?” is that God made them in such a way that physically and mentally, they enter the world ready to learn about everything they are exposed to. They are not selective! It seemed right that God, His love, His world, His plan; Jesus, His love; and our grateful response to their love should be a part of the infant’s earliest experience and have at least equal time with all the worldly, insignificant things they are exposed to.

 In an infant’s mind, whatever goes in stays in. So if “good” goes in, his mind will be filled with “good,” and if “bad” goes in, it will be filled with “bad.” Each responsible person must choose which they want for the infants they know and do everything possible to fulfill their responsibility to model and teach.

 The SEE and KNOW series has been prepared with the hope that it can be useful to teachers and parents in teaching infants and children about God, and their relationship and responsibility to Him as willing, obedient servants of His. ]

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How does a baby learn?

bulletNon selective (Like a sponge or a blank tape)
bulletLiteral, concrete observer. (Does not process abstract words of illustrations well.)
bulletFrom role models (Both good or bad)
bulletFrom experiences of the senses.
bulletAs the brain develops, sequencing overviews tend to give relational order to new facts and future knowledge.
bulletSinging is the most influential way to communicate and enhance memory.
bulletWith orderly consistent repetition.
bulletFrom first impressions.
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What does a baby need to learn (or understand)?

bulletThat God made (created) our world.
bulletThat God loves each person.
bulletThat Jesus loves each person, too.
bulletTo respond to God's awesome creation and the gift of His Son, Jesus, with thankfulness, love and obedience.

These four concepts provide a foundation for future Bible knowledge.

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Why is it so important to introduce God so early in life?

bulletGod commanded us to teach.  
bulletTo take advantage of the baby's unique brain development.
bulletA mind filled with God's wonders and love will have less room for the evil influences of this world.      (Matt. 12:43-45)
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How did DLW Publishing Co. acquire SEE and KNOW?

We began teaching twelve month olds in Bible classes in 1965. Younger age groups were added soon after that. Ron Bailey, of Sentinel Publishing Company in Lubbock, Texas, was a friend with a child in the age group. He encouraged us to put the materials into a publishable form. This was done and he began by publishing the 3 X 5 song and procedure cards (now on 4 X 6 cards), the teacher handbook, and black and white pattern paks. The first publication was in 1968. Updates and additional materials were published and copyrighted in 1988. 

Sentinel held the copyrights to SEE and KNOW until 2000. When Ron Bailey retired and Sentinel Publishing Company was liquidated, the copyright and ownership of all SEE and KNOW materials were transferred to us and we became a publishing company. The name DLW includes the initials of Dan and Lois Whitaker and our daughter, Deborah Lynn Whitaker, who expects to continue the publishing company at some time in the future.

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How can I adjust and extend SEE and KNOW for 2's and 3's?

"Growing Up In God's World" for 2's and 3's (Fall, Winter, Spring, and Summer) is now available.

bullet"Growing Up In God's World" is designed to reinforce and extend the basic facts and concepts from SEE and KNOW. Many of the SEE and KNOW songs and tunes are used with additional words as well as some new action songs for 2's and 3's.
bulletCopy Masters provide lesson plans and activity sheets (or projects) designed to send home and acquaint parents with what their child is learning (as well as reinforcing what the child has learned).
bulletEach quarter contains facts and activities built upon the previous quarter, reinforcing and adding to previous knowledge.
bulletStarting in the winter quarter, thirteen Bible characters, as examples of obedience to God, are introduced in chronological order. Spring and summer quarters add more information about each character, always building on what has been learned in the previous quarter.
bulletIn addition to the study of these Bible characters, each lesson contains seasonal activities designed to build knowledge and faith in God by relating to the child's natural surroundings of each season.
bulletThere are enough activities and materials in each lesson to use the same lesson title on Wednesdays as well as Sundays. (Children need consistent repetition.)
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Last modified: 09/11/12