Pastoring Children in the Chinese Church

If I’m honest, children’s ministry in a Chinese church is not just about kids.

It’s about parents. 
It’s about culture. 
It’s about expectations that no one always says out loud—but everyone feels.

Some days, I walk into a classroom thinking I’m here to teach a Bible story. But by the end of the day, I realize I’ve been navigating something much deeper—helping children, parents, and leaders make sense of faith across two very different worlds.

I’m still learning. But here are some of the things I’m beginning to see more clearly.

In This Article

• A Ministry Shaped by Two Worlds

• Where Culture Meets the Classroom

• Different Visions of Discipleship

• Navigating Communication and Unspoken Expectations

• Forming Identity in a Complex Context

• Learning to Lead in the Middle

• Why I Still Believe This Matters

A Ministry Shaped by Two Worlds

In our church, most of our kids are growing up in one culture at school and another at home.

Their parents—many of them first-generation immigrants—carry values like respect, obedience, discipline, and not “talking back.” Faith, for them, often looks like doing the right things: attending church, memorizing Scripture, serving faithfully.

But the kids? 
They’re growing up here.  
They ask questions.  
They want to understand.  
They don’t just accept something because an adult said so.

So now you have this quiet tension.

A parent might say, “My child should listen.” 
But the child is thinking, “I just want to understand.”

And somehow, children’s ministry sits right in the middle of that.

Where Culture Meets the Classroom

The classroom is one of the most visible places where cultural assumptions play out.

In some cases, parents expect children to demonstrate spiritual maturity through behaviors such as attentiveness, obedience, and Scripture memorization. These expectations reflect meaningful values and should not be dismissed. At the same time, many children today engage more deeply when they are invited to ask questions, participate in discussion, and connect personally with what they are learning.

This creates a practical tension for ministry leaders and volunteers. Should the focus be on structure and discipline, or on interaction and exploration?

Consider a simple but common moment: a child raises a question during a lesson—perhaps a thoughtful or even difficult one. The teacher must decide whether to pause and explore the question or continue with the planned content. Behind that decision lies a deeper issue: what kind of learning environment are we trying to create?

These moments reveal that children’s ministry is not only about delivering biblical content. It is about shaping how children encounter God—and that process is deeply influenced by culture.

Different Visions of Discipleship

One of the most significant areas of tension lies in how spiritual growth is understood.

For many first-generation parents, discipleship is closely tied to visible practices: regular attendance, Scripture memorization, and consistent participation. These expressions of faith are important and reflect a long-standing commitment to discipline and perseverance.

However, children growing up in a different cultural context often need space to process and internalize their faith. They may ask questions, express doubts, or seek personal connection before they fully embrace spiritual practices.

This raises an important question for children’s ministry leaders: 
How do we define spiritual growth?

Is it primarily about what children do? Or, is it also about how they understand, trust, and relate to God?

In practice, healthy discipleship requires holding these together. Children need both structure and space—both guidance and opportunity for personal engagement. Expanding the definition of discipleship does not mean abandoning tradition; rather, it means helping faith become both lived and understood.

Navigating Communication and Unspoken Expectations

Another layer of complexity arises in how communication takes place.

In many Chinese cultural contexts, maintaining harmony is highly valued. As a result, concerns or disagreements may not always be expressed directly. Instead, they may remain unspoken, which can lead to misunderstanding over time.

In children’s ministry, this may look like parents who feel uncertain about a program but do not voice their concerns, or volunteers who are unclear about expectations but hesitate to ask for clarification.

For ministry leaders, this means communication must be intentional. It is not enough to assume alignment; it must be cultivated.

Simple practices—such as checking in with parents, inviting feedback, and clearly explaining the purpose behind ministry decisions—can help build trust. Over time, creating a culture where both grace and honesty are welcomed becomes essential for healthy ministry.

Forming Identity in a Complex Context

Beneath these practical challenges lies a deeper question: What kind of identity are we forming in our children?

Many families are navigating multiple priorities. They desire to preserve cultural heritage, support their children’s success, and nurture their spiritual lives. These goals are not mutually exclusive, but they can sometimes compete for attention.

Children’s ministry has a unique opportunity to speak into this space by pointing toward a kingdom-centered identity—one that is rooted in Christ while also acknowledging cultural background.

When children begin to understand themselves as part of God’s larger story, cultural differences become less of a dividing line and more of a context for mission.

Learning to Lead in the Middle

Serving in children’s ministry within the Chinese church requires a posture of ongoing learning.

It involves listening carefully—to children, to parents, and to volunteers—recognizing that each perspective is shaped by different experiences. It requires patience in moments of tension and humility in moments of misunderstanding.

It also calls for a commitment to relationship. Programs and curriculum are important, but it is trust that sustains ministry over time. Building that trust often means slowing down, asking questions, and being present beyond the classroom.

Above all, it means choosing a way of leadership that reflects Christ—one marked not by control, but by servanthood. In a context where expectations can pull in different directions, returning to a posture of love, humility, and grace becomes essential.

Why I Still Believe This Matters

There are days when it feels complicated—when expectations don’t align, when communication is hard, when you feel like you’re constantly translating between worlds.

But then there are moments:

A child prays in their own words for the first time. 
A parent begins to see faith differently through their child. 
A volunteer starts to understand both sides a little more.

And you realize—this is holy work.

Not because it’s smooth or easy. But because God is present in the middle of it.

If you’re serving in a similar context, you probably feel this too.

You’re not just teaching kids. You’re holding space between cultures, generations, and expectations. And somehow, by God’s grace, that space becomes a place where faith can grow.

Catherine Chan has served as the Children’s Pastor at North Toronto Chinese Baptist Church in Ontario, Canada since 2015. She is passionate about reaching and discipling the next generation and has led several mission trips with a focus on children's ministry. Catherine is committed to partnering with families and the church community to help children know, love, and follow Jesus.