Spirituality in the Elementary Environment
A child is born along with their essence, vital energy, and life purpose. Thus, each of us begins to write our book of life from the very moment of conception. From that precise instant, we start to connect with the magic of our own essence, with that unique energy that tells us why we came into this world. In her latest workshop, Carmela Fierro, with her experience and wisdom, invited us to live another adventure. Welcome, the journey begins here!
Spirituality is…
Anyone who has had the joy of accompanying a child in their development will have perceived the marvel of their spirituality. But what do we mean by spirituality? María Montessori said that the child is the essence of spirituality, pure nature, uninfluenced, in complete connection with their being, their cosmic plan, their life purpose. This vital force guides them and gives meaning to their life. Unfortunately, as we grow, that contact with our inner self dissipates, and we must make a conscious effort to reconnect with it. For this reason, when children enter the Elementary environment, they need to strengthen that inner guide that has gradually become disconnected. Based on their experiences, the child finds their life purpose, and only in contact with that force can they find the path to their maximum development.
What is the adult’s role in this journey?
Carmela Fierro highlighted many important points we should consider. We must know that the accompanying adult cannot offer anything they have not first developed within themselves. This means that the first step is to work on one’s own spirituality. This does not refer to religious aspects, at least in María Montessori’s approach. It involves returning to that essence, that pure connection, which naturally transcends the school environment. The adult must become one with that energy, with their own plan, in their daily life. Simultaneously, they must be able to observe the child with all their senses, offering presence and availability, which allows them to discover where the child is headed and what they can provide to support that journey. Knowing the child is essential to offer the work that will help them fulfill their life plan. And when we say that the child needs to work, we mean that the child needs to live, surrounded by enriching experiences that strengthen their entire being. Through this work, the child builds themselves. It is this activity that will lead the child to focus all their energy to develop knowledge related to their own essence; this activity will lead the child to educate themselves. We must be seeds, not obstacles.
What are the manifestations of spirituality?
Many questions may arise from our adult minds. For example, how can we tell if a child is connected with their essence? First, we must know that the manifestations of spirituality differ at each stage of development. In the environments of Infant Community and Children’s House, the child is in constant contact with their being. We see how the child conquers their independence and develops their body and mind in complete connection. In the Elementary environment, the child goes through moments where they can recognize that essence, sacred moments that we must undoubtedly respect. We must be very conscious of each moment of reflection, respecting wonder, understanding, and concentration. We must care for the child amazed by the appearance of a butterfly or the colors of a bird. The fascinated child after witnessing an experiment, the child completely awestruck by the wonder of the universe’s creation.
What a gift of life to be part of those moments!
So, how do we cultivate that essence?
Carmela shared some ideas with us, here we go!
- Without an emotional bond, there is no possible connection. To capture those moments, we must know the child and establish that contact that allows us to see what is happening inside them. Individual interviews are a great opportunity to get to know the child better.
- Prepared environment, always. We must foster an environment of community and connection with the inner guide. This refers not only to specific materials but also to a space that enables connection, fosters concentration, wonder, and reflection.
- If we want a child to follow their being, we must allow them to choose. Free choice plays a fundamental role in this journey. Only the child can direct themselves towards what satisfies their inner guide.
- Create a well-being environment. Music is always a good resource for emotional regulation. We want children to feel good about themselves, and music, at certain times, can be a great ally. Sometimes listening to a melody invites us to “go inward,” bringing us back to calm, to contact. It invites us to reflect.
- Always care for children’s self-esteem. Trust that the child can do it, that they are capable. Trust in the child and their capacity for admiration.
- Be present. The only way to perceive and contact is through presence. Difficult in these times, fundamental in all times.
- Observe. Children and adults. Observe to discover. Use magnifying glasses microscopes, telescopes. Look with the whole body.
- Offer experiments. Those that invite us to marvel at simple things, leading up to deep concentration.
- Sharing generates and fosters spirituality. Create moments and spaces to share, to be a community. That encounter with others.
- Care for the Great Stories. The wonderful silence after a beautiful great story. That moment of reflection, of contact. A sacred space, without a doubt.
- Create art spaces. Activities that foster concentration and creativity.
- Offer challenges. Every child wants to go a bit “further.” Water that curiosity and need for knowledge that invites them to surpass themselves.
- Self-observation. Asking ourselves questions. I cannot observe others if I haven’t observed myself first.
- Listen. Attentive listening always gives us all the answers. Humility, respect, silence.
- Humility, stillness, wonder, attention, reflection, order, satisfaction, concentration.
Once again, I feel that with this workshop we have received a wonderful gift. The possibility of returning to ourselves, to the child we once were, who was once in deep contact with their whole being. Now, it is our turn to bring this to each environment, to each space, to each child. Here we go!
Magalí A. Segalerba Vítola
