The idea of teaching children to meditate is quite new in the Western world, although in the East it has been a long time since meditation is an essential part of the first levels of school education, when children are taught a series of techniques that Will be beneficial throughout life.
Thus, space is directed to all adults who wish to teach children to meditate, including parents, teachers, youth association leaders, social workers, psychologists, church assistants, grandparents, uncles, aunts and anyone in contact With children by the profession they play and who wants to help them to make the most of the extraordinary possibilities of their mind.
Children are very impressionable beings and very open to the direction and influence of adults. Even so, any attempt to introduce them into meditation must be done with great prudence and sensitivity, and not only has to enable them to meditate, but also to appreciate, by themselves, the usefulness of meditation. This capacity for evaluation is what will allow them to decide whether these techniques are positive or not. Of all the activities, meditation may be one of the few success depends mainly on voluntary participation. On the other hand, since everyone has to work with their own mind, children must have the right to accept or reject it at their discretion.
This space aims to help introduce children to meditation in an easy, effective and with the right attitude. It is by no means prescriptive, but it provides a wide range of techniques and knowledge. Each one may choose, with complete freedom, those that are most appropriate for his children and their circumstances.
In most of the cases we cite in this space we speak of children as a group, but almost everything we say applies equally to parents and others working with only one child. As we have already indicated, this space is intended for both parents (biparental or mono-rent families) and teachers and teachers working with large groups.
We have three general objectives in mind:
1) Be able to convey the intrinsic value of teaching to meditate children.
2) That you provide the basic knowledge necessary to work with children from approximately seven years to eighteen, and offer as wide a range of practical exercises as possible so that you can select the most suitable ones to carry out your work teaching.
Not all exercises fit all situations, and what works well for a small group of children may not be useful with a large class. It will be you who best judge when you should use the exercises as they are proposed and when you have to adapt them in one way or another to fit the context in which you work. The age of the children is another very important variable; We will talk about it later.
The essential quality of the teacher is, in fact, twofold: to be interested in teaching and to feel a deep affection for the children. No matter how hard you try to achieve this, no one who lacks this double quality can teach children well, and that is true whether it is meditation or mathematics or any other discipline. A good teacher does not command or compel children to do things, but works with them and knows that with a sensitive and cooperative knowledge of their needs and their vulnerabilities, excellent results are obtained where the shouting and the excess of Authoritarianism often fail. The good teacher is also aware that it is not enough to teach the child something, but the ideal is to get the child to be interested to the maximum by what he is learning. In this way, it is easier for him to continue to appreciate him for the rest of his life and to understand and value, to the right extent, the true usefulness of the knowledge he possesses.
In spite of everything, it is not necessary to extract the false conclusion that to teach to meditate requires an excessive effort on the part of the professor, but, in fact, the meditation is one of the disciplines more pleasant to impart. Whether working with children or adults, it is very comforting to watch a group of people find serenity and peace in themselves, facing the challenges, difficulties and pleasures of life with renewed energy and enthusiasm.
We hope you enjoy teaching to meditate the children. If so, it is very likely that they also have a great time learning it.