"To Belong" begins with being in relationship with another. This primacy of relationship is a foundational premise of CGS; the child – every child – is, simply by existing, already in relationship with God, with the world God has created as gift, and with all those with whom God has surrounded us in our homes, our countries, and our world. As CGS catechists we seek to provide a space, the Atrium, in which the child can enter into a more conscious relationship with the One who has chosen to create him out of His great love, becoming a more active participant in this relationship. Thomas Aquinas, relying on the thought of Aristotle, observed, “There is nothing in the intellect that was not first in the senses.” Thus, to become a more conscious participant in our relationship with God, whom we cannot see and experience sensorially, it seems best to begin by entering into a more conscious relationship with those whom we DO see and interact with through our senses. For the youngest children, being known and loved by their parents in the home, by their relatives, friends, and faith community, and, for the purpose of this discussion, by their catechist in the Atrium, helps to provide the sense of belonging that Mongillo is speaking about. When we “belong,” and delight in this belonging, we desire to respond to this gift by contributing to this relationship, by helping to give what is best for all who share this community in this space.
In the Atrium, when a child is struggling to settle, to focus, to remain, we can ask ourselves as catechists how we have helped this child to become aware of being known and loved in this space, of belonging in this place where God speaks in a most particular way. If you find yourself saying “no,” or “please restore that work; I have not shown it to you yet,” or “this is not the way you were shown to work with this material,” repeatedly to an individual, seek out opportunities to spend positive time with this same child in order to begin or begin anew a sense of belonging to this space and to one another within it. Seek to learn this child’s favorite activities and family dynamic, ask what has brought him joy this past week and what he is looking forward to enjoying in the coming week. When a child has a deep sense of belonging, the guidelines for this space, the “rules” of what may and may not be done, do not remain as obstacles but, rather, become gifts. Let us work to be patient with these children and with ourselves as we ask the Holy Spirit to help give us His love and patience for each child who has not yet come to know that this is a space and a community in which he truly belongs.