Volunteering at a kindergarten

It’s September now, and I’ve started a volunteering opportunity at a bilingual Montessori kindergarten. The role comes with some great perks: a private studio complete with an ensuite bathroom and kitchenette, all in exchange for five hours of work each day. Weekday meals are also provided. The place is clean and well-maintained, and the owner is both respectful and considerate. Overall, this setup is a significant improvement compared to my previous experience at the animal shelter!

As someone interested in the Montessori method, this opportunity is particularly meaningful for me. It allows me to gain valuable experience while working with local children who are encouraged to use English in their daily activities.

My responsibilities here are less hands-on compared to what I’m used to. I’m not deeply involved in classroom management or activity planning, which compels me to take a step back, observe, and learn instead. Initially, I found it challenging to accept being in the background and not entrusted with significant responsibilities—especially after spending a decade working closely with young children in the UK.

Over time, my enthusiasm has waned, partly due to the senior, dominant teachers who rarely allow me to take on even simple tasks. Comforting a child who has fallen, escorting children across the road to another building, or gathering their belongings when parents arrive—these small but meaningful duties are often taken over by the other teachers, sometimes quite abruptly. Their need to assert control leaves me feeling sidelined and, at times, even useless.

I can’t help but wonder why this happens. Is it because they don’t speak English and fear that children or parents won’t understand me? Yet, I’ve seen that they do! Even when verbal communication falls short, gestures like hugs, smiles, and kind glances are universal. Is it the lack of trust? I've noticed that the trust level in Hungary is very low. Or perhaps it’s simply a matter of them being accustomed to taking charge as the lead, not realizing that this removes opportunities for the assistant to grow.

As the clashing energies within me begin to settle, I shift my focus away from my own feelings and toward the service I can provide to the children:

• On an educational level: helping them learn and use a universal language.

• On a personal level: encouraging them to embrace and express their individuality.

  
  

With the trust of one of the younger staff members, I’m given the green light to prepare activities for the children to explore during their free play. Drawing from a collection of creative and educational ideas, I design activities aimed at supporting their language development and boosting their confidence. Finally, I start to feel like a valued part of the team!

I love being surrounded by the energy of children—pure, raw, innocent, vibrant, colorful, curious, and full of joy. I take pleasure in leading with my heart, supporting their growth by encouraging them to learn through creative ideas and engaging activities. I give them the freedom to choose, listen to their voices, and cater to their interests, nurturing them on their journey to becoming confident and self-assured individuals.

Teaching with a fear-based mentality?

I noticed that the senior staff—four out of the eight teachers—tend to be more controlling and less sensitive. They rarely smile and often adopt an oppressive demeanor. Two of these teachers are already retired and appear more sensitive to noise, more fatigued by the afternoon, and less patient with the children. To make themselves feel better, they impose restrictions on the children, limiting access to certain games, toys, or facilities during playtime. They reprimand the children for laughing "too loudly," screaming with joy, or running "too fast" in the outdoor play areas.

Every few minutes, these two teachers find reasons to yell at the children for behaviors they disapprove of. Even when there are no obvious issues, they seem compelled to find something to criticize, as if they need to assert their authority.

This experience gave me insight into why Hungarian children often grow up feeling undeserving of success or happiness, and why many lack confidence and self-worth as adults. A significant number of parents and teachers in Hungary still raise children in ways that stifle their sense of self and inhibit their pursuit of happiness. An insecure parent or teacher cannot provide a child with a sense of security. An unhappy parent or teacher cannot teach a child what happiness looks like. A worried parent or teacher cannot build confidence in a child. And a controlling parent or teacher cannot offer true guidance.

In contrast, I’ve observed that British children generally grow up to be highly confident, regardless of their skills or talents. In the UK, children are often raised with a more positive and cheerful attitude, and they’re simply allowed to be. Their individual interests are supported, and a range of possibilities is presented to them. In Hungary, children are often encouraged to conform to the group, with limited opportunities offered by both their seniors and the broader culture.

By comparing my experiences across these two cultures, I’ve come to understand the roots of the lack of self-confidence in many Hungarian people. The older generation, often living in fear-based mindsets or projecting unresolved issues and unhealed emotions onto the younger generation, restricts children’s freedom to choose, experience joy, and express happiness. Many adults in Hungary carry a belief that they don’t deserve to be happy, and they model this for children. The collective Hungarian mentality often emphasizes suffering and unworthiness.

This begins early, in kindergartens or at home, where children’s feelings are suppressed. Even innocent expressions of joy—such as loud laughter—are discouraged because they may inconvenience adults. These early experiences create a foundation where children grow up feeling restricted, oppressed, and disconnected from their innate worthiness for happiness and success.

“A leader must lead. Where others see obstacles, he must see opportunities. When others see problems, he must see possibilities ... Civilization is not built on a negation but on an affirmation- an affirmation of the bright and promising possibilities that the future holds for those who are enterprising enough to pursue them.” David J. Vaughan

Children are vibrational beings, like sponges absorbing information from their environment. It is essential for them to be surrounded by positive, nurturing leaders—such as parents and teachers—who practice conscious and intentional living. "Conscious living is about acting with intention rather than simply acting just to act."

Read this beautiful post on conscious living (hope you don't mind me sharing your post, Dena Joan!)

I know it is a bigger issue to ramble on but I just wanted to share my observation in a nutshell.

What did I like about this volunteership?

In addition to working with children again and smiling a lot, I was excited to explore another part of Hungary, beyond just shuttling between the capital and my parents’ town. Staying in the country for this long wasn’t part of my original plan, but now that it’s happened, I’ve decided to make the most of it. I genuinely enjoy spending time in places I’ve never been before. Given the ongoing coronavirus situation, I continue to opt for quieter, less crowded areas and seek opportunities in the peaceful, nature-close countryside.

Have you heard of Grounding or Earthing?

"Grounding means connecting to the Earth to support the specific functions of the organs of your body. It supports the body as a whole but it specifically supports organ systems down to the tissues and the cellular function of the entire body." Laura Koniver M. D. physician/ general practitioner

"When we make direct contact with the surface of the Earth, with our bare feet or hands, our bodies receive a charge of energy that makes us feel better, fast." www.earthing .com

To watch The Earthing Movie click here

I’ve noticed how much better, more balanced, and energized I feel when I’m in nature. This was especially evident during my long trip to the Canary Islands, where I spent most of my time barefoot and in constant contact with natural elements like sand, water, sun, rocks, and trees. My body felt cleaner and lighter overall, and my skin appeared noticeably healthier. There’s undoubtedly something beneficial happening at a cellular level when the human body connects with nature. I never would have imagined that the feet could play such a significant role in healing and overall well-being. The more I read about Earthing and experimented with my own body, the more I came to understand and appreciate its “magic.”

"I think this is why it is so difficult to keep shoes on kids. They innately know they shouldn't be wearing them." Lara Jones

Behind the kindergarten lay a small forest and a lush meadow, where I escaped almost daily until the rainy season began in October. In the mornings, before starting work, I would go there for a walk or a jog. On weekends, I practiced Earthing, choosing to be outdoors at midday when the temperatures were at their peak—still a warm 23–30 degrees in September. The forest was filled with peace and harmony, and the sunlight filtering through the green leaves created a magical ambiance, accompanied by the fresh, earthy scent of nature. It felt like home to me.

Sadly, the forest was not well respected by people, with many leaving their trash behind. It really hurt to see such neglect. At first, I started picking up smaller pieces of trash—soda and beer cans, plastic wrappers, chocolate and candy packaging, glass bottles. Later, I returned with larger bags to collect bigger items like damaged electronics and plastic containers. During my clean-up trips, I came across countless large glass and plastic fragments, as well as heavy, unidentified objects that I couldn’t dig out or carry with my bare hands. I wished I had a car—or better yet, a truck! I could have easily filled one or two trucks with the waste I found in the area. While I wanted to give back to the forest for the peace and joy it brought me, I ended up feeling disheartened that I couldn’t remove everything. How is it that the people who live here don’t do anything about this?

Green is the colour of balance, harmony, and growth.

Green is calming and healing.

Apart from nature, green is also the colour of money and, in many cultures, jealousy (green with envy).

Do you like the colour green? What does it represent to you? How do you feel when you see green? What is the first thing that comes to your mind when thinking of green? Just a few questions to ponder before you leave this page.

Thank you for reading.

Until next time ♡