Child adulthood: practical guidelines for educators

In recent years, the adultization of children - when children take on adult behaviors, responsibilities or lifestyles before their time - has become an increasingly relevant issue for educators. Although the phenomenon can occur in different social contexts, it is more frequent in situations of vulnerability, early exposure to inappropriate content and pressures that anticipate stages of child development.

Recognizing the signs

Educators should observe indicators that can reveal early maturity, such as:

• overly mature attitudes or responsibilities incompatible with their age;
• sudden changes in behavior or mood;
• constant pressure for academic performance or extracurricular activities;
• lack of interest in playing or playful activities;
• overload with domestic or family tasks.

2. The school's strategic role

School is an essential space for protecting and supporting children's healthy development:

• safe environment - create spaces where children can express their feelings and emotions without fear of judgment;
• playful and creative activities -encourage play, imagination and experiences that strengthen identity;
• moral formation -reinforcing values such as respect, solidarity, humility and patience;
• observation and recording - document behaviors and significant changes, helping with educational interventions or referrals to specialized professionals.

Strategies for working with families

The partnership between educators and families is fundamental:

• advise on the importance of balancing responsibilities with leisure time;
• establish clear and consistent limits, avoiding pressures that anticipate stages of maturity;
• encourage the healthy use of technology by filtering out inappropriate content;
• encourage dialog, affection and continuous emotional support.

Integrated safety net

Tackling the adultization of children requires a multidisciplinary approach:

• attentive teachers identify early signs;
• psychologists, social workers and counselors work in specific interventions;
• the family collaborates with care, limits and encouragement to play;
• the link between school and other educational spaces strengthens prevention and the promotion of children's all-round development.

Practical guidelines for educators

Educators must:

• plan activities that respect the time and stage of childhood, avoiding demanding premature emotional maturity;
• valuing play as a pedagogical and moral learning tool;
• observing signs of emotional or physical overload, calling in support teams when necessary;
• create moments of reflection and dialog, allowing the child to express doubts and understand their stage of development;
• record observations to plan future educational actions.

The role of Spiritism and child evangelization schools

Child evangelization schools in Spiritist centers can complement formal education:

• moral and spiritual formation - reinforcing values such as solidarity, respect, patience and responsibility, which strengthen the child's character;
• safe and welcoming environment -allow the expression of feelings, questions and dialog about life issues and the spiritual world;
• valuing play and imagination -promoting play activities that respect the child's stage and integrate ethical principles;
• integration with families - advising parents and guardians on the importance of preserving childhood and setting balanced limits;
• preventing early adultization - identify signs of overload and early maturity, acting in an educational and preventive manner.

By combining pedagogical practices and spiritual values, educators and Evangelization schools help to ensure that each child live your childhood to the full, develop emotional, moral and spiritual skills and be prepared for adult life with balance, awareness and responsibility.

References

ARIÈS, Philippe. Social history of the child and the family. Rio de Janeiro: LTC, 2014.

EMMANUEL (Spirit). Applied sciences. In: EMMANUEL (Spirit). The comforter. Psychographed by Francisco Cândido Xavier. Brasília, DF: FEB, 2003. [Questions n. 108-114.]

UNITED NATIONS CHILDREN'S FUND (UNICEF). The situation of children and adolescents in Brazil. 2023. Available at: https://www.unicef.org/brazil/situacao-das-criancas-e-dos-adolescentes-no-brasil. Accessed on: Aug. 31, 2025.

GRACIANO JUNIOR, Walther. Say no to the adultization of children. Spirit Sheet, p. 9, Nov. 2014. Available at: https://folhaespirita.com.br/wp-content/uploads/2022/06/FE_novembro_2014.pdf. Accessed on: Aug. 31, 2025.

KARDEC, Allan. Blessed are the pure in heart. In: KARDEC, Allan. The Gospel according to Spiritism. Translation by Guillon Ribeiro. 131. ed. Brasília, DF: FEB, 2019. Available at: https://www.febnet.org.br/wp-content/uploads/2012/07/WEB-O-Evangelho-segundo-o-Espiritismo-Guillon.pdf. Accessed on: Aug. 31, 2025.KARDEC, Allan. The Return of the Spirit to Corporeal Life. In: KARDEC, Allan. The Spirits' Book. Translation by Guillon Ribeiro. 93. ed. Brasília, DF: FEB, 2019. Available at: https://www.febnet.org.br/wp-content/uploads/2012/07/WEB-Livro-dos-Esp%C3%ADritos-Guillon-1.pdf. Accessed on: August 31, 2025. [Questions 383-385, Part Two