Written by Ginger Vance, principal, St. Bartholomew Catholic School, Archdiocese of Saint Paul and Minneapolis, [email protected]
The walk from the preschool classrooms to the parish church is not long, but for a four-year-old, it can feel like a journey into a different world. The ceilings are high, the air smells of incense and old wood, and the silence feels heavy with mystery. In years past, our youngest learners might have visited the church only for a special prayer service or a holiday pageant. They were part of our building, but they were not yet fully woven into the liturgical life of our community.
Today, that walk looks different. As our “Young Scholars†approach the heavy church doors, they aren’t alone. Each four-year-old is met by a fourth-grade “Mass Buddy.†Small hands reach up to grasp larger ones. There is a gentle shushing, a shared genuflection, and a guided walk toward the pews.
This simple act of holding hands is the visible sign of a deeper, mission-driven shift in our school. By taking direct control of our early childhood program and fully integrating it into our Catholic identity, we are ensuring that “belonging†is not just a buzzword—it is a lived experience from the very first day of school.
The Art of Accompaniment in the Pews
The decision to have our fourth graders mentor our preschoolers during the liturgy was inspired by what Pope Francis calls the “art of accompaniment.†In his apostolic exhortation Evangelii Gaudium (The Joy of the Gospel), the Holy Father writes:
“The Church will have to initiate everyone—priests, religious and laity—into this ‘art of accompaniment’ which teaches us to remove our sandals before the sacred ground of the other.†(EG 169)
When a nine-year-old leans over to show a four-year-old how to make the Sign of the Cross, or whispers the words of the “Holy, Holy, Holy,†they are standing on “sacred ground.†They are becoming catechists in their own right.
The impact is most profound during the Communion rite. As the older students prepare their hearts to receive the Eucharist, the younger children follow them in the processional line, arms crossed over their chests for a blessing. By watching their “big buddies†receive the Real Presence with reverence, the Young Scholars develop a holy longing. They see that the Bread of Life is the goal of our journey. This isn’t a lesson learned from a textbook; it is a lesson caught through the heart, transmitted through the quiet example of a peer.
From Daycare to Discipleship
For many Catholic schools, the preschool has traditionally been treated as a separate entity—a “wrap-around†service or a feeder program that sits on the periphery of the school’s spiritual mission. By reclaiming the preschool as an integral part of our school’s direct mission, we have moved from a model of childcare to a model of discipleship.
This integration is supported by the Church’s vision of the school as a “community of love.†The Religious Dimension of Education in a Catholic School reminds us that the school is a place of “integral formation through personal relationships.†(n. 31)
To foster this, we have introduced three key pillars to our early childhood environment:
- Catechesis of the Good Shepherd (CGS)
We have moved away from traditional “sit-and-listen†religion lessons in favor of the Atrium. In this Montessori-based environment, children use beautiful, handmade materials to contemplate the parables of Jesus and the gestures of the Mass. It respects the child’s natural capacity for God. In the Atrium, the teacher is not a lecturer but a co-wonderer, helping the child listen to the voice of the True Shepherd. - The Dignity of the Uniform
While some might argue that four-year-olds are too young for school uniforms, we see it as a tool for belonging. When our Young Scholars put on the school colors, they are told, “You are one of us. You share in our mission.†The uniform levels the playing field and serves as a daily reminder to the child (and the parents) that they are part of a community dedicated to excellence and faith. - Family-Centered Faith
Taking control of the program has allowed us to invite families back into the fold. By aligning preschool family events with the K-8 calendar, we are building a “village†for parents. We are acting as the essential partner to parents, whom the Second Vatican Council’s Gravissimum Educationis identifies as the “primary and principal educators†(GE 3) of their children.
Strengthening the School Body
The benefits of this integration flow both ways. While the preschoolers gain a sense of security and a roadmap for their faith, the older students gain a sense of responsibility and empathy. A fourth grader who might struggle with focus during a homily suddenly finds a new sense of purpose when they realize a “little one†is watching them for cues on how to behave.
This “whole-child†development—emotional, social, and spiritual—strengthens the entire school culture. We are no longer a collection of separate grades; we are a body of Christ.
A Foundation Built on Rock
As we look toward the future, we recognize that the first five years of a child’s life are the most formative. If we wait until kindergarten to introduce the beauty of the Liturgy, the silence of the Atrium, and the joy of a faith-filled community, we have missed a golden window.
By bringing our preschool into the heart of our school, we are building a foundation on rock. We are telling our children, from their very first steps on campus, that they are loved by God, supported by their older “brothers and sisters,†and called to be a light in the world.
Watching those two pairs of hands—one small and hesitant, one larger and guiding—as they enter the church, we see the future of the Church. It is a future built on accompaniment, belonging, and the simple, radical act of walking toward Christ together.
