The only drawback of meditation is that to get the dimension of absolute equanimity and bliss, when we are adults, we need to go through a quite uncomfortable area of ​​consciousness that makes us see everything that revolves inside us, good and bad, until this too falls and we are finally quiet and peaceful.

In children, such a state of pure presence is already in place; it's automatic, and the point is to help them continue to meditate providing a stable framework, structure, and strategy. This, at the same time, helps us re-learn from them the ability to completely stop and rest, without turning off the machine, which means resting without having to go to sleep.

To fall sleep during meditation is one of the classic activities within this practice. When we meditate, if we were too busy during the day, after a few minutes we find ourselves having our head falling; we enter into a state of drowsiness, then sleep takes over and we are left to snore. It often happens; sooner or later, almost each of us find themselves watching their head falling, or hear that nameless snoring sound emerging at first from nowhere.

This clearly provides a sufficient exceptional rest, because that kind of break – during the hour of meditation – is extremely profound and goes beyond sleep itself; straight to the universal, because when it happens, we are not there to sleep; we are always within an hour of meditation. If we sleep for a few minutes is, therefore, fine; it's perfect. We rest absolutely, completely, and then when we awaken, always within the hour of meditation, we remain most present, stable, centered, and silent until the final gong sounds, determining the end of the time of practice.

It is super fine; everything inside the meditation works for the best. When we have gained a bit more practice and training, the needed time gets shorter and we can reach that state of peace and tranquility just a few minutes after sitting. Then, we are left there to be like kids, able to stop, pause everything, rest, relax, and resume later with our subsequent, and inalienable activities.

The play of meditating, and the play to teaching children to meditate, clearly has to be a play which is already acquainted by parents or adults or teachers, who can also be the school teachers of any grade the child is going to take.