Isabel Guimarães – The Secret World of the Children


In Year 2013, I had the privilege of being invited by the Old Board of Sinarj-Astrologers' Union of Rio de Janeiro, by the voice of Carlos Hollanda, at the 6th International Symposium of Astrology, with the theme "The Third force – astrology and its intersections with other knowledge" in Rio de Janeiro. The event took place on November 23rd and 24th at the Mirador Hotel in Copacabana, and was preceded by a pre-symposium on November 22 at the Universidade Cândido Mendes of Ipanema, with the participation of Carlos Hollanda, with "Astrology, the Great link: the Convergence Between the Magical Thought and Scientific Thought" and at the round table, with " Astrology, symbolism and the journey of the Soul" along with Carlos Hollanda, Waldemar Falcon, Nei Naiff and Glauccio Costa. [1]

I believe that I was invited by the work I have developed in Portugal, and the theme chosen for the same reason, which led to this my experience, as a Portuguese, as a speaker with the theme "Child Astrology – The Secret World of Children".

With this article, I want to summarize the content of this presentation. Knowing that child astrology is an area still little explored and with little practice, I now share with you the "trigger" that triggered my growing dedication: the moment when a 5-year-old children asks the mother for an appointment with me in 2010. This striking experience arises, this year of 2013, a project with the colleague and friend, the astrologer Luiza Azancot, launching the seed for the growth of this my interest in investigating and researching this strand of support to the educators of the child. With the course of the project, another of equal interest and dedication arises, the release of the book, Tomé Discovers Astrology, with the crucial support of Inês Miranda, student in the 3rd year of astrology and educator of childhood, and Patricia Almeida, primary teacher and also a third-year astrology student, both my students and friends. [2]

That being said, I will focus on a small synthesis of this vision of child astrology.

To be able to study the astrological chart of a child, we know that its approach is different than we use with an adult, especially in the use of techniques. So how do you help the parents on this route through astrology?

In an initial approach, we often know that parents tend to put their expectations on their children, to live through them the life they did not have, and often to see their children's behavior through their own behavioral patterns. All this will hinder the acceptance of the child as being independent and autonomous. And here, I'm sure astrology helps. With this first reflection, I direct to practice in the act of educating, and it is arguably necessary coherence and clarity. By exposing my experience as a astrologer, you will always be a supporter of the educational process. In fact, I can use new words, but the concepts, both in astrology and in education, are very old. Educating continues to be the great proposal and the great need of humanity.

Questions to ponder:

Why is child astrology not used anymore?

What's stopping us?

Are we afraid of being "witches"?

Do we know much about child psychology?

If you look at a story like Oedipus, and the parents had consulted the Delphi Oracle, they probably would not be fulfilled. Had they an astrologer instead, the astrologer would guide them, reinforcing that, given the fascination he had for his mother, he would have to be given another kind of education, with more rigor, more discipline, proposing several chores. And, as we would have an energy of confrontation with the father (in the story murdered by the son) the education provided by this father, should have been more focused on sharing sports, like playing football or fencing, too, from an early age, starting to deal with confrontation and, with Time, set him free.

Of course, in order to be able to educate and get a good job, we must admit that we have to accept the natural characteristics of the child and have extreme consideration for what it is, how it was born, and the energies it possesses – and astrology helps!

Astrology helps to support education if we understand the veracity of its facts, being:

  • Accept the child as she/he is, with her/his own individuality;
  • Stimulate your creativity, your talent, your sensibility, your courage to use all the baggage you have brought into this life;
  • Teach her/him what she/he doesn't know. Look at the difficulties of the map, the third house, finally, it is discovered by the astrological map what she/he has to learn. There are certain things that the child will have to learn. Living is an art or a science that she/he needs to learn.

The astrological chart should be considered as a treaty and it can be taken from the greatest teaching: to live. To live by this art of guidance, it will be necessary to apply much knowledge to the realization and conception of some methods, skills, and expertise. Also, life can be lived as a science, because we need certain things, accurate knowledge, and reasoning.

I considered for my study the Age factor as an element of importance for the assimilation of the concepts in the Earth plan; though, for real learning, the human being uses something more sensitive and greater: the soul itself. But, with my training in clinical Hypnotherapy, by LCCH (London College of Clinical Hypnosis), and in Multifocal psychology by the University of the future of Augusto Curry, in addition to training in PNL – Neurolinguistic programming, by Chunking Up, and the formation in psychosomatic, by the Mind Systems Intelligence, I developed a table based on some theorists, namely Erikson, where I correlated the ages with the planets.

In addition to the position of the planets in the elements and signs, their planetary aspects, astral heredity, and analysis of the charts of the parents correlated with the charts of the children (to check whether there are positions that repeat from one generation to another), I used here in this explanation, the systematic methods of comparing factors and non-statisticians.

Of course, the explanation becomes a means of education, where the whole method is valid, but the educational process must be continuous, determined, and turned entirely toward the educating. The effects of this education will be felt, as the child’s will for the same is shown, and yet the results are only achieved in the long term. We need patience, persistence, courage, time and knowledge to work on education.

The axis of the astrological chart, relative to house 4 and 10, represents the mother, the father and, consequently, the children, constituting the family. Soon, formally, the family are people of the same blood, living or not in common.

It is in the family environment, House 4 of the chart of the child, which observes how the great process of evolution begins, in the same way that makes it evolve. Here the participant of the group in the performance of their real functions and the true role in the formidable set, family, gives us the notion of the first relationships between people.

The child is the reason for determining this research, and as a dynamic link in the family and its connections, is what will serve as a parameter to study the relationship, affection and love for all things. There is a single and tenuous instant on the planet Earth, in which each being has the opportunity to live to evolve, love, understand, and live well with their peers.

Within the axis of the astrological chart, the child grows and here we study the different stages of human evolution, in four phases, and the correspondence with the axes of the astrological map, being:

  • 1st Phase – Service – Houses 6 and 12
  • 2st Phase – Love – Houses 5 and 11
  • 3rd Phase – Protection – Houses 4 and 10
  • 4th Phase – Teaching – Houses 3 and 9

Then we analyze the planets, being that, here, the instinct guided by each of them, will be phased in the astrological house and sign where it is placed, thus:

  • Moon Primary needs, natural emotions, mother, instinct, the nature of feelings, the unconscious
  • Sun Individuality, willpower, vitality, father, the conscious
  • Mercury Connections, humor, siblings, learning, logic
  • Venus Artistic, values, sense in love, sharing
  • Mars Competition, direction, anger

In Moon we look to the mother, to the patterns of thought, to the level of instinct of the child. The nutrition figures and the demonstration of the child's emotions.

With the Sun, we see the psychological profile as individuality or even the ego of the child, but also the true power and the first relationship. We look at the father and see the vitality of the child.

The side of Mercury It's the five senses, the Analytical part, the way you create your sense of humour, and the relationship with communication.

With the Venus, as the child expresses itself in the purest form, its artistic expressions, but also the love, which makes it feel, what it considers beautiful and beautiful. The child's relationship with his friends.

With Mars, the physical side, the way he shares this physical side, the competitions, the side of conducting his actions, the rebellious side and the anger (more in the sense of competition).

Social planets most significant ages 6-12 years

Jupiter – Trust, generosity, optimism, hope

Saturn – Discipline, focus, tests, limitations, rules, punishment, stability

In the analysis of the social planets, we see Jupiter, such as the opening of possibilities, generosity, optimism to hope, and the role of teachers.

With Saturn, we create the discipline, the focus, the tests, the limitations, as the punishments in the form of education, for the child to know that there are limits, rules that arise from teachers, parents, grandparents.

These energies are activated with the social, in contact with others. But of course we also use the transpersonal. Between the ages of 6 and 12, we found the first squaring of Saturn – meeting with the restriction – the fall of the teeth. Jupiter's first opposition to its Natal position – everything is "a Sea of Roses.”

Transpersonal planets

The planets of generational effects are most important in their placement in the child's letter in relation to the angles and aspects that they do with personal planets.

With Uranus, we see the individuality, the manifestation of rebellion, the talents and the fickleness.

At Neptune, we check the passions. Of course, this whole vision is analyzed at a psychological level, and with Neptune, we also check the victimization side.

Pluto helps to see obsessions, power and curiosity.

Some examples were placed, but I am using here only one of them:

The child cried a lot and the mother did not sleep. He panics and consults me to help by the Astrology.

Through the analysis of emotional development I suggested:

  • Mother wanted her daughter to go to Montessori School, a free education system. 
  • The Moon in Aquarius – Need for independence
  • Mars in Aries – autonomy
  • Mercury in Capricorn – age 7 years (Mercury)

Resolution: An understood Mercury in Capricorn as a need for structured learning impossible in the free school system of Montessori. At the same time he explained to his mother the need for independence and autonomy in other contexts (house and Sport).

The mother chose to transfer her daughter to a traditional school, allowing her to develop her potential in a suitable environment for her individual needs. He was allowed to choose the sport he wanted and to have great autonomy over his free time.

In this way, the astrological consultant, focusing only on the problem exposed by the mother, helped to find the solution to the internal conflicts that were being experienced by the child.

Retrogrades Planets

Although I do not consider it appropriate to deepen the subject, I consider it relevant to stress the importance of analyzing the degrees in which they occur, as well as the moment when they pass to direct motion or in which they become retrogrades.

In addition to the aforementioned:

  • were exposed, some practical examples in which the astrologer's intervention was diagnostic, practical, did not make great analyses.
  • Helped and solved the problem
  • Helped the child to develop as it is

Thus, there is a small explanation of what directs me to an ever-deeper study, and to further research bringing it in the next year to its deepening and the creation of a group of astrologers for extending research in this area.

I write and dedicate myself to child astrology because we need to warn parents and educators about the great need to know our children, students or any child of this planet Earth, more deeply, and to live with them to guide them in discovering the ability to be happy from childhood to other phases of life.

With the experience I have had, with the journey I have made with Tomé, I see how much children like astrology, how much they already know of their signs, and how much they admire the stars. We need to make our child know what is before her, the sky that guides us with her stars and with her movement around the earth.

To believe that there is a heaven under which we live is fundamental, albeit elementary. Learning to appreciate the simple things, nature, is also educational and perhaps together, we parents, teachers, pediatricians and children, can realize that it is in simplicity that we find the most profound messages.

I would like to leave a suggestion, which I consider to be of greater importance, in addition to the evaluation processes used in schools around the world, including the study of the astrological chart of all children. Parents and teachers will approve the novelty since it is already known to much of the public the value of the astrological chart as a specific indicator of aptitude, talent, willingness, feelings and so much other wealth of information about the interior processes of an individual, regardless of his stair track.

It is each one, in time, evolving, walking and growing in a more united world.

After all, the simple indicator of the finger of the child can no longer be on the horizontal, with the touch on the iphones, the ipads and, also, become vertical, pointing to the sky…


Endnotes and acknowledgements:

  1. This current board of directors of Sinarj represented by Marcia Mattos (President), Renato Chebar (Vice-President), Carlos Hollanda (technical director) and Fernanda Santa Roza (Director of Communication), (social manager) – José Maria Gomes Neto, (Director of PR) – Patricia Messina, (Fiscal Council) – Celisa Beranger and Maria Eugenia de Castro, were responsible for organizing the 15th National Astrology Symposium, and 6th International Astrology in Rio de Janeiro.
  2. This trip through the world of the little ones began with the launch at the Fnac of the GaiaShooping of the draft quotation mark "Astrological child map" last June, where a story was told that aimed to explain to children present what astrology is. The enthusiasm and interest demonstrated were the great motivation for the launch of the book Thomas discovers astrology, in the library Florbela Espanca, from the publisher to SedaPublicações and the illustrations of Clara Almeida, with the godfather of the book, presenter The TV Channel Porto Canal Ricardo Couto. Without this group of people, it would never have been possible to put into practice these projects, which have led us across borders and which promise to expand in the following year.


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