Early childhood

Therapy with stories. How to wean children off pilfering things

By Sebastian Jüngel, March 2016

Billy is a bright child. Recently things have started disappearing when he is around. Once, when Billy was ill, that stopped again. It quickly becomes clear that Billy steals. What to do? The admonition that stealing is bad has no effect. And yet this obvious step is not completely wrong. It just depends on the nature of the admonition. [more]

Early childhood

What children’s drawings can tell us

By Ulrike Staudenmaier, December 2015

If we compare the changes which occur in children’s drawings over a certain period of time, it is as if we were watching the child “landing” on earth. From the initial “body pictures” the drawings move on to a depiction of what is seen and imagined. Ulrike Staudenmaier investigates the question of what comes to expression in these depictions. [more]

Early childhood

The spherical I of the small child

By Fabrizio Venturini, June 2015

The I of the small child develops wholly out of the surroundings through movement and obtaining upright posture, speaking and thinking, until finally it learns to say “I” to itself. [more]

Early childhood

“I have swallowed the sun and the moon”

By Werner Kuhfuss, May 2015

A child asks and asks and asks. We think that we have to keep explaining. Why is it that children are not satisfied by this and thus keep on asking? Because they do not want answers but involvement. They want us to be witnesses to what they discover. And only when they experience our real interest in a matter and, above all, affirmation, can they make sense of what they have discovered, incorporate it and let it become part of their life. [more]

Early childhood

Knots and buds

By Werner Kuhfuss, April 2015

Children develop in quite different ways: some do so with great personal and social difficulties, as if a knot were being tied and untied, others such that delicate changes over time appear like the organic opening of a bud. [more]

Early childhood

In the beginning there is misunderstanding

By Elke Rüpke, March 2015

What parents and early years teachers can contribute to children developing an age-appropriate relationship with sexuality is illustrated by Elke Rüpke, a lecturer at the Waldorf Early Years Teacher Training Seminar, in this contribution. That includes not just good and honest concepts, an examination of our own attitudes, and permitting doctors and nurses games, but also stories which make the questions of the child accessible through images. [more]

Early childhood

The seven life processes. Foundations of learning

By Philipp Gelitz, February 2015

How are the life functions such as breathing or nutrition connected with attentiveness or interest? Learning in school is based on physical prerequisites. Some comments on a central thought of Waldorf education. [more]

Early childhood

Children need anchors

By Barbara Leineweber, January 2015

Society may have changed, but the needs of the child have remained the same. [more]

Early childhood

Learning requires a counterpart. How to deal properly with imitation

By Karl-Reinhard Kummer, December 2014

Picture the scene in a Waldorf kindergarten: after outside play in the sand pit, the kindergarten teacher takes a three-year-old by the hand and starts to sing: “Come along, come along!” Another child takes the first child’s hand and so on until finally all the children follow the teacher inside, hand-in-hand.  [more]

Early childhood

Neglect with baubles on

September 2014

Albert Wunsch, education researcher and psychologist, has caused controversy equally among parents and in the media with his books, lectures and interviews. What happens when love turns into surveillance and caring leads to lack of independence? How can we create the necessary free space? [more]

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