Childhood - The Journey

The journey through childhood can be characterized as growing through 3 phases, where, in each phase, new capacities emerge.  Each phase is approximately 7 years long and each requires a particular curriculum and method of teaching (pedagogy).  In Waldorf education we see the growth and development of children best served by providing the appropriate environment, curriculum content and teaching methods for their stage of development.

Hence, we see in Early Childhood, when the central focus is in bodily and organ development, that quality movement and an environment that gently stimulates interest, is essential.  Approximately 80% of adult brain size is reached by age 3 and 90% (nearly fully grown) by age 5! And since we know that varied body movements (both gross and fine motor) in as natural environment as possible (natural non-synthetic objects) support this rapid development, its important that we provide such an environment. 

Many types of movement promote healthy development: hanging, swinging, running, digging, sweeping, manipulating large and small objects. They allow the nervous system to activate synopses in all regions of the brain. And repetition creates stronger synopses!

The damage to the growing nervous system of screen time cannot be over-stated. Screen time stimulates only through the eyes with little or no bodily movement involved.  It is the antithesis to a healthy and natural way for the young child to move and develop.  Far better to provide varied sensory activities that lead to a well-developed infant. Your Early Childhood Teachers will be able to give many ideas for activities at home.

In the second seven-year phase, the children are now ready to learn in a more formal way. This is when Primary School begins.  The child’s thinking now has the ability to make imaginative pictures. Hence one of the most important methods of this age is storytelling or giving information in an allegorical way.

The language of the Primary School child is through stories that allow the children to make mental images. We commonly call this “imagination” (image making). Imagination can be frivolous and lead to superficial fantasy, but when carefully developed can teach a child far more at this age than reading encyclopaedic definition or giving explanations that one little understood.

For example, a story to the young Primary Child about little birds together in a tree and making friends by sharing their toys and food and helping others in their play has a better pedagogical outcome than by giving an intellectual explanation like, “you must share to make friends!” Learning through imaginative pictures also allows a child to develop great creative abilities and a broad range of feelings that will enrich them for life.

Finally in the third seven-year phase, in High School, thinking through concepts that lead to independent judgement indicates a new way of learning. The adolescent is learning to think for him/herself. Socratic teaching calling on the student to share their thoughts about all subjects and develops this new capacity of thought.

The aim in High School is to challenge, excite, and encourage to explore and discover.  Specialist Teachers enthusiastic about their subject from Literature to Maths to the Sciences and the Arts, awaken in the students an extraordinarily great interest in the world outside themselves so that they leave Waldorf Education keen to be life-long learners and creative individuals with the social and emotional intelligence that allows them to collaborate positively with others.

Waldorf Education is unique in the depth of its understanding of child development and the human condition.  Children are given the opportunity to develop their full potential in a diverse range of disciplines in a gradual and methodical way.

With gratitude

Mark Phillips
Teaching & Curriculum Development Coordinator