Talking In Pictures To Small Children

A small child under the age of seven needs to hear you paint a picture with your words instead of a direct command.  This can really be a very difficult thing for us to do as adults, and as such we find ourselves barking commands (politely, of course :)) at our small children all day long.  “Come to breakfast!”  “Use the potty!”  “Get your shoes on!” “Now please!”  “Stop doing that!”  Even if we frame things positively and say what we do want, the point is that a million times a day we are asking our child to do something.  And when we only use a command, we are essentially giving the small child a chance to think, a chance to decide their behavior, and then we get angry when they don’t do what we want when we want it.  How funny how that goes.

Small children are often in a fantasy, imaginative world much of the day as they play and create games.  They are not adults, they do not view time as adults do, they do not have the sense of urgency that you do.  And nor should they.

A small child lives in the physical realm and in their bodies.  So, to most effectively parent, we must reach to that for the small child as often as possible instead of playing commander, or worse yet, trying to drive the car with our horn by yelling at the small child. 

Here are some examples:

  • Think of animals that involve what you need.  Can the child hop like a bunny, run as fast as a roadrunner bird, swim like a fish?  Can they open their big  crocodile mouths to have all those teeth brushed?  Can you be a bear that needs a big winter coat ?  (And as you say this, you help put the child’s arm into the coat)….It is the imaginative movement plus the physical piece that gets it all done.
  • Can you involve their dolls or their imaginary friends?   Quietly take their favorite doll and start to get it ready for bed and sing to the doll. “ You and Tim (the imaginary friend) can sit right for dinner “( and lead the child by the hand to the table).
  • Can you employ gnomes, fairies, giants, leprechuans?  Today a four- year- old and I looked for leprechuan shoes by my back door….  Oh, look at these leprechuan shoes sitting here, do these fit YOU?  Oh my, look at the turned up toes on your shoes, I wonder if those shoes will lead you to a pot of gold!  How about gnomes exploring the mouth cave for teeth brushing?  Big giant steps to settle into a big giant bed?

You do not have to do this to the point where it is tiring to you, but do try here and there, because I find most parents employ very little imagination with their children during the day and the children really do respond to it well and do just what needs to happen.

Your part though, is to plan enough time so things are NOT rushed.  Rushing is the death of imagination and the beginning of stress.  Please plan ahead! 

Also, rhythm is your friend.  It is in that space to help you and your child.  If you do something different every night to get ready for a meal, to get ready for bed, what cues does your child have for when things are going to happen?  Again, their sense of time and urgency is not that of an adult.  Also, please seriously evaluate how many places you are dragging a small child.  Are these places for them or errands and would your child just rather be home?   I am just asking you to consider this piece of the puzzle; only you know the answer for you and your family. 

The last piece is the physical end of it, DOING something with a child whilst using the imagination and movement goes much better!  Yes, it is tiring that that is what small children need.  But better to do that than to complain and moan and groan that your small child, who is perfectly  normal, is “not listening”. :)

Try it out, I think you will find life to be much easier. 

Many blessings,

Carrie

“Discipline For Preschoolers 3-5 Years”: “Discipline Without Distress”

We have followed the anthroposophical book “Tapestries” on this blog, which is a look at the seven-year cycles through the adult life span, and we are slowly making our way through this book.  I want to finish this book up as I would like to move forward to our new book soon!  Stay tuned for a surprise announcement as to what that next book will be!

Judy Arnall kicks off this chapter by reminding us of the world of the preschooler.  Children this age: are  learning about reality versus fantasy (although I would argue that elements of that fantasy world hang on strongly until the nine-year change; how many six and seven year olds still believe in Santa; how many still have that innate ability to feel one with nature?  But I digress..);   are having experiences with the natural consequences of their behavior:are  becoming aware of power and are  learning about that by engaging in power struggles (please do NOT confuse this with willful manipulation or defiance!  If you need a primer on “defiance” in the under seven crowd please see this post to help you out: http://theparentingpassageway.com/2009/09/16/a-few-fast-words-regarding-defiance-in-children-under-the-age-of-6/ ); beginning to learn about socially acceptable behavior; beginning to learn about rules (Carrie’s note: the knowledge of right and wrong really begins at about age five and it is just beginning; your three and four year olds  still don’t have a great grasp on it all!); are engaging in fantasy play and may have imaginary friends and such; may lie as a result of wishful thinking and fantasy but NOT MALICE (remember, four year olds are Master Boasters and Exaggerators, not liars! :))

She runs through the developmental milestones for age three (here are posts on this blog about that: http://theparentingpassageway.com/2009/01/19/peaceful-life-with-a-three-year-old/   and this one: http://theparentingpassageway.com/2009/01/18/three-year-old-behavior-challenges/   and realistic expectations for a three year old here:  http://theparentingpassageway.com/2009/09/28/realistic-expectations-day-number-ten-of-20-days-toward-being-a-more-mindful-mother/).  She mentions improved appetite, using a fork (although I know many a four year old who would rather eat with their hands :)), very, very active; may drop afternoon nap, can take off all clothes and put on simple clothes; imitates speech of others, can peddle a tricycle.  Judy mentions a three year old can play cooperatively with children. I disagree, unless there are other adults to model off of and hold that space  or older children about to help carry it all. There is a reason school used to start around age five!   She mentions children this age  are beginning to express feelings with words, that three year olds are egocentric in thought and action with some empathy beginning to develop, anxious to please, accepts self as an individual.  The author also writes that no logical reasoning is present, a child this age believes inanimate objects are real, and  that “mythical and magical explanations are readily accepted for natural phenomena”, attention span is about fifteen minutes. 

For the four and five year old milestones, she notes such things as proficient with fork, spoon and cup (and again, I know many four and five year olds who would be  very content to eat with their fingers :)); no naps but sleeps 12 hours at night; very active with skipping and hopping on one foot; can throw overhand, can ride a scooter or two wheeled bike with training wheels (and some can ride a bike without training wheels as well is my note); hates to lose games, beginning of sex identification; has beginning emotions tied to social interaction with others such as guilt, insecurity, envy, confidence, humility; begins to respect simple rules (Carrie’s note is that four is the height of many out of bounds behavior, see the defiance post!); tensional outlets can be high, very honest and blunt; don’t really understand cause and effect at all; asks many questions about everything; beginning to distinguish between edible and non-edible substances; sentences are three and four words long; memory is rote and must start from the beginning to remember items in their order such as numbers or song verses; often confuses sequences of events; attention span is about 20 minutes.  Judy Arnall writes, “Does not recognize limits.  Just beginning to learn them.”  “Learning self-control but takes much practice.”  For further information about the four year old, see here: http://theparentingpassageway.com/2009/12/08/discipline-for-the-four-year-old/  and for the five-year-old see here:http://theparentingpassageway.com/2009/02/10/the-fabulous-five-year-old/    

She writes an UNHELPFUL parenting behavior is “Expecting more reason, understanding, and logic at this stage.  Not within the child’s capacity yet.”  Ways to parent helpfully for a child of this age include responding to questions simply, teaching and modeling appropriate behavior, talking about a limit (and I would add along with physical re-direction; words alone are not going to do it!); having predictable routines and rituals; nurturing child through touch, words, actions, feelings; parental self-care and all the helpful behaviors she listed in the babies and toddlers chapters.

THE MOST IMPORTANT DISCIPLINE TOOL FOR THIS AGE ( I would say outside of CONNECTION) is the ability to set a boundary and stay with that boundary.  You must honor your words, you must have thought things through ahead of time, and if you agree to do something, you must do it.  Judy does mention, “Again, at this age, use as few words as possible.”  (page 248). This backs up my view that we work with the BODIES of small children.    The author advocates choices; I would say many children do not do well with choices at this age and become frustrated as they pick something and then want the other thing, etc.  Please do think about what works for your child.  “Tell your children exactly what specific descriptive behavior you expect.”  I would add, SHOW THEM, do it WITH them.  This is important.  Judy Arnall advocates asking reflective questions; I think less questions for this age group actually.  The author talks about how changing the environment, so effective for younger ages, still works wonders for this age group.  Other helpful tools mentioned include parental time-outs, being polite and firm and kind, picking your battles and giving positive feedback.  There are other tools the author mentions, but I picked those out to highlight. 

Modeling is very important!  Judy Arnall writes, “Watch especially how you treat other people, from your partner all the way to the grocery clerk who gave you the wrong change.  Your children are picking up tone of voice, words, actions, and reactions, and they will copy them.”  “Modeling is such a powerful force, that it’s included as a tool in all age categories.  In fact, if all parents did was model correct behavior and didn’t correct their child on any negative behavior, children would be keen to learn how to behave properly in society, based on how the adults act.” Love this!

There is so much more in this chapter, including a checklist of natural consequences, a discussion regarding preschoolers and self-control, power struggles, how to nurture your child’s creativity, stages of play and how friendship evolves, timeless toys for all age groups, strategies to prepare your child for the arrival of a new baby, remedies for sibling rivalry, how to resolve issues without resentment, manners, chores or allowances or both?,  building a healthy self-esteem.

This is a great chapter, pick what resonates with you.  Parent with COURAGE!  You can do this!  http://theparentingpassageway.com/2009/07/05/parenting-with-courage/

Moving along to the six to twelve year old!

Many blessings,

Carrie

Peaceful Guiding of Children

There are several steps to peaceful guidance of small children.

1.  It is important to  work hard at connection with these children during happy and joyful times.  Connection that is built up over time, and connection that is built in the moment of crisis are both needed. 

2.  It is important to attempt to guide from a place of understanding of developmental stages.  Many parents try to guide from emotion (ie, anger, yelling) or guide from a place of reasoning and extra explanations and such so the child will essentially agree with them regarding discipline and the action taken by the parent.  Neither is effective.  Guidance from place of developmental understanding and other tools are necessary.

3.  It helps to be working on yourself, and also to understand your own family culture.  Try this back post for help:  http://theparentingpassageway.com/2009/02/10/what-kind-of-family-are-you/

4.  Boundaries are important!  Children need to learn how to function in society. What are the boundaries in your home? What are the rules?  It should not be all willy-nilly!  It matters what boundaries you set, so think about them and set them in confidence and love!

5.  The needs of ALL the family members matter!  The rhythm of your day, bedtimes, mealtimes, etc have to work for EVERYONE.  You are the designer of your family life and if something is NOT working, you must change it!

This is a brief summary of gentle discipline techniques according to age, up through age 8.   These are not all-inclusive lists, but just some things to get you started and thinking!

Children ages 1 -2:  Connection, nursing, distraction, rhythm, limited words, singing and verses and movement instead, avoid DIRECT commands because they will turn around and run the other way!  Don’t be afraid to pick your child up and move them.  Shape  the environment – don’t put all the toys out, etc.   Rest is important!  Getting the energy out is important!

Children aged 2:  Keep out of the home excursions very limited and simple.  Simple words (remember a child of 18 months is about at the “coat-hat-out” phase so a 2 year old is not too far ahead of this!  Do not provide choices about big things, esp at 2 and a half – they have a really hard time choosing and are likely to dissolve into a puddle of tears.  Have confidence, find your rhythm.  Do not expect two years to share! Shape the environment. Use imagination and fantasy for daily tasks, for changing activities.  Sideways, sideways, sideways instead of direct head on commands and demands.   Rest is important. 

Children ages 3 and 4:  Connection, nursing, distraction, rhythm, enough rest, enough outside time to get energy out,  limited words and explanation, singing and verses and movement instead.  Let some of the behaviors go and ignore instead of trying to address every single thing. 

Children ages 5 and 6:   Connection, nursing, distraction, rhythm, enough rest, enough outside time to get energy out, limited words but more pointed phrases regarding behavior, verses, this is a time when children say things like “You’re not the boss of me!”  “no I won’t do that!”  “Make me do that!”  Calm down, and don’t respond in an angry manner.  You are the one shaping the situation, not them.  Be calm!

Children ages 7 and 8:  Connection, enough rest, enough outside time to get energy out, simple explanations, distraction still works to a limited extent. 7 year olds have a really, really hard time stopping to do what they are doing to do what you asked, so you can warn them in advance if that helps, and give them TIME to complete a task. 

Peaceful days in March and many blessings,

Carrie

What To Do With the “ Negative” Under-7 Child?

We all know this child, the negative child who seems to have less joy than the other children, the one who is already not sure if Santa Claus exists, the one who tends to look at the glass half empty and the one who just seems more like a jaded teenager than a five year old.

Sigh.  That is so hard, so challenging, and so heart-wrenching for so many parents.  Parents really wonder what they did to make their child feel the way they do….  Here is an article from a parent and anthroposophic medical professional’s experience in healing children with physical and emotional challenges that may be of service:  http://www.anthromed.org/Article.aspx?artpk=702

Here are my suggestions to help this child:

1.   Pray about this child, meditate over this child at night whilst they are sleeping,  and practice visualizing a smiling, laughing child in your mind’s eye.  Try to re-frame your very thoughts about this child.

2.   Look carefully at the media diet and adult conversation surrounding this child.  This is most important in so many ways.  As much as possible, this child really does need to be shielded from adult worries and concerns as they are already “adult” enough.  Cut out media if that exists.

3.  Look for physical causes – this is a child who may very well benefit from Flower Essences and homeopathics.  I cannot tell you which ones, but your local homeopath or naturopath should have ways to test and figure out what essences and things would be best.  I have used Flower Essences and homeopathics  to great effect with my own children.

4.  As much as possible, go out of the whole” head”  part and into the body.  Massages, foot rubs, wrestling games, singing games, all the things that really nurture the lower four senses are so important.  It is easy to try to “talk” them out of their negativity, and yet this rarely works!  Work with their body instead!

5.  Model joy for this child as much as possible in your own work.  And show them real work and give them real work to do.

6.  Don’t react strongly to the negative words and such, ho-hum, ho-hum.  You are not responsible for your child’s feelings.  Their feelings are theirs, but at under 7 they should still be very connected to you, so your modeling of emotions is very important.

7.  This is a child who needs to be outside A LOT.  Walking trails, biking, swimming, picking apples and berries, just being, watching birds, hunting for bugs, looking for tracks, building fairy houses, digging in the dirt.    I would shoot for four hours outside a day if at all possible.

8.  This child needs a diet of food close to its natural state that are warming, and please make sure this child is wearing enough layers as well.   See the “warmth” tag on this blog for ideas.  Give this child a lot of emotional warmth. 

9. Do things with this child as a family that are FUN!  Go hiking, roller skating, ice skating, berry picking, apple picking, play games together, go to the park, fly kites. 

10.  This is a child that needs warm and cozy routines for rest and bed times.

It is a challenging situation, but I believe one that a parent can work with if they have the right tools.

Many blessings,

Carrie

“Warmth, Strength and Freedom” by Mary Kelly Sutton

This was a wonderful article by anthroposophic physician Mary Kelly Sutton.  I have permission to re-print it here from the owner of the Greentaramama group where I first saw it –  the list owner has a wonderful store to buy children’s woolens and silks by the way.  Here is the link to that store: http://www.greenmountainorganics.com/index.php?main_page=index&cPath=6
Thank you Michelle for this article and your store! 
“““““““““““
WARMTH, STRENGTH, AND FREEDOM
There are times when I sound more like a grandmother than a doctor in
advising families how to be healthy. ‘Dress warmly!’ ‘Eat a good
breakfast!’ ‘Get to bed early!’ ‘Let your body fight its own colds!’
But each of this advisories is powerful, no matter how simple it
sounds.
WARMTH
Warmth is related to the element fire. All the other elements –
earth, air, water — are easily bounded. Warmth goes through
boundaries. This is no surprise when you think of the love (emotional
warmth/fire) you feel for your children. Nothing stops it. (That is
why you are reading this.)
Healthy human beings have a rhythmic body temperature of approximately
98.6, slightly lower in morning than evening. Cold is a stress for the
body. Touch your child’s fingers and toes — with your own warm hand.
(If your hand is cool/cold, first warm it up.) Then feel other parts:
the trunk, front and back, abdomen, forehead, chest. The fingers and
toes should be as warm as the warmest part of the body. If they are
not, the child is dealing with cold stress, and you can help him/her a
great deal by changing the clothing so that fingers and toes become as
warm as they should be. Shunting blood away from the extremities is a
survival mechanism in the body. It protects the vital organs (heart,
lungs, liver, kidneys).
Cold stress can make children overactive, in an effort to warm up.
Warm clothing allows them to settle down, join in group activity,
focus and learn.
In some children coldness interferes with normal weight gain. I have
seen one wiry 5-year-old in New Hampshire who gained two pounds in the
first week her mother put her in wool underwear.
Runny noses commonly are related to coldness. And coldness is a
significant factor in more important immune suppression in a very
significant way. ‘The skin is the proper place for disease to happen,’
states an old holistic medicine pearl. If the skin is cool, the battle
with a common germ cannot be waged on the skin. The blood has gone
into
the deeper organs, and with it, the battle is carried to deeper
organs. This is an important way that complications happen from
common illnesses, such as a cold or chicken pox. In medical school, I
first saw in my Internal Medicine textbook, that chickenpox
encephalitis commonly occurs when there are very few pox on the body.
The
inflammation does little damage on the skin, but can do a great deal
of damage in a deeper organ. Keeping the skin warm keeps the battle
with a germ where it is safe for the body. I have heard a German
pediatrician describe how he recommends to parents of children with
measles that the parent rub the calves with dry terry cloth until the
calves are pink. This over-warming action draws the circulation to the
surface, and pulls
the battle with the germ to a safe place, outward and downward, away
from vital organs.
This principle can be applied in daily life simply by dressing warmly,
and being attentive to the warmth of our children’s extremities. We
both prevent illnesses, and keep their course uncomplicated if they
occur, by having warm extremities.
Physical warmth is an early sense for the newborn baby, along with
smell, taste, and hearing. But the child does not sense temperature
accurately until about age 9. You are not surprised when a toddler
runs around the house naked, and older kids and adults are reaching
for shoes and sweaters. We have all seen this. In New Hampshire, the
kindergarteners rush into the lakes on Memorial Day, and the third
graders look at them like ‘what’s wrong with you!?’
So you, the parent, must decide what is the right clothing for the
young person you are responsible for. Don’t ASK the young child ‘what
do you want to wear?’ This question is appropriate at times for an
older child, but it is scary for a young child to be the one making a
decision in the presence of an adult. It is hard in our culture NOT to
ask our
children what they want, because we hear it so commonly. I remember
falling into this and asking my 5 yr old son what t-shirt he wanted,
and he looked at me and said ‘I don’t know. You’re the mommy!’ So
often our kids show us what we should have known. Be willing to BE the
Mommy or the Daddy. Make the decision about the clothes you feel are
right for the climate, and say with surety: ‘Here’s your undershirt
and top, your tights and skirt. Let’s get dressed. You’re set for a
wonderful day!’ Your authority is their security. Their strength is
modeled after yours, so give them a strong, insightful, kind authority
figure.
But what to wear, if hands and feet are cold? The rule I’ve used in
New Hampshire is to begin with is three layers on the top with one
tucked in, and two layers on the bottom. One of these should be like a
second skin, closely investing the body, not baggy. This means long
underwear, or tights, or at the very least an undershirt. If the child
is sweaty,
take off a layer. If the child is still cool to touch, change to a
warmer fabric. Natural fabrics breathe best: cotton, silk, and wool.
Down does not breathe, nor do synthetics generally, so body heat is
trapped if the person is overdressed. Cotton can be both cooling and
warming, and is good for hot countries and Arizona summers. Silk is
more warming, then wool-silk, and wool is warmest. A source for
children’s long underwear is: www.greenmountainorganics.com
A helpful image to use is that foxes and rabbits grow fur, thicker in
the winter than the summer. We didn’t — so we have to put on our fur
to be able to run around outside like foxes and rabbits in the winter.
Hats, gloves, sox are all part of the fur we didn’t grow. Clothed
well, we have new freedom to move outdoors. Long underwear in some
seasons
eliminates the need for bulky outerwear, and movement is less
restrained.
So you have the knowledge of WHAT to do, and are confident in your
authority as a parent being the best thing for them. Then life
happens. The child is simultaneously developing his will, so a
wonderful opportunity comes for the child to say ‘NO!!’ to any
parental statement, including clothes. This requires tact, cleverness,
determination –
every adult attribute in the book. Don’t rush into action. Wait,
watch, assess, and plan HOW to do this thing you know is good for your
kids. A young girl may need stylish (warm) tights or long johns that
you have seen ballerinas wear, because, after all, their leg muscles
dance more beautifully if they are warm. A fierce 4-year-old warrior
may need a swashbuckling (warm) pirate muscle shirt, leggings, and
sash, with a story of how to stand and walk like a pirate as they are
put on. A two year old may just need a chase around the room, a
friendly capture, and a lot of loving contact as he/she is poured into
warm layers. Some children will need to know you consider this so
important that favorite activities are actually dependent on dressing
correctly, or that some other consequence is incurred. And then, you
must stick to your word. Because if you don’t really stay home from
sledding because the long underwear couldn’t go on when you said it
must, then maybe you won’t really follow through on all the promises
of love you have made. The child’s mind is consistent even though it
is not fully conscious. It is better not to threaten a consequence
unless you are one hundred per cent ready to carry it out. Your word
is your word, whether it is spoken as lawgiver, or pledging love
forever.
There is no virtue to overdressing. July in southern Arizona is not
the time to insist on the 3-on-top and 2-on-the bottom. The way to
make the decision at any time is to feel the child’s fingers and toes,
rather than to abstractly apply a rule.
BREAKFAST
Eat protein generously at breakfast. (Breakfast like a king, lunch
like a prince, supper like a pauper, the saying goes — and it can be
changed to the other gender: queen, princess, bag lady.) Protein at
breakfast stabilizes the blood sugar for the whole day. (Lunch protein
cannot do the same job; the window of opportunity is past.) EVERYONE
has better co-ordination, endurance, moods, and ability to learn.
Options: eggs of any sort, cottage cheese blintzes, smoothies with
protein powder (preferably not soy), grilled cheese sandwiches,
cheeseburgers, chicken tenders, fish fillets.
(I had great success with my teenage boys telling them they would not
get a ride to school unless they ate breakfast. We lived 4 blocks from
school. They complained, they ate, I drove. As they got older and were
driving themselves, occasionally, they would wake up so late, they
would eat very little. I would just say ‘do the best you can,’ letting
them know what I think is important, but that I trust them. No rule
can substitute for human judgment, and older kids need some freedom to
vary from house rules and learn from life and how they feel; trust
your instinct and love for them in choosing an approach.)
REST AND RHYTHM
Machines are either on or off independent of environment usually,
while living beings have rhythms, gentle alternations of activity and
rest, breathing in and breathing out, that are fundamentally tied to
the Sun. Every Waldorf kindergarden teacher works very consciously to
provide focused activity, then free play or outdoors time. In this
way, the
child is carried through the day harmoniously, with the least
exhaustion, the least likelihood of overload or eventual illness. And
the greatest chance for unfolding his/her human potential creatively.
Our physical make-up is tied to the sun’s movement, light and dark.
The biorhythms of enzymes and hormones follow the diurnal (daily light
and dark) rhythm, even if we work night shift. Bigger rhythms of month
and year and lifetime are present, and more being discovered.
If we live in sync with the way our body is designed, we will have the
greatest health. For children, whose task is to grow and to learn,
this means regular waking, rest, and sleeping times, and regular
mealtimes. Like the gradual change of seasons brings gradual change of
light, we need not be rigid, but in general have a few anchors in the
day that are
constant. Most important are bedtime and breakfast time, in my
experience.
The hours before midnight are the most restorative. So for an adult,
eight hours sleep beginning at 9 pm is more valuable than eight hours
beginning at midnight. A child needs more sleep, in varying amounts at
different ages, and sometimes differing from one child to the next.
The younger the child, the earlier the bedtime. poem A well-slept
child
generally will awaken spontaneously and be happy. If the child is very
difficult to arouse or repeatedly grumpy, the bedtime should be nudged
earlier until a better morning experience is seen. In adolescence, the
cycle shifts later, and the average sleep need is nine hours and
fifteen minutes daily. Since high schools often start very early in
the
morning, a significant stress is unavoidably part of the school week
for adolescents.
Lavender oil as massage, or fragrance on bedclothing, or as warm bath
as part of bedtime ritual, is very helpful for those children who tend
to be alert at bedtime. The bedtime ritual is wonderful to begin with
very young children, as a habit of letting go develops, leading to
sound sleep, and being secure enough to sleep alone. The ritual can
include
bath, story, tuck-in, prayer, kiss with calm ‘sleep tight. love you.
see you in the morning.’ The young child’s ritualistic approach to
life is hierarchical by nature, with Mommy and Daddy all-powerful in
his/her young eyes. The natural order of the world at this age can
readily include God or Higher Power and Angels or Guardian spirits and
be of value to the child’s sense of order and security in the world.
Later, when the nine-year-change comes, and a child senses deeply his
separateness from his parents, the early images of God and higher
beings protecting and guiding his daily actions and sleep can be
reassuring in facing this first big realization of separateness.
A light supper, with little protein or completely vegetarian, helps
sleep come easily. Remember, we want to wake up with an appetite for
breakfast, the foundation meal of the day’s activities, so it’s best
not to overload at night. Time-honored warm milk is a fine
sleep-inducer. Carbohydrates are sleepy foods, while protein, fat,
salt, and caffeine
tend to wake us up.
Almost all children are born with some tendency to one-sidedness, and
our task as parents is to help them find balance. The rhythm of the
day shows whether it is hard for our youngster to settle down, or hard
to get up and move about, and we can help bring about comfort with
both sides of movement, etc.
Should a child have difficulty waking up in the morning, even after
enough hours of sleep, rosemary lotion in cool water is an
invigorating fragrance and can be applied to the face (forehead, then
cheeks) carefully with a damp cloth to bring alertness. A positive
statement about the day ahead is an important medicine in this
treatment: ‘good morning! what has that robin done outside your window
since yesterday? I have a wonderful breakfast ready for you! rise and
shine! what a wonderful day it is!’
THE COMMON COLD, THE USUAL CHILDHOOD ILLNESSES
Recognize acute illness as an exercise class for the immune system,
and treat in a non-suppressive way. It is not a sign of immune
breakdown, it is a chance for strengthening. The big three to help the
body do its best in fighting acute illness are: WARMTH, REST, and
CLEANSING. Add a few low potency homeopathic remedies and herbs, and
you can support the body in this important immune work, not simply
suppress symptoms. See
separate writing for detailed treatments. person as medicine
CHILD DEVELOPMENT
All of these advisories support VEGETATIVE functions, the unconscious
health-giving parts of a human being that are the bank account we draw
on for growth, learning, and later, our work in life. (This vegetative
bank account is also called the etheric forces in anthroposophic
medical terminology. As adults, the strength of our etheric body
manifests as our vitality, our ability to recover, to have energy, or
to endure.) A child’s job is to grow, and to learn things appropriate
to his/her age. With a strong foundation of warmth, nutrition, rest,
rhythm, immune exercise from ordinary acute illness if the body in its
wisdom allows it — the child’s optimal development proceeds, and a
strong physical
foundation is laid for the entire adult life. The vegetative functions
are sometimes characterized by the cow, who is mostly a metabolic
creature, chewing, making milk, sitting and walking and lying down. No
executive tendencies here, nor highly developed sense organs. A
masterful vegetative existence.
The other pole of the human being, opposite the vegetative, is the
CONSCIOUS pole. The parent (or teacher) does this work in the child’s
life, so the child does not have to draw on the bank account of
vegetative forces by making decisions too early. Judgment, analysis,
logic, decision-making are characterized by the far-seeing eagle,
whose highly developed sense capacity is combined with the cunning and
decisive movement of a predator, a majestic lord of the skies.
As parents of young children (1-7 yr old), you are protectors of the
cow-nature, the vegetative foundation, which your child will use
throughout his/her life. As enormous physical growth takes place, the
child uses limbs and explores movement thoroughly. The child is
imitative, copying the way Daddy sits with the newspaper, or insisting
Mommy sit at only her right place at the table, like a learned ritual
the child has mastered. This physical life is accompanied by a mental
connection with images, not reason. Thus the love of bedtime stories,
preferably told, not read, and repeated till every beloved detail is
memorized. Also you find the young child’s questions more
satisfactorily met by a picture than an analytic explanation. Some
questions can even be better avoided, if they are asking for adult
information. But you can always comment ‘What a wonderful mind you
have! You ask such wonderful questions! Let’s get your teddy bear next
to you for nap/lunch.’ The child has made contact, you have responded
lovingly and appropriately.
You see that spark, the flashes of individuality that is waiting to
show itself fully. Your wisdom holds the child’s day steady, rhythmic,
fed and bedded, building the strength of the vegetative side of your
eagle-to-be. It requires trust and patience to let the child unfold in
his/her own time, and not call on adolescent or adult qualities too
early. This time of life can be boring for parents, who have full
adult capacities and thrive on change and excitement, not routine.
Your sacrifice is commendable. Parenting is among the hardest jobs
there are, and each stage of childhood gives parents an opportunity
for a
different form of selflessness.
The heart of childhood is 7-14 yr old, when a respect for worthy
authority is natural, and feeling opens for beauty itself in the world
around. More than vegetative support is required now. The lion’s heart
of courage and strength must be met, with stories of the same, and
exposure to real artistic expression so the beginning of the moral
nature is fed with the beauty and strength it is seeking. This is
often the age of the least illness, and the most harmonious time of
childhood.
But change comes, and the young Philadelphia lawyer casts a disgusted
glance at the parents who have brought him/her thus far — usually
some time around 8th grade. The eagle’s predatory power is evident. No
more contented baby learning movement and the physical world, nor
sweet-natured heartfelt child growing before your eyes. The intellect
is unfolding, and the first object of critical analysis is often the
parents. It’s good timing that powers of judgment and analysis begin
to unfold just as puberty begins. Let the intellect’s sharp powers
master the hormones that rage. From 14-21, the individuality is more
pronounced, decision making should be shared and guided in preparation
for independence. Privacy is important. Learning results of choices,
such as wise consequences in the home, helps put control of behavior
inside the individual.
The wise ‘governance’ of a child goes in stages somewhat like human
history has evolved. The young child is benefited by a benign despot,
the loving parental authority; in the middle years, the child natively
respects authority, but has a developing sense of contributing his/her
wants and needs though not ready for independent decision making;
democracy is built into the adolescent, and the parent gives the
structure of what is or isn’t tolerated by virtue of a structure of
consequences.
The stages of development are given at their usual ages, but there
will be early hints of what is to come and echoes of prior times
varying with each individual. Behaviors I described may be different
due to the family dynamic, or the particular learning path the
individual child carries as part of his/her destiny, or our culture.
The culture we live in pushes adult information into even the very
young child’s life — computers and IQ testing are part of some
preschool programs. Adult decisions are often part of the oldest or
the only child’s daily diet of conversation. Sexualized clothing and
media surround children of every age, and give parents a challenge to
minimize this early maturation influence. Early intellectualizing and
early sexual information pulls the young child out of the vegetative
physical mode that is home for him or her, and spends the child’s
etheric forces on coping and understanding rather than physical
growth.
****************************************
As nuclear families rear children alone in today’s culture,
grandmothers are hard to come by. The pediatrician and family doctor
assume the role that aunts and grandmothers had in helping with
illness and childrearing. But the swap medicalizes common events, and
we take a further step down the pharmaceutical-answer-for-everything
road.
I hope this work can reawaken faith in the capacity of the human body,
enlarged with the scientific understanding that shows why this faith
is reasonable, reconnect us with the healing gifts of nature as they
are enhanced with human insight and become remedies,
and show through the caring for our children, the presence and power
of the human spirit.
Mary Kelley Sutton

__._,_.___

More About Quiet Time

This comment came in from a reader of the blog and I wanted her to have some feedback regarding Quiet Time.  She writes, “My 4 yr old has not napped since she was three and a half to four, but we continued having “rest time.” I had her stay in her own room to do this since she sometimes would fall asleep, but lately I have had her try doing her quiet time out in the den with me while the one yr old naps. Sometimes she tends to be less focused when I am there and wants to talk to me… I am interested in what parameters others set for quiet times for non-napping kids? Alone in room or out with mom in the den/living room? What kinds of activities – books only, quiet toys, does mom read to the child for part of the time or do they stay silent?

Also, I am curious how interruptions in sleep affect a four yr old… my daughter tends to wake at least once a night, sometimes twice, to use the toilet. And sometimes she just wants to be tucked back in and have one of us lay next to her for a couple minutes. I know at some point she’ll feel confident enough to just go to the bathroom on her own without waking us… But I wonder if this is disruptive to her quality of sleep?”

These are a few of my personal thoughts, but I hope many mothers will leave comments below as to their own practices.

I feel that during Quiet Time, mothers should be resting.  This may change as your children grow, but I feel if you are going about the house doing work, folding laundry, etc. and your child is younger than 7 and in that imitative phase, than they will want to be doing what you are doing.  Also, as homeschooling mothers, I feel it is an important priority for us to have some true down time to think, evaluate in our heads what happened in the morning in our homeschool time and to prepare in our heads for the afternoon activities.

I personally don’t mind if my child wants to be our big bed with me, but I am laying down with my eyes closed! or if they want to be on their own bed.  I also don’t mind when my four year old looks at (a few!) books (not the “ole giant stack!) and then rests, but I also feel many Waldorf mothers would feel this undermining to the point of Quiet Time – which would be the ability to be still and not have to be “entertained” by a book or by reading or by toys.  I don’t know, I would love to hear the perspectives of some of the Waldorf mothers out there!

As far as the waking up in the night to go to the bathroom, it seems to me that many four-year-olds are not dry through the night, so this may be a real need.  I think as long as she can really get up and go right back to sleep, then it is just where she is.  However, if she is up and fully awake, perhaps you could investigate a bit further.  Does she wake up at the same times every night to do this?  Could you bring her to the bathroom before you go to sleep yourself and would that change these nighttime waking patterns?  And then observe what goes on during the day…

C’mon mothers, please give your perspectives on Quiet Time and sleep.  Leave your comments in the box below!

Many blessings,

Carrie

A Few Fast Words Regarding “Defiance” In Children Under the Age of 6

Does this exist?

From a Waldorf perspective, children in the first seven year cycle are neither inherently good nor bad but learning.  They are not “defiant”; defiance implies a fully conscious knowing of right and wrong and choosing to do the opposite, wrong, thing.  Since in the land of Waldorf parenting we believe the first seven years are a dreamy state, a state where logical thought has not yet entered, a state where the child is one giant sense organ (an eye!) and just taking in sensory impressions without a filter, there can be no “defiance”. Many times the power struggles we create with our children are a result of our own lack of knowledge of developmental stages, not having the right tools to guide our child, our own inner issues at the moment and not as much to do with the child as we thought!

Of course a small child wants what they want when they want it.  This is part of the fact that the small child lives specifically within their bodies and within their WILL.  Remember, Waldorf is about willing, feeling, and thinking.  Thinking comes in much later.  A two-year-old  will push against forms that you create in rhythm; this is why the rhythm is for YOU if you have a child under the age of 6.  If your child does not want to participate in what is going on at the moment, you are still DOING it yourself and the child may or may not join in.  This is another reason to not “push” official “school” with a child of three or four; in the classroom environment there is a whole class with older children doing the same thing  to help hold the space but at home the child has perhaps no other age to carry them along.

As far as “not listening” which seems to be the most common compliant hooked into “defiance” (ie, I tell them something and they don’t do it) (and by the way, I hear this in the part of the country where I live starting with one-year-olds!  My one-year-old doesn’t listen!  They are so naughty!), a small child is not SUPPOSED to listen. 

Yes, re-read that for a moment.  You may think this is a very radical statement!

Read it again.  Your 2, 3, 4, and yes even 5 year old is living in their BODY,  not in their head.  When you give them a “verbal command” and they have to go up into their head to process it, this is involving thinking, which is something Waldorf educators see children using as a dominant way to respond to an environment LATER.  It is NOT that small children do not think, it is NOT that they do not have thoughts, important thoughts!!,  but that they live in the moment, they have this will to do what they want without many overriding mechanisms at this point to slow things down. They are LEARNING.

From an attachment parenting perspective, we also do not look at the small child as being “defiant” or “naughty.”  We look at what the child might be feeling underneath the behavior being displayed.  We look at what we can modify in the environment.  We look at how we can calmly guide the child in the situation. 

We look at this in Waldorf as well, it is just in Waldorf we tend not to ask as many questions of the child because we feel words may not be the best way to communicate with the small child who is living in the BODY. We try to communicate through movement, through fantasy, through song and verse.  This changes as the child grows!  It does not last forever!

With both Waldorf and attachment parenting, we strive to look at NORMAL developmental behavior.  A three, four and five ear old, even a six-year-old may throw themselves on the floor, throw an object, scream and cry.  Dressing themselves with only a reminder comes in at the AVERAGE age of five.  If you are having trouble with a specific age, please, please use the tags sidebar and click on the age that is problematic right now to you:  the three-year-old, the-four-year-old, etc etc.  Four and six seem to be ages that give parents the MOST trouble.  There are many posts specifically geared to these ages.

If you feel you are having difficulty with changing your mindset from a punitive, punishment, my –child –is –wrong –and- I –am –right- mindset with a small child, this is not going to get you going anywhere great.  Here are some posts to help you!

http://theparentingpassageway.com/2009/08/17/raising-peaceful-children/

http://theparentingpassageway.com/2009/06/16/mindful-parenting-practices-that-every-parent-should-know/

and my personal favorite regarding how we create battlefields where we and our children are on opposite sides:

http://theparentingpassageway.com/2009/05/22/the-battlefield-of-the-mind-anger-and-parenting/

This is about realistic expectations for toddlers and includes the different disciplinary styles of families:

http://theparentingpassageway.com/2009/06/10/tripping-into-the-toddler-years/

If you are still saying, well, but MY child does this and i have no tools, I urge you to call your local La Leche League Chapter or Attachment Parenting Chapter.  Many times the Leaders there can help you troubleshoot discipline issues and challenges over the phone and give helpful, gentle suggestions!  They may also have special meetings geared JUST to gentle discipline.

Gentle discipline does NOT mean not setting boundaries, but we try to do it in a way that respects the child’s developmental stage, keep the child’s dignity intact and guide the child.  Here are examples of ways to set limits for toddlers in gentle ways with consideration for the child:

http://theparentingpassageway.com/2009/06/11/common-toddler-challenges-and-how-to-solve-them/

http://theparentingpassageway.com/2009/02/09/potty-training-with-love/

 THE THREE YEAR OLD:  http://theparentingpassageway.com/2009/01/19/peaceful-life-with-a-three-year-old/

THE FOUR YEAR OLD:  http://theparentingpassageway.com/2009/06/03/more-about-the-four-year-old/   and this one:  http://theparentingpassageway.com/2009/02/07/peaceful-life-with-a-four-year-old/

THE FIVE YEAR OLD:  http://theparentingpassageway.com/2009/02/23/peaceful-living-with-the-six-year-old/

THE SIX YEAR OLD:  http://theparentingpassageway.com/2009/02/23/peaceful-living-with-the-six-year-old/

THE SEVEN YEAR OLD:  http://theparentingpassageway.com/2009/04/19/peaceful-living-with-your-seven-year-old/

and for the big picture, some tools:

http://theparentingpassageway.com/2008/10/29/top-10-must-have-tools-for-gentle-discipline/

We set boundaries, but many times we often deal with things indirectly!  Here is an example a mom sent in, and here is how I might have handled that:

(This is a four-year-old):  The situation was this: 

This morning, she wanted to sit in our car-daddy got in & drove away to work -she pitched a fit, threw a little car she was holding. I told her she may not throw her toys. So she threw a little soft toy she was holding with her other hand. So I told her to sit down right where she was. “i will not sit down’ hmmm. So I say, you may stay put until you sit down & carried on with the skipping game with her older sister. Eventually she sat down.

What was the feeling of the little girl?  Perhaps she wanted her daddy to stay home, perhaps she just wanted to play in the car but daddy needed to go right then, perhaps she just wanted to try out pretending to go to work with daddy.  Let’s attribute positive intent!

Maybe I would have said, “You really wanted to go to work today!  Did you know that even animals go to work?  Once upon a time, there was  a frog who really wanted to go to work too, but he couldn’t jump!  (take chalk and draw two lines, I assume this situation happened in the driveway or the garage to involve a car??).  Can you be a frog and show me how to hop over these two lines?”

Perhaps I would have said, “Oh, I see cars on the floor!  Maybe they need a road! “ and get out something to draw or build a road.

Perhaps I would have said, “Wow, I really could use your help! I can’t figure out how many times in a row your sister can skip!  Maybe we could count together?”

Perhaps she needed a snack and then we put the toy cars back in the garage together!

Those are just some examples of an indirect way to approach things; distraction is a very viable tool even up through age 7 and we often forget!  Restitution is also VERY important, but we cannot force restitution in the moment of flooding emotion, we must calm down and go back to it.  Forcing the child to do “X” when they are upset and you are upset is not a productive learning tool; a sincere opportunity exists for learning when the flooded moment has passed.  But this is still through action, not so many words!

Hope these thoughts are helpful and many blessings on your day as you become the peaceful parent you want to be!

Lots of love,

Carrie

Nokken: A Review of Two Books and A Few Thoughts

(Post updated 6/28/2012)  Nokken has come up on almost every Waldorf Yahoo!Group and Waldorf forum I am on, so I thought it was about time to address the work of Helle Heckmann.  More and more, Nokken is being held up as an example within the Waldorf community of what to do right within child care for young children, and as an example of the value of outdoor play and outdoor time and connection with nature for young children.  For this post, I read both “Nokken:  A Garden for Children” by Helle Heckmann and “Nokken:  A Garden for Kids September 2003 Celebration Edition.”  I hear there is also a lovely video about Nokken that I have not yet seen.

For those of you who are unfamiliar with Nokken, Nokken is a Danish approach to  Waldorf-based childcare in Copenhagen, Denmark.  The minimum age for children to enter is walking age.  Helle Heckmann writes, “The child must be able to walk away from her mother and into the world on her own,” on page 26 of “Nokken:  A Garden For Children.”  The center is open for six hours a day only, from 8:30 a.m. to 2:30 p.m.  “Our idea is that we share with the parents,” writes Helle Heckmann on the same page.  “We look after the children for six hours, the parents have them for six waking hours and the children sleep for twelve hours.  In other words, the family will still exert influence on the child’s development.”  The staff at the center does not change during the day, unlike child care centers in the United States that are open for long hours that necessitate shift changes.  The children are together in one group from walking age to age 7, and sibling groups are welcomed and kept together, which is again different from the vast majority of child care centers in the United States.  Most Americans would agree this is a huge and vast improvement over the majority of daycare centers in the United States.

Helle  Heckmann writes on page 27 of Nokken,”  It is obviously difficult.  Parents often need longer opening hours, while at the same time they want the world’s best early-childhood program with a motivated and relaxed staff.  This is a difficult task, and knowing that we cannot accommodate all needs, we have chosen to favor the children.  It is a conscious choice we have made as a child-care center. Most of our parents also have to make a choice.  They change jobs, reduce their working hours, or work flexible hours:  the solutions are many and varied as they consciously choose to spend a lot of time with their children.”

She goes on to write that the role of child care has changed; in the past it was for primarily for social stimulation and now,  “The centers must teach children the basics to help them achieve the necessary skills to choose their life style at a later stage.  The parents’ role is mainly to stimulate and organize activities of a social and/or cultural interest.”

Ouch.

Okay, I guess since I am home with my children, perhaps I have a different perspective on this as a homeschooling mother.  Why as a society do we throw up our hands and say, this is the way it is?  People have to work, people have chaotic home lives, so the children are better off in child care than with their own families?  Why are we not coming up with more ways to support and develop parents?  Why in this age of abundant information (yet, often contradictory and just plain wrong information!) are parents feeling so confused and isolated as to what children truly need?  Why is there not more understanding of children as children and childhood development and such as opposed to treating children as miniature adults?

Back to the things that are good about Nokken.  On page 31 Helle Heckmann writes, “Our first priority is to spend most of the day outdoors.  We spend five out of the six hours we are together outdoors.”  The children and staff walk daily to a park with open natural spaces and also have a garden with many fruit trees, berry bushes, sand pits, a hen house, rabbit cages, a pigeon house, a vegetable garden, a herb garden, flower beds and a laundry area.  The children who are younger and need to nap sleep  outside in an open shed, which is common in Denmark.

Children are met in the morning with a handshake, which I find uncommon for Early Year Waldorf programs in the United States.  This seems very awakening for the child, and something I truly only hear of teachers of Waldorf Grades doing with their students in the United States.  Perhaps my Danish readers can tell me if this is a cultural difference?  My husband’s family is from Denmark but have not lived there for a long time, so I have no one to ask!

The daily schedule is something that is lovely and takes into account the ages of the children.  On page 60 of Nokken, Helle Heckmann writes, “We are careful not to let the youngest children participate in story-telling.  If it is a long story, the three year olds sit in another room and draw, because in my experience it is important not to engage them in activities for which they are not ready.”  She also talks about how festival celebrations are mainly for children over 3 as well.  I love this.

The part I have the most difficulty with however, outside of the few things I mentioned above, is the perspective of child development based upon the work of Emmi Pickler and Magda Gerber and their Resources for Infant Educarers.  I realize this puts me outside of most in the Waldorf community, which has embraced RIE.

I liked Helle’s description of the need of the infant to cry as a form of communication.  However, much of the thrust of her perspective of infant care seems to be “to leave the infant in peace and quiet to sleep or, when awake, to get to know herself without constant intervention from her surroundings.  Often it is difficult to show this infant respect and leave her alone. Constantly satisfying your own need for reassurance and your need to look at your beautiful baby will often influence the infant’s ability to be content with herself….By giving the infant peace and quiet for the first months of her life, she will get used to her physical life; the crying will gradually stop, and the baby may start to sleep during the night without waking up at all hours.”

As an attached parent, I believe I can respect my child and still enfold her within my protective gesture and be physically close.  I believe I can still carry her in a sling and nurse her and  have her act as a (passive) witness to my life without overly stimulating her.  I believe in our particular culture at this particular time, parents need reassurance to enfold their child within themselves and their family unit, not to separate their children in their infancy to be independent.  Perhaps this is a cultural difference than Denmark, I don’t know.

However, I also have to say that I  do not believe baby-wearing is an excuse to take my children everywhere I went before I had children.  I believe in protecting the senses but doing this in an attached way.

I do agree with some of Helle Heckman’ s statements regarding infants, including her statement on page 17 of Nokken that, “The more restless the adults are, the more restless the children will be.”  However, statements such as “The less we disturb the infant, the better chance she has of adapting to her life on earth,” rather bothers me.  I agree in not initiating the disturbance of  the infant, but I fear too many parents will take this as license to just set their infant down and let them cry or to keep them passively in a crib.  I do  agree with Helle Heckmann’s assessment that it is difficult to care for children under walking age within a child care setting  because of the high needs of care and because infants need peaceful surroundings.

As a homeschooling mother, what I take away from Nokken is the lovely thoughts of a forest kindergarten, napping outside, using action to communicate with small children and not words (see page 32 of Nokken), using singing as a way of talking to small children (page 51), Helle’s constant inner work and development, her obvious love of the children.

And as a homeschooling mother and attached parent, I don’t like the whole notion that is invading Waldorf Education that children under the age of 4 or 4 and a half should be out of their homes, I don’t like the notion that the child care center, no matter how outdoorsy “shares” the child with the parents, and I don’t like the idea that parents are not as empowered as they could be in childhood development.  Why are we positioning anyone but the parents to be the experts on their children and acting as if someone else knows better?    Waldorf schools are also taking children earlier and earlier into Kindergarten, and I also have an issue with that.   I would like to see more effort to again, empower and inspire parents within the Waldorf movement to be home.   The hand shaking to greet a small child with such pronounced eye contact also baffles me.

There are many wonderful things at Nokken, and many American parents who need child care would be thrilled to find a center such as Nokken in their neighborhood.  Many mothers attempt to create such an environment as part of their homeschooling environment or take in children from outside their family for care so they may stay home with their own children.  These are all realities.

However, I would love to see a movement toward empowering and inspiring mothers to be homemakers, to be truly spiritual homemakers, to encourage families to make tough choices to be home with their children,  because I feel this is where the power of the next generation is truly going to disseminate from.

Blessings,

Carrie

A Waldorf Parenting Perspective: Won’t Choices Strengthen My Child’s Will?

In our society today, we tend to think that offering choices to children is what prepares them best for later decision-making. 

In Waldorf parenting, we tend to think that children under 7 can handle small choices, such as do you want your water in the red cup or the blue one but we don’t always offer an alternative to water if water is what we feel the child should be drinking.  We don’t always offer a whole heap of explanation either; it may just be built into the rhythm of the day that we have juice with breakfast and with all the other meals we have water.  The choice may be to wear a green sweater or a blue one, but not whether to wear the sweater at all as we work with the concept of warmth in the family.  The same thing goes toward such things as setting awake times and bed times, rest times after lunch and times of in-breath or out-breath.  The Waldorf parent feels the healthiest way to teach a child is not through an adversarial relationship regarding these things, not by having a battle of wills, but by having the rhythm of our day do the talking so to speak.  One does not argue with the seasons changing, the sun going down and the moon coming up, and one becomes a rhythmical being by practicing rhythm as set.  Negotiation regarding things sets in more somewhere after age 10, and certainly as the child heads into the third seven year cycle, more and more choice heads into it all.  There seem to be many Waldorf homeschoolers of age 14-16 and older who are very independent, well-adjusted individuals capable of mature decision-making.  I believe this is due to the foundation laid in these early years.

The physiology behind the small choices offered to a small child have to do with Steiner’s view of the seven year cycles.  A small child functions in the will, in the body, in the limbs and not in the head.  Decision-making comes in during third seven year cycle around the age of 14.  If you need further assistance with this notion as seen through the lens of the three-and four fold human being, please do see this post regarding some of Eugene Schwartz’s wise words:  http://theparentingpassageway.com/2009/06/24/waldorf-education-adhd-and-what-the-parent-of-the-normal-child-can-learn/

These words that Eugene Schwartz wrote might in particular speak to you if you have familiarity of the three-and four-fold human being:

“On what basis will a seven year-old make a choice? Invariably, on the basis of sympathy and antipathy. And whence does he get this sympathy and antipathy? From his astral body, that is, from a member of his being that should not be “activated” until adolescence. An analogy might prove helpful here:

We can think of the child’s astral body as “soul principal” which is being held in a “cosmic trust fund” until such time as the youngster’s lower members are developed enough to receive it, i.e., ages 13-15. As is the case with a monetary trust fund in an earthly bank, it is the trustee’s responsibility to see that the principal is not disturbed for the apportioned period, knowing that the interest that it generates provides sufficient funds for the beneficiary’s needs. If, however, the trustee proves to be irresponsible, and the youngster for whom the principal is intended gets hold of it long before he is mature enough to make wise financial decisions, the principal will be drawn upon prematurely. In the worst case, the entire trust will be depleted, leaving neither interest nor principal at a time in the young person’s life that they are most needed.

In the course of healthy development, the young child has just enough astrality apportioned to her to sustain those organic processes requiring movement and catabolism, and to support such soul phenomena as the unfolding of interest in the world. And where do ADHD children have their greatest difficulties? In developing and sustaining any interest in anything for very long! The environments that we create for our youngest children, the way we speak to our grade schoolers, and our inability to differentiate between what is appropriate for an adult and not appropriate for a child – all of these phenomena eat away at astral “interest” early in life and devour astral “principal” long before it has ripened. By the time many “normal” young people are twelve or thirteen they seem to have lost interest in learning, or even in life; they have “been there, done that,” and take on a jaded, middle-aged attitude toward their own future. The ADHD child is only an extreme reflection of soul attitudes that will be endemic to many American children at the century’s end.”

Powerful and sobering words for us to think about as parents.

A way to help your child’s will be strengthened is to model having a will of your own – not a dictatorship, but not being completely wishy-washy about how things are done in your home.  Being compassionate, being a good listener, but also being able to hold the space in a loving way.

I would love to hear your thoughts,

Carrie

The Twelve Senses

I am going to try and synthesize a few things for you all that I recently learned from Donna Simmons at the Waldorf At Home conference held in Atlanta,  a presentation by Daena Ross for Waldorf In the Home (available through Rahima Baldwin Dancy’s on-line store in CD and DVD versions) and Barbara Dewey’s section on the twelve senses in her book “Beyond the Rainbow Bridge”. 

I am by no means an expert on the twelve senses, although I will say the twelve senses make a whole lot of sense to me due to my background as a neonatal/pediatric physical therapist.

Steiner postulated in his lectures that there were not only the five most obvious senses that we think of, but actually twelve senses that required development.  This has been proved in the medical community, although sometimes in medical literature and therapy literature you see reference to “systems” rather than “senses” although they are truly talking about the same thing!

The twelve senses are what unites the inner and outer world of the individual and what allows us healthy interaction with other people at the highest developed levels.  It takes a long time for these senses to be developed, but the foundational senses needed to develop some of the upper senses are most developed in the first seven years.  There we are, back to my soapbox about the first seven years!

The Lower Senses are seen in our will forces, they are unconscious, and they manifest in the metabolic-limbic system.  These include:

The Sense of Touch – through the organ of the skin.  This includes what is inside of me and what is outside of me.  Important ways to boost this foundational sense include vaginal birth, swaddling, holding, positive tactile experiences (NOT PASSIVE experiences, like through media or Baby Einstein! Active experiences!)  The lack of completion of this  sense is strongly related to ADHD according to Daena Ross. 

The Sense of Life or sometimes called The Sense of Well-Being – this encompasses such things as if you can tell if you are tired, thirsty, hungry.  The best way to boost this sense is to provide your children with a rhythm to help support this while it is developing.  Some children have great difficulty recognizing their own hunger or thirst cues, their own need for rest or sleep. A rhythm can be a great therapeutic help in this regard.

The Sense of Self-Movement – this is probably more familiar to therapists in some ways as the “proprioceptive system” in some ways.  This sense encompasses the ability to move and hold back movement, and can also encompass such sensory experiences as containment (which can be a form of massage for premature babies) and also swaddling.  Childhood games that involve starting, stopping can also affect this sense.

The Sense of Balance – This is balance in two separate realms, from what I gather from the Daena Ross presentation.  It is not only the ability to balance by use of the semicircular canals of the ears  for midline balance so one can cross midline but also refers to the  balance of life and being able to be centered, which again goes back to rhythm and the idea of in-breath and out-breath.  Donna Simmons calls this one a gateway to The Middle Senses.

The Middle Senses are seen in our feeling lives, involve us reaching out into the world a bit, they are seen as “dreamy” senses and manifesting in the rhythmic system.  THE CHILD HAS NO FILTER TO FILTER THESE SENSORY EXPERIENCES OUT IN THE EARLY YEARS.   In the later years, the arts build these senses, which is why the Waldorf curriculum includes teaching through art in the grades.   These senses  include:

The Sense of Smell -  strongly correlated with memory.  This can be an ally in education of the grades age child, but beware of scented everything when your children are in the foundational first seven years. 

The Sense of Taste – Not only on a physical plane, but an emotional plane in naming experiences (a “putrid” experience, a “sweet” experience)

The Sense of Sight  – with two different ways to visualize something:  one is the ability to distinguish color, and the other is the ability to distinguish form (which Daena Ross says is more related to The Sense of Self-Movement).  The best way to help this sense is to protect the eye from media while developing.  A way to bolster this sense in the grades, but not the Early under 7 Years, is through form drawing.

The Sense of Warmth -   Donna Simmons calls this one a gateway to The Higher Senses.  This sense does not fully develop until age 9 and can literally cause a hardening of creativity and new thought as the child matures, but also can refer to a literal inability of the child to be able to tell if they are hot or cold.  Warmth implies not only physical warmth, but warmth on a soul level.  Joy, humor, love, connection are all important developers of this sense along with PROTECTION from extreme and garish sensory experiences that would cause hardening.  This is a very important sense, and children need help with protecting this sense until the age of 9 or 10, so much longer than many parents think!

The Upper or Higher Senses develop during adolescence and require a strong foundation of The Lower Senses and The Middle Senses to come to maturity.  These senses are associated with awakening of the individual, with being concerned with other people and are seen as being centered in The Head.  These senses include:

The Sense of Hearing (which Daena Ross calls “a bridge between The Middle and Higher Senses” in her presentation)  This requires completion of The Sense of Balance – both of these senses involve the organ of the ear.

The Sense of Speech or The Sense of the Word (this is the speech of another person, not yourself) – Requires completion of The Sense of Self-Movement as you must be able to quiet your own speech in order to really hear another person.

The Sense of Thought or The Sense of Concept (again, of the other person, not your own thoughts!) - Requires completion of  The Sense of Well-Being.  Rhythm builds this ability to quiet oneself in order to hear someone else’s thoughts.

The Sense of  the Individuality of the Other (Donna Simmons also calls this the “I-Thou” relationship of boundaries) – This requires integration and completion of all senses, but particularly involves The Sense of Touch according to Daena Ross. 

The most important take-away point for my parents of children under the age of 7 is that children need rhythm, a balance of in-breath and out-breath and protection of the senses from too much stimulation, from media and boundaries set by the parents to wear clothes (VERY difficult with some little nudists!).  The development of these senses is also profoundly related to sleeping and what occurs during sleep to build all of this up.

Waldorf Education is first and foremost about health and the twelve senses provide a glimpse into some of why things are done in Waldorf the way they are!  I encourage you to investigate the twelve senses on your own.  In this age and day of skyrocketing ADHD/ADD, autism spectrum disorders, sensory processing disorders, this should be mandatory learning for all parents. 

With love,

Carrie