Puberty Part One

Often on Waldorf lists and groups, I see threads regarding puberty.  These threads typically concern the outward signs of puberty, or perhaps issues not of puberty but of sexuality, such as a discussion on what to tell a six-year old or a nine-year old about sexual relationships.

I have already discussed in an earlier post how the development of the child during something such as the nine year change is viewed from a spiritual place that looks at the development of the soul, and how the curriculum and parenting in a Waldorf way meets the child during this point whether outward, physical signs of puberty are taking place or not.

This is one of the best articles I have read regarding puberty Continue reading

Attachment And Individualization

I think as homeschooling families, one of our  main goals is always the connection of the family and how we stay attached to each other in a society that sometimes doesn’t seem to value that at all.  Some of the homeschooling families who read my blog, many of them, are also what has been termed and made popular in the common literature by Dr. Sears as “attachment parents.”

But what I want to talk about today is the development of the independence of the child  within the context of attachment.  I don’t think attachment and becoming more of an individual, more independent and more capable are mutually exclusive at all – we can still be attached but have separate psychological identities.  In fact, I would argue,  in order to become an adult that has a meaningful role within their own family and and as a citizen of the world, this has to happen.  We have all heard the jokes or seen instances of people whose adult lives were totally enmeshed with their parents.  It is funny for a television show, but not so funny in real life.  Enmeshment prohibits a child and an adult from reaching the fullness and freedom of who they are.

I think healthy attachment starts not only with connection, lots of connection and including but not being limited to extended breastfeeding and co-sleeping, but with loving authority and boundaries.  I think if you have read this blog for any length of time I have made that abundantly clear.  I think I have also talked a fair bit about boundaries.  Boundaries, in its essence, is not just how “strict or loose” your parenting style is; it is about how you GUIDE your child to HEALTH as a growing, developing SEPARATE individual.  It is also about creating balance, and creating opportunity for right growth, especially for those children where self-growth and self-development are not initiated.

Separation, to me, starts around the child is age three and says “I” for the first time.  That is the beginning, the spark of recognition that “I am myself.”  I may not know or understand all that means yet, but I am me.  Bernard Lievegoed, author of “Phases of Childhood,” marks this as a stage of self-awareness.  This can also be a phase of negativity from the child; by pushing against the outside world the child begins to develop the self.

It continues with the six/seven year old change.  Some parents write me and say, “My child went through the six/seven year old change.  They slammed doors, said they hated me, said that I was not the boss of them.  Then they were done.”

Okay, but let me put this out to you:  the six/seven year old change, to me, is not just about “you’re not the boss of me.”   It is about finding a psychological identity that is separate from parents – that they have a role in the family or at school, they know what that treasured and valued role is, and that they do  feel accepted and loved but also a bit “separate”, a bit ready to take a view on something…there is a shift toward the child having real opinions about the world, that may be different than the parent’s view, and that in this view that the child has a continuous self and therefore can participate in learning.   At this stage, children in the six/seven year change usually  also are interested in having friends, being a friend, in having community outside of their family.  I think many times this is neglected and not mentioned in Waldorf Educational literature, because the assumption is the child is at the school in community.  I think this is an important point for homeschooling families when looking at the development of their child.  To me, turning outward toward community and peers and not just within the family, is a hallmark of the six/seven change.

This process can take up to a year and a half, I think especially for sensitive children who haven’t had a lot of opportunity to be around  other children, or just children who develop a little bit slower.  They may not be as interested in peers until the nine –year change, but then I have personally observed that that change may be a much more difficult one than the six/seven year change.

I think one way we can gauge where are children are in the six/seven change is to look at their play(see the many, many back posts on play on this site about how play changes during the six/seven year old change), and to  look at their drawings of human beings, a house and a tree.  Here is an interesting, brief look at drawings made by two thousand German five and six year olds prior to school entrance, comparing drawings made by those who did and didn’t watch media, those who did and did inhale passive cigarette smoke, and those with psychological disturbances:  http://www.waldorflibrary.org/images/stories/articles/RB13_2rittelmeyer.pdf  There are whole books on working with children’s drawings in Waldorf Education; you can check Rudolf Steiner College Bookstore or Bob and Nancy’s Bookshop for those titles.

For the nine/ten year old going through this change feels utterly and sometimes desperately alone, apart from humanity, out of the Garden of secure family.  They have an experience of self and it is a tragedy; there is no shelter of the family or of being with friends. Therefore, I believe firmly that children who do not have a strong sense of community and belonging built up through early childhood through family, extended family and strong friendships can have an even more fragile nine year change.  Boundaries and loving authority can also make this change better, along with loving connection.  The child is becoming an individual.

From the viewpoint of Waldorf Education, three things are traditionally seen as helping a child become an individual:  childhood diseases, what author Edmond Schoorel in his book “The First Seven Years: Physiology of Childhood” calls “naughtiness” (which made me chuckle!), curiosity, and we develop memory.  One that Schoorel mentions briefly, and that Bernard Lievegoed discusses further is that of the force of antipathy.  “Very often there is the tendency to concentrate only on positive feelings.  This is impossible.  It destroys  the drama, the basic law of feeling.  Any attempt to present only positive feeling results in superficial sentiment.  Feelings are brought forth from contrast and the nature of their polarity…It is not a matter of guarding children  from negative feelings or denying them as such, it is a matter of presenting the feelings as opposites in the correct way.” (Lievegoed, page 170).

I don’t want to go into too much detail here, but I do want to leave you with a few teasing comments by Edmond Schoorel:

  • “Children do not need to understand everything; it is even better when they don’t..It is essential for children to have the opportunity to ask questions; yet they do not need answers on the level of their understanding.  Mysteries are interesting because we do not have an answer.”  (page 260)
  • “When children have too little curiosity, we face the question:  can we stimulate curiosity?  I think that we can do this only in an indirect way.  When weakness has to do with the child’s constitution, we may have to work with movement development.” (page 248)
  • “Naughtiness can be a first exercise in waking up.  With naughtiness, the child turns away from the order of which he or she was a part.  It is a first step toward freedom and individuality.”  (page 246)

And this process of connection to others, and connection to ourselves,  continues as we grow and change throughout our lives. And sometimes we realize, yes, our circumstances and such may have been specific to us, but the tumult of different ages was by no means unique but being part of the human race.

Many blessings,

Carrie

The Melancholic Child–Ages 7 and Up

 

 

(This post is not meant to address children who are clinically depressed.  Please speak to a health care professional if you feel your child is depressed). 

 

Then you should know exactly which children lean toward

inner reflection and are inclined to brood over things; these are

the melancholic children. It is not easy to give them impressions

of the outer world. They brood quietly within themselves,

but this does not mean that they are unoccupied in their

inner being. On the contrary, we have the impression that they

are active inwardly.  – “Discussions With Teachers” Lecture One, Rudolf Steiner

 

Rudolf Steiner was not the first person to work with the ideas of the human temperaments;   the Greek physician Hippocrates incorporated the four temperaments into his medical work and the temperaments have made their way into medicine and psychology since then.  Rudolf Steiner linked the four temperaments to not only his ideas regarding the four fold human being, but also to the different developmental cycles of the human being.  For example, he felt the early childhood years of birth through seven were a predominantly sanguine time.

 

When we look at children, I have spoken to many mothers who feel the predominant temperament of their child is melancholic.  Many melancholic children have a particular physical body type – tall, slender, mournful eyes, a slow gait.  They tend to think a lot about the past, themselves, and they have a good memory concerning things that happen to themselves.   They tend to analyze, brood and have a strong attention to detail.  Many times they are bothered by the idea of imperfection.  I find many melancholic children in my own life can be rather inflexible, and when things do not happen according to the pictures or thoughts they have laid out, they can become extremely upset or angry.

 

Many times melancholic children seem to have a poor quality of relationships with others.  These may be the children who have only a few good friends.  They can be drawn into relationships if something strikes them as unjust or unfair; sticking up for the underdog is often part of a melancholic child’s connection and sympathy to another person’s pain and suffering.

 

Here is my area of caution after working with many families over the years:  Please do not confuse the melancholic child with something else.  I have talked to many mothers who felt their child was melancholic, but when I looked at the child in person and observed them and the family, it seemed to me that the whole family may have been in  a stressful, rough patch that was feeding the child’s feelings that the world was not a good place and that the child was working with this sad, unjust feeling as projected from the mother or other attachment figure in the family.  Once the family became stabilized, the child also stabilized.  This is not true melancholia as a temperamental trait. 

 

I have also seen videos of children with sensory issues whose parents were clearly worn out by a child’s behavior and sometimes the child would respond with complaining and  brooding to try to arouse the parent’s attention and sympathy.  This is a scenario too long and complicated to get into via electronic medium, but again, I don’t think that is a true melancholic child.  That is a child trying to elicit attention and increased energy from a parent.  The take away  message is that if your own energy is really low, your child may be acting melancholic to try to arouse something out of you!   We must always look to ourselves first. 

 

And complaining does not always equal a melancholic child either.  I think we have to look at the whole picture of the whole child.  A child may complain and feel lonely through the nine year change, for example, but that is a developmental stage, but not true melancholia as a tempermental trait.

 

The way to work with a melancholic, as advised by many resources, is to listen carefully to the melancholic child’s deep and brooding thoughts and to tell them stories about others who have suffered or times of your own suffering in order to connect.

 

I think this works well in a classroom,  and we can also use it in the home environment.  However, I think there is something more that should predominate with a melancholic child in the home environment:  we have to be careful to listen, but not be a captive stage for hours on end by long tales of the woe of the melancholic child.  This can be a tricky balance!  The melancholic child should not set the tone for the home; we should as parents set the tone for our house.   In the home environment where we are with our children 24/7, it is important to demonstrate to the melancholic child how we protect our own emotional boundaries because this is an important aspect of modeling emotional health for this temperament type.  We can carefully listen to our child and then say  that we have certainly heard them, and that we will carry their thoughts with us whilst we go do the dishes or brush the dog.  We can help engage these children in real work, and get them physically moving instead of wallowing in their own negativity.   I find melancholic children often need more exercise and sometimes even more opportunities to be socially drawn out  than they may be prone to want themselves.  Melancholic children are often happiest being creative and reading, which is wonderful, but physical movement and community is very important for these children. 

 

In my mind, this temperament also needs a strong religious and spiritual life as they grow into adolescence and adulthood in order to have something to hold onto. We want to balance these children and all four of the temperaments that are within them and within us all.

 

Blessings,
Carrie

The Terrific Ten-Year-Old: A Developmental View

 

I keep expanding the developmental entries by age; now I have ages birth through age ten, plus many posts on adult development, under the development tag.  I hope many of you will find the developmental posts helpful for your children, yourself, and your families as you create a nurturing homelife.

 

It goes without saying that every child is an individual, and every child has a different rate of development. However, I have found works of individuals who have studied children to be helpful in my own parenting, so I pass these notes on to you so you can take what works for you.

 

I find it interesting that the wonderful Gesell Institute books that I like have separate books for each age, but once the age ten comes, the ages ten through fourteen are condensed into one book.  I think as my children grow and I observe more and more children in these ages, including teaching children of these older ages in different settings, than I will keep writing and add to the information out there. It seems to me that there is quite a bit for the younger years, and not nearly as much for the older years – both in parenting and in homeschooling resources.

 

Anyway, on to TEN!   Here are a few highlights that I picked out of ten-year-old section of the book, “Your Ten-To Fourteen Year-Old” by Louise Bates Ames, Frances Ilg and  Sidney Baker.

 

Ten year olds are known to really love their family and family life.  Most ten-year olds, even if they have bouts of sounding less than loving to their family members, really do love and respect and admire their parents, family activities, outings.  They love to play in their neighborhood, if they live in a neighborhood, and sometimes even get along with their siblings (sometimes not!).

 

They tend to be more happy than they were at nine, but at the same time, occasional physical outbursts of anger surface.   Occasional is a key word here, because ten tends to be an age of happiness for most ten year olds.   When provoked and angry, a ten-year-old can be immediate and violent. They may stamp their feet or shout or storm out of the room.   This book notes that, “Responding merely verbally also occurs, but less often than at following ages.  Though verbal, the responses are nonetheless violent – Tens yell, screech, call names…”   There is more about this on page 213 of this book for those who would like further reading.

 

 

Ten year olds tend to respect their teacher and work hard in school. They have many interests and are very active. “Ten moves around a great deal, often just for the sheer joy of movement rather than to conform to any special rules of a game. The sheer pleasure of exercising one’s body is enough”. Collections, making models, sewing, cooking, drawing and reading are all popular.

 

Ten-year-olds may not always know right from wrong at this point, as a passage in the book states, “A boy of this age will admit he cannot always tell right from wrong, so he usually goes by what his mother tells him. Or by what he learns in Sunday school, or possibly by what his conscience tells him.” A ten year old may also become teary and cry when angry, but it is one of the last really tearful stages. Ten-year-olds generally don’t have the best sense of humor nor the best ideas for jokes.  Fairness is still really important. 

 

Ten year olds are not yet aware of when they are tired and need to be reminded about bed.  Bedtime is generally between eight thirty and nine thirty at night according to this text.  Girls often have more trouble falling asleep than boys.  They tend to sleep through the night and boys tend to sleep longer than girls.

 

Many ten year olds do not like to bathe or wash, nor brush their hair nor their teeth.  Again, individuals may vary.  Ten year olds typically do not do a good job taking care of things – their rooms tend to be messy, their clothes may be on the floor, and they still need “considerable supervision” to get through daily routines.

 

Ten to eleven year olds girls may show signs of puberty by the eleventh birthday, many may be disturbed if there is no sign of breast development. Many girls of this age know about menstruation and sexual intimacy whereas a boy’s awareness of sex is typically not too far ahead and the physical maturity into manhood is slower than what girls experience.

 

So, many parents ask me, what is life like post the “nine year change”, that big developmental leap that occurs usually around the age of nine.  I think one major shift is that for many ten year olds, mothers again become the center of the universe.  I have seen in my own child and in other ten year olds a dramatic increase in wanting to sit on a lap, be held, be near.  Fathers also hold a very important role, and ten year olds love to do things with their fathers!  Sibling relationships with those between six and nine years of age can be rocky.  Ten year olds do love their friends as well, and are thrilled to have a special best friend too.  Boys tend to form larger groups of friends to play with than girls.

 

In our next post, I would like to take a peek at the age of ten from the viewpoint of a Waldorf educator.

Many blessings,

Carrie

Restlessness And Forgetfulness In The Eight To Ten Year Old

It is rather odd to me that so many mainstream parenting resources focus solely on the developmental stages and phases of the toddler and preschooler, and once a child becomes the age of children in the grades, no one seems to think these children are growing or changing in significant ways anymore!  Yet, parents of children between the ages of  7  to 14 will tell you this is a time of  incredibly rapid change.

To me, two of the hallmarks of development in the time between ages 8 to 10 involves restlessness and forgetfulness. 

It is literally so difficult for the 8 to 10 year old to settle down, to sit down, to focus at times.  It is unreasonable to think that a child in this age range will be able to sit and write and read all day long like an adult.   They are not adults, and they need a lot of movement and time to release energy.  Ways to do this include spending time in nature; neighborhood games; probably less organized sports than one thinks but more  family fun such as hiking, roller blading, roller skating, skiing, swimming, climbing; lots of breaks for movement during school; many chances for movement and DOING to permeate the subjects we are teaching in drawing, modeling, map making, painting, making models.

This is completely unpopular, but I believe strongly that media and screens for this age should be limited.  There are too many other things in life they need to experience with their hands and their restlessness is a sign of this need.

Another place this can be in conflict for homeschoolers is that  it can be very easy to want to really ramp up academics in this age range because the child seems so much more mature than earlier.  If one is not careful it is easy to lose sight that children of these ages are really in the heart of childhood and that rational thinking is not yet quite there.  Hang on, and keep including many concrete and doing ways of addressing your academic subjects.

Forgetfulness is something that very much annoys parents of children this age.  You can ask a child of this age to do something and they will forget within a moment or two. 

One of the ways we can work with this is through RHYTHM.  If the order of every morning is that we get up, we have breakfast, we get dressed and brush our hair and teeth and make our beds, then the child can follow that.  Do try to pick an order to things that works for your children.  For example, you may wish that everyone would get dressed and make their beds before breakfast but everyone wakes up starving, so craft a rhythm that takes that into account.

Chores are important, but you simply must figure out what you will do regarding the forgetfulness and dawdling around chores and what the consequences of this will be.   I have seen very individual approaches from family to family.

I think the last area surrounding forgetfulness that can be helpful is to think about bringing in habits – habits that will build character through practical life.  This takes time, and it is easy to want to work on everything at once.  Pick one area and really focus on that for forty days and see how it becomes ingrained in the child.  Sometimes for the child in this age range it can be something quite small, such as going back to making sure hands are washed before dinner, since acts of hygiene often slip around this age.  Maybe it is speaking politely; these are ages where many parents complain about the tone in which children speak.

To me, sometimes this age needs a bit of a carrot. Not a bribe at all, but more a bit of incentive.  Haven’t you ever had a really long and rough day and thought how you would try to persevere through it because you were getting to go out that night to something special, or you were going to eat something special for dinner, or you were going to call a special friend on the phone, and it made the day just a bit more bearable? To me, that is different than a bribe that is announced and “you must do this to earn this”.  It is just an incentive of something lovely that helps all days go just a little bit better and helps us keep on track.

I cannot tell you how often to try an incentive, or what that incentive even should be per say as I think that is so individual to each family and each situation, but it is just something to think about.

Just a few thoughts to ponder today!

Many blessings,
Carrie

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

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