The Study of Child Development ~ A Teacher's Lifelong Endeavor
Aug 06, 2024 | by Claudio Salusso
“We educate our youth not by what we say, or what we do, but by who we are.” ~Carl Gustav Jung
Pause, consider it, let it sink, then think about these two questions. First, how do children sense who we are, who I am? And, second, who am I?
The answer to the first question is simple, children are not a tabula rasa -as Rousseau would have it- but they have innate capacities. Among these, there is the capacity to perceive the totality of another human being.
The answer to the second question, though simple, can be disquieting: to know who I am I must dedicate time, effort and much humility to self examination, reflection and contemplation; a ceaseless act of introspection demanding not only time but a conscious effort and willingness to accept, to change.
If we accept that children have innate capacities, then we have to truly dedicate time to understand their development, so we can have a clear idea of which capacities arise when, why, and -above all- how to tap in on them before the numbing onslaught of stimuli we shower on them ceaselessly.
“What children learn must develop the natural forces and capacities within them. Ours is not an educational system but an art, "The art of awakening what is actually there within the human being,” Steiner wrote and we believe in -not because he said it- but because we see in every child, every day, those natural forces and capacities blossoming when tapping into them.
Do I know which capacities are engaged when teaching science, or math, humanities, art, music, cursive, etc? Do I know why not to teach certain subjects to a 7 year old? Or how to meet, address, and listen to a 2nd grade class?
This is the study of Child Development, which we take seriously and invest time to fathom -although it is a lifelong endeavor. We, at NVS, approach it through study, conversations among teachers and by listening to the students all the time!
In summary,
We try to hold a picture of the developing human.
We have a curriculum that addresses the stages of that development.
We have a way of teaching that engages the whole human being.
The Seven-Year Cycles
0 to 7: Imitation, Willing, Goodness.
The education of the young child is based on imitation and example. Because young children soak up impressions of all that surrounds them, we strive to provide students with examples that are worthy of imitation in a setting that is full of beauty. Young children live in a world of deeds; to them, play is work and work is play. Our preschool and kindergarten offer a wonderful array of imaginative and practical activities that nourish the children’s imaginations and strengthen their will.
7 to 14: Imagination, Feeling, Beauty.
Children in elementary school learn through their feelings for those who teach them. Therefore their education is based on discipleship and authority -they need teachers who they love and trust. We move from imaginative and experimental approaches into the world of concepts and ideas. The arts play a prominent role throughout these years, for artistic work engages the students’ feelings and develops creativity.
14 to 21: Authority, Thinking, Truth.
In this cycle the education is based on respect and freedom; adolescents need to be taught by teachers who are experts in their fields. Throughout these years students should be challenged to develop their thinking, inspired to apply themselves in the world in meaningful ways.
Which capacities do we teachers strive to nourish and draw forth from our students? First and foremost, to foster the capacity to think clearly, logically, creatively, trying to guide the child toward self-knowledge. Second, there is the hope of engendering the capacity to feel deeply , to be sensitive to the beauties, the joys, the sorrows of this world, to experience compassion for others. Thirdly, we attempt to cultivate the strength and willingness to act, to do what must be done, and to work not only for oneself, but for the benefit of all humanity and for the Earth.
Now I return to Who am I? Simply put, we try, consciously and constantly, to develop ourselves, to transform ourselves into self-aware, compassionate humans who can translate our ideas into ideals and these ideals into practice.
Naturally, we must be mad to be in this profession: we must study child development, updating our understanding constantly; we must become somewhat proficient in many, many subjects; then we have to be self-reflective, self-aware, and brave enough to embark on an existential quest; we must be open to scrutiny and judgment; and finally, we must show up every day at school with a smile, open arms, and a heart filled with love.