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  • Title: Kingdom of Childhood: Cover Sheet
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    • Kingdom of Child
    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole', then the parts, to the children's imagination.
    • of Childhood
  • Title: Kingdom of Childhood: About the Transcripts of Lectures
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    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole,' then the parts, to the children's imagination.
  • Title: Kingdom of Childhood: Appendix to Lecture 5
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    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole,' then the parts, to the children's imagination.
  • Title: Kingdom of Childhood: Contents
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    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole,' then the parts, to the children's imagination.
  • Title: Kingdom of Childhood: Preface
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    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole,' then the parts, to the children's imagination.
    • doing everything in the light of a knowledge of the child as a
    • existence of the eternal being of the child in the spiritual world
    • before birth, which regards childhood as a gradual process of
    • before the age of adolescence: the crying need in childhood for the
    • yet at the same time the need for the child to be practical himself
    • children of varying intellectual abilities study both together as a
    • practice, while firmly asserting the universal shape of the child's
  • Title: Kingdom of Childhood: Synopsis of Lectures
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    • The Kingdom of Childhood
    • of child development and gives many classroom examples. Here is one
    • of stressing the intellect too early; children's need for teaching that
    • is concrete and pictorial; the education of children's souls through
    • 'whole,' then the parts, to the children's imagination.
    • epoch of life child is wholly sense-organ. Nature of child's
    • Detailed observation of children and its significance. In second
    • creative activity of each teacher. The child as integral part of his
    • teacher can guide the child through the critical moment of the ninth
    • the child an inward joy. Animals must be spoken of always in
    • effect, which is foreign to the young child's nature. Some thoughts
    • violet and the blue sky. Children's questions. Discipline dependent
    • Seating of children according to temperament. Re-telling of stories.
    • metamorphosis cf simple figures, to give children feeling of form and
    • counting, each different number should be connected with the child
    • child's nature. His impulse is to proceed from whole to parts, as in
    • seven years etheric body is an inward sculptor. After seven, child
    • Singing. Child's experience of well-being like that of cows
    • Teacher' Meetings, the heart of the school. Every child
    • embroidery. Children's Reports — characterization, but
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  • Title: Kingdom of Childhood: Lecture 1
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    • The Kingdom of Childhood
    • distinction between the liver of a child and that of an old person.
    • would fail to note the difference between the lungs of a child and
    • the lungs of an old man, or indeed between the hair of a child and
    • of a young child we have the old thinking and the young willing
    • realities of the body, so that as teachers of children we are quite
    • distinguish between a child and an old man! You would of course
    • principles of education composed in these days? The child is
    • observed, and then we are told, the child is like this or like that,
    • the child can learn such and such a thing quickly. But what is a
    • child, in reality? A child remains a child for at most twelve years,
    • Life as a whole is a unity, and we must not only consider the child
    • Suppose I have a pale child
    • in the school. A pale child should be an enigma to me, a riddle to be
    • following is a possible one. The child may have come to school with
    • pale; I may perhaps come to see that I have given this child too much
    • the child grows rosy or pale thereby, that the method must just be
    • persevered with, then the child will remain pale.
    • observe this same child at the age of fifty, I should probably find
    • overloaded the memory of the child when he was eight or nine years
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  • Title: Kingdom of Childhood: Lecture 2
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    • The Kingdom of Childhood
    • In first epoch of life child is wholly sense-organ. Nature of child's
    • Detailed observation of children and its significance. In second
    • creative activity of each teacher. The child as integral part of his
    • guide the child through the critical moment of the ninth year.
    • out yesterday how the child's development undergoes a radical change
    • accomplished over the inherited characteristics. Children become
    • before the change of teeth, we may describe the child as being wholly
    • place. The child during the first seven years is really completely
    • consideration by our ordinary Physics. But the child during the first
    • seven years is really an eye. If something takes place in the child's
    • when someone becomes furiously angry, then the whole child will have
    • delicate processes. But if a child grows up in the proximity of an
    • the things that matter most for the young child. What you say to him,
    • yourself passes over into the child and pursues its way within him.
    • This is the essential point. The child is wholly sense-organ, and
    • him. Therefore the essential thing is not to imagine that the child
    • his childish organism into spirit, soul and body. Health for the
    • the child. The inclinations which he develops depend on how one
    • children are quite worthless. The things which are introduced as
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 3
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    • The Kingdom of Childhood
    • child an inward joy. Animals must be spoken of always in connection
    • child's nature. Some thoughts on punishment, with examples.
    • child reaches his ninth or tenth year he begins to differentiate
    • formed one whole together with the child's own body. I showed
    • they were human beings who speak and act. The child thereby has the
    • when the child has passed his ninth or tenth year we must introduce
    • the child's own nature needs and asks of us.
    • animals, but we shall ruin the individuality of the child if we use
    • put single plants in front of the child and demonstrate different
    • of this organism. The child must be able to see that the earth and
    • earth, and to give the child a clear feeling that the earth is a
    • show a child plants out of a botanical tin and tell him their names,
    • manure that is put into it. The child can only gain an understanding
    • child feels, from the very start, that he is standing on a living
    • And in these things it is not only a question of giving children
    • child must learn about everything, including plants, by examining
    • to what the child received in the spiritual worlds before he
    • plant world was then something that the child's soul could receive as
    • series of feelings which the child experiences when he descends from
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 4
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    • The Kingdom of Childhood
    • violet and the blue sky. Children's questions. Discipline dependent
    • Seating of children according to temperament. Re-telling of stories.
    • metamorphosis cf simple figures, to give children feeling of form and
    • children then receive from you will live on in their minds and souls
    • lesson which we see impresses the children, then we shall make a
    • before the children in this awkward manner. But here indeed the
    • yourself: Something is leading me karmically to the children so that
    • — these children I shall only meet in later years, again
    • a question of the teachers at all but of the children.
    • child's soul so that it grows with his growth, something which one
    • than to give the children something in picture form between the
    • for this reason we try to let the children in the Waldorf School
    • at seven years of age the children are given over to a teacher who
    • that things which at one time were given to the child in germ can
    • suppose for instance that we tell an imaginative story to a child of
    • All that matters is that the child takes delight in the story because
    • you tell the children a story of this kind they will most certainly
    • in the right mood, so that when the children have heard the story
    • children that they looked up to him with unquestioned love. What was
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 5
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    • The Kingdom of Childhood
    • counting, each different number should be connected with the child
    • numbers proceed from it. Building with bricks is against child's
    • being of the child with this kind of counting or with similar things
    • which is in accordance with the child nature.
    • the child to understand every single thing we teach him. He must take
    • for the child. But that does not matter. It is of great significance
    • to bring them nearer to the child's understanding.
    • imagine that you have quite a small child in front of you, one of the
    • you?” The child will see for himself that I cannot do it to
    • now gradually proceed to show the child a sign for this
    • can leave this comparison between the wood and the child and you can
    • “two” from the child's own form.
    • call out another child and say: “When you two walk towards each
    • somewhere else in yourself.” The child will think finally of
    • immediately understood by the child, and when you have got to the
    • the numbers follow each other. But the children should take an active
    • will be: 1, 2; 1, 2; 1, 2; let the child stamp on 2 and then on to 3
    • the series of numbers, and thereby too we foster the child's faculty
    • teaching the children numbers, out of the reality of what numbers
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  • Title: Kingdom of Childhood: Lecture 6
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    • The Kingdom of Childhood
    • child has impulse to model and to paint. Teacher himself must learn
    • by way of nerves, as playing on a lyre. Importance of Singing. Child's
    • them thoroughly. We must get a clear picture of the child between the
    • factors, and that the child receives from his father and mother a
    • school period from the change of teeth to puberty the child may go
    • children of school age we shall still have to take into account
    • artist in the child in the first seven years; it is a modeller, a
    • why the child has an impulse to model forms or to paint them. For the
    • the child likes to mould out of plastic material or to paint in
    • the organs, so that you can then get the children to model or to
    • only expresses certain forms. For you will find that the child has an
    • an integral part of the Waldorf School method. Our children paint
    • Now if you simply let the children work freely it is very interesting
    • interesting to see how the child forms things out of his own being.
    • if you like, as our children often do, in mud, for if you have
    • forms which the child paints or models, for then you will be really
    • the astral body and ego. What happens to the astral body of the child
    • kind of loose cloud, in which the child lives. Then it draws itself
    • will be fostering all this if you give the child plenty of singing.
    • Maximum number of matches per file exceeded.
  • Title: Kingdom of Childhood: Lecture 7
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    • The Kingdom of Childhood
    • Every child to be in the right class for his age. Importance of some
    • Children's Reports - characterization, but no grading. Contact with
    • the children through these early years of school life.
    • here, when the child begins to differentiate himself from his
    • child or without him bears the character of a unity. I have shown you
    • only now that the child really begins to understand the inanimate
    • nine-and-one-third the child takes in everything with his soul. There
    • is nothing that the child would not take in with his soul. The trees,
    • child's soul life. From about nine-and-a-third to about
    • eleven-and-two-thirds the child already perceives the difference
    • eleven-and-two-thirds to about fourteen the child discriminates
    • not speak to the child of Inanimate things at all before he
    • child between the change of teeth and puberty it is not the intellect
    • thinking of the child's fantasy, and therefore, as I have often said,
    • child is still quite young, then he cannot go through his development
    • too much attention has been paid to the intellect in children between
    • only very gradually introduce the lifeless world when the child is
    • children a mineral and say: this is what you would find if you were
    • and letting the children observe how it begins to burn; you must draw
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  • Title: Kingdom of Childhood: Questions and Answers
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    • The Kingdom of Childhood
    • How to teach children to draw a tree in shading, speaking only of light
    • for the other children. Plan of such teaching described, of which the
    • early on it should be pointed out to the child that it is possible to
    • parts, but a measurement. The child should be taught this difference
    • is very important that the child should learn such things.
    • and above all avoid abstractions before the child comes to the
    • numbers they become so alive in the child that one can easily pass on
    • pennies. But in my childhood we had a “shilling” which
    • only when you begin to teach the child something like perspective, in
    • worst thing you can do is to teach the child to draw a horse
    • now finding that there are not only children but also teachers who
    • group of children. I show them that the sun is shining in from this
    • precede Latin in teaching) can only be taught when the children are
    • part in English life, and the child should grow up into life. Only
    • meaning in it than this, namely, that we ought not to make the child
    • and we must not make the child a stranger to the world by excluding
    • him from all popular usages. You like sport in England, so the child
    • child imitates him. And to devise special artificial methods here
    • you have only to do the exercises in front of the children, for the
    • Maximum number of matches per file exceeded.



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