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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
- Maximum number of matches per file exceeded.
- 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
- Maximum number of matches per file exceeded.
- 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
- Maximum number of matches per file exceeded.
- 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
- Maximum number of matches per file exceeded.
- 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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