Reclaim Early Childhood by Suggate, Sebastian -- Read -- Imperial Library of Trantor

Index

Cover Dedication Copyright Title Page Acknowledgements Contents Foreword for United Kingdom Foreword for North America Prologue Chapter 1: Introduction: Education to Meet the Needs of the Child and the Times? Chapter 2: The Anthroposophical Foundation Demystified

2.1 Education arising from philosophy 2.2 Anthroposophy arising from philosophy 2.3 Education arising from anthroposophy 2.4 A short sketch of Rudolf Steiner’s life and work

Chapter 3: The Anthroposophical View of the Human Being

3.1 A phenomenological excursion 3.2 The threefoldedness of the human being 3.3 The threefold human in anthroposophy 3.4 Thinking, feeling and willing

Chapter 4: The Twelve Senses

4.1 The philosophical foundations of the human senses

4.1.1 What is a sense? 4.1.2 Counting the senses

4.2 Lower, internal or ‘willing’ senses

4.2.1 Sense of touch (tactile) 4.2.2 Sense of well-being (visceroception) 4.2.3 Sense of own movement (proprioception) 4.2.4 Sense of balance (vestibular)

4.3 Middle, mediatory, or ‘feeling’ senses

4.3.1 Sense of smell (olfaction) 4.3.2 Sense of taste (gustation) 4.3.3 Sense of sight (vision) 4.3.4 Sense of warmth (thermoception)

4.4 The upper, social senses

4.4.1 Sense of sound (auditory) 4.4.2 Sense of speech (phonological perception) 4.4.3 Sense of thought 4.4.4 Sense of ‘I’

Chapter 5: The Development of the Child

5.2.1 Developing freehood 5.2.2 Early childhood (birth to dentition) 5.2.3 Into middle childhood and adulthood

5.3 Sensory development

5.3.1 The world outside forms the sense organ inside 5.3.2 All in good time… 5.3.3 Everything at its right time 5.3.4 Too much can be too little 5.3.5 Senses work together 5.3.6 Perceiving is more than sensing 5.3.7 The shift from seeing qualities to seeing ideas becomes habit 5.3.8 Disturbed senses, disturbed development

Chapter 6: The Educational Principles: Educating to Freehood

6.1 Imitation: The teacher as a role model

6.1.1 Imitation 6.1.2 Being a role model

6.2 Imagination and free play

6.2.1 Imagination 6.2.2 Free play

6.3 Aesthetic experiences: music, nature and the arts

6.3.1 Artistic activities 6.3.2 Sense-rich play materials 6.3.3 Language

6.4 Rhythm, structure and security

6.4.1 Experience of coherency 6.4.2 Security and trust 6.4.3 Atmosphere 6.4.4 An ordered environment 6.4.5 Rhythm and repetition 6.4.6 Ceremony and ritual

6.5 Whole nutrition

6.5.1 Participative food preparation 6.5.2 Nature’s bounty 6.5.3 Digestion as an activity 6.5.4 Some key foods under the microscope

6.6 Relating to the child

6.6.1 Establishing a meaningful relationship with the child 6.6.2 Interacting with the child 6.6.3 Discipline 6.6.4 Purposeful activity

6.7 Self-development and reflection

6.7.1 Teacher self-development 6.7.2 Understanding children

6.7.2.1 Child conferences and child studies

Chapter 7: Steiner Education in Practice

7.1 The historical development of Waldorf-Steiner 7.2 A typical setting: The environment as the third teacher 7.3 A typical day, week and year

7.3.1 Corner stones of the daily rhythm 7.3.2 Weekly and yearly rhythm

7.4 Transition to school 7.5 A look at international differences

7.6 Relation to other preschool traditions

7.6.1 Montessori 7.6.2 Emmi Pikler 7.6.3 Forest kindergartens 7.6.4 State kindergartens 7.6.5 Scandinavian education: Longing for the Northern lights

7.7 Beyond the kindergarten stage...?

Chapter 8: Challenges to and for Steiner Education

8.1 Spirituality, religion and anthroposophy 8.2 School readiness and early academic focus 8.3 Electronic media 8.4 Modern and yet Steiner

Footnotes References Index About the Authors