what is steiner's belief about child development?
97200
Concerning ADHD:\nThe conflicts concerning the "right" way to treat ADHD, and their partial resolution in the accepting attitude evinced by the "Individual Basis" or phenomenological approach, finds a profound resonance in the image of the human being developed by Rudolf Steiner (1861 - 1925), the philosopher and social thinker who laid the foundations for Waldorf education. Drawing on ancient traditions, esoteric teachings, and his own clairvoyant faculties, Steiner described the human being as an entity possessing four "bodies," each of which manifests itself in a unique manner. These "bodies" should ideally function in harmony with one another, resulting in well-integrated and balanced human beings. In real life, however, they are often vying for dominance, overstepping their apportioned boundaries, and their conflicts may go so far as to appear as mental imbalance and physical illness. Except for the "physical body," the other "higher members" of the human entelechy are invisible to ordinary sight. This does not mean that those of us who are not clairvoyant must accept them on faith, or scoff at the pretensions of those who claim to perceive "invisible bodies." Steiner was helpful in delineating the effects through which these bodies make themselves known in the sensory world, the ripples and echoes through which even ordinary perceptive faculties can be made aware of their presence and activities.
381886
Human Development.  It spans the life from womb to tomb.  It includes physical, emotional, social, cognitive and intellectual growth.
323502
My children and all children. In a off-beat way it's like God is telling us that the world will keep turning, life will go on, and he has sent this child as a message for all of mankind to behold. It seems that He is saying, " Look upon this child and behold the purity, innocence, and beauty of creation". It is to bad that we grow up and choose other paths through life but God lets the world be reborn every spring through His miracle of birth and if you need proof of this, go look. Outside, a maternity ward, everywhere. The most precious person on this earth to me is my five year old granddaughter. To look into her eyes and see the wonderment and purity of her world is the best way for me to have a positive outlook on life( and believe me I really need that some days)!
1038286
Carroll and Tober identify ten attributes that describe the Indigo Child: {Not all of these are valid or represent who we are. This is where things get fuzzy. The first two are not how many of us feel.}\n\nThey come into the world with a feeling of royalty (and often act like it). \nThey have a feeling of "deserving to be here," and are surprised when others don't share that. \nSelf-worth is not a big issue; they often tell the parents "who they are." \nThey have difficulty with absolute authority (authority without explanation or choice). \nThey simply will not do certain things; for example, waiting in line is difficult for them. \nThey get frustrated with systems that are ritually oriented and don't require creative thought. \nThey often see better ways of doing things, both at home and in school, which makes them seem like "system busters" (nonconforming to any system). \nThey seem antisocial unless they are with their own kind. If there are no others of like consciousness around them, they often turn inward, feeling like no other human understands them. School is often extremely difficult for them socially. \nThey will not respond to "guilt" discipline ("Wait till your father gets home and finds out what you did"). \nThey are not shy in letting it be known what they need. \nWendy H. Chapman [citation needed], says that Indigo Children will display many of the following:\n\nHave strong self esteem, connection to source \nKnow they belong here until they are told otherwise \nHave an obvious sense of self \nHave difficulty with discipline and authority \nRefuse to follow orders or directions \nFind it torture to waiting in lines, lack patience \nGet frustrated by ritual-oriented systems that require little creativity \nOften see better ways of doing thing at home and at school \nAre mostly nonconformists \nDo not respond to guilt trips, want good reasons \nGet bored rather easily with assigned tasks \nAre rather creative \nAre easily distractible, can do many things at once \nDisplay strong intuition \nHave strong empathy for others or NO empathy \nDevelop abstract thinking very young \nAre gifted and/or talented, highly intelligent \nAre often identified or suspected of having ADD or ADHD, but can focus when they want to \nAre talented daydreamers and visionaries \nHave very old, deep, wise looking eyes \nHave spiritual intelligence and/or psychic skills \nOften express anger outwardly rather than inwardly and may have trouble with rage \nNeed our support to discover themselves \nAre here to change the world - to help us live in greater harmony and peace with one another and to raise the "vibration" of the planet
136655
1.The Early History of adolescence was primarily recognized and afforded for humanity a cause to be recorded by the teachings of Aristotle (Greece; Fourth Century B.C., Philosopher) and Plato (Greece; Fourth Century B.C. Philosopher/Tutor).  Both philosophers recognized the very important stage/or stage developments of adolescence.  \n2.Aristotle’s argument was simply that ‘the most important aspect of adolescence is the ability to choose, and that self-determination is a hallmark of maturity; that and a good aggregate of ‘egocentrism,’ and according to \n3.Plato it was his strong belief ‘that children should spend their time in sports and music while adolescents should study science and mathematics.’  “Reasoning doesn’t belong to childhood, but rather first appears in adolescence,” and thus this multi-stage of the lifespan of a person as an adolescent should be nurtured and reasoned with thusly, both by their parents, their governments and their societies as a whole.
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I agree that, at school, children are not held to a standard of morality or a set of rules in harmony with morality.  They therefore find themselves confused concerning the proper behavior at school.  This is one of many government failures in the public "education" system.  Additionally, their methods for enforcing their "rules" are quite ineffective.  You are quite right on all these accounts.\n\nBased on personal experience, I disagree that violence and fear of the same is healthy for children or for their discipline, though force has a place when used against the same.  There exists only one rational response to violence, and that it violence.  In the words of Ayn Rand, the threat of violence inherently removes morality from the discussion.\n\nViolence creates serious pschological stress (leading to diseases and disorders of the mind), and it looses efficacy as the children grow up.  As children get bigger, they realize that they can resist violence with violence much more effectively, and they tend to want to perpetuate violence to others when their will is violated (as has been done to them).\n\nMy own experience with my two little girls reveals that children want to obey their authority figures without threat of violence when such brings them security, sovereignty (in which they have proven themselves), order, consistency, and rationality (predictability).  I can count the number of times that I have used violence (a gentle, firm "spanking") against my daughters, over the course of both of their lives, on one hand with fingers to spare.  Freedom and sovereignty (even privileges) are all much more effective tools for disciplining children.\n\nBTW, every child I have ever known was a mirror image of their parents.  You can learn more about a person by observing their children for a few moments than by being the parent's friend for a month.  Additionally, every out-of-control child I have seen had a dysfunctional family (either single parent or soon to be single parent, or out-of-wedlock birth).\n\nYes, government is causing disciplinary problems, but no, the root is not in the preclusion of violence.
805372
1. how would i write - honestly and reflexively \n2. the childs development - with awareness that ever person is different and that there is no 'norm' \n3. developmental needs - has to be from the childs perspective (see point 2)
843544
It is not "developing". It may be evolving slowly. But it will not develop into a superhuman. That would involve some serious genetic manipulation, which is no where near being developed. Also, becoming a being without a body is still in the realms of science fiction. We are as evolved as we need to be to survive in the world as it is, or has been for the past hundred thousand years or so. As to what we will develop by way of natural selection. I'd say anyone with an inate resistance to radiation poisoning will survive to have children.
967713
All the answers so far are pretty gloomy but there is a grain of truth in them. For if a child psycholgist became an adult losing all contacts with childhood he will soon go out of practice.This he can hardly affford to do.It is professionally necessary for him to be in tune with the psychology of children. This can be done only if he remains in tune with children. Outwardly it may appear that the adult psychologist is indulging in child-like fancies.Unless he does or feigns to do he cannot obtain the confidence of the child patients. They would withdraw into themseles and just clamp us.Three obstinacies are beyond correction-child,woman and king. The kings are no more leaving only two in the field of which    child obstinaccy is a hard nut to crack except with a toy hammer. Unless the child psychologist keeps his knowledge of handling it throughout he may even strike his head and yet the child would not open up.So thank god and pray to him(if you are abeliever) that the child psychologist should continue to remain a child throughout his life Let the  dwarf remain a midget  throughout.. Then and then only he can talk in prattle with children which is the only language they understand, draw out their fears and remove them.
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The following six main principles of IDEA embody the underlying spirit and intent of IDEA and provide the framework around which special education services are designed and provided to students with disabilities:\n\nFree Appropriate Public Education — IDEA guarantees that each child with a disability, eligible for special education, will be entitled to a free appropriate public education (FAPE).\n\nFree requires that the education of each child with a disability must be provided at public expense and at no cost to the child’s parents. The only exception is that incidental fees normally charged to non-disabled students or their parents as part of the regular education program may also be charged to students with disabilities and their parents.\n\nAppropriate means that each child with a disability is entitled to an education that is “appropriate” for his or her needs. “Appropriate education” is determined on an individual basis and may not be the same for each child with a disability.\n\nPublic refers to the public school system. Children with disabilities, regardless of the nature or severity of their disabilities, have the same right to attend the public schools as their non-disabled peers. The public school system must educate students with disabilities, respond to their individual needs, and help them plan for their future.\n\nEducation - IDEA is an education act that guarantees that eligible children with disabilities will receive a public education that includes special education and related services as directed by the child's Individualized Education Program (IEP), based on the child's individual needs. \n\nAppropriate Evaluation — IDEA requires that each child suspected of having a disability receive an appropriate evaluation: \nIn all areas of suspected disability. \nBy a team of evaluators knowledgeable and trained in the use of the tests and other evaluation materials they use. \nEmploying a variety of sound evaluation materials and procedures selected and administered so as not to be racially or culturally discriminatory. \nWithout subjecting a child to unnecessary tests and assessments. \nIncluding the gathering of relevant information from a variety of sources. \nBased on information that is useful instructionally in planning for the child’s education. \nAn appropriate evaluation provides information to be used to determine the child’s eligibility for special education and related services and the educational needs of the child. \nIndividualized Education Program (IEP) — In order to ensure that students with disabilities receive an appropriate and individualized education, IDEA requires that, after drawing upon current evaluation information, the IEP team develop a written document, the IEP, designed to meet the unique educational needs of each student with disabilities. IDEA contains clear language about: \nThe information which the IEP must contain. \nWho develops the IEP. \nThe public agency’s obligation to provide the special education and related services identified in the IEP. \nLeast Restrictive Environment (LRE) — IDEA guarantees that a child with a disability will receive a free appropriate public education in the least restrictive environment (LRE) appropriate. This principle reflects IDEA’s strong preference for educating students with disabilities in general education classes with the access to general education curriculum. Placement in the general education classroom is the first placement option the IEP team must consider.\n\nWhen considering placement in the general education classroom, the team is required to explore the range of modifications and supplementary aids and services that are needed to ensure that the student can receive a satisfactory education in the general education classroom. If the IEP team determines that the student can be appropriately educated in the general education classroom using modifications/supplementary aids and services, this is the L
277256
The best info, to me, come from the french researcher Piaget.  He used is own children to study the development of a child, on many aspect (awareness, feeding, sensitivity, biological).  Here is a website with all the main researcher links. You cannot have a better answer.\nhttp://www2.yk.psu.edu/~mer7/theorists.htm
1119420
I guess the three levels for human development  would be recognition, perception and association and the beginnings of self reflection. \nHope the website below can help.
373505
Your son will succeed in life with or without the TAG program, not because of his great intellect but because of his great heart. Let him follow his heart. The world is full of opportunities for him to cultivate his mind, but let him do it on his own terms. You have a son who loves his sister and is patient and kind. He appreciates his friends and doesn't aspire right now to move away from them and set himself apart. Even if he stays in regular classes now, by the time he gets to middle and high school, he will automatically start moving away from some of his classmates, as he discovers that he easily grasps abstract concepts that other kids struggle with. The patience he has learned from helping his sister will help him in dealing with the differences he discovers between the way his mind works and the way most other minds work. At this point, if he is not bored in school and he is happy with his life, why pull him out? Let him develop his own enrichment program based on his own passions and interests. He will do just fine. He sounds like he has wisdom, which is far more important than mere intelligence. He has already told you what is the right thing for him.
744518
The age is not the same for every child.  Obviously, some children mature faster than others.  A verse that relates to this issue is James 4:17, where we read: "Anyone, then who knows the good he ought to do and doesn't do it, sins." It would seem from this verse that when a child truly comes into a full awareness and moral understanding of "oughts" and "Shoulds," he or she AT THAT POINT has reached the age of accountability.
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I just made this up on the spot. It's a poem to remember the eight stages: Infants, Toddlers, Play age (3-5yrs), School age (6-12 yrs), Adolescent (12-18 yrs), Young Adult, Middle Adult, Late Adult. \n\nBabies trust or mistrust, while Toddlers explore their wills,\nPlayers take initiative and sometimes experience guilt.\nSchoolers have a sense of industry, yet feel inferior to their peers.\nWhile Adolescents search for an identity and draw closer to their peers.\nYoung adults look for intimacy but may find isolation instead\nMiddle adults take care of others and work hard to get ahead.\nThey may become self-absorbed during the mid-life crisis scare,\nThen after awhile, in Later years, find integrity or despair.
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Jean Piaget had many theories. Many dealt with the psychological development of infants and young children. Check out this link for info on the specifics: http://en.wikipedia.org/wiki/Jean_Piaget
1122754
That's what social studies and generally studying people that are outside of their general thinking is intended to do.  Schools do try, but I think it needs to be taught throughout life and is probably a natural part of being a kid and learning about life..at first you're a little self-centered.  Actually, that self-centeredness to a certain age is proven in psychology.