Observing the Class Observing the Children - Research Institute for ...

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4 Printed with support from the Waldorf Curriculum Fund Published by: AWSNA Publications Office The Association of Waldorf Schools of North America 38 Main Street Chatham, New York, 12037 © 2012 by AWSNA Publications Waldorf Journal Project #18: Observing the Class, Observing the Children Translators: Genie Sakaguchi, Ted Warren Editor: David Mitchell Proofreader: Ann Erwin Cover Painting by a Waldorf student from Boulder, CO Interior Illustrations: Waldorf students in North America
Contents Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The Art of Observing Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 by Christof Wiechert What Does a Good Child Observation Entail? . . . . . . . . . . . . . . . . . . . . . . . . . 13 by Klaus Hadamovsky What Is a Child Observation? [Child Study] . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 by Anna Seydel Different Children – Changed Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 by Armin Krenz Born as an Original – Died as a Copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 by Henning Köhler Love Melts Away Fear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 by Henning Köhler The Secret of Children’s Drawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 by Armin Krenz Normal Is the Difference: Maxims for Successful Integration . . . . . . . . . . . . . 37 by Henning Köhler 5
Page 1: Waldorf Journal Project #18 January
Page 6 and 7: 6 Anything but Children’s Play: W
Page 9 and 10: The Art of Observing Children By Ch
Page 11 and 12: uilding stones for discovery of the
Page 13 and 14: What Does a Good Child Observation
Page 15 and 16: intuition for completely new ideas.
Page 17 and 18: What Is a Child Observation? [Child
Page 19 and 20: Interviewer: What is the aim of gat
Page 21 and 22: process of inwardly following the g
Page 23 and 24: Changed living situation: To a larg
Page 25 and 26: Consumer childhood In past generati
Page 27 and 28: Goals (consequences) for a pedagogy
Page 29 and 30: Born as an Original - Died as a Cop
Page 31 and 32: Love Melts Away Fear By Henning Kö
Page 33 and 34: The Secret of Children’s Drawings
Page 35 and 36: drawings can show us how strongly o
Page 37 and 38: Normal Is the Difference: Maxims fo
Page 39 and 40: Normal is that which does not stand
Page 41 and 42: We should take the trouble to devel
Page 43 and 44: It’s a matter of setting the exam
Page 45 and 46: Shouldn’t these children already
Page 47 and 48: In answer to these questions, the c
Page 49 and 50: Love Enables Knowledge by Lorenzo R
Page 51 and 52: To the truly seeing-eye of the ange
Page 53 and 54: is this so? The artistic element wo
Page 55 and 56:
Educational Principle #6 Just as in
Page 57 and 58:
the introductory lectures by Steine
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Painting The first steps in drawing
Page 61 and 62:
whole artistic realm in the same el
Page 63 and 64:
you have also worked on his feeling
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grown-up people have in front of th
Page 67 and 68:
it is a rather rough expression of
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such a thing purely for social reas
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he likes telling about. With all th
Page 73 and 74:
Steiner considered speech as a genu
Page 75 and 76:
and productive way.” 47 This is i
Page 77 and 78:
What Was That? Forgetting and Remem
Page 79 and 80:
unimportant aspects, so that we do
Page 81 and 82:
for particular periods of sleep—s
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Brought to School by the Police? by
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Elemental Beings Are Real for Many
Page 87 and 88:
Interviewer: When cute dwarves and
Page 89 and 90:
instruction is fun, and the instruc
Page 91:
self-consciousness. This is also he
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Observing the Class Observing the Children - Research Institute for ...

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