What to do: the child studied well. I want my child to study better! What can parents do to help their child do well at school?

This allows you to make your child's own experience. Especially during puberty, she must be able to grow and find her way into herself. While some conflict is inevitable, too much of it disrupts the new adult level that builds up during adolescence.

Ultimately, we can only care for, love and support our children. Go, talk, make mistakes, they must make themselves. And see, the more naturally you let go, the more you have your own life and relationship with your partner.

Is it serious to learn to read and write later? Waldorf pedagogy

How do you, as a mother or father, let go of your child? Share it with us because every idea and help can mean a smaller obstacle. If you want to know more about surrender, you will find more information there. Many parents are alarmed when their children do not learn to read or write quickly. And when school teachers say, “It looks like we have a problem here,” then anxiety can turn into family drama. But all this is really necessary. Rapid interviews with psychologists, tests, medical examinations and finally plans for strengthening or learning assistance are used.

Studying native language and arithmetic are, of course, the fundamental foundations of schooling. But, according to our current technocratic, bureaucratic and "cultural" culture, it increasingly demands a premature competence of "readability" in all life processes, literary training has acquired a disproportionate and unhealthy weight in the world of primary education.

Children vary greatly in their ability to learn to read. Learning to read is not a systematic technical procedure, but a process in which complex sensory and intellectual interactions occur. Thanks to modern medical research we are increasingly aware of the complexity of it all. Internationally renowned individuals in the field of neurosecretory research, such as Ernst Pöppel and Manfred Spitzer, are revealing to the world the reality that learning to read is something completely unnatural for their child. brain.

This may explain, in many cases, the irrational aversions experienced by students, or even the disastrous early termination of a school outing. Throughout evolution, the human brain has developed structures that would, in principle, be ideal for learning to read. But this same brain makes an open statement of antipathy to the task of learning to read as a child! The process of reading can even block the ability to learn effortlessly and the pleasure of collecting and processing information. Thus, when we intend to help children with reading difficulties, we must already take into account these results of modern neurosecretory research.

The ability to absorb written information depends primarily on the ability to concentrate. Without this, everything that comes under your eyes from a reading point of view tends to remain vague and incomprehensible. Children who have not previously learned to concentrate show an almost automatic difficulty in learning to read in school.

There are no assessments or prerequisites in Waldorf education. preparatory work to learning in school, and initially writing is learned through a procedure involving many works of art: there are many drawing and painting exercises, oral activities and musical skills. Thus, children learn to write mainly from an artistic understanding of letters, and then move on to reading from letters. This process is primarily based on shape-making exercises, in which children learn to understand the nuances present in free-form or geometric shapes.

From this they will achieve autonomous creativity for such processes. The deep educational anthropology present in this procedure is the formation of senses, the later understanding of letter shapes and how to multiply them. What role does musicality play here? Waldorf pedagogy develops a very specific musical-vowel combination. When a child learns to feel his voice and appreciate his own timbre, he will be better prepared to understand at the right time his growth of the inner musicality of words.

At Waldorf school after children learn to draw isolated art forms letters, the ability to write intensively is carried out before reading the child’s own letter. In the case of children who are still unable to read at this stage, the process is made easier by writing exercises with texts that have previously been learned to vocalize by color. Reading unknown texts printed in books or magazines or electronic devices is directly left for later. If parents and teachers do not allow themselves to be offended or deceived by the child's apparent "retardation", reading and writing skills can easily be achieved by the end of the year without effort and without the use of artificial interventions.

Of course, there are always children who, even at the end of the year, still have not mastered the art of reading and who, in comparison with others, are also not good enough in writing. This is usually where the traditional education system starts labeling everything as a “serious and alarming deficiency.” For Waldorf pedagogy, late reading ability is actually much less severe than early reading ability. The reading procedure requires the use of intellectual energies. But if they are not yet present congenitally in the child, this effort should be avoided in the first seventh, otherwise increased care for mental activity weakens physical health and mental balance, which is the basis for further metamorphosis of mental abilities.

Currently, there are many methods and exercises for teaching early reading. This is all based on a failed educational concept that states that future adult "capabilities" must be realized as soon as possible. The striking proverb “Little Cucumber Twists” demonstrates with folklore the presence of this error even in the highest echelon of the educational world.

Whenever a child is robbed of energies that are not yet innately present, his physical and mental constitution will tend to compensate for the loss of these energies by turning to other recesses of the soul. Because the modern science is beginning to confirm today that teaching reading skills early can have negative consequences for many children. Parents and educators remain blind to this reality because such consequences can only occur later in life, for example in the form of a predisposition to abstractions, which in turn may even explain the onset of sclerotic conditions.

As Rudolf Steiner explained, the energies that were saved due to late learning to read may even turn out to be positive in the future. adult life. Numerous brilliant personalities around the world have in their biographies a history of late learning to read and difficulties with writing during the school period. In Waldorf education, don't try to "make the grass grow faster by pulling it." When faced with a child who shows deviations from the norm in terms of ability to read and write, the teacher's first concern is to understand the entire internal and external life of the child, both at school and at home.

He will endeavor to discover objectively and intuitively what peculiarities or geniuses are latent in the child, for this is the way it is. In many cases, after school activities, artistic activities or healthy physical activity can be provided. The effects of these actions are, in many cases, immediately felt in the school.

For some educators and parents, these extracurricular activities may seem unnecessary, expensive, or presumptuous. But a more detailed observation of educational practices in Waldorf schools will demonstrate that the so-called "difficult children" always have something extremely individual, unique and original, something that needs to be expressed in some way, and this requires more attention from the side around you. The teacher will then strive, where possible, to provide the child with a protective space in his or her classroom and an adequate social atmosphere within the school community.

This is not easy to accomplish, since you usually have to fight with courage against prejudices, bitter habits and false scientific propositions loaded with pure utilitarianism and blindness to the essence of what a person is. But those who devote themselves to love, intensity and mutual understanding to such children will soon confirm that in the embryonic state they have extraordinary energies or specific abilities that will later be appreciated by society. They may demonstrate, for example, a greater capacity for compassion for others, an intuitive sensitivity to thoughts and feelings present in their environment, and excellent expressiveness in terms of imagination and fantasy.

Children diagnosed with Autism Spectrum Disorder do not always spontaneously or clearly develop literary skills or progress at the same rate as other children. Learning to read and write begins early in any child by understanding the concepts of literacy and phonology. The combination and sequence of events are logically represented in representative images to automate the Alphabetic Principle. Thanks to experience and interaction with environment and agents, each child will develop at his own pace, but within the normative period - the necessary skills for reading and writing.

For reading and writing to occur, the child needs to consolidate the concepts of phonological correspondence, the alphabetic system, and phonology into distinct patterns that allow autonomy and fluency in both processes. Children diagnosed with autism spectrum disorder do not always develop spontaneous or unexplained literary skills or develop them at the same rate as other children.

Some children, throughout their development, present problems with communication, language, sensory, repetitive and restrictive behavior, interests, difficulties in understanding abstractness, among others, which, although predictive, do not necessarily contribute to reading difficulties. Although verbal instructions and reader decoding are typically weak areas, visual supports are important features to add as additional means structured reading programs.