The Waldon learning facilitator (parent and practitioner) in the non-interactive learning lesson is aware that:
- The child learns primarily through its own movements in the available* space close to the body (*sometimes physical limitations restrict the range of movement).
- How? Movements activate sensory receptors in the muscles, joints and tendons that send nerve impulses to the central nervous system (CNS), where patterns of receptor activity are organized to make sense of an ever-expanding world.
- Die Aktivitäten der Stunde und die verwendeten Materialien sind lediglich ein Mittel, um das Kind dazu zu bringen, Bewegungsmuster zu produzieren, die von der Begleitperson als wesentlich erachtet werden - "wesentlich" für das früheste Lernen des Kindes oder für das Learning how to learn.
Im Allgemeinen sollte man mittelgroße und große (nicht schwere) Materialien einsetzen, die leicht zu greifen sind, und so wenig Material wie möglich auf dem Tisch haben - nur so viele, wie nötig sind, um einen guten Fluss der Aktivitäten zu fördern.
Sensible motto: less material that is versatile.
As an accompanying person, you support the child sensitively and carefully with
- the use of the entire available space close to the body
- physical integration‡
- the Griffin
This means that the child must make large, clear, well-defined movements with their hands and arms from a stable sitting position in order to to achieve something, to stretch, to grasp and to let go.
Care should be taken to use the vertical plane (at least up to head height) so that the child can stretch its shoulder muscles not only outwards but also upwards, if the physical conditions allow.
Most classroom activities should be bilateral, with the hands often crossing the midline into the space on the other side of the body to promote physical integration.‡
Damit das Kind seinen "Kraftgriff" mit der ganzen Hand voll ausüben kann, eignen sich Aktivitäten, die einen starken Griff erfordern. Lifting, scraping, raking, scooping and tapping are excellently suited.
It is best to use larger materials that vary in shape, texture, density and size so that the child has to automatically adapt their grip to the activity at hand. In this way, a range of adaptive grips will develop naturally, including the triple and pincer grips.
Diese Überlegungen gelten unabhängig davon, wie "fortgeschritten" die Unterrichtsaktivitäten sind.
Author: Terry Buchan (Waldon Practitioner), 2024
