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ERIC Number: ED417802
Record Type: RIE
Publication Date: 1998-Feb-28
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Child Development and the Coworking of Doctor and Teacher: A Waldorf School Doctor's Perspective.
Karnow, Gerald F.
This paper draws on the nearly 20 years' experiences of a school doctor working with teachers at the Rudolf Steiner School in New York City to describe general principles of assessing child development in relation to educational progress. The paper contrasts the customary role of school doctors (related to conducting physical examinations for general physical health and sports purposes) with a role that also considers the psychological and spiritual aspects of children. The paper examines child development from four perspectives--physical, physiological, psychological, spiritual--maintaining that a comprehensive view of children needs to encompass these four perspectives in order to understand children's behavioral, learning, or social problems. Each perspective focuses on a different dimension and requires a different mode of observation. The paper explores how the Steiner approach focuses on teachers and doctors work together to build a bridge between the subjective psychological and spiritual areas and the objective physical and physiological areas. The threefold organization of the human body and the psyche is described along with its application to doctors and teachers working together to understand a child's specific difficulties and to potentially discover remedial, therapeutic insights. The paper concludes with a description of how the assessment of a student experiencing difficulty would be conducted within the Waldorf school setting. (KB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A