Child development and critical theory

Order Description

Masters: Level 7
The Module aims to develop understanding and theoretical explanations of notions of child development with specific reference to theory and practice in Steiner Waldorf
pedagogy. To analyse the relationship between Steiner Waldorf principles and different approaches to child development.
Module Aims: To develop understanding and theoretical explanations of notions of child development with specific reference to theory and practice in Steiner Waldorf
pedagogy. To analyse the relationship between Steiner Waldorf principles and different approaches to child development.

Learning Outcomes

By the end of this module students should be able to:
1. Demonstrate critical awareness of the development and range of child development theories in different models of education
2. Systematically evaluate the nature of development in different theories and relate them to current and their practice and experience
5. Analyse the implications of different theories of development in different social, educational and historical contexts and show advanced scholarship in
consideration of their aims and origins.

Indicative Module Content

Past and present theories of child development will considered in context and compared and contrasted with Steiner theories. In particular Steiner’s distinct idea of
seven year phases linked to body soul and spirit evolution will be considered in terms of its relevance to 21st educators. The work of authors such as Vygotsky,
Piaget, Kohlberg, Donaldson and Lentiev will be discussed as well as modern developments like the National Curriculum. The idea of conflicting concepts of learning
readiness embodied in current educational policy and theory, relating this to concepts of knowledge acquisition. Steiner’s 1919 – 24 curriculum indications will be
critically reviewed, notably Waldorf teacher’s prevailing conviction that content can mirror and support physical/psychological development.

Learning and Teaching Strategies

Learning strategies will include discussions, lectures, reflective analysis and review of literature. There will be small group work and peer feedback and critical
reflection.

Indicative Assessment

Written Assignment 4000 words.

‘Understanding both typical development and individual differences within the same theoretical framework has been difficult because the two orientations arise from
different philosophical traditions.’ Discuss the above statement in the light of your recent study of knowledge and theories of child development with specific
reference to Steiner Waldorf methodology and curriculum design. To what extent do you think the Steiner approach bridges the gap between nature and nurture theories of
child development and how relevant do you think this could be in meeting the educational needs of the 21st Century?
Indicative Bibliography

Bodrova, E (2011) When everything new is well-forgotten: Vygotsky/Luria insights in the development of executive functions. New Directions for Child and Adolescent
Development 2011 (133) 11-28
Bruner, J and Haste, H (2011) Making sense: The child’s construction of the world. London: Routledge
Donaldson, M (1987): Children’s Minds, Fontana Press, London.
Donaldson, M (1992): Human Minds, Penguin Books, London.

Fitz-Gibbons, C. T (2006) Evidence based education: finding out what works and what hurts in (eds) D. Kassem, E. Mufti and J Robinson. Education Studies: issues and
Perspectives. Maidenhead: OUP.
Ogletree, E. (1997) Waldorf Education: theory of child development and teaching methods.
Soreide, G (2006) Narrative Construction of teacher identity: positioning and negotiation: Teachers and Teaching. Theory and Practice. 12 (5) 527-547
Steiner, R (2008) The Four Temperaments London: Rudolf Steiner Press.
Steiner, R (1990) Balance in Teaching. Spring Valley: Mercury Press
Steiner, R (1927): Education in the Light of Anthroposophy, Rudolf Steiner Press, London.

Steiner, R (1995): The Kingdom of Childhood, Anthroposophic Press, New York.

Uhrmacher, B (1995) Uncommon Schooling: A historical look at Rudolf Steiner, Anthroposophy and Waldorf Education. Curriculum Inquiry. 25 (4) 381-406

Journals
Curriculum Inquiry
Theory and Practice