{"id":3384,"date":"2023-08-16T19:10:00","date_gmt":"2023-08-16T17:10:00","guid":{"rendered":"https:\/\/autistischen-kindern-bruecken-bauen.de\/?p=3384"},"modified":"2026-11-01T16:26:19","modified_gmt":"2026-11-01T15:26:19","slug":"waldon-method-learn-learn1","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/waldon-methode-lernen-erlernen\/","title":{"rendered":"The Waldon Method I: Where 'Learning to Learn' Begins"},"content":{"rendered":"

How can we help a hard-to-reach child who finds nothing interesting and wants to do nothing else than to run back and forth, bounce, lie around, shake or things, scream, or bite?<\/span><\/strong><\/p>\n

Here I often resort to the Waldon Method, which gives us a way, in theory and practice, to support such children who are stuck in their cognitive and general development, and when nothing else seems to work.<\/p>\n

<\/strong><\/p>\n

The Waldon Method <\/strong>basiert auf einem System von Ideen und Spielaktivit\u00e4ten um Kindern mit zu helfen \u2018lernen zu lernen\u2019, und zwar durch das Aufbauen ihres 'allgemeinen Verstehens' als der Grundlage von allem weiteren Lernen. Sie <\/span> is based on the observations of the English child neurologist Dr. Geoffrey Waldon, who saw the lack of understanding in the child as the main cause of many learning and behavioral problems. This is because understanding is the necessary basis for all other cognitive abilities, including language comprehension and learning to speak: the child who does not understand how to understand, will not be able to understand how learning works and what it could be good for. As a result he cannot learn and will stagnate in his cognitive development.<\/p>\n

But understanding understanding is not so easy. Often 'understanding' is automatically seen to mean the understanding of verbal language and many adults assume (before they have thought about it) that every human being is born with the ability to understand verbal language. And so they talk to the child, explain, instruct, admonish, call the child's name, talk while showing the child something, ... and are surprised that the child does not respond as expected, makes little or no progress, or even shows more unexpected behaviors that are difficult to deal with.<\/p>\n

The truth is that many of the children who seem so difficult for us to reach not only do not (yet) understand verbal language (even if they can say or respond to individual words). But they also often feel overwhelmed by well-intentioned explanations, verbal instructions and questions, and confirmed in their feeling of being inadequate, that that they 'don't get it'. And so they listen even less, are even less interested, devote even more time to their own favorite, usually sensory, activities or behaviors that adults often find difficult to tolerate or manage. A vicious circle ensues.<\/p>\n

Waldon sieht Lernschwierigkeiten als Folge eines mangelnden \"allgemeinen Verstehens\" und stellt in Frage, dass die \u00fcbliche p\u00e4dagogische Praxis das Lernen der Lernenden hemmt, weil sie den Schwerpunkt auf Anweisungen und die Zustimmung des unterrichtenden Erwachsenen legt. Das erzeugt \u00c4ngste und andere schwierige Gef\u00fchle, wie z. B. die Angewohnheit, ohne Verst\u00e4ndnis und emotionales Engagement die Aufgaben zu erf\u00fcllen, um sie mit minimalem Aufwand \"hinter sich zu bringen\".<\/p>\n

Stattdessen zielen die Aktivit\u00e4ten und Materialien, die in den Waldon-Stunden verwendet werden, darauf ab, angenehme, selbstmotivierende Aktivit\u00e4ten zu schaffen, die um ihrer selbst willen und aus Freude am \"Tun\" durchgef\u00fchrt werden, d. h. nicht, um gelobt zu werden oder um die Erwartungen eines p\u00e4dagogischen Erwachsenen zu erf\u00fcllen. Gerade wenn unerwartete Dinge passieren (auch bekannt als sogenannte \"Fehler\"!), werden neue Erkenntnisse gewonnen und findet wirkliches Lernen statt. Indem wir die Lernenden angemessen anleiten und ihnen flexible Spielmaterialien zur Verf\u00fcgung stellen, helfen wir ihnen, ihr Grundverst\u00e4ndnis zu entwickeln und ihr r\u00e4umliches Vorstellungsverm\u00f6gen zu schulen, indem sie die \u00c4hnlichkeiten, Unterschiede, Regelm\u00e4\u00dfigkeiten und Muster der Welt erforschen und entdecken, d. h. sie lernen, wie man lernt.<\/p>\n

Understand understand<\/strong><\/p>\n

Geoffrey Waldon describes two complementary types of understanding:<\/p>\n

1. Das \"allgemeine Verstehen\",<\/strong> das universelle Verst\u00e4ndnis der Welt und wie sie und unser K\u00f6rper\u00a0 funktionieren, ist in allen L\u00e4ndern, Klimazonen und Kulturen \u00fcberall auf dieser Welt \u00e4hnlich und ist f\u00fcr alle Menschen grundlegend. Allgemeines Verstehen kann man nicht beibringen, sondern das Kind erwirbt es beim Spielen und Erforschen der Umwelt, d.h. bevor es Regeln oder \"richtig und falsch\" gibt, und legt die Grundlage f\u00fcr die Sprachentwicklung und Symbolspiel.<\/span><\/p>\n

<\/strong><\/p>\n

2. Das \"kulturelle Verstehen\"<\/strong> kommt sp\u00e4ter, wird durch die spezifischen \u00e4u\u00dferen Anforderungen der Familie und ihrer Kultur geformt und ist so unterschiedlich wie alle Sprachen der Welt. Es unterscheidet sich je nach Land oder Region, je nach sozialer Schicht innerhalb der Region und je nach Familienform und -geschichte, einschlie\u00dflich des Geschlechts des Kindes. Es dient dazu, das Kind darauf vorzubereiten, sich in die Gesellschaft, in der es aufw\u00e4chst, einzuf\u00fcgen. Es wird dem Kind von den Menschen um es herum beigebracht, die es anleiten und unterst\u00fctzen, denn um seinen Platz in der Gesellschaft einzunehmen, muss ein Kind die besonderen kulturellen Normen dieser Gesellschaft lernen. Aber ohne eine solide Grundlage im \"allgemeinen Verstehen\" kann es sich nicht entwickeln. http:\/\/www.waldonassociation.org.uk\/<\/span><\/p>\n

One of the special features of the Waldon Method is therefore that it takes place without verbal instructions. The resulting type of non-verbal communication is usually, after initial irritation, experienced as a great relief by both play partners. This is because understanding comes from exploration, and children initially learn only through their own movements and their own multi-sensory experiences using their own hands and all their senses, and not through explanations or verbal instructions. Without this fundamental understanding of one's own body and the world of objects of 'this is how it works' and 'this is what it feels like', meaningful learning and speech cannot develop.<\/span><\/p>\n

With thanks for some text passages to Terry Buchan\/ Waldon Association<\/em><\/p>\n

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