{"id":8534,"date":"2023-08-14T11:30:39","date_gmt":"2023-08-14T09:30:39","guid":{"rendered":"https:\/\/divi5.janert.info\/?p=8534"},"modified":"2026-11-01T16:26:34","modified_gmt":"2026-11-01T15:26:34","slug":"waldon-method-learn-learn2","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/die-waldon-methode-ii-die-lernen-erlernen-kapazitaeten\/","title":{"rendered":"The Waldon Method II: The Learn-to-Learn Equipment"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_0 et_pb_row et_block_row\"><div class=\"et_pb_column_0 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_css_mix_blend_mode_passthrough\"><div class=\"et_pb_text_0 et_pb_text et_pb_bg_layout_light et_pb_module et_block_module\"><div class=\"et_pb_text_inner\"><p>The Waldon Method is an educational approach developed by English neurologist Dr. Geoffrey Waldon, based on direct observations of typical human development and the essential mechanisms of learning in the early months and years. While the ideas have universal applicability and are helpful in understanding how play and learning develop in young children, the Waldon approach is particularly helpful when there are difficulties with a particular aspect of a person's learning development. By focusing on the neurophysiology of human development and learning, the Waldon approach can address problems at the fundamental level at which they arise.<\/p>\n<p>Over the last twenty years a number of learning facilitators in the UK, Slovenia, France and Germany have used the Waldon approach with children\/young people with a wide range of disabilities and learning difficulties.<\/p>\n<p>By strengthening their general understanding, that is, their ability to comprehend, understand, and engage productively with the world, learners typically become more emotionally robust and effective learners as well.<\/p>\n<h4>Learning comes from Doing<\/h4>\n<p>The central idea of the Waldon approach is to create an enabling environment that motivates learners to do more, in a more organized and diverse way, with a particular focus on activities that promote the following:<\/p>\n<ul>\n<li>Interest and motivation (the child must feel safe\/ containment)<\/li>\n<li>reach out &amp; grab something (= be motivated to do so), grab &amp; let go<\/li>\n<li>Physical integration through bilateral movements and rhythm<\/li>\n<li>Early tool handling<\/li>\n<li>Recognize patterns, move on &amp; keep at it with perseverance (continuant capacity)<\/li>\n<li>Die \"Learning-how-to-learn-Tools\" Seriation, Sortieren, 2D- und 3D-Praxis, Zuordnen und Kodieren, zusammen mit all ihren notwendigen Vorl\u00e4uferf\u00e4higkeiten<\/li>\n<\/ul>\n<p>Die Entwicklung dieser aktiven Bewegungen, Aktivit\u00e4ten und F\u00e4higkeiten ist die wesentliche Grundlage f\u00fcr die gesamte weitere geistig-emotionale und kognitive Entwicklung im ersten Lebensjahr, da sie dem Lernenden sein eigenes Verst\u00e4ndnis davon vermitteln, \"wie die Dinge funktionieren\", d. h. wie die Welt funktioniert (z. B. Dinge fallen herunter, ein in eine Sch\u00fcssel gelegter Klotz bleibt in der Sch\u00fcssel), wie ihr K\u00f6rper funktioniert (z. B. \"Um den Klotz zu erreichen und zu greifen, muss ich meinen Arm danach ausstrecken\"), wie ihr K\u00f6rper in Verbindung mit der Welt funktioniert (z. B. \"Ich kann mich strecken, um den Klotz zu erreichen und zu greifen, und dann entscheiden, ob ich ihn in die Sch\u00fcssel lege oder auf den Boden werfe\"). Diese grundlegenden Erfahrungen sind eine wesentliche Voraussetzung daf\u00fcr, dass ein Kind ein allgemeines Verst\u00e4ndnis f\u00fcr die Welt in allen Aspekten des t\u00e4glichen Lebens entwickelt.<\/p>\n<h4>The learning-to-learn tools<\/h4>\n<p>In the first year, the child prepares to understand the world through movement and active exploration, learning from his or her experiences.<\/p>\n<p>Im zweiten Jahr sammelt das Kind jede Menge Erfahrungen und tut dies sehr effektiv, anfangs gerade deshalb, weil es das ziemlich planlos tut: Je mehr Erfahrungen, desto besser! Das Kind will \"es\" wieder und wieder tun, mit vielen kleinen Variationen, die seinen Erfahrungsschatz erweitern.<\/p>\n<p>Increasingly, however, the child realizes that he must develop his general understanding more efficiently and selectively, and he begins to put everything he encounters into his own order in order to make it intelligible. These mental processes are worked out in the third, fourth and fifth school years on the basis of the vast store of experience gained in the second year of life with the physical locomotor system, which was organized in the first year by active physical exercise.<\/p>\n<p>The learning-to-learn capacities can be summarized under six headings, even if they are usually combined and interlinked:<\/p>\n<p>1. <strong>Sort<\/strong> bedeutet, \u00c4hnlichkeiten zu finden, und es geht um die aktive Zuordnung einer Sache, eines Musters oder eines Begriffs usw. zu bereits bestehenden \"Sets\" entsprechend der wahrgenommenen \u00c4hnlichkeiten. Auf diese Weise wird nicht nur die Aufmerksamkeit des Kindes auf ein Merkmal gelenkt, das es vorher vielleicht noch nicht bemerkt hat, sondern auch die Organisation der gesammelten Erfahrungen, die eine solche T\u00e4tigkeit erfordert, f\u00fchrt zum Prozess der <strong>Classification<\/strong>.<\/p>\n<p>2. <strong>Assign<\/strong> ist verwandt mit Sortieren, aber die Aufmerksamkeit richtet sich auf die Unterschiede zwischen Mustern oder Merkmalen in der Wahrnehmung. Seine aktiven Versuche, unter den verf\u00fcgbaren Objekten oder Beispielen dasjenige zu finden, das einem ausgew\u00e4hlten Modell am wenigsten gleicht, lenken die Aufmerksamkeit des Kindes auf die Diskrepanz und zu gegebener Zeit, wenn der Prozess systematisiert ist, auf die bewusste Anwendung des Verfahrens der \"<strong>One-to-one correspondence<\/strong>\".<\/p>\n<p>3. <strong>Understanding of seriation (seriation)<\/strong>i.e. the ability to extrapolate extended patterns of behavior from fragments of activities or material, is the basis of deductive reasoning, the origin of the <strong>deductive reasoning<\/strong>.<\/p>\n<p>4. <strong>Building (brickbuilding<\/strong>) erweitert das visuell-r\u00e4umliche Verst\u00e4ndnis in Richtung 3D-Wahrnehmung und beinhaltet, anders als \"Sortieren\" und \"Zuordnen\", die letztendlich von r\u00e4umlichen \u00dcberlegungen abstrahiert werden k\u00f6nnen, ein Verst\u00e4ndnis f\u00fcr die Nutzung des Raums, das am besten durch \"Brickbuilding\" veranschaulicht wird und die Entdeckung von Richtung und Entfernung, von relativer Position und funktionaler Beziehung unterst\u00fctzt. Es f\u00fchrt zu der F\u00e4higkeit, Positionsver\u00e4nderungen zu erkennen, zu verfolgen und zu interpretieren, z. B. Verschiebung, Neuausrichtung und Verformung, die auch die grundlegenden Komponenten des Verhaltens sind.<\/p>\n<p>5. <span style=\"font-size: 16px;\"><strong>Drawing<\/strong> ist in gewisser Hinsicht das zweidimensionale \u00c4quivalent zum \"Brickbuilding\", beinhaltet aber in der Regel die Verwendung eines Werkzeugs, z. B. Stift, Pinsel oder Kreide, das unter normalen Bedingungen das \u00c4quivalent zu anderen Werkzeugen ist, wie Harke, L\u00f6ffel, Hebel, Schieber, Becher, B\u00fcrste und von zusammengesetzten Werkzeugen wie Pinzetten, Kneif-, Schneide- und anderen Zangen, Scheren, usw. ist, die das Kind w\u00e4hrend seiner Erkundungen in den ersten Lebensjahren zu benutzen gelernt hat.<\/span><\/p>\n<p>6. <strong>Coding<\/strong>\u00a0describes the ability to arbitrarily combine signs or actions so that one sign can be used to describe another, as in symbolic development, play and verbal language.<\/p>\n<p><em>With thanks for some text passages to Terry Buchan\/ Waldon Association<\/em><\/p>\n<\/div><\/div><\/div><\/div><\/div><span class=\"et_bloom_bottom_trigger\"><\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":8539,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1,70,68,8,67,66],"tags":[],"class_list":["post-8534","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autistisch-ahnlich-autismus-ass","category-autistischen-kindern-bruecken-bauen","category-entwicklung","category-lernen-lernschwierigkeiten","category-tips-spielideen","category-verhalten","category-waldon-methode"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Die Waldon Methode II: Das Lernen-erlernen Equipment - Autistische Kinder<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/janert.info\/en\/waldon-method-learn-learn2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Die Waldon Methode II: Das Lernen-erlernen Equipment - Autistische Kinder\" \/>\n<meta property=\"og:url\" content=\"https:\/\/janert.info\/en\/waldon-method-learn-learn2\/\" \/>\n<meta property=\"og:site_name\" content=\"Autistische Kinder\" \/>\n<meta property=\"article:published_time\" content=\"2023-08-14T09:30:39+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-11-01T15:26:34+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/janert.info\/wp-content\/uploads\/2023\/08\/040.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"800\" \/>\n\t<meta property=\"og:image:height\" content=\"800\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Sibylle Janert\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Sibylle Janert\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/janert.info\\\/die-waldon-methode-ii-die-lernen-erlernen-kapazitaeten\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/janert.info\\\/die-waldon-methode-ii-die-lernen-erlernen-kapazitaeten\\\/\"},\"author\":{\"name\":\"Sibylle Janert\",\"@id\":\"https:\\\/\\\/janert.info\\\/#\\\/schema\\\/person\\\/65a23ced0415967818e9edc7a0eae8f1\"},\"headline\":\"Die Waldon Methode II: Das Lernen-erlernen Equipment\",\"datePublished\":\"2023-08-14T09:30:39+00:00\",\"dateModified\":\"2026-11-01T15:26:34+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/janert.info\\\/die-waldon-methode-ii-die-lernen-erlernen-kapazitaeten\\\/\"},\"wordCount\":7,\"commentCount\":0,\"image\":{\"@id\":\"https:\\\/\\\/janert.info\\\/die-waldon-methode-ii-die-lernen-erlernen-kapazitaeten\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/janert.info\\\/wp-content\\\/uploads\\\/2023\\\/08\\\/040.jpg\",\"articleSection\":[\"Autistisch-\u00e4hnlich - Autismus - ASS\",\"Autistischen Kindern Bruecken bauen\",\"Entwicklung\",\"Lernen &amp; 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