{"id":8591,"date":"2023-05-22T14:34:00","date_gmt":"2023-05-22T12:34:00","guid":{"rendered":"https:\/\/divi5.janert.info\/?p=8591"},"modified":"2026-11-01T16:26:47","modified_gmt":"2026-11-01T15:26:47","slug":"waldon-method-learn-learn3","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/die-waldon-methode-iii-die-nicht-interaktive-waldonstunde\/","title":{"rendered":"The Waldon Method III: The Waldon Lesson"},"content":{"rendered":"

The Waldon Facilitator<\/h4>\n

As a Waldon practitioner and learning facilitator, you are aware that<\/p>\n

    \n
  • the child learns primarily through its own movements. Why?<\/li>\n
  • Movements activate the sensory receptors in the muscles, joints and tendons and send nerve impulses to the central nervous system (CNS), where the activity patterns of the receptors are organized in such a way that they gradually make sense of the world.<\/li>\n
  • die Waldonstunden und das dazugeh\u00f6rige Material lediglich die Mittel darstellt, um das Kind dazu zu animieren, Bewegungsmuster zu produzieren, die der Waldon-Praktiker f\u00fcr das Lernen des Kindes und seine Weiterentwicklung f\u00fcr \"wichtig\" h\u00e4lt.<\/li>\n<\/ul>\n

    The Waldon Facilitator should use large (but not necessarily heavy) objects, that are easy to grasp, and have only ... Prefer large (but not necessarily heavy) objects<\/strong>, that are easy to grasp and place as few objects as possible on the table, i.e. only what is necessary to maintain an appropriate flow of movement.<\/p>\n

    The motto for the lessons is: Better less material that can be used in a variety of ways.\u00a0<\/span><\/strong><\/p>\n

    One of the main tasks of the adult or learning guide is to ensure that the child can feel safe and that no feelings of insecurity arise. He or she does this by using clear and simple materials and letting the child feel and experience the movement sequences and visual-spatial changes of the objects on the table, initially by guiding them by hand. In the beginning, for example, it is advisable to use natural wooden blocks (or pine cones or potatoes) and to avoid colored objects in order to prevent the learning child from having to choose between shape or color and feeling insecure as a result.<\/span><\/p>\n

    Hierbei zeigt der Erwachsene dem Lernenden durch aktive Handf\u00fchrung und nonverbal 'wie es geht', um in order to allow him to directly experience <\/strong><\/span>various new movement sequences.<\/strong>As soon as the adult senses that the child has understood the rhythm and movement sequences, they are always ready to withdraw their tactile support, or immediately take over again at the first hint of uncertainty. In order to support the child in focussing their attention on the sensory handling and visual-spatial events, this takes place non-verbally and without verbal explanations. And without praise.<\/span><\/p>\n

    <\/h4>\n

    The non-interactive Waldon lesson<\/h4>\n

    As a Waldon lesson learning guide, our task is to support the child's abilities in a sensitive way<\/p>\n

      \n
    • to use the entire space available close to the body<\/li>\n
    • to promote physical integration<\/li>\n
    • To grab things<\/li>\n<\/ul>\n

      The child must therefore make large, clear and well-defined movements with their hands and arms from a stable sitting position in order to reach, stretch, grasp and release. You should remember to use the vertical plane (at least up to head height) so that the child's shoulder muscles are stretched both upwards and outwards.<\/p>\n

      Activities should often be bilateral, with the hands often crossing the midline into the space of the other side of the body to promote physical integration.<\/p>\n

      To ensure that der \"Kraftgriff\" der ganzen Hand des Kindes<\/strong> is fully trained, it is best to choose activities that require a strong grip. Picking up, wiping and scraping, raking, scooping, scooping, tapping and banging are excellent for this. In general, use large objects that vary in shape, texture, density and size so that the child has to change their grip automatically during the teaching activities. In this way, the child will naturally develop a range of adaptive grasping techniques, including the three-finger and pincer grasp.<\/p>\n

      Diese \u00dcberlegungen gelten unabh\u00e4ngig davon, wie \"fortgeschritten\" die Lernaktivit\u00e4ten sind.<\/p>\n

      <\/h4>\n

      Non-verbal and non-interactive<\/h4>\n

      Um dem Kind gr\u00f6\u00dftm\u00f6gliche Sicherheit zu geben, m\u00fcssen wir ihm dabei zu helfen, zu verstehen, da\u00df es bei diesem Zusammensein um sein eigenes Tund und das Hantieren mit Gegenst\u00e4nden geht, - und nicht um interaktives Spielen oder Verhandeln, wer was wie oder ob \u00fcberhaupt tun will, k\u00f6nnte oder mu\u00df.<\/p>\n

      In order to communicate this as clearly as possible, the Waldon lesson takes place non-verbally and without eye contact, as this conveys, at least initially, that the situation and movement sequences are negotiable, which ultimately leads to insecurities and uncomfortable feelings. In order to make the child experience this as directly as possible, the learning guide sits behind the child so that they can guide the handling together with the child and with their hands.\u00a0\u00a0<\/p>\n

      Vor allem etwas \u00e4ltere Kinder, die \u00fcber mehrere Jahre schon einiges an Erfahrung mit 'lieber nicht(s)' tun gesammelt haben, haben sich h\u00e4ufig Vermeidungsverhalten zur Gewohnheit gemacht, wie z.B. Sachen schmei\u00dfen, schreien, Fragen stellen, Komplimente machen ('Du hast aber eine sch\u00f6ne Uhr!') oder uns in ein Gespr\u00e4ch verwickeln zu wollen, um an ihrem gewohnten Nichts-Tun festhalten zu k\u00f6nnen.<\/p>\n

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

      Primary and secondary obstacles<\/h4>\n

      Geoffrey Waldon unterscheidet zwischen \"prim\u00e4ren Beeintr\u00e4chtigungen\", d. h. dem urspr\u00fcnglichen k\u00f6rperlichen\/geistigen Problem, das die Entwicklung beeintr\u00e4chtigt, und \"sekund\u00e4ren Beeintr\u00e4chtigungen\", d. h. erlernten Verhaltensweisen, die auf das prim\u00e4re Problem zur\u00fcckzuf\u00fchren sind.<\/p>\n

        \n
      • Vermeidungsverhalten wie Wutanf\u00e4lle, Versteifen des K\u00f6rpers, Wiederholungsverhalten, z. B. Werfen, Schreien, Weglaufen, ...<\/li>\n
      • Selbstentz\u00fcckungsverhaltensweisen, z. B. Schaukeln, Dinge Drehen und andere \"Komfortzonen-Verhaltensweisen\", - wozu auch Werfen, Schreien, Kopfschlagen, ... geh\u00f6ren k\u00f6nnen<\/li>\n<\/ul>\n

        Diese sind meist ein Zeichen von Verunsicherung und (oft jahrelanger) \u00dcberforderung und verringern sich, wenn der Lernende immer wieder die Erfahrung macht, dass er sich sicher und durch die aktive ruhige und nonverbale F\u00fchrung des Lernbegleiters gut gehalten f\u00fchlt und sein Selbstvertrauen entwickelt, weil er zunehmend versteht, 'wie es geht' und 'was ich kann'.\u00a0<\/p>\n

        \u00a0With thanks for some text passages to Terry Buchan\/ Waldon Association<\/em><\/p>\n

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

        <\/h4>\n

        <\/h4>\n

        Literature:<\/h4>\n
          \n
        1. Hawkins, M. (2019): Learning to learn. How to teach children with learning difficulties or autism to learn. Peculiarity Press, Henley-on-Thames<\/li>\n
        2. Janert, Zirnsak et al (2021): Treating autism in a relationship-oriented way, Reinhard Verlag<\/li>\n
        3. Blatt, J. (2021): Every Child Can Learn. Using Functional Learning to Support Developmentally Delayed Children and their Families. 2nd revised edition. Bell & Bain, Glasgow<\/li>\n
        4. Solomon, Walter. (2012): Autism and Understanding. The Waldon Approach to Child Development. Sage, London<\/li>\n<\/ol>\n<\/div><\/div><\/div><\/div><\/div><\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":7707,"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-8591","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":"\nDie Waldon Methode III: Die Waldonstunde - 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-learn3\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Die Waldon Methode III: Die Waldonstunde - 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