By Jaimen McMillan RSMT, RSME and Adam MacKinnon
As parents and educators our challenge is to help our children develop into healthy, happy, free adult human beings. To do that, we have to realize that a child is not a miniature adult, but a unique, developing being who has to go through a process of becoming a mature human being.
The infant, the young child and even the adolescent are to some degree “outside” themselves. They are in a process of incarnation, of bringing into their growing and changing physical bodies other dimensions of their being—energetic, emotional, intellectual, and spiritual.
Rudolf Treichler, a psychiatrist who was a student of Rudolf Steiner, held that parents can help children by bringing them IN in such a way that they can go OUT again freely, IN enough so that the children are really present in their bodies (fully incarnated), and OUT in such a way that they can come back in. This rhythmical breathing of OUT and IN is necessary in becoming a mature, free adult.
If children are not brought in to their bodies in a timely way, they may ‘hover’ on the periphery of life—seeming dreamy, perhaps lazy, or even disengaged. On the other hand, if the outside world drives them in too much, they can get stuck, and then they can’t get back OUT in a healthy way. They may then seek inappropriate ways to get out, such as alcohol and drug abuse.
A predictable, observed daily schedule with established times for meals, play, going to bed, and getting up support a healthy “going in” and “going out.” Family time sharing experiences of the day in relaxed conversation is also good. Screen time with computers, smart phones, and television, especially for the young child is not helpful. The more time spent in front of a screen, the harder time the children will have to go “out”, to enter, for example into imaginative play or deep sleep. It is important that parents to be role models in these areas.
One way children venture ‘out’ is through healthy movement. As a child grows and develops, there is a deepening relationship to the three planes of space: progressing from the horizontal (transverse) plane; to the frontal (coronal) plane, and finally to the symmetry (sagittal) plane.
The infant, the young child and even the adolescent are to some degree “outside” themselves. They are in a process of incarnation, of bringing into their growing and changing physical bodies other dimensions of their being—energetic, emotional, intellectual, and spiritual.
Rudolf Treichler, a psychiatrist who was a student of Rudolf Steiner, held that parents can help children by bringing them IN in such a way that they can go OUT again freely, IN enough so that the children are really present in their bodies (fully incarnated), and OUT in such a way that they can come back in. This rhythmical breathing of OUT and IN is necessary in becoming a mature, free adult.
If children are not brought in to their bodies in a timely way, they may ‘hover’ on the periphery of life—seeming dreamy, perhaps lazy, or even disengaged. On the other hand, if the outside world drives them in too much, they can get stuck, and then they can’t get back OUT in a healthy way. They may then seek inappropriate ways to get out, such as alcohol and drug abuse.
A predictable, observed daily schedule with established times for meals, play, going to bed, and getting up support a healthy “going in” and “going out.” Family time sharing experiences of the day in relaxed conversation is also good. Screen time with computers, smart phones, and television, especially for the young child is not helpful. The more time spent in front of a screen, the harder time the children will have to go “out”, to enter, for example into imaginative play or deep sleep. It is important that parents to be role models in these areas.
One way children venture ‘out’ is through healthy movement. As a child grows and develops, there is a deepening relationship to the three planes of space: progressing from the horizontal (transverse) plane; to the frontal (coronal) plane, and finally to the symmetry (sagittal) plane.
Birth to Seven – Mastering the Horizontal (Transverse) Plane
Until children are six or seven they are mainly involved in mastering the first plane of space, the transverse plane, the plane that unites UP and DOWN and involves balance. Play is the work of young children. Their primary task is to find and experience a balance between levity and gravity, and they seek out activities that help them do so. They love to climb—trees, monkey bars and the like—and to jump down. They love swings, slides, and teeter totters. For parents a good general rule is—let the children do what they love to do in nature or in a playground even if it may seem to involve some minor risk. It is what they need. Look for their rosy cheeks. When the children create their own relationship with above and below they are simply joyous. Anything that has to do with balance is helpful learning for them. Balance is the basis of every activity in life.
Adults have to provide opportunities for the children to fall down—even get hurt a little bit, without seriously injuring themselves of course. The experience of falling is really important. They need to hurt themselves just enough to learn consequences. A little bit of struggle, a little bit of disappointment—even temporary failure—is exactly what they need to find their own feet, and their way in life.
With infants, parents should see that the child spends time on its tummy as well as on its back. This switching of position challenges the child in important ways to deal with up and down. It is also helpful in integrating reflexes. Tummy time will help the infant develop the ability to lift up its (relatively) heavy head.
Even the simplest movement one does with babies, for example rocking them up and down gently, with subtle hovering pauses, can be a comforting and effective aid to helping them befriend the horizontal (transverse) plane.
Seven to Fourteen — Mastering the Frontal (Coronal) Plane
Moving the frontal plane involves fluctuating between the front and back across a central plane. During the second seven-year period of development, children love games that involve forward and backward movement. One excellent game for children during this time is “Mother, May I?” It exists in variations in cultures all over the world. The aim of the game and the desire of the children is to come forward, but they can do so only when given permission by the “Mother.” The Mother gives instructions and the other children must strictly follow them. The game is also an exercise in self-control. The children have to ask permission.
Hide and seek is another perfect game for the frontal plane game, as is Tag. Red Light/Green Light is another great activity through which children can learn to rein themselves in within the borders of the frontal plane. The fact that this and similar games are played by children all over the world, even when adults are not around to organize them, shows that, at some level the children realize that learning to master the frontal plane is important for them. I once had the joy and challenge of teaching a second-grade class that had a pupil who had serious problems controlling himself I introduced the game Red Light/Green Light to the children and this boy responded with “I hate this game! This is a stupid game.” However, one day we did not have the time to play Red Light/Green Light and this same untamed boy came up to me, tears streaming down his face, and said, ‘We didn’t play that game where I have to stop myself!’”
The key is to get children moving and for them to learn to control their movements -to be able, by themselves to stop on a dime. When they can, they have mastered the frontal (coronal) plane.
Fourteen to Twenty-One — Mastering the Symmetry / Sagittal Plane
The sagittal plane creates the symmetry between right and left and directs the young person forward with intention. In the middle school and high school years, the adolescent needs to learn to focus, aim, and direct his/her force towards definite goals.
Fencing and archery are two activities that challenge young people at this time and can help them move through this stage. In fencing, one turns one’s body onto the sagittal plane and seeks to touch the other fencer, with precision, at lightning speed. In archery, one stands still but sends the arrow out along the plane. Basketball is another excellent activity during this period. The adolescent learns to extend him/herself forward in an arc, directing the ball toward the basket. The sagittal /symmetry plane is the plane that demands and develops precision. Mastery of this exacting plane can come only after healthy relationships to the other two planes have been developed. Baseball, Volleyball, Tennis, and Soccer (without “heading” the ball!) are some of the other competitive sports that also develop mastery of the sagittal plane.
Timing
Thus, from infancy through age seven, the child is finding balance in the horizontal/transverse plane. The next phase requires that the child learn to find the middle between forward and backward, developing restraint and self–control through an experience of the frontal/coronal plane. Then comes the satisfaction of setting a goal and going after it along the sagittal or symmetry plane. The important thing is that the intensive work on the symmetry plane comes after mastery of the other two planes.
This brings us to the question: At what age should a child begin participating in organized competitive sports teams?
The dominant trend in North America is “the earlier the better.” This trend is based on the idea that if a child learns and develops the basic skills of a sport at an early age, he or she will be able to play at a very high level later on.
There are a couple of problems with this hurried approach. One is that, if a child has been playing on a soccer team since age six, for example (not at all uncommon today), then by high school he or she may have burned out and may even have lost all joy in playing. Many high schools are in fact discovering that that fewer and fewer students are trying out for school athletic teams. They have had enough! There is an emotional element also. Young children may experience losing a game or making a crucial mistake in a game as much more distressing and traumatic than we adults can imagine.
Another problem is that the bodies of young children, bodies that are still growing and developing, are not up to the demands of recurrent practices, repetitive drills, and intense competition in games. Injuries sustained by over-training in childhood can last a lifetime. Movement therapists are seeing serious injuries among teenagers caused by the overuse of muscles and joints that hadn’t developed enough to support the kinds of stresses that competitive sports were putting on them.
The following analogy may give a helpful perspective on having children begin playing on sports teams before they are twelve years old.
“I love butterflies, so I collect caterpillars, and I tape my caterpillars onto kites, and I fly the caterpillars up in the sky on these kites, so that they will fly better when they are butterflies!”
This is obviously ludicrous, but why then are we hoodwinked by the premise and the promise that children will do better at some do we think that children will do better at something if they do it earlier and earlier? Why can’t we just let a caterpillar be a caterpillar? Why can’t we just let a child be a child?”
Of course, children under twelve can play baseball, basketball, or volleyball, for example and enjoy themselves. But engaging in these sports as “play” is much different from being thrust into organized sports events for the sake of competition. When children are playing together and become tired, they’ll stop, naturally, on their own, when their body tells them to. But on organized teams, the child has to go till the clock stops, or the coach finishes the drills. In playing a game, children are simply having fun changing the rules to fit their abilities. In organized sports the emphasis is on competition, on winning, on overwhelming the other team, and the rules are immutable.
Also, when a child begins to engage in organized team sports, he/she starts to absorb the underlying philosophy of competitive sport. Simply stated, it is “This side is mine, that side is yours. I will defend my side, and I will attack yours.” or “We are in a battle and my aim to overwhelm and subdue you.”
Instead , why don’t we simply teach the children to play together, before we put children into set frameworks where the goal is to defeat the other? Circus arts can play an integrating role here. In such activities, children can be challenged at every level, and everyone is a winner.
Age-Appropriate phases of Movement
As children develop, they need to go through the phases of movement activities in a wholesome, age-appropriate way. First, in early childhood they should engage in imaginative and free play, in nature as well as indoors, pretending they are animals kings, queens, knights, damsels, and dragons. Outdoor-play, especially in natural settings is very important. Nature is still the best teacher. Then can come such games as “Mother, May I?” and “Hide and Seek”, which have flexible rules and no “winners” and “losers.” Then can come informal team games, with flexible rules and an emphasis on everyone having fun, rather than on competition. Finally, when the child is approaching or in puberty organized team sports can come into the picture. Eurythmy, Bothmer Gymnastics® and Spacial Dynamics® are separate and unique disciplines that work together in Waldorf schools to address the inner and outer development of the child.
Learning the INs and OUTs of the dynamic progression from child, to youth, to teen, to adult, is an exciting journey. Today there is much peer pressure for children to join competitive teams at an ever earlier age. Parents should insist on their right to allow their child to develop at her own pace. Telling a child “Not now, that needs to wait” may be one of the most important parenting decisions mothers and fathers will ever make. Every age comes with an expiration date. Each child is a “caterpillar”, not a little adult. Parents can create the spaces and the opportunities for their child to fully benefit from every stage before it is time for them to move on to the next one. The stakes are high. The prize is having a real childhood.
Learn more about Spacial Dynamics® at www.spacialdynamics.com
Jaimen McMillan has dedicated his life to studying the effects and possibilities of human movement. He has been working in the fields of movement education, movement therapy, and coaching for over 45 years.
From his earliest years Jaimen was spell-bounded by people who did things well; he loved exploring how things could be done even better. His father, Donald E. McMillan, was an efficiency engineer for Ford Motor Car Company. Some of Jaimen’s fondest childhood memories centered on games which involved trying to improve performance by the implementing new techniques while the ticking of his father’s stopwatch marked the time.
In grade school and in his high school years Jaimen explored a wide scope of sports, always attracted by the association between proficiency and ease. In his college and early adult life he consciously concentrated on the phenomenon of mastery. He sought out master instructors and delved deeply into fencing, karate, Aikido, Tai Chi, Bothmer Gymnastics, movement therapy, massage, and dance. It was no longer the effectiveness of movement that fascinated him; it was the grace and the heightened awareness that mastery brought with it as well.
In studying ability he became aware that in states of enhanced performance there are moments when a person and his/her surrounding space become a fluid continuum. By experimenting with this body/space continuum Jaimen developed a system of movement education, movement therapy, and coaching that incorporated the body and the contiguous space as a functional whole. This growing body of work gelled in 1985 into the discipline he called Spacial Dynamics®.
Now in the second part of his sixties, his passion to use movement to support positive change has only intensified. He travels extensively lecturing on education, giving leadership workshops, and trainings in movement therapy around the world. He is a co-author of the book The Fourfold Path to Healing (with Dr. Tom Cowan and Sally Fallon), author of the book Still Moving, produced with photographer Karen Alexandre, and is a regular contributor to books and magazines about education and health. Jaimen lives with his wife in up-state New York, is a dedicated father of six and an enthusiastic grandfather of a growing clan of grandchildren who keep him on the move!
Adam MacKinnon was born and bred in Edinburgh, Scotland, and was a keen sportsman growing up, passionate about cricket and snooker. He studied for his M.A. in Politics and Modern History at Edinburgh University, and while there, ran the film society, a calling that became a career in arthouse cinema programming and management. He’s worked in non-profit arts administration for cinemas, film festivals, and the Edinburgh Fringe Festival, where he met his wife Kibby. They have two sons, Theo (now in ninth grade) and Willsy (now in fourth), and the search for the right school brought them to Waldorf education, first in Seattle, then on Bainbridge Island, where Adam worked as Online Editor and in an online marketing role for YES! Magazine. They moved to Santa Rosa in 2011 for Summerfield and Kibby’s class teaching position, and Adam offered his services for various school needs: he edits the school newsletters, produces the annual Arts Calendar, and helps with miscellaneous publications and events. He is also an accomplished pickleball player and coaches players of all ages and levels in what is the fastest-growing sport in America.