Some Thoughts and Themes

Stephen Spitalny

In a series of lectures recently published as Education ing together with an anthroposophical physician can
for Special Needs: The Curative Education Course, Rudolf be especially helpful!
Steiner focuses on four polarities. He describes some Theses four polarities are the theme for the Peda-
rather extreme situations, but thinking about these gogical Section conference in Kimberton, Pennsylva-
polarities is helpful for seeing tendencies in the young nia this June, and this article provides background
children that we meet every day. This article draws for early childhood teachers who will attend the con-
on these lectures, on conversations with teachers, ference or participate from afar.
doctors, curative eurythmists, and curative educators, What follows is sparse and is only offered as a be-
and on my own experience. I especially want to ac- ginning, an outline. My own shortcomings in language
knowledge Sunny Baldwin and Dr. Christa van are apparent, particularly in the use of words such as
Tellingen, (with whom I worked during a week-long ‘should’ or ‘need to.’ Please read with an open mind
course at Rudolf Steiner College in 1995) as well as and check for yourself if this can be useful in our
the resources listed at the end of this article, espe- work with young children.
cially the Thomas Weihs book.
If we can understand the essential gesture of each LARGE-HEADED/SMALL-HEADED
polarity, then we can try to support a more balanced This constitutional polarity is based on the physical
development. Labeling children is not the intention form of the child, but describes a polarity in the realm
of this article, and when discussing a child with col- of behavior. (see Chapter 2 in Developmental Insights;
leagues or parents, I strongly recommend describing ed. by David Mitchell)
observations rather than using the following terms as
fixed categories These polarities are gestures that can Large-Headed
help in our own empathetic connection to the chil- Also called the ‘cosmic child’, the basic gesture is of
dren and can be thought of as shorthand for our own the soul not deeply incarnated, but still in the cos-
inner working. Each of these four polarities describes mos. This is a dreamy child. Of course, the young
a situation where there is an imbalance in a particu- child naturally lives with large headed tendencies, but
lar realm of the human being. That perhaps is the this describes an extreme.
underlying approach in a pedagogy that attempts to 〈 These children tend to have a roundness to them;
remove hindrances and obstacles to a child’s develop- round, rosy cheeks, curly hair, round face. They can
ment. The warmth of the adults in general is of ben- be oversensitive, or even aggressive if made to be in
efit for the children. There can be no development activities they don’t want to join. They also may react
without warmth. with anger if others don’t go along with their fantasy,
Is there a particular polarity that I need to address their dream. They have mature language skills, num-
to support this particular child’s development? These bers are weak.
polar behaviors reflect what is going on in the child’s 〈 The imagination is active, a strong fantasy life. They
body; if we can help the body achieve balance, all as- carry their cosmic dream world with them. They have
pects of the child’s life become more balanced. a royal quality, and may be a bit aloof. They play in
My intention is to characterize some situations, their own dream world. They stand by and watch
describe what is going on in the child, and offer peda- other’s activities, rather than participate. These
gogical suggestions. I am not suggesting we become princes and princesses have high self-esteem.
medical diagnosticians; yet thinking in medical pic- 〈 These children are often born later than their due
tures can stimulate our work and bring insight. Work- date. One could imagine they have a reluctance to be

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born, a reluctance to enter the earthly world from 〈 Generally, their digestion is poor with irregular
out the cosmos. Their large head is too warm, too full bowel movements and they don’t sleep very well. They
of metabolic forces, and it needs to be cooled down. are impulsive. Their over-active nerve/sense system
The nerve/sense system is not as strong as the meta- drives them. They have an outer excitement, yet an
bolic forces which flow into the head. The child’s minimal inner fantasy life. They do like to be involved
willing pushes up into thinking. and to help.
Pedagogical Approaches Pedagogical Approaches
The basic approach is to help them come out of the The small-headed child can be reached by the warmth
cosmos to earth. Find ways to spark their interest in of love. Warmth in general is of benefit (for all chil-
nature, in the world. Bring nature to their conscious- dren). Literally wrap them up with cloths and blan-
ness. Describe your observations for them. Describe kets. They need warming. Humor and enthusiasm on
what is really there, not fantasy pictures. “Look at this,” the adult’s part also warms their heart. They have real
“See these red and yellow leaves,” “Feel how smooth limitations in what they are capable of, and our un-
this is,”.etc. If the adult can be interested in nature derstanding of them helps. Help them down to their
with enthusiasm and warmth, then the child can take will and feelings since they live in thinking. Approach
it up through imitation. them not so much with words, but with gestures and
〈 At home, a cool cloth (not cold) to their face in deeds. Imaginative pictures speak to their feelings.
the morning can be a help, perhaps with some rose- 〈 We can also encourage their natural compassion
mary oil as well (externally). Salty foods can be ben- and guide them toward helping other children. They
eficial. like to participate when they feel needed. All young
〈 Bring their limbs into movement, and get both children do, but particularly the small-headed chil-
hands into action, e.g., folding cloths, finger knitting, dren learn by repetition. Building up processes are
washing dishes, playing in the mud, digging what they need. They need to organically build up
〈 The task is to bring them into activity without their body. Building, building, building. Watercolor
compromising their royalty, that is without adult au- painting helps soften and loosen these children. They
thority. Use fantasy around the activity so they can are too intense and rigid. The flow and movement of
live into it. Find ways to get their interest and involve- the color helps loosen them.
ment without direct instruction, demands, or com- 〈 A warm hot water bottle on the stomach at night
mands. warms the liver and improves metabolic processes such
〈 Let the large headed child behave royally. There as the liver’s building up cycle, which is at night (3pm–
is nothing that can be done about their attitude. It is 3am). Sugar stimulates the metabolism. It is best from
natural for them to be a princess or prince. They can flower or fruit. Fruity dessert is especially good after
be offended if they are expected to work. Be tactful the evening meal. Lavender in the morning is won-
and creative in engaging them. Pushing them can lead derful for these children, for instance in a warm wash-
to withdrawal or anger. Give them time enough to cloth on the face.
achieve what is wanted.
OVERACTIVE (HYPERACTIVE)/UNDERACTIVE
Small-Headed This behavioral polarity is observable in the level of
In the small headed, or earthly, child, the soul is over- activity of the child, and in the activities in which the
incarnated resulting in an awake and intellectual child. child participates.
The nerve/sense system is stronger than the meta-
bolic forces, hence the nerve/sense activity pushes Overactive
down into the limbs. They are clumsy, move around The behavior is the picture of normal development
a lot, are fidgety, and have minimal concentration. in a child some years younger than themselves. Their
〈 Details are given much attention, and there is a extreme love for the world brings them into such ac-
tendency to take things apart. At home they may be tivity. “Constitutionally, there is frequently a predomi-
drawn to ‘Legos’ or similar activities. Small headed nant activity of the astral body here which is not suf-
children are generally not very articulate with lan- ficiently mastered by the ego. The result is that the
guage, yet are good at numbers. They are quite intel- children run after everything and are fascinated by
lectual and tend toward an less active fantasy life. everything which meets their senses” (Goebel and
Glöckler, p 29).
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〈 These children have an intense feeling of self- 〈 Like an infant, they are delivered to their im-
hood, and an imbalance between sympathy (connec- pulses, drives, and desires. These children present a
tion) and antipathy (detachment). They are flooded picture of the normal development of a two year old
with sympathy. The sympathy makes them outgoing in their behavior. The impulses are intense, the ac-
and active. It can generate aggression. It is their love tivities are largely over-emphasized and overdone with
for the world that makes them so active. They are not much energy and exuberance. There is a lack of re-
vicious or cunning, but suffer from a lack of self-con- flection and little seeming uncertainty.
trol and inhibition. Other terms for this imbalance 〈 Some hyperactive children establish warm, direct
are ADHD, hyperkinetic, and maniacal (Rudolf contact with adults and other children, while some
Steiner). may suffer from a lack of contact and relationship.
〈 This situation is often caused by encephalitis in They take every bit of the adult’s energy!
early infancy. Encephalitis is an inflammatory condi- 〈 Hyperactive children can seem deceitful, lying,
tion of the brain. Some situations of inflammation and malicious. They perform destructive acts with so
of the brain are said to result from immunizations or much speed, skill, and cunning that it seems impos-
vaccinations. The encephalitic incident can be caused sible they are not premeditated.
by childhood diseases such as chicken pox, measles, Pedagogical Approaches
mumps, rubella, whooping cough; or as a virus in it- Positive outlets must be found for the child’s energy
self. Some situations of inflammation of the brain by bringing the child to a control of his movement. A
are said to result from immunizations or vaccinations. balance is needed between sympathy and antipathy.
〈 Thomas Weihs said these children have all had A basic guideline is to recognize that the force which
some kind of disease that affects the brain accompa- drives the child to aggressive and destructive behav-
nied by fever and creating inflammation of the brain. ior is one of sympathy and warmth. Approach them
If it was measles or chicken pox, for example, it was with warmth, love, sympathy, and goodness, rather
accompanied by fever and inflammation of the brain. than reasoning, logic, “truth,” and “right and wrong.”
The “blood rushes with great intensity into the brain 〈 The warmth effect is important, the warmth of
and floods it with warmth and metabolic powers” (p the ego activity of the adult. Then the child can draw
71) during the brain’s formative stage. The brain’s this ego warmth in to harmonize and regulate the
‘natural’ state is of cool and stillness, not the warmth metabolic processes.
and activity that is brought by this condition. When 〈 The child needs reassurance of teacher’s and par-
the inflammation subsides, the brain is left with the ents’ love, and inclusion in the rest of the group or
results, a scar in the child’s development. Childhood family. Don’t send this child out alone.
diseases can lead to this condition when the child is 〈 Strengthen the forces of detachment. One way is
not given a quiet environment with reduced sense to keep stimulation to a minimum. They especially
stimulation during the sickness. need a sheltered, consistent environment and for the
〈 Over-exposure to movies, TV, videos, and com- adults to pay strict attention to regular eating and
puters can cause this condition as well, particularly sleeping times.
in the first three years. From birth to two-and-one- 〈 Their senses are already over stimulated. T.V., vid-
third years the etheric body builds the nerve/sense eos, movies, radio, and computers are especially harm-
system. Assaults to the nerve/sense system while it is ful. These intensify the over-stimulation, and the ego
being formed gives the same damage as encephalitis. cannot assimilate all the sense experience. The un-
〈 A hyperactive child typically has well-developed controlled activity of the astral body is intensified and
large motor skill, but impairment in their fine motor concentration is further undermined. Concentration
skill. There is often noticeable rocking movement, and attention are ego functions and require the bring-
when standing, sitting, crouching, or lying. This child ing to rest of movements. In dwelling on one or a few
tends to over breathe, to have a very intense style of pieces of information the child can build up concen-
breathing. It is difficult to fall asleep, and they often tration capacity. The adult’s power of concentration
wake up in the night. Their sleep rhythm is disturbed. in shared activities supports the child’s under-devel-
They have a fussiness around food. oped ego functioning. Storytelling gives them an op-
portunity to be engaged with their attention. Create
a whole mood of reverence and quiet around the story.
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Simple puppet shows are good as well. With these Pedagogical Approaches
children, it is especially important not to dramatize, Bring them into movement and activity. One can work
not to play up the emotional aspect of the story. with archetypal movements and gestures. Be aware
〈 They have a strong desire to help others. Make that we are bringing them cosmic movement, that
use of this. Develop their cooperation. We can direct there is a connection to the cosmos. Bring the cos-
their energy into fetching and delivering, especially mos to this individual. We are working strongly with
when it is something that really needs doing. the gesture of the periphery to the center. Find ways
〈 Beeswax modelling can be a good activity, as can to support and encourage self-motivation.
bread kneading. 〈 Food that is salty and spicy stimulates their taste
〈 Food should be mixed and light. Keep sweets to and smell senses. Regular time to awaken is impor-
a minimum. It is especially important for these chil- tant, but they should be given enough time to get up,
dren to be kept from foods with chemical additives. perhaps an extra half hour. It takes these children a
〈 Regular warm abdominal wraps (compresses) for long time to be all there. A cool sponge bath or face
a half hour after lunch and before bed (can be left on wash in the morning with rosemary is helpful. (see
overnight) are helpful. A story at this time is wonder- Goebel and Glöckler, p. 28) A doctor can help with
ful, but especially not TV, tapes, etc. In the wrap the constitutional metal therapies.
following can be used; chamomile (harmonizing), yar-
row (stimulates the liver), caraway (for gas), and oxalis THICK-SKINNED/THIN-SKINNED
(relaxes cramps). This draws in ego activity for the This polarity also characterizes the realm of behavior,
control of the metabolic processes. Consult with a though it has an organic, a physiological basis. I have
doctor for this and other remedies. found this a particularly relevant polarity for work in
the kindergarten.
Underactive (or Developmentally Delayed)
Hardness and denseness of the physical body doesn’t Thick-Skinned (Epileptic)
allow thought and intention to become movement. In the thick-skinned child, the ego and astral body
The body bears heavily on the soul, which is too weak. are not able to penetrate and strengthen the physical
The etheric body with its building up process and its and etheric bodies and the ego is not able to make a
dreamlike consciousness is strong. The child is in- proper connection with the physical, natural world.
volved in much day-dreaming, and not so much in “Cramps always occur when the etheric body atro-
outer activity. The world goes by too quickly for them phies and the astral body acquires a direct influence
since their attentiveness is not strong. over the physical body, without the mediation of the
〈 The physical body is too dense, and the four bod- etheric body. Thereby the ego becomes unable to con-
ies don’t fit and work together. In a number of cases nect itself directly with the forces in its physical sur-
the causes are fetal alcohol or drugs, fetal nicotine, roundings (especially gravity) through the senses”
and injury. (Goebel and Glöckler, p 29). This child is too much
〈 The sense impressions are received by the head, in the physical body and needs help connecting with
yet the body can’t respond. Often even speech is im- the world and the four elements. A question that can
paired. Thoughts don’t come down into the hands, help in characterizing a specific child is: Which ele-
hence, floppy and inactive hands. They look and act ment is particularly hard for this child to connect with?
younger than their age. 〈 There is a buildup of tension from the inability
〈 Thomas Weihs descibes that often in early infancy to accept and cope with experiences and deal with
the child experiences a “lack of oxygen supply to the them effectively. This leads to a dreamlike relation-
very tender and fast growing brain...usually associated ship to the world.
with a constriction of the blood supply” (p71). This 〈 The physical organism that the soul tries to enter
is opposite to the situation that leads to hyperactivity. is too heavy and dense. The soul cannot come suc-
〈 Other terms used are “underactive” and ADD, cessfully or sensitively through into a relationship with
and the less pleasant “retarded” and “feeble-minded”. the world. The effort to do so creates an inner struggle,
a tension which is released in the seizure, after which
the soul returns to newfound peace and tranquillity.
〈 In the epileptic, an organ, not always the brain,
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provides a block to the ego/astral body fully penetrat- connect with the particular element that they have
ing the body to the forces of the earth. The ego/astral difficulties connecting with is important.
gets stuck. A denseness, a congestion develops in the
organ. When the pressure builds up to a sufficient Thin-Skinned (Hysteric)
level, there is a seizure. The ego/astral leave the body The gesture is of a physical and etheric body too per-
and go into sleep. After waking, the ego and astral meable to the astral body and ego. The astral body
can pass all the way through. The seizure relieves the and ego flow out too strongly into the surroundings.
condition that caused the seizure. The seizure is the The thin-skinned person has difficulty ‘containing’
cure. It creates a softening of the organ. Again pres- herself. Rudolf Steiner describes a “soreness of soul.”
sure begins to build from daily life, and the ego and 〈 There is little resistance in the hysteric’s body.
astral are pressed out of the organ. And on and on.... The astral body and ego stream out into the world,
〈 Seizures most often occur on waking or falling the world is painful, and they draw back. They meet
asleep, as the ego and astral body cross the threshold too strongly the forces of the earth and they experi-
to or from the body. ence pain.
〈 The epileptic creates antipathy in us. They are 〈 Their tendency is to take delicate hold of things.
volcano children. They exhibit explosive behaviors, They tend to perspire heavily and are often bedwetters.
and emotional seizures. They can be very tense, and The hysteric child appears very young. Others experi-
show this pushing, pressuring in many ways. They have ence great sympathy for them (up to a point).
an inner gesture of tension. The pushing is an attempt 〈 The voice and body gestures of the hysteric say
to release the tension. The explosion, the bursting that everything is so important, everything is an emer-
out, is a release. gency. Little hurts are truly very painful for them. We
Pedagogical Approaches need to act sympathetically toward them.
Find ways to release the tension all the time every 〈 Hysterics are very sensitive to the world around
day. And find ways to connect them to the world and them. They are very aware of the people around them
the elements. Draw them a bit into consciousness of and are especially sensitive to others’ feelings and what
what is around them. Beeswax is an activity requiring others are doing. They often have allergies of various
squeezing, squashing, etc. Kneading bread is also par- kinds. Sometimes they have a tendency toward de-
ticularly good. It is important to cultivate and sup- pression. A characterizing question is: How does this
port sense experiences through stimulation of taste child live in his or her senses?
and smell; swimming and other physical activities that 〈 A high-pitched screech is a clue that they are gone.
involve balance, touch, and warmth; and music. (See They need help to be brought back into themselves,
Goebel and Glöckler, p. 29.) into focus, into concentration. Their screeching is a
〈 Curative eurythmy exercises involving weights on picture of their streaming out of consciousness.
hands or feet help. 〈 A typical statement of the hysteric child is: “I want
〈 Starting activities is not as much a challenge as to but I can’t.”
finishing things properly. They go quickly into tasks Pedagogical Approaches
without quite knowing what to do. Help them to fin- Their basic need is understanding. They need the
ish tasks and projects. All epileptics need to be kept courage to meet the world. Boundaries are important,
warm, even to perspiring. They need always to be as they need to be contained. Hysterics need
dressed warmly. Especially important is genuine encouragement or help starting tasks. Once started
warmth and enthusiasm in the teacher which warms they can usually keep going.
thick skinned children. Warming herbs in their food 〈 “I want to, but I can’t,” can be met with, “Let’s
is a help, especially the labiate family which includes go together.” Then sit down beside them and begin
rosemary, lavender, and thyme. your own work. “I can’t,”. “Oh yes, start like this,”
〈 In lecture three of Education for Special Needs: The (while working on teacher’s own work). Don’t do it
Curative Education Course, Rudolf Steiner describes for them, but help them to get themselves started.
particular types of after-seizure experiences and what Bring them to an attitude of “I think I can.” It is best
they signify in relation to three of the elements. All of not to fall into sympathy and do their work for them.
these epileptic children need warmth. They are not They tend to have low self-esteem, yet don’t verbally
so connected to their own fire. Helping the child to praise them. Silently, inwardly, recognize their progress
15
with genuine appreciation. Pedagogical Approaches
〈 Rhythm is important since change and transitions We need to find a way to help sense impressions be
are especially hard for the thin-skinned child. Be care- recalled to achieve a balance.
ful of startling them and causing shock. Our reactive- 〈 Rhythm helps release ideas from sulfurous pro-
ness is not helpful. But do plan little challenges. tein; rhythm of the day, rhythm of the spoken word.
Planned, conscious action is therapy for them. The same sentence, poem, tasks, day after day, help
〈 Keep this child near you, within reach. Then you develop the capacity to recall. Repetition helps to re-
can be there to moderate when they stream out, and structure the body’s protein structure. They need to
you can find a more contained situation for them. do, to participate in activity.
Direct eye contact is too much for these children. 〈 In their diet, they need salt from root vegetables.
Talk to them without looking in the eyes, talk over They should avoid eggs, onions, brassicas, and garlic.
them, and they will be more able to do what you are Iron is a helpful remedy. Check with a doctor.
asking of them.
〈 The “Button-up cure” of Else Göttgens is help- Sulfur Poor/Iron Rich
ful. Help them to button, zipper, and snap their cloth- 〈 Iron is rich in terms of balance with sulfur in pro-
ing to help contain themselves. Also, help them to tein production.
shut doors and drawers, after use. 〈 Thoughts keep coming back and coming back.
〈 Their hair, if long, needs to be contained, braided. We call it ‘fixed ideas,’ but really the sense impres-
They need layers of clothing, and long sleeves and sions do not affix into the limb system. The ego orga-
pants. Moor lavender oil is helpful. nization in the metabolic/limb system is unable to
〈 Seeds are particularly helpful as part of the thin- hold impressions, and they keep coming back to the
skinned child’s diet. Baths with oil of lavender or St. head. We might call it paranoia, or obsession. They
John’s wort are beneficial, particularly on a rhythmic seem fixed in their thinking, compulsive in their ideas.
basis. A doctor can offer remedies that can help the 〈 A child with too much iron is usually dark-haired.
astral forces be brought in control in the metabolic Pedagogical Approaches
region. (See Goebel and Glöckler for specific sugges- 〈 We try to help their sense impressions penetrate
tions.) to their limbs. The whisper of the adult can evapo-
rate their fixed ideas, it loosens the fixed idea. Whis-
SULFER/IRON POLARITY pered words and impressions can be held by limb sys-
This is connected to protein production in the body tem.
and to how the child processes memory. It is more 〈 In their diet they need fruits and sugars (not re-
difficult to recognize in the young child than the other fined sugars). The smells of cooking, of ripe fruit, are
three polarities. Protein is built up of amino acid helpful.
chains and sulfur bonded together. Memories are
stored in the protein structure of the body, particu- FOR FURTHER STUDY
larly in the organs. (This section is based on notes Goebel, Wolfgang and Michaela Glöckler;
from Dr. Christa van Tellingen and Sunny Baldwin Anthroposophically Oriented Therapy in Pediatrics Drs.
lectures.) Goebel and Glöckler are very specific about medical
Sulfer Rich/Iron Poor therapies including remedies and curative eurythmy.
The child seems forgetful. Sense impressions are ab- Holtzapfel, Walter; Children’s Destinies
sorbed and can’t be recalled. The memory is like a Mitchell, David, editor; Developmental Insights (espe-
swamp. Impressions are saved, but certain ones get cially Chapter 2)
lost and cannot be brought back up. The child often Steiner, Rudolf; Education for Special Needs: The Cura-
feels an inner agitation, which can show as depres- tive Education Course
sion, frustration, or anger. von Heydebrandt, Caroline; Childhood: A Study of the
〈 The hair color of the sulfur child tends toward Growing Child (see section on large and small headed
blonde and red. Graying hair is sign of sulfur rich- children)
ness. Iron is deficient in the sulfur/iron interaction von Zabern, Bertram; “Concerning Restless Children”
and therefore there isn’t a balanced protein produc- from AHE Newsletter
tion. Weihs, Thomas; Children in Need of Special Care
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