Listening to What Lives in the Human Heart
In early childhood, everything is absorbed. Rudolf Steiner’s insights in The Child Before the 7th Year offer a profound reminder of how deeply children are shaped—not by what we tell them, but by how we are. This piece is a reflection on those ideas and how they intersect with my work in behaviour management, Steiner playgroups, and parenting.
Reading and Reflection as a Practice
Steiner’s teachings are not meant to be absorbed passively—they invite us into self-reflection and application. This practice takes courage, as it challenges not only how we see children, but how we see ourselves. What follows is a series of reflections—what do they bring up for you?
“Man’s true happiness on earth depends on his awareness of human freedom, his appreciation of human values, and his feeling for human dignity.”
What does it mean to listen to the human heart? Steiner challenges us to consider that freedom is not about control, but about trust—trust in the natural development of the child, and trust in ourselves as caregivers.
The Role of the Adult in Early Childhood
Steiner indicates that during early childhood, a child’s etheric forces are deeply engaged in building the physical body. This means that our actions, presence, and environment influence them far more than any direct instruction. Everything we do in the child’s vicinity impacts their development—not through explanation, but through example.
Every system we build—whether in education, business, or daily life—rests on intention. In my work across behaviour management, education, and parenting, I’ve found that what truly shapes a child’s development is not what we teach, but how we live in their presence.
“What really matters in education is the mood and attitude of the soul, which the teacher carries in his heart with regard to the being of man.”
This highlights the importance of our inward belief that the world is inherently good—that there is the capacity for goodness in all circumstances and in all people. As an educator, my responsibility is to be in the right frame of mind so that these moments of trust in the goodness of the world carry through in my mood and attitude.
Observing the Child at Play
Steiner writes that play is not a meaningless activity—it is the work of the child’s soul. In observing the subtlety of a child’s play, we gain insight into their inner life, creativity, and future gifts.
In behaviour management, much emphasis is placed on observable behaviour, often overlooking the child’s internal world. Steiner’s perspective challenges us to look beyond measurable actions and instead recognise qualities such as mood, serenity, and a child’s oneness with themselves and the world. True observation, then, is not just about tracking behaviour—it’s about developing reverence for who the child is, in that moment.
“One can foretell a great deal regarding the child’s future soul life, its character, and so on, merely by watching the child at play.”
This reminds me of the role of a Steiner playgroup leader—to create an environment conducive to deep, meaningful play. The goal is not to entertain children, but to provide them the space to discover, create, and interact without interference or external pressure.
Imagination & the Adult’s Role in Shaping It
“The child’s imagination represents the very forces which have just freed themselves from performing similar creative work within the physical formation of the brain.”
In our modern culture, we place an overemphasis on finished, detailed, realistic reproductions—from mass-produced toys to structured activities that leave little room for imagination. But Steiner’s view suggests that when children are given rigid, pre-designed forms, they have nothing left to imagine.
A child creates internal pictures—this is the foundation of their thinking and the root of true creativity. If we rush them toward academic skills or force them to recall facts before their faculties are ready, we interfere with the natural unfolding of thought. This is why the best materials for children—whether toys, books, or play environments—are often the simplest ones.
Trusting Development in Its Own Time
“What can be accomplished with forces available only at a later time should never be crammed into an earlier stage, unless one is prepared to ruin the physical organism.”
This statement once felt extreme to me. But upon reflection, I find it true. When we push children prematurely—whether into early academics, structured socialization, or milestone achievement—it diverts their energy away from what they are naturally building.
As a Steiner playgroup leader, I have practiced meeting each child as they are—allowing them to grow, play, and explore at their own pace. One quiet practice I adopted during playgroups was to ask myself, “Who are you today?” as I observed a child. This silent question became a way to truly see the child—not as someone to mould, but as someone to meet.
A parent later told me that her three-year-old had said, “Vira loves me. She really looked at me.” This moment reinforced that being present is enough.
Simplicity. Freedom. Consideration.
What do you observe in the young children around you? What do they absorb—not just from words, but from the world you create for them?
If these ideas resonate, I invite you to reflect on how systems—whether in education, business, or family life—can be designed to support natural, human-centred growth.
Share your thoughts on the quotes above and what you might have observed in the little ones who grace your lives.
You can read Steiner’s The Child before the 7th Year here.
Vira Rubenstein 