Rudolf Steiner described the first stage of development (up to the age of 7, the age of the change of teeth) as being primarily reliant on the child’s physical organism. Steiner advocates holistic healthy child development and learning, preferring knowledge gained through personal experience, insight and accumulated understanding regarding child development (Steiner, 2000).
Jean Piaget’s theory in the 1940’s advocated that physical movement formed the basis for cognitive, social, and emotional development. Piaget’s theory suggested that problems in movement could be linked to delayed language development; and if sensory development is impaired, the development of intellect is interrupted and learning is delayed (Goddard, 2005).
Later Vygotsky’s theory of social constructivism (Vygotsky, 1978). A social constructivist perspective sees knowledge as actively constructed by individuals, groups and society and not simply transferred. The theoretical framework arises from the process of mediation, especially the key concepts of zone of proximal development (ZPD).
Research in the 20’th century is confirming the age-old views of the above theories and the Do and Learn methodology, Goddard (2005) states that learning can take place at any stage of development but quality learning is more effective if it takes place at the same time of Neurological ‘readiness’. Goddard, (2005) states that:” Learning is not just about reading, writing and math…. Learning begins in space… The years of optimum right hemisphere development are years when learning is still strongly linked to sensory-motor activity.”
Dr. Caroline Leaf (2018) describes learning as the creative reconceptualization of knowledge, the redesigning of memory controlled by active and dynamic self-regulation.