It is not very uncommon for young and new parents to find themselves in situations that  challenge them about their own parenting skills because of their life situations where it is  needed for both parents to keep their jobs while they have to raise children. 

In situations where it is beyond their comprehension about a certain behaviour or a behavioural  outcome in the child it is a common practice to turn towards the learnings from their own  parents and others from older generations.  

However, today’s family structures popularly are more nuclear in nature, which makes it all  the more difficult and limits the accessibility to these help options.  

Ever since a new quest in turning back to the timeless ancient practices has begun, many  approaches have emerged like old wine in a new bottle. 

Being a parent myself for more than a decade now, who has always been on the path of  understanding the impacts of parenting and different styles of raising children even before I  was a parent has led me to different schools of thought and philosophies. Here is something I  have gathered some ideas that are understood and practiced universally based on a philosophy  that helps parents, teachers and caregivers; understanding a child during the first seven years.  The first seven years in the life of a human is seen as a being in the process of coming into the  world, with a focus on physical, emotional, and sensory development.  

Here’s a deeper look at who the child is during this early stage according to Waldorf principles: 

• A Being of Imitation: Children at this age are deeply imitative. They naturally absorb  and replicate the actions, speech, and emotions of the adults and environment around  them. But as adults we often expect them to understand and execute instructions without  knowing that the faculty of abstract thinking is yet to develop before the seventh years. 
• A Sensory Explorer: Young children are highly engaged with their senses. They  explore the world through touch, taste, sight, sound, and smell, learning about their  environment in a direct and experiential way. 
• A Whole Person: Waldorf education views children as whole beings, meaning their  development is seen as an interconnected process that includes physical growth,  emotional well-being, and emerging individuality. 
• A Guardian of Inner Life: Children’s inner worlds are rich with imagination and  fantasy. They experience life with a sense of wonder and creativity that Waldorf  education seeks to nurture and protect. 
• A Being in Rhythm: Establishing and maintaining daily rhythms and routines are seen  as essential for providing a sense of security and predictability for young children. 
• A Developing Individual: While children are deeply connected to their surroundings  and caregivers, they are also seen as individuals who are beginning to develop their  own unique personalities and capacities. 

This perspective emphasizes the importance of creating a nurturing, predictable, and sensory rich environment that supports the holistic development of the child. Waldorf educators aim to  honor the natural unfolding of each child’s abilities and individuality during these formative  years.