part of the anthroposophical model of early childhood (what waldorf is based on), is that the child begins life in a kind of magic bubble, and that the time spent in this state is essential for their long term spiritual development.
you can accidentally rush them out of this stage.
the child goes through a process of recapitulating the stages of civilization itself: they eventually go through an egyptian stage, and become fascinated with writing, symbols, and what we think of as the hallmarks of that civilization. later, they go through an antiquity / roman stage, and become fascinated by building, laws (rules), and the things we think of humanity as generally acquiring during that time. later, the medieval, and so on.
but at the start, the child is in magic world. this is occasionally referred to as “the garden”, as in the garden of eden, but i just think of it as fairy world, where the boundary between myth, story, imagination, and reality is completely fluid.
taking this view puts you at odds with modern parenting in ways that you would not expect. a lot of parenting discussion online is about nutrition, discipline in general, appropriate punishments, homeschooling, giving them tablets - there’s a clear set of basic controversial topics.
taking a concern about rushing the child out of this initial state and into the next one too quickly puts you at odds with other less obvious aspects of parenting style. the one i find most interesting is the conception of early childhood and learning itself that i see as flowing downstream from the modern scientific worldview.
recently, i was at an aquarium. they have this large cylinder tank that you can walk around and look into. the walls are glass. in the center, there’s a (real) fish that’s huge - easily the biggest fish i’ve ever seen.
a girl runs up and says, “wow, that’s a huge fish”. the mom says: “yes, it is a large fish, but just keep in mind that the glass is convex. when glass is bent this way, it makes things inside look bigger. but it is a big fish”.
now, the kid asks, “so, it’s not a big fish?”, and the mom says, “well, yes, it is a big fish, but…” and reiterates the explanation about what convex glass is and what it does to your perception.
in the modern scientific worldview, part of “becoming wise” is accumulating facts and that are not intuitive, and that undercut empirical perception. becoming educated means knowing these facts and having them at hand to make sure you’re perceiving things accurately - unlike someone uneducated, who wouldn’t know about glass distorting perception, and the finer mechanics of how and why that happens.
this means that “passing on wisdom” and being “the wise elder” often amounts to passing on and dispensing these facts. here, the kid is looking at something - but has to be told: “don’t get the wrong idea. i, the wise elder, know something you don’t, and i’ll let you in on the secret.”
there’s nothing wrong with this in and of itself, but it’s completely at odds with the world the child is presently inhabiting (in my opinion). the child is just in awe of a large fish. this is a total, magical, all encompassing spiritual experience - but the adult has to step in and take them out of it, to ensure that they’re giving primacy to a scientific perception.
the adult, due to their model of what knowledge is, is constantly stepping in to jet pack the child out of their direct perception, into abstractions that have nothing to do with their inner world.
once you notice this, you really see it all the time. i’m at the park, and a kid is hitting a log with a stick. it’s making a cool sound. he says, “dad, look at this”, and the dad starts explaining that sound is really vibrations, what vibrations are - bam: smash the eject button. the kid can’t just hear the sound: an adult has to step in and make sure that the experience of hearing the sound is being filtered through this paradigm’s conception of what knowledge, and life, “really” is.