Meeting the Child Through the Doorway of Relationship – Child Development and Its Essential Milestones
- Chiaki Uchiyama
- Jun 25
- 5 min read
I served as a Japanese language teacher for 23 years at a Waldorf school before stepping into administrative roles. During that time, I had the opportunity to work alongside many class teachers. Because families in Waldorf schools often form deep emotional bonds with their class teacher, a mid-cycle departure can feel like a shock—or even a “crisis”—for the class community. Regardless of the circumstances, the disruption of this long-term relationship is often deeply felt. This speaks to one of the systemic vulnerabilities of the Waldorf model: its reliance on a single individual to carry the heart of the relationships with class parents over many years.
From this perspective, strong and dedicated subject teachers play a crucial role—not only in supporting such transitions but in sustaining the overall health of the school. Through their years of committed work, subject teachers come to know their students well, in both their strengths and challenges, offering a steady presence and support across the years.
Yet the path of the subject teacher is neither easy nor widely recognized within Waldorf schools. Unlike class teachers, who accompany their students daily through extended morning lessons, field trips, seasonal festivals, and close relationships with parents, subject teachers must continually earn their place in the classroom. They begin as visitors, may become welcome guests, and over time are recognized as integral members of the teaching community. Along the way, they often encounter the unspoken question from students: “Are you our teacher?” or “Are you just a visiting person?” These questions surface through student behavior, levels of participation, and interest in the subject matter—expressions of a deep need for relational consistency and authentic connection.
In Waldorf schools, the relationship between teacher and student is foundational. But how does this evolve across grades, and what role do subject teachers play in a model traditionally centered on the class teacher? Drawing on my 23 years as a Japanese teacher, I reflect on what it means to truly meet students through the doorway of development.
Within a narrow window of just 35 to 45 minutes, subject teachers must meet the class exactly where they are—reading the room, redirecting focus, establishing rapport, and sparking curiosity. This work requires far more than subject expertise. It calls for presence, flexibility, emotional intelligence, and a deep commitment to connecting with individual students in real time. Subject teachers must also navigate the different temperaments, skill levels, learning styles, and the unique character and collective habits of each class, all while delivering effective, engaging lessons.
At the heart of this work is the understanding that students need to be seen, understood, and appropriately challenged—not pushed beyond their capacity, but supported in ways that allow them to experience success. This delicate balance is central to the pedagogical art of the subject teacher.
To achieve this goal, it is especially helpful when the teacher has a clear understanding of the developmental stage of each grade. This insight enables the teacher to craft age-appropriate lessons that meet the majority of students, while also leaving room to reach those whose needs may lie outside the expected range.
How do we enter the space? With what inner mood do we meet the students’ state of being? What activities support focus and gently enkindle curiosity? How much repetition is needed to offer a sense of rhythm and stability? How much flexibility and newness is necessary to keep the class enlivened and responsive? What mood do you bring into your classroom? How do your students know you’ve arrived—not just physically, but inwardly?
For example, when entering a first-grade classroom, it is important that the teacher’s whole being is prepared to meet the children. Their feet should be firmly grounded on the earth, their heads connected with the heights, their upright posture supported by the light that lives in between. Invisible wings extend gently from their shoulder blades, embracing all the corners of the room, and their hearts are centered, relaxed, and open. In this quiet alignment, the teacher becomes a living bridge between the earthly and the spiritual, ready to meet the students with presence, reverence, and calm assurance.
Children keenly mirror our inner states. It is important to remember that classroom management begins with managing our own state of consciousness. When students are ungrounded, our first task is to reconnect with the ground ourselves—to ensure that we are not undone by their disorientation. I usually wear a pair of soft-soled shoes for this purpose.
At this age, the children’s etheric bodies are expansive and permeable. They reach beyond themselves, forming imaginative pictures that shape their experience of the world. They see beyond our physical appearance and attune to our connection with archetypes.
When I tell a Japanese story, for example, the children see the images of Japanese archetypes that live within my imagination, without my needing to describe them. They access these archetypes through me, as a kind of gatekeeper. Within that etheric, imaginative current, every child is equally united, regardless of their background or skill level. The pictures they form are not bound by personal history or academic ability—they are carried together by the stream of shared imagination.
In contrast, when I enter the seventh-grade classroom, I present myself as a real person—as much as possible—without relying on archetypes. I am a reasonable, rational, and clear-minded teacher, grounded in subject knowledge, committed to supporting students’ success, and guided by an inner morality rooted in humility. This authentic presence offers a sense of security to students who are often emotionally armored to conceal their inward vulnerability.
I prepare several layers of scaffolding in my lesson plans, so that after I engage and challenge the most advanced students to help set the tone for the class, I continue with activities that embrace all the different skill levels. By the end of the class, everyone feels challenged, has learned something new, and experiences a sense of accomplishment at their level.
Using concrete tools—such as writing, grammar, and syntax—to help students understand the patterns of language provides a safety net for their learning. I also unite their souls with age-appropriate stories and imaginative games that stretch their thinking and invite them into a shared creative space.
Ultimately, all learning is a form of relationship building—it kindles inspiration and encourages students from within. As Steiner emphasizes, all learning is, at its core, self-education. From this standpoint, subject matter becomes a vehicle for making meaningful connections with students.
Please utilize your expertise to the fullest in order to truly get to know your students and enjoy the journey with them. This work becomes deeply rewarding and soul-nurturing when relationship building transforms into a mutual learning experience between teachers and students.
Chiaki Uchiyama will be a keynote speaker in our Online International July Conference for All Subject Teachers. Join us this July to learn more!
Chiaki Uchiyama – Biography
Chiaki Uchiyama was born and raised in Yokohama, Japan. Her journey into anthroposophy began in 1996 following the death of her infant son. In 1997, she moved to the United States and began teaching Japanese at Cedarwood Waldorf School, where she served for 21 years before becoming Pedagogical Director in 2018. In 2022, she joined the Portland Waldorf School as Pedagogical Director and is now in her third year serving as School Director.
Since 2010, Chiaki has led annual Waldorf language teacher conferences for Japanese educators and has facilitated a wide range of pedagogical workshops. Her presentations include contributions to AWSNA, WECAN, the Center for Anthroposophy, the NAIS People of Color Conference, and the NAIS Continental Conference.
Chiaki holds an Ed.D. in Waldorf Education from Antioch University. Her doctoral research explored diversity, equity, and inclusion through the lens of anthroposophy. Her dissertation, titled Heart-Thinking Leadership, examines a consciousness orientation that transcends binary thinking and fosters unity as an organic whole.
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