Rewilding Childhood:

Converging Ideas of Rudolf Steiner and the Divided Brain Hypothesis

Written by Jessica Matthews

 

Over the last year, my research into re-wilding childhood has seen both the slow burn grasping of ideas, along with intense ‘aha!’ moments. One of these moments came as I watched a documentary based on Dr Ian McGilchrist’s book, ‘The Master and his Emissary’. I noticed fascinating connections between the concept of rewilding childhood, the Divided Brain Hypothesis proposed in ‘The Master and his Emissary’ and Rudolf Steiner’s theories on education and human development.

While these concepts may initially seem distinct, they share common threads regarding the essence of childhood, the importance of connection to nature and the holistic development of the child. Together, these ideas provide a rich, multi-dimensional framework for understanding and supporting children to perceive and be with the world.

Rewilding Childhood

The term ‘rewilding’ usually relates to conservation efforts to restore ecosystems or to return endangered species to their natural habitats. However, in the context of childhood, rewilding refers to the reconnection of children with the natural world and the intuitive, unstructured play that emerges.

The idea is rooted in the belief that children, particularly in modern society, have become disconnected from the environments that once shaped human development. Over the years, childhood has become increasingly sedentary, with structured activities, digital allure and indoor spaces taking the place of natural exploration, free play, and physical engagement with the outdoors.

This is a far cry from how humans have evolved. For hundreds of thousands of years, prolonged periods of direct contact with the natural environment has taught children everything from emotional regulation and persistence, to self-reliance and ingenuity.

Rewilding childhood involves giving children the time, space, and freedom to engage with nature in an authentic way. This can be achieved in a multitude of ways including playing outside in the bush, letting children dig in the dirt, building shelters, climbing trees, exploring water sources, stick play and engaging in instinctive ‘gathering’ of natural items.

The aim is to tap into the intuitive, embodied ways of learning that children once experienced in their environments. Rewilding is not just about encouraging outdoor play—it is about fostering a deep, sensory connection with the natural world that nurtures the child’s entire wellbeing.

Rudolf Steiner’s Educational Philosophy

Rudolf Steiner, the founder of Waldorf education, proposed a holistic approach to childhood development that stresses the importance of a balanced, nature-based education. According to Steiner, childhood should not be rushed, and the learning process should unfold in harmony with the natural rhythms of the human being. In Steiner schools, young children are encouraged to engage in imaginative play, movement, song and verse, creative arts, and rhythmic activities that mirror the developmental stages of the child and are in tune with seasonal changes. This type of learning honours the inherent connection children have with the world around them, fostering both an intellectual and emotional engagement with their environment.

Steiner emphasised the importance of play in the early years, recognising that play is a child’s way of exploring and understanding the world. This aligns closely with the concept of rewilding childhood because it advocates for sensory-rich environments that allow children to learn naturally and holistically.

One of Steiner’s core tenets was that children should not be exposed to academic learning too early, as this disrupts the natural development of the child. He highlighted the importance of the senses, imagination, and creative activities as foundational to a child’s growth. Whether through engaging in artistic expression or interacting with nature, children in Steiner education are encouraged to deepen their connection to the world around them, rather than being constrained purely by rigid academic expectations.

The Divided Brain Hypothesis

The Divided Brain Hypothesis, proposed by neuroscientist Dr Iain McGilchrist, offers a provoking exploration of how the brain’s two hemispheres influence how we perceive and interact with the world. According to McGilchrist, the left hemisphere is associated with apprehension, logic, analysis, and categorisation, while the right hemisphere is concerned with comprehension, intuition, holistic thinking, and the ability to grasp the bigger picture. McGilchrist argues that modern society has become increasingly dominated by left-brain thinking—emphasising rationality, linearity, and control—while the right brain, with its capacity for wisdom, creativity, emotional intelligence, and connection to the world, has been neglected.

This concept has profound implications for how we understand childhood development. The early years of a child’s life are crucial for the development of both hemispheres of the brain, but particularly for the right hemisphere, which is engaged in learning through emotional and sensory experiences. In the context of rewilding childhood, this hypothesis suggests that children thrive when they are allowed to develop this right-brain capacity through activities like imaginative play, movement, outdoor exploration and creative expression. These experiences support the holistic, intuitive, and relational aspects of development that are crucial for cultivating a well-rounded and adaptable child.

Additionally, McGilchrist’s work emphasises that a balance between both hemispheres is necessary for healthy human functioning. In the context of Steiner’s educational philosophy, we see a similar belief in the importance of balance. Steiner was deeply concerned with fostering the development of the whole child—intellectually, emotionally, physically, and spiritually. By encouraging children to explore their world in a balanced, sensory-rich way, Steiner’s educational approach mirrors the right-brain activities that McGilchrist suggests are necessary for cognitive and emotional growth.

Bringing it all Together

At the intersection of re-wilding childhood, Rudolf Steiner’s philosophy, and the Divided Brain Hypothesis, we see a shared understanding of the importance of reconnecting children to the natural world and to their own innate, embodied learning processes. Re-wilding childhood supports the development of the right hemisphere of the brain through sensory engagement, creativity, and holistic exploration, much like the activities promoted in Steiner education. All three concepts resist overly academic approaches to childhood and instead honour the deep, often unconscious processes of growth that occur in environments where children are free to explore.

Furthermore, the concept of the divided brain reminds us that fostering a balanced educational experience requires attention to both the linear left-brain aspects of learning and the lateral right-brain processes. Steiner’s educational approach acknowledges this need for balance by providing children with opportunities for both structured and unstructured learning experiences (often referred to as ‘breathing in’ and ‘breathing out’) that stimulate all aspects of their development.

These ideas come together to offer a powerful perspective for fostering holistic, healthy childhood development. One that values the human will, intuition and the bigger picture.

Impact in Action

Using the overarching themes identified within this framework, we can place it alongside the totality of evidence showing that the modern urban childhood is having detrimental effects (Driessnack, 2009) and see a clear path forward. Powlett Reserve is aiming to help even the balance. We’ve made a commitment to immerse children in nature and work to instil a deep sense of reverence for the natural world.

This can look many different ways and the focus may not always be immediately apparent. For example, our Murrums have been learning about cotton. They are developing an appreciation for the way the earth gives us plants and we process them into products. We are providing the children with a lens with which they can carry forward and view issues such as human over-consumption of materials and resources.

Participating in consensual rough and tumble play is another subtle nod to the concepts I’ve presented. Rough and tumble play allows children to be. Not only does it contribute to the development of important skills such as impulse control and resilience, children learn where they are in the world – both literally and figuratively. They develop their will in an embodied sense, and become attuned to their instincts and intuition.

Some opportunities for learning may be more evident such as all-weather play. Powlett Reserve abides by the well-known proposal that “there is no such thing as bad weather, only unsuitable clothing” (Alfred Wainwright, 1973). We are of this earth and the seasons have their place in nurturing all that gives us life. From the rain quenching root systems and filling our rivers – to the wind spreading seeds, transporting heat and shaping the land; we are a part of it.

Our Educators incorporate both intentional teaching and emergent learning, drawing from children’s ideas, questions, and interests. They explore these concepts by providing a variety of multifaceted experiences, such as those outlined below:

– seasonal observations

– ‘risky’ adventurous play

– rhyme and verse to accompany learning

– shelter making

– child led advocacy

– Aboriginal and Torres Strait Islander ways of knowing of being

– sensory rich play environments

– sustainability work (environmental, social and economic)

– foraging and food production

– woodworking

– seasonal festivities

– exploring biodiversity

– fading skills such as sewing, spinning, felting and knitting

– intersecting art and nature

– mud, sand, dirt play

– tree climbing

Conclusion

Re-wilding childhood, Steiner’s philosophy, and the Divided Brain Hypothesis all highlight the importance of nurturing the whole child through meaningful engagement with the world, whether that be through play, nature or creative exploration. In honouring these connections, Powlett Reserve can support our Walerts, Warins and Murrums grow into balanced, creative, and compassionate individuals who are equipped to navigate the world around them. And that is a journey I’m very thankful to be a part of.