Besides curiosity and intelligence, Children may want to develop creativity, passion, resilience, intuition, confidence, generosity, mindfulness humor and many, many other important traits.

Edith Ackerman's theory of the Whole Child development identifies four natural urges that drive our growth throughout childhood into adult life.

Being me, us, the world and human creations.

Each of these four urges can be divided into two sub categories.

Toe.

Understand them better.

Let's look at the theory from the perspective of a young girl.

Being me is about learning to use my body and exploring my mind.

Tha bility to control my body allows me to discover the world, and as a result, I could get to know where I'm at and who I am.

By using my body, I put my five senses toe work.

This is how I learned to walk, speak, listen and develop healthy habits.

Soon I might impress older folks with my clear speech, good posture and other physical capabilities.

Knowing myself helps me to develop a voice in my home and find my place in this world.

It allows me to learn what I like, what I don't like and what potential is still inside of me.

By knowing who I am, I can understand my own subjectivity and form an identity.

I am proud off us is about how I relate to friends, family and strangers and my understanding of their thoughts, feelings and behaviors.

Let me begin with relating to others.

As a child, I seek the love, attention and respect from my parents.

But I also have a fundamental natural urge to have social interactions with others.

That means I need to learn to share and care so I could belong one day.

I want to become a respected member of a group while keeping my own identity.

Understanding others is another thing.

I want to learn about my friends and their emotions.

Intentions, Ways of thinking and behaviors interest me.

I want to learn to move away from my own limited point of view and integrate other people's perspective to develop more complex understanding of morality and social problems.

Yeah, making sense of the world means figuring out how things work.

That's why we play through exploration.

I quench my thirst for seeking logic and discover this universe.

Adults call it exploring and investigating.

We call it play.

That's how we learn.

Sometimes it gets messy, but by playing I realize that some things change while others don't.

In other words, I learn how things work.

Later, I could become a real scientist who plays with big ideas and theories and explains the workings of this world to you.

I am seeking logic all the time, as Children don't just want to discover how things work.

We also look for consistency where there is little to make sense of this world.

We filter, interpret and reconstruct what we experience into mental models.

I think adults call them schema.

This urge for order helps me to reorganize.

What I learn in for rules and apply fundamental laws in real life human creations is about me being able to imagine alternatives in my head.

If I can image something new, I am able to go and actually created.

Imagine ating is one of humans.

Greatest achievements without imagination.

All innovation would happen by chance.

That's why I need fantasy in a lot of free time to play.

Pretend this way I will learn to think out of the box through creations.

I can express my thoughts and bring my imagination toe life.

And there are hundreds of ways to do so.

I can create atmosphere with my voice ideas with my head and pictures that I paint with my hand.

If I am given the space, I can create cozy rooms beneath the kitchen table or one day when I'm older.

Design an entire house.

Edith Ackerman was born in Switzerland in 1946.

After graduating, she became a protege of Jean Pierre Jai at M.

I T.

Media Lab, where she spent most of her career.

She was exploring the interactions between play learning and design.

Whole Child Development, also known as holistic education, seeks to engage Children in the whole of there.

Being and potential.

It assumes that each child arrives at this world with their own set of talents and interests that are, to some degree completely independent from the child's upbringing.

Some refer to this whole as the mind, body and soul.

The Swiss educator Pest Alozie referred to it as the hand, the heart and the head, and further, still many others try to sum up a child in 48 skills, social, emotional and so forth.

But does any such division actually pay respect to the whole?

Does it capture a sense of humor and appreciation of the arts or the ability to be mindful?

For this reason, the work of Ackerman offers a more wholesome perspective.

What are your thoughts?

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