The Process of Parents’ Self-Knowledge Experienced During the Induction of Infants

The objective of this study is to understand the process of parents' self-knowledge experienced during induction of infants in a collective daycare and preschool environment. The study is based on Rudolf Steiner’s pedagogical perspective for observation of human nature in the physical, soul, and spiritual realms. Also, investigates a deeper understanding of the parental transformation of feelings of pain and anguish during their child’s process of transition to the school environment. The phenomenona of consciousness in subjective first-person experience in education contexts is inspired by Goethe’s approach. This is a qualitative study using the micro-phenomenological approach based on Claire Petitmengin. The data collection instruments were: microphenomenological interview; field diary entries; mothers’ notes on experiences shared with their children. First, the analysis examined the elements portrayed in a diachronic way, respecting the temporal element. The moments of transition from initial phases to the composition of secondary sub-phases were investigated. The mothers’ transformation images as corporal, dynamic, visual and auditive characteristics of the phenomenon evoked were found to have deepened in the synchronic structure. The mothers’ experiences of self-knowledge results, experienced by each participant in the induction of their children at the childcare center, present a process of development that underwent evolution, challenges, feelings, thoughts. The conclusion reached is that the parental experiences lived in the infant induction process, when shared with teachers, school and their families, favor the mothers’ inner journey and their self-knowledge as a creative lived experience.

Keywords: induction; infant; self-knowledge; parents; comprehensive education.