ABSTRACT
The Christian encyclopaedist Isidore of Seville, a frequent source of reference throughout the middle Ages, recorded a schema for human development familiar from the ancient world. The description of medieval monastic approaches to childhood learning helps to elucidate experience of childhood, by multiple agents, in the middle Ages. The medieval metaphors and emerging principles expressed by Anselm for supporting strong and healthy growth find resonance in child development theories and understandings of positive influences. In Scandinavian countries the youngest children are afforded large spaces outdoors, as well as indoors, with a variety of natural environments affording different challenges, textures, heights, materials and opportunities to explore individually or in company with others. Turning from childhood to adult education raised different questions in the medieval period, as much as it does in the modern educational arena. Countries that have invested in professional support and training, which often includes mentoring and coaching, have raised the quality of provision for pre-school and nursery children.
