Providing Support – Setting Limits (Challenges – Pedagogical Responses)

It is a misconception to think that the implementation of Existential Pedagogy requires a child’s cognitive participation, and that therefore it could not be applied with infants, toddlers, children with cognitive impairments, or very challenging adolescents. The opposite is true: precisely in highly demanding educational situations it proves especially effective, as illustrated by the example of Elisabethstift Berlin.