Childosophy

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Childosophy Means 'child's wisdom' : A philosophy of wellbeing for children and our inner-child. A knowing that when we understand children, we understand life.

A whole-child, research informed development model created by Dr. Maxine Thérèse. A complete philosophy and practical applications of this philosophy for children's needs and welllbeing

Assisting your child to be the best they can be...

All children are balanced and harmoniously whole but life's situations & circumstances can tip our children off balance or fragment their wholeness. Childosophy is an amazing approach that assists adults and children to identify why and when they have become imbalanced and help them to return to their natural harmony. Offering children and caregivers of children access to an enhanced way of interpreting their feelings, thoughts and actions and understand why they have needed to act in certain ways. Dr Maxine Therese teaches others to use the system and trains candidates to be certified as Childosophy Children's Wellbeing practitioners. Contact Maxine at www.childosophy.com
OR www.maxinetherese.com

19/10/2026

A tantrum can tell us what a child doesn’t yet have the words to say.

“I’m overwhelmed.”
“I need help.”
“I’m tired.”
“I wanted to feel heard.”

When feelings become too much, behaviour can communicate an unmet need.

Looking beneath the tantrum helps us respond with curiosity and compassion.

We can hold a clear boundary while offering connection: “I won’t let you hit. I’m here to help.”

Next time, pause and ask: “What might my child be needing right now?”

Understanding the need gives us somewhere to begin.

Comment PARENT, we will DM you and you’ll find our courses and communities which leads a group of parents asking the same questions you are.

We’re quick to reach for answers now. Google, a device, AI. Usually it’s helpful.But Dr Maxine Thérèse has been thinking...
17/10/2026

We’re quick to reach for answers now.
Google, a device, AI. Usually it’s helpful.

But Dr Maxine Thérèse has been thinking about what children lose when the answer always arrives first: the chance to notice, to wonder, and to find their own response before someone hands them a better one.

Her latest Substack piece isn’t anti-technology. It’s about the space children need to know themselves, and the part we play in protecting it.

Comment AI and we’ll send you the article.

Ask a child what they need and you’ll often get a shrug. Show them a picture of a child holding a small creature with th...
15/10/2026

Ask a child what they need and you’ll often get a shrug. Show them a picture of a child holding a small creature with the words “I am caring” and something opens up.

That was the idea behind the Children’s Wellbeing Cards. Dr Maxine Thérèse first started on them in 2007, built them from her research into children’s foundational needs, and asked Melanie Elderfield Melanie Elderfield to illustrate each theme.

Families use them to start conversations at home. Teachers use them in the classroom to understand the need beneath the behaviour and adults often find they speak to their own inner child too. They are a beautiful way to connect.

Comment CARDS and we’ll send you the link to purchase.

Educators, I’d love to hear from you.What’s the classroom moment you’d most like support with? The one that comes up aga...
15/10/2026

Educators, I’d love to hear from you.

What’s the classroom moment you’d most like support with? The one that comes up again and again, or the one you’re still thinking about at the end of the day.

Share it in the comments. Your answers will help shape what we create next.

Comment PAUSE to learn more about our Educator Community.

A child will come in contact with many adults in a single school day: the classroom teacher, the teacher on yard duty, t...
14/10/2026

A child will come in contact with many adults in a single school day: the classroom teacher, the teacher on yard duty, the specialist, the aide.

When each adult responds to behaviour differently, it can be hard for a child to know what to expect. When they share a language, every adult has the same place to start.

That’s the bigger picture behind PAUSE: five steps a whole school can return to, together.

It often begins with one educator passing it on. If someone in your staffroom comes to mind, comment PAUSE for access to our educator community.

If there’s a child you’re still thinking about after the bell, this one’s for you. So often the question we reach for is...
09/10/2026

If there’s a child you’re still thinking about after the bell, this one’s for you. So often the question we reach for is: how do I stop this?

Childosophy begins with a different one: what is this child trying to tell me? It doesn’t make the hard moments disappear. It changes where we start.

I’d love you to join us in the Childosophy Educator Community, where you’ll find the recording of Five Shifts to Transform Your Classroom and the PAUSE downloadables.

The link is in my bio.

Pencils out, everyone begins… except one child. It’s easy to read that as refusal. Sometimes it is something else: not k...
07/10/2026

Pencils out, everyone begins… except one child. It’s easy to read that as refusal.

Sometimes it is something else: not knowing where to begin, worry about getting it wrong, a hard morning still sitting with them, or needing someone to notice. We can’t know which from the outside. But asking what’s making the start feel hard gives us a better place to begin than asking how to make them comply.

A quiet check-in.

A smaller first step.

A choice about where to start.

If this is a moment you know well, the PAUSE downloadables in our Childosophy Educator Community were made for moments like it.

Link in bio.

Some children show us they’re struggling loudly. Others become very quiet. A child who stops joining in, rarely asks for...
05/10/2026

Some children show us they’re struggling loudly. Others become very quiet.

A child who stops joining in, rarely asks for help or says “I’m fine” may still need support. Silence alone doesn’t tell us what is happening, but it gives us a reason to gently check in.

Try: “I’ve noticed you’ve been a little quieter lately. Would you like to tell me how things are feeling?”

You don’t need to force an answer.

The first step is letting them know someone has noticed.

Save this for a child who may be easy to miss.

05/10/2026

Sometimes, our children bring us face-to-face with needs that weren’t met in our own childhood.

Their emotions, behaviours or requests for connection can activate parts of us that still need care. This isn’t something our children are responsible for healing — but the relationship can help bring it into our awareness.

When you feel triggered, pause and gently ask: Is this about what my child needs right now, or what I once needed too?

That awareness creates space to support your child while offering yourself the compassion you may not have received.

05/10/2026

Imagine walking into your classroom on Monday morning feeling ready to understand the child behind the behaviour.

When we pause and get curious about what’s beneath it, we can respond to what a child needs, rather than only what we see.

What might change in your classroom if you started with that pause?

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