WALDORF EDUCATION

FIRST WALDORF SCHOOL

Emil Molt asked Steiner to establish a school for the children of the workers of his company.

Steiner agreed but set four conditions.That the school:

1. Be open to all children2. Be coeducational3. Be a unified twelve-year school

FIRST WALDORF SCHOOL

4. Will have minimum interference from the state or from economic sources and the teachers will have primary control of the school

Steiner trained teachers based on child development. September 7, 1919: the “Independent Waldorf School“ (Die Freie

Waldorfschule) opened.

Waldorf Education

• Vision: to educate human beings to create a just and peaceful society.

• Imaginary play is the most important “work” of the children.• Comprehensive from preschool level through high school

Waldorf Education

1. Learning is balanced.Steiner believed in a unit of spirit, soul, and body, and

that good education restores the balance between feeling, thinking and willing.

Essential Phases of Child Development

• Early Childhood: IMITATIONo The young child mimics everything in the environment uncritically-not only the

sounds of speech, the gestures of people, but also the attitudes and values of parents and peers.

• Middle Childhood: IMAGINATIONo As the child moves through these years, the faculty for more sequential and

logical thought begins to unfold.• Adolescence: TRUTH, DISCRIMATION AND JUDGMENT

o The child begins to experience his or her own thinking.

THE BASICS Rudolf Steiner – philosopher Interdisciplinary Imagination – creative + analytic GoalsFree, moral, integrated students

Fulfil unique destiny

*Theories

*Steiner created the school around a new movement of Anthroposophy – a spiritual philosophy based around science and mysticism. He believed that “there was a unity among the spirit, body, and mind and that good education was a tool for keeping these elements in balance” (Edwards, 2002)*Based on this philosophy it was stated that “The first seven years of life are a time of tremendous growth and transformation. Having left the spiritual worlds, the child begins the journey of incarnation, and the soul and spirit have to struggle to adapt to the vessel of the body” (Waldorf Early Childhood Education Association of North America, 2010) *Therefore, Waldorf schools have a major focus on elementary education from birth to age 7.*Waldorf schools are broken apart into three age ranges each consisting of 7 years. Each age range focuses on a different part of the child’s development. *Waldorf curriculum is based around oral learning and memory.

BASIS 3 Stages of child developmentEarly childhood learning Experiential, sensory, imitative

Elementary School Artistic, imaginative

Adolescence Abstract thought, conceptual judgment

CHARACTERISTICS Multiple Intelligences Eurythmy – movement artText + musicRole play, danceIntegration, spatial awareness, harmony

SpiritualityWide range of traditionsSeasonal festivalsLaw suits

EARLY CHILDHOOD Environment Homelike Outdoor play periods Oral Language Development “Waldorf Doll” – imagination Discourages media exposure Daily rhythms

*Stage 1

*The first stage of Waldorf education consists of children from newborns all the way to age 7. *Learning through imitation and doing and creating a sense of wonder is

extremely important during this stage. *Teachers in this stage have to carefully prepare their students learning

environment with color, natural materials, and props with minimal details in order to encourage imaginary place. *During this stage children do not learn written language as their language

skills are centralized around oral language, story telling, and singing. *Music and rhythms are used frequently because of their importance to mind,

body, and spiritual learning. *(Teaching Young Children, Henninger)

ELEMENTARY EDUCATION Multi-disciplinary curriculum Heavy focus on the artsEurythmy, music, craftsForeign languages

Content taught in storiesIllustrated summaries

Teachers commitment

*Stage 2

*Stage two of Waldorf educations consists of 7 to 14 year-olds. *During the first two years of this stage children start developing how to read and write.*During the entire duration of stage two, students are kept in the same classroom with the same peers and the same educator. This helps the classroom become a close-knit community where the students can grow intellectually and socially together. *No textbooks are used during this stage as a child is still expected to widely use their imagination. Instead, all of the curriculum is directed by the teacher which the students absorb through listening and memory in order to make their own books on the topic. *(Teaching Young Children, Henninger)

SECONDARY EDUCATION Specialist Teachers More strongly focused academically Courses in arts continue Independent creative thinking processes Fosters ethical principlesCompetence, responsibility, purpose

*Stage 3

*Stage three consists of adolescents age 14 to 21. *In this stage, students are expected to use rational and abstract thinking. *Students are introduced to subjects that focus on ethics, social

responsibilities, and more rigorous academic work . *During this stage, computers and technology are used as a way to

expand the students learning.*Teachers are still expected to encourage childhood wonder, curiosity,

belief in goodness, and a love of beauty (Edwards, 2002)*Feelings, willpower, and moral nature are emphasized during this stage

to develop not only the head but also the heart and hands. *(Teaching Young Children, Henninger)

THE FOUR TEMPERMENTS Sanguine Light-hearted, fun loving, confident Cocky, arrogant, indulgent Day-dreamers, off task often, act on whims

Choleric A Doer – ambition, energy, dominate people of other temperaments

easily angered or bad-tempered.

Melancholic Ponderer , very kind, considerate highly creative pre-occupied with tragedy - depressed. perfectionists, loners

Phlegmatic self-content, kind, but shy Enthusiasm inhibited, lazy, resistant to change

relaxed, rational, curious, and observant many friends, more dependable

SCHOOLS Private Freedom in curriculum No standard text No principal – groups College of Teachers Board of Trustees

Parents – non-curricular participation

PUTTING IT INTO PRACTICE1. Greet

• Eye contact, check on students

2. Relate• Buddy-system – older student

mentors

3. Draw• Illustrate all lessons – create

workbook

4. Plant• Nature walks – connect with

outside

5. Play • Musical instruments

6. Move• Active learning – math = stomping

*Teaching strategies

*The following are teaching strategies that are commonly practiced in every Waldorf school and can easily be applied to any childhood learning setting. *Greeting students with a handshake to show genuine care.*Create a buddy system to create a better community and develop self esteem in

social environments.*Integrate art into the curriculum to clarify a child’s understanding. *Plan for gardening and outdoor nature activities to integrate science into everyday

learning. *Incorporate music and rhythm activities for mind, body, and spiritual learning. *Promote active movement for quality learning. *Use storytelling for developing basic conceptual understandings. *(Teaching Young Children, Henninger)

http://www.whywaldorfworks.org/

Michael L. Henniger, Teaching Young Children, 5th edition, pp. 73-75

http://www.waldorf.ca/index.cfm?id=19498

Sources