The Waldorf Approach
Kindergarten
Teacher Training
Grade School
- Varies greatly from other grades and kindergartens.
- Made up of students from 3-6 years of age
- Steiner believed that children this age were working on building their physical bodies and "Will," so their activities are hands-on. Toys are handmade v. commercial or educational, and open-ended to encourage imagination. Materials in the classroom are natural to foster connections with nature.
- The classroom is designed to be an extension of the home.
- There are no books, instead teachers provide all the language/literacy experiences through stories, poems, and songs. Math experiences occur naturally through cooking and dramatic play.
- Waldorf teachers must be trained in the philosophy, theories, and proper ways to incorporate Waldorf ideals in the classroom.
- There are 50 training schools worldwide, 8 in the United States. (The Rudolph Steiner College)
Three Feelings of Waldorf Teachers
Cycle 3: Ages 14-21
(Synthesis, Collaboration, Independence)
- Students stay with the same teacher and class for the entire cycle to promote close relationships and consistency. This also keeps teachers from growing stagnant.
- Children are developing "Feeling," so pictures, objects, and images that evoke emotion are used as learning tools.
- Students have a strong foundation from kindergarten that they can build on by learning academic subjects (reading, writing, language skills, math, geography, history, science).
- Typical day on page 315
- This cycle begins with puberty.
- Children/young adults are ready to combine their intellect with more abstract thoughts, This is called the spiritual development of "Thinking."
- Higher levels of independence lead them to seek individually relevant explorations and connections.
1. Reverence- attitude of the teacher toward children. Since children learn about the world through imitation, is it important for teachers to make sure their actions are worthy of imitation.
2. Enthusiasm- children sense a teacher's enthusiasm and get caught up in it.
3. Protection- physical, emotional, social, psychological. Teachers must create a sanctuary for children that is stress-free and calm.
Benefits of Mixed-Age Groups
- By keeping children with the same teacher and peers, students get to build relationships with them for up to 3 years.
- The classroom community resembles a family in which students represent siblings with a range in age, making their relationships more natural.
- A diversity in ages among students provides older peer models for younger students. Older children gain a caring attitude and understanding for younger children. This also helps them to gain social and cognitive skills.
Waldorf Schools in the U.S.
Cycle 2: Ages 7-14
(Engaged, Experimental, Confidence)
In the U.S., we have adapted the Waldorf method by:
- taking away the religious/spiritual aspect to comply with separation of church and state
- changing Eurocentric reading and history to involve American literature, history, and diversity perspectives
Private schools keep the spiritual aspect intact.
- During this phase, children become more aware of the surrounding world and are ready to begin academic instruction.
- The spiritual concept of "Feeling" is being realized, and children are interested in imagery that evokes emotions.
- Personal relationships are important at this stage.
Program Characteristics
Cycle 1: First Seven Years
(Play, Nurture, Imagination)
Children's Sensitivity To The Environment
Responsibility and Self-Regulation
Imitation and Play
- The aesthetics of the classroom are designed to meet the developmental needs and interests of the children.
- Steiner felt that young children are heavily impacted by their environment and absorb information through their senses. Due to this, he addressed issues such as paint color, classroom materials, and furniture.
- Classrooms are painted with light, plain colors so that children's imaginations are stimulated, but children are not overwhelmed. Toys and fabrics are natural.
- An important goal for children is to develop a sense of responsibility and self-regulation.
- Children are not forced into activities, but given choices that allow them to exercise self-control.
Steiner emphasizes that children develop a sense of community through imitation and play. Teachers give students the opportunity to imitate them as they prepare food, clean, and take care of plants. Children are never forced into activities, but encouraged when they initiate them. Play provides safe opportunities for children to practice social interactions, try out roles, and resolve conflict. Long periods of play allow children to experience community.
- During this cycle, development is focused on the physical body.
- Children imitate adults to learn about the world and practice real work through play and crafts.
- Spiritual growth, or "Will," is nurtured through imitative play.
- Imaginative play and fantasy are important during this phase.
- Academic instruction is innapropriate for children in this stage.
Assessing Children's Learning
Holistic Development
Establishing Relationships With Families
- There are no standardized tests at any age
- Teachers discreetly observe and gather info about a child's progress so they don't disturb or pressure the child.
- Information is gathered from parents.
- Instead of using letter grades, teachers use assessment data to develop an understanding of the child.
- 94% of Waldorf graduates go on to attend college.
- Social: stimulated through imaginative play.
- Emotional: supported in close relationships with teachers and peers, children gain control of emotions due to their environment being safe and stress free, understand express feelings through art.
- Physical: through movement, time outside encourages gross motor development, arts/crafts help fine motor development.
- Intellectual- through self-regulated discovery and imitation.
- Waldorf educators greatly value the role of parents and their impact on a child's development.
- Parents are encouraged to learn about the Waldorf method by visiting schools and asking questions.
- Teachers work to form relationships with parents because they recognize that both parties are responsible for the child's growth and development.
- Parents are invited to take part in seasonal celebrations, parent education opportunities, and other events.
- Teachers make home visits to gain a sense of the environment their students live in and to see them interact with their family.
Criticisms
Theory of Child Development
- Lack of technology in the curriculum
- Views on early literacy learning goals
- Laid back approach to reading
- No formal assessment
- People for Legal and Nonsectarian School (PLANS) created a website http://www.waldorfcritics.org that gives critics of Waldorf schools a forum to voice their opinions. The main complaints are:
1. Waldorf schools are religious- violation of church and state
2. Curriculum is based on Steiner's anthroposophical theories-promotes nontraditional ideas about science
and history
3. schools do not inform
parents of their philosophy
or ties to
anthroposophy
- Steiner's theory of child development can be broken down into 7 year cycles that include physical and spiritual growth.
- These cycles start from birth and continue until age 85.
- birth to 7
- 7-14
- 14-21
Rudolph Steiner and Anthroposophy
- The Waldorf model of education was founded by Rudolph Steiner and first implemented in Germany.
- Steiner based his educational approach on his philosophical belief in anthroposophy, (anthro=man+ sophia= wisdom) or the exploration of humanity and spirituality. Its goal is to bring about the truth and new knowledge. It is based on Christianity (oneness with world and search for self)
- Stenier believed that through anthroposophy, the body, mind, and spirit are prepared for a life of learning and growth.