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Waldorf Education
What is Waldorf Education
Waldorf education is a unique and distinctive approach
of education which is responsive to the developmental
phases in childhood and the nurturing of independent
thought and imagination that
encourage creativity
human
experience.
They
do
not
focus
activities
and
artistic
endeavours
as
Waldorf
schools
encourage
self-motivation,
Why Waldorf
Waldorf Education provide the right stimulus at the
right time and allow each childs abilities to fully
unfold. Waldorf Education is dedicated to awaken the
faculties that lie dormant within each child, thereby
preparing young people to discover within themselves
the strength, enthusiasm, and wisdom to bring out the
best qualities within them.
with
teacher
facilitates
developing
7) Academics (grades and competitive sports) are deemphasized in the early years of schooling. Waldorf is
unusual in that it advocates sending children to first
grade a year later than usual. Waldorf students arent
graded on their work until around the seventh grade.
And reading is not taught until 2nd or 3rd grade
(though the letters are introduced in first and second).
Before teaching sound and word recognition, Waldorf
teachers concentrate on exercises such as storytelling
and poetry recitation to build up a childs love of
language. As one Waldorf teacher put it talk and play
are the foundation of reading. Waldorf educators
abhor pushing a child into realism (through premature
for
the
gentle
unfolding
of
childs
imagination,
and
later
on
will include
judgement.
Imitation
Good
Lower senses
7 - 14
Imagination
Beauty
Middle senses
14 - 21
Judgement
Truth
Higher senses
Twelve senses
Children learn by experiencing the world through their
senses. Rudolf Steiner, the founder of Waldorf
education, spoke not only of the traditional senses,
but 12 senses as being organized into 3 groups of 4.
These senses correlate to those three folded nature of
the human being : thinking, feeling, and willing- that
we strive to maintain in equilibrium to be whole,
grounded individuals. This refer to the education the
head, heart and hands. Further, we can think about the
first group especially as being vital for the human
being to access the higher senses.
(there
is
balance
in
individual/group,
where
they
learned
reading
and
through
Circle.
table
must
be
learned!
Stories.
Listening to stories is foundational to
developing the capacities for reading and
writing.
Snack time.
Kindergarteners help
prepare a healthy,
homemade snack each
day, such as soups,
grains, or bread.
Tidy-up time
Repetition
Repetition is incorporated into all aspects of our
rhythms and routines. We hang up our coats and put
away our shoes the same way every day. We clear our
places after snack and tuck in our chairs after snack the
same way every day. Some of our songs and verses we
say and sing every day of the school year. We tell the
same story for one week or two weeks at a time. We
sing or say the same songs and verses for two weeks at
a time during our circles, and usually we say or sing
each one twice in a row. We use consistent phrases to
guide and re-direct children's behaviour. Repetition
provides consistency, which helps with discipline.
Reverence
Reverence, as well as gratitude, is important to foster
in early childhood. However, they cannot be taught to
young children through doctrine or words. Rather,
those attitudes must live within the adults who are
caring for them
2. Spirit of gratitude:
Morning verse
Blessings of thanks at mealtime
Care for materials
Care for one another
3. Consider the value of play:
Create time and space for play
Allow freedom to play and take risks in safe
environment
Provide uninterrupted opportunities for play
Unformed toys nurture the imagination
4. Experiences in and with nature:
Working in the garden, climbing trees, gathering
leaves, experiencing weather
Observe magic in nature with wonder and awe
without the burden of scientific language and
concepts (best saved for later)
5. Nature of the programming and activities in the
class:
Role of Teachers
Our highest endeavor must be to develop free
human beings who are able of themselves to
impart purpose and direction to their lives. The
need for imagination, a sense of truth, and a
feeling of responsibilitythese three forces are the
very nerve of education.
-Rudolf Steiner-
testing,
academic
placement,
and
story
circle
time
(ability
time
to
listen
(movement
and
and
They also help wash dishes and set the table for snack.
Through cooking and other seasonal tasks such as
gardening, grinding grains into flour, and mending
toysthe children experience the natural cycles of the
year and learn practical skills that prepare them for the
grades program. This atmosphere of working and
caring, of calmness and usefulness translates into
children who feel respected, and revered, and safe.
Our highest endeavor must be to develop free human beings, who are
able of themselves to impart purpose and direction to their lives.
Rudolf Steiner, Founder of the Waldorf School Movement