History:
The first Waldorf school was located in Germany in 1919 by Rudolf Steiner (27 February 1861- 30 March 1925) with support of Emil Molt, owner and operator of Waldorf-Astoria Cigarette Company, hence the name Waldorf Education. Molt saw an opportunity to educate children of employees of the factory and approached Steiner to be the school’s pedagogical consultant.

 

According to Wikipedia, Rudolf Steiner was Austrian philosopher, social reformer, architect, esotericist and founder of Anthroposophy, which is a philosophy of the existence of an object, intellectually comprehensible spiritual world, accessible to the human experience, which Molt was a follower. Key concepts of anthroposophy influence the modern Waldorf classrooms with teaching such as Karma, eurythmy and reincarnation.

 

Philosophy and Key Features:

  • Creativity
  • Experiential
  • Project based
  • Imagination
  • Morally responsible
  • Human experience
  • Freedom

Steiner’s philosophy is represented by a lifelong dance between sprit, soul and body. Learning through natural experiences and cultivating creativity and imagination. Science, music, literature, art and mathematics are expressed physically and spiritually in a wide range of learning experiences, such as free play, dramatic play, songs, cooking and sewing. Waldorf programs follow a daily, weekly and monthly routine and schedule for their curriculum, but are flexible to a accommodate the needs and interest of the children.

According to “Waldorf Education Theory” Waldorf educators practice free play, spontaneous creativity and experiential learning. Creating an environment where children can explore the natural world with freedom and curiosity. They use natural materials to create a warm environment, such as wooden blocks, water colour plaints and forest materials. The furniture is natural and colours in the room are soft. Waldorf also emphasizes on aesthetically pleasing classrooms. Educators embody the role of “co-learners” letting the children led in their own interest and learning, creating a foundation of lifelong learning.

 

Also mentioned in “Waldorf Education Theory” documentation is a key feature in Waldorf programs. Without the use of technology like cameras and videos educators observe children’s play, art, social skills and interest to determine children’s developmental journey. By asking questions and collecting art, journals, etc. they gain a better understand where the child learns.

 

Quality indicators & Program Design:

Using the table 6.1 “Five Dimensions of Quality” (Dietze, & Kashin. 2016. p. 139)

 

Experiences of and the outcomes for children

 

 children experience of freedom, self-independence, well-being and connection are presented by allowing an open and safe environment to explore all areas of the children’s development.
Experiences of families and professionals Experiences of involvement, partnership and co-learning. Waldorf educators encourage families to extend the learning outside of the classroom and participate schools extracurriculars While Waldorf educators view themselves on the same hierarchy as the students.
Interaction Interaction with their learning environment by experimental teaching and project-based learning.
Structural Conditions Structural conditions include flexible routines, warm and soft environment and reflective practice
System of Evaluation System of evaluation includes documentation to assess were children are at developmentally and were there interests and involve lays.

 

 

 

 

References:

 

https://webarchive.nationalarchives.gov.uk/20130402124511/https://www.education.gov.uk/publications/eOrderingDownload/RR645.pdf

 

https://wn.rsarchive.org/Articles/GA034/English/RSP1965/EduChi_essay.html

 

Dietze, B., & Kashin, D. (2016) Empowering pedagogy for early childhood education. Toronto, Ontario. Pearson Canada Inc.