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The Waldorf Plan
The Waldorf approach to education began with one school designed for the children of the workers of the Waldorf-Astoria Cigarette Company and it
blossomed into a worldwide educational movement (Uhrmacher, 1993). Basically, Waldorf schools are private, nonsectarian programs with an arts-
based curriculum. Children learn subjects such as literacy, math, science, and so on through artistic activities.
Waldorf schools apply the thinking of Rudolf Steiner, who developed a system of education in Germany in 1919 as an alternative to traditional
education (Foster, 1984). Steiner, like many early childhood educators, believed in educating the whole child, but his interpretation of whole included
the mind, the heart, and the will. Steiner also believed that curriculum comes from the child. "Education does not give or take but strengthens the
forces within each child" (Aeppli, 1986, p. 10). Said differently, you must know children well in order to educate them. Waldorf teachers have two major
intentions as they work with children:
Basic Ideas of Rudolf Steiner
Rudolf Steiner's thinking about curriculum was similar to the thinking of John Dewey. Contrary to the thinking of many educators, Steiner pointed out
that teachers do not provide experiences for students. You may be startled by that idea, but his thinking was that teachers provide conditions (such as
materials, space, schedule, etc.) and then each child has her own experience. So, one way of looking at Steiner's educational system is to examine
some of the conditions of his schools (Uhrmacher, 1993, p. 91):
Some of these conditions may sound unusual or be difficult to understand due to a translation of Steiner's ideas into English.
What You Need to Know
Waldorf parents are the first to admit the schools aren’t for everyone, but say the rules, which can appear arcane, create a strong sense of community.
“You have to accept that they [the teachers] come from a good place of caring about children, and the end result is great,” says Cheng.
Because the Waldorf philosophy does not begin reading and writing instruction in preschool, students who transition from Waldorf preschools to
mainstream kindergartens may lag behind their peers. Kids seem to catch up and perform quite well, but for many satisfied Waldorf families, that’s
beside the point. “The kids got to be in the magical world of childhood much longer,” says one father of a Waldorf student. These days, that’s no small
thing.
No TV? No computers? No recorded music, even at home? Sure, it may sound a little drastic to some. But for parents of children in Waldorf schools, it
just comes with the territory.
With rising concerns about the influence of pop culture on young people, many find the Waldorf philosophy a breath of fresh air. Founded by Rudolph
Steiner 78 years ago, Waldorf schools seek to educate the whole child – “head, heart and hands” – in a natural and harmonious way. Competition is
discouraged; children stay in kindergarten until age 6 and will have the same teacher from grades 1-8. Toys are made of natural materials, such as
cloth and wood, and, while students studying a wide range of topics, including music and art, they don’t use textbooks, but rather make their own
lesson books as they learn.
According to Waldorf philosophy, exposing your child to television at an early age is just about the worst thing parents can do. “Television is an assault
on children's senses,” says Dancy. “T.V. gives fixed images, whereas when a child hears a story or acts one out, they're strengthening their
imagination.”
Rhythm, whether it’s the natural rhythm of the seasons, or the daily rhythm of school and home life, is central to the Waldorf philosophy. “Having a
regular dinner time and bedtime, and having a ritual associated with that (lighting a candle, reading a story, blowing the candle out) nourishes the child,
and gives a sense of security,” says Dancy.
Waldorf philosophy says that making children conscious of the natural world fosters scientific skills like observation. It also teaches about the plants,
animals, and elements that support our daily lives. Waldorf families are encouraged to take time out of their hectic day to appreciate the natural world
with their children: go on a nature walk, make a “nature table” at home with seasonal items, like fall leaves and pumpkins, or just pause to observe a
growing plant.
Dancy encourages parents to take advantage of opportunities to engage your child’s imagination. Play dress-up, tell stories, build imaginary worlds,
and draw and paint – outside the lines, of course.
Even if the rigors of a Waldorf education aren't right for your family, one of these fundamental principals may give your child a new perspective on
learning.
The Waldorf approach to education began with one school designed for the children of the workers of the Waldorf-Astoria Cigarette Company and it
blossomed into a worldwide educational movement (Uhrmacher, 1993). Basically, Waldorf schools are private, nonsectarian programs with an arts-
based curriculum. Children learn subjects such as literacy, math, science, and so on through artistic activities.
Waldorf schools apply the thinking of Rudolf Steiner, who developed a system of education in Germany in 1919 as an alternative to traditional
education (Foster, 1984). Steiner, like many early childhood educators, believed in educating the whole child, but his interpretation of whole included
the mind, the heart, and the will. Steiner also believed that curriculum comes from the child. "Education does not give or take but strengthens the
forces within each child" (Aeppli, 1986, p. 10). Said differently, you must know children well in order to educate them. Waldorf teachers have two major
intentions as they work with children:
- To develop subject matter through image, rhythm, movement, drawing, painting, poetry, drama, and so on;
- To involve aesthetics in all that is done throughout the school day (aesthetic conditions) program. (Uhrmacher, 1993, p. 89)
Basic Ideas of Rudolf Steiner
Rudolf Steiner's thinking about curriculum was similar to the thinking of John Dewey. Contrary to the thinking of many educators, Steiner pointed out
that teachers do not provide experiences for students. You may be startled by that idea, but his thinking was that teachers provide conditions (such as
materials, space, schedule, etc.) and then each child has her own experience. So, one way of looking at Steiner's educational system is to examine
some of the conditions of his schools (Uhrmacher, 1993, p. 91):
- Aesthetic conditions. Those conditions that enhance a child's appreciation of beauty and sensuality
- Social conditions. Those conditions that promote or strengthen interactions and relationships between children, and between children and
adults - Symbolic conditions. Those conditions such as stories, pictures, rituals, and ceremonies that will teach and influence children indirectly
- "Sensitive" conditions. Those conditions that enhance a child's perceptive abilities or a child's "feeling live"
Some of these conditions may sound unusual or be difficult to understand due to a translation of Steiner's ideas into English.
What You Need to Know
Waldorf parents are the first to admit the schools aren’t for everyone, but say the rules, which can appear arcane, create a strong sense of community.
“You have to accept that they [the teachers] come from a good place of caring about children, and the end result is great,” says Cheng.
Because the Waldorf philosophy does not begin reading and writing instruction in preschool, students who transition from Waldorf preschools to
mainstream kindergartens may lag behind their peers. Kids seem to catch up and perform quite well, but for many satisfied Waldorf families, that’s
beside the point. “The kids got to be in the magical world of childhood much longer,” says one father of a Waldorf student. These days, that’s no small
thing.
No TV? No computers? No recorded music, even at home? Sure, it may sound a little drastic to some. But for parents of children in Waldorf schools, it
just comes with the territory.
With rising concerns about the influence of pop culture on young people, many find the Waldorf philosophy a breath of fresh air. Founded by Rudolph
Steiner 78 years ago, Waldorf schools seek to educate the whole child – “head, heart and hands” – in a natural and harmonious way. Competition is
discouraged; children stay in kindergarten until age 6 and will have the same teacher from grades 1-8. Toys are made of natural materials, such as
cloth and wood, and, while students studying a wide range of topics, including music and art, they don’t use textbooks, but rather make their own
lesson books as they learn.
According to Waldorf philosophy, exposing your child to television at an early age is just about the worst thing parents can do. “Television is an assault
on children's senses,” says Dancy. “T.V. gives fixed images, whereas when a child hears a story or acts one out, they're strengthening their
imagination.”
Rhythm, whether it’s the natural rhythm of the seasons, or the daily rhythm of school and home life, is central to the Waldorf philosophy. “Having a
regular dinner time and bedtime, and having a ritual associated with that (lighting a candle, reading a story, blowing the candle out) nourishes the child,
and gives a sense of security,” says Dancy.
Waldorf philosophy says that making children conscious of the natural world fosters scientific skills like observation. It also teaches about the plants,
animals, and elements that support our daily lives. Waldorf families are encouraged to take time out of their hectic day to appreciate the natural world
with their children: go on a nature walk, make a “nature table” at home with seasonal items, like fall leaves and pumpkins, or just pause to observe a
growing plant.
Dancy encourages parents to take advantage of opportunities to engage your child’s imagination. Play dress-up, tell stories, build imaginary worlds,
and draw and paint – outside the lines, of course.
Even if the rigors of a Waldorf education aren't right for your family, one of these fundamental principals may give your child a new perspective on
learning.
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