Waldorf educational theory

Published Date: 23 Mar 2015 Last Modified: 20 Apr 2017

All Educational system has an image, which lead to a unique learning process. Waldorf educational theory supports a magnificent learning process for children, which focus on reading, storytelling, rhythmic activities, practical activities related to nature. This research paper examines the depth of Waldorf philosophy and belief.

INTRODUCTION

Rudolf Steiner, an Austrian educator and philosopher, scientist and artist founded Waldorf at the beginning of 20th century. He believed there is a way to educate children into human beings who will be capable of bringing peace to the world. In April of 1919, Emil Molt, the owner of Waldorf-Astoria cigarette factory invited him as a guest speaker, to educate the worker of his company in Germany. After listening to Steiner's speech Molt asked him to establish a school for the children of the company's employees. Sterner agreed four conditions, which was, it should be a unified twelve years, and co-educational school and teacher will take the leading role and open to all children. And that's how the fist independent school ( Die Freie Waldorfschule) was opened on September 7, 1919. (www.waldorfanswers.com)

Today Waldorf education is one of the largest independent schools in the world. There are more than 900 hundred Waldorf school in 83 countries and approximately 128 Waldorf school in North America. There are 10 Steiner teacher training in the United States and 2 in Canada. (www.whywaldorfworks.org)

The philosophy and belief behind waldorf:

Waldorf education is based on Steiners spiritual philosophy " Anthroposophy" which is wisdom or knowledge of the true nature of human being.

The goal of the Waldorf education is to educate the whole human being that includes head, heart and hand. It means to teach them cognitively, physically and also spiritually. And the waldorf teachers do so through hand on learning experiences, dramatic and imaginative play, songs, drama etc.

Waldorf believe that children learn by playing and imitating their adults and peers; exploring and experiencing everything by their own.

The theories underlying model's belief:

According to Jean Piaget, "children's are like little scientist, they try to make sense of the world by exploring, making mistakes and then learning from them". Rudolf Stiener also believed in that. He said, "receive the children in reverence, educate them in love, let them go forth in freedom". Waldorf teachers emphasize more on free play and independent creative play where children can exercise the power of their imagination and are free to explore their natural curiosities and less on teaching them reading or writing during the early years. They create an environment for children with rich in opportunities for creative work and imaginative play and give them freedom to explore and experience any materials that interest them. That's why Waldorf students don't begin reading until 2nd or 3rd grade.

Lev Vygotsky's theory views human development as a sociogenetic process by which children gain mastery over cultural tools and signs in the course of interacting with others in their environment. Waldorf education also supports this theory. They emphasize on dramatic play, imaginative play, storytelling, puppetry, creative play, singing, indoor and outdoor free play. So that the children can exercise the power of their imagination and explore their natural curiosities together with their peers and teachers. Waldorf School does not use any electronic media (TV, computer etc.) in the classroom, instead, they do different kind of hand on learning activities with each other's. That's why the Waldorf students have strong social skills, which help them in their personal and later academic life.

The process of observation, assessment, documentation, planning and implementing the waldorf curriculum:

Observation

Waldorf teachers spend a lot of time by observing children's play, drawing and crafts to find out their developmental skills and abilities. Waldorf education was founded in 1919, but still they use the same observation method to find out children developmental level. Where as other approaches like Montessori, Reggio Emilio, kindergarten, Emergent curriculum use variety of method which include checklists, anecdotal, rating scales etc. to observe their children's developmental level. Observation helps educators to keep record of children's work for future purpose and plan a curriculum based on their developmental level and interest. It also help teacher to provide materials and resources, and scaffold children's learning-sometimes entering "inside the group of children", sometimes remaining "on the outside".

Assessment

They display children's portfolios or other products of children's individual and group work for parents to see and also sent them home to the parents to give information about their children's daily life and progress. They interview parents to find out more in formation about children. They gather information of parent's questionnaires to study the program effectiveness, their unique strength and weakness. It also helps teachers to assess the needs and analyze "what work and what does not" on an ongoing basis. So that they can create an environment and plan a curriculum according to their needs and curiosity. Most important, it helps educators to scaffold the children when they can't proceed with project without adult's help, determine their developmental achievements; and changes over time and makes informed decisions about early intervention.

Documentation

They don't use any technology (camera, videotape etc.) to document their children's work. Even any social or annual program they ask parents not to use any camera or video camera. Only time they take photograph of children and their classroom, if they want to advertise about their institution. They observe children's play and their drawing to document children's developmental level, skills, abilities and interests. Their documentation method is limited comparing to other curriculum (Emergent curriculum, Reggio, High scope, kindergarten etc). For documentation, the Waldorf teacher save their artwork, ask them question and record their answers and keep journal to know the child thoroughly. It helps teacher to see with whom they work. Through documentation they can easily keep in touch with parents and communicate about their child.

Planning

When planning a curriculum for waldorf education, the educators emphasize on three "R" lessons that represent rhythm, ritual and repetition. At the beginning of the year, the waldorf teachers meet together, discuss and plan a curriculum for whole year and keep the curriculum record in their binder. Then every month they follow the curriculum according to the seasons that is appropriate for children's developmental level and abilities. The Waldorf curriculum is more like teacher directed. Where as the emergent curriculum is more about children directed. Even though in Emergent curriculum, educators plan a monthly or weekly curriculum, everyday they prepare activities as the children's interest arise.

The Waldorf teacher try to minimize student's stress and maximize learning opportunity through hand on experience, play, movement, art, songs and stories according to children's needs and abilities at every stage development.

Implementation

Waldorf teachers create a warm environment with simple toys and natural materials (e.g. chestnuts, seashells, pinecones, gourds etc.). Even all the furniture is made of woods.

They prepare activities such as paint with water colors, color with beeswax crayons, cook, go on nature walk, work in the garden, build with wooden blocks, or make houses using play stands and cloth that children are interested about and which allow them to use their imagination and creativity. In the circle time, the children hear natural and seasonal stories to foster connection with nature. The more practical activities center around the kitchen where every day a meal is prepared. Children help with cleaning and cutting of vegetables and fruits and with kneading and baking bread. Children have also their own gardening block. They plant different kinds of seasonal flowers, herbs and vegetables.

The educators are very flexible with time. But they try to follow a daily routine, which is 1 our for free play, 10-20 minutes for circle depending on the children's interest, outdoor play at least 1 hour and 10-15 minutes for story time. They maintain and follow rhythm during the whole day including transition time. Educators take the role of "co- learner" instead of head teacher with children during various aspects of curriculum.

Waldorf curriculum supports the following ELECT principles

1. Early child development sets the foundation for lifelong learning, behavior and health.

Waldorf education recognizes a lifelong love of learning is more valuable than memorizing a book of facts. By creating a special warm bond with each individual, teacher gain better idea about their abilities and interests and prepare a curriculum which foster lifelong learning through play, story telling and puppetry, poetry, verse, drama, music and movement on a daily basis in a healthy and secure environment. All children learn to sing, play a musical instrument, draw, paint, model clay, crave and work with wood, think independently, and work harmoniously and respectfully with others.

In addition the Waldorf teachers teach children basic life skills through play during the early years. They give children freedom to explore and experience everything on their own. Children help with cooking. Gardening, cleaning. These experiences that they learn during their early years, build a solid foundation and stay with them throughout their lives. It also gives them the confidence to make sense what they experience in the real world.

2. Partnership with families and communities strengthen the ability of early childhood setting to meet the needs of young children.

In Waldorf education, children stay with one teacher through grade one to eight, so it is very important to maintain good relationship with families and communities in order to meet the needs of children. Because families can offer learning opportunities that are based on the deep knowledge they have of their children. Also educators can provide information and resources that families can use to enhance development as well as early interventions that can help children experiencing developmental difficulties and delays and to support their children's learning at home. Waldorf teacher welcome parents any time to the classroom to observe their children's daily life. They invite parents to annual programs, different kinds of social event and fundraising activities.

Sometimes if parents have questions or concern and they want to discuss with their class teacher; the school arrange a specific time that is mutually convenient for both party. Private conferences are scheduled on Monday, Tuesday and Wednesday of thanksgiving week to provide an opportunity for parents and teachers to share information about their child's progress. (www.olymoiawaldorf.org)

3. Respect for diversity, equity, and inclusion inclusions are prerequisites for honoring children's right and learning.

Educators accept and value the unique talent, quality and potential of each child and their culture and religion and create a learning environment where each child can engage in an activity regardless of their cultural or religious background and bring positive outcome for all children. They tailor lessons to meet a variety of learning styles and provide individual support to meet each child's need. The goal is to support his or her individuality. They celebrate different kinds of religious festivals beside Christian festivals.

To respect the diversity, in Waldorf education foreign languages is taught throughout the grades. German, French and Spanish are in grades one through eight. In the early grades languages are taught orally through verses, songs, games, tongue twisters, and counting to give them opportunity to hear the different sounds and feel the mood of language. In the older grades, grammar and the study of the structure of the language are taken up, along with reading and writing. Students gain an understanding of various aspects of the culture and life circumstances by participating in festivals and celebrations and experiencing cultural aspects such as crafts, cooking and drama. (Parent handbook of Whatcom Hills Waldorf School)

4. A planned curriculum supports early learning.

Waldorf education has three phases. Educators plan a curriculum that meets the need at every stages of development. They supports a creative, art based and open ended curriculum that integrate approach encompassing all content in meaningful ways and promote fantasy world for children. This includes movement, creativity, foreign language, handwork (knitting, spinning, and sewing) painting, beeswax or clay modeling, music, drawing, games and drama.

Waldorf integrates the arts into all the various subject taught, whether the subject is language, arts, math or science. For example, during the first grade year educators introduce alphabet to the children with a pictures. So that, the children can explore how alphabet came about, using their imagination and creativity. For older children, the teacher presents a curriculum that has structure and sequence but that relies on lessons unaccompanied by textbooks. For example, in the geography class, educators act out dramatically and artistically or create a climate to describe the weather of North America or Rocky Mountain (www.whywaldorfworks.org).

5. Play is a means to early learning that capitalizes on children's natural curiosity and exuberance.

Waldorf practice believes children grow by imitation and play. The educators emphasize more on play less on academics during the early years. They plan different kind of imaginative play and activities for children with wide variety of simple toy and natural material that enhance their natural curiosity and allow children to use their imagination and creativity. Baskets with shells, chestnuts, wool, and colored cloth are there for play to stimulate the child's imagination and also to give a multi sensory experience. There is play houses with furniture, dolls, dishes etc, and wooden stands use as walls for castles, stores or houses, or anything else children want to create. Everything invites them to enter into imaginative and symbolic play.

The children also do different kind of outdoor activities. They go for nature walk everyday. Kindergarten children help teacher with gardening, rake leaves and play with them. For older children they have their own gardening and farming block. They plant seasonal flower, vegetables and different kinds of herbs. Depending on the grades, students play different sports like string game, jumping rope etc. Not only play enhance children's natural curiosity and exuberance and develop physical skills, it works with their social interaction by teaching them to play with each other before they play against each other and to gain an appreciation for all kinds of movement. (http://www.eric.ed.gov)

6. Knowledgeable, responsive early childhood professionals are essential.

Waldorf teacher trained and certified at Waldorf Institute. Every summer they go through intensive training which prepare them for next year curriculum. They also attend workshops, seminars to have better understanding about Waldorf education. Every week they attend a faculty meeting to discuss about the children's development and concerns. They advice each other what methods should be taken to help children and to improve the program effectiveness.

Waldorf supports knowledgeable professionals because they have better knowledge of how and what children learn at different stages of life and can plan a curriculum according to the children's need that provoke and stimulate thinking. They are able to bring curriculum to life, connect numerous academic disciplines with hands on experience in order to engage child's mind and heart in profound ways. (www.torontowaldorfschool.com)

RECOMMENDATION

1. Waldorf education sets the foundation for lifelong learning through songs, verses, movement, play, drama and love of nature. Although t is very important to awaken children's inner intellect and imagination, but it is also important to introduce them to social world and day to day experience about what is going on the real world. So that children will gain a variety of knowledge which will help them to success better later in life.

2. The Waldorf teacher planned a monthly curriculum, related to nature, for children, which allow them to use their imagination and creativity. To support the elect principles, the educators can emphasize on more what children are interested in everyday and different activities and also activities that are related to nature and plan a curriculum based on that. At the same time they can introduce children also with technologies of course their will be time limitation for that. Otherwise it is very hard for children when they first get introduce with computer in high school. Because today's world it's all about digital.

3. Their observation method is quite limited. They could use photos, video cameras, checklists, anecdotal etc. which will provide deeper understanding of children's developmental level, skills, abilities and interests.

4. Waldorf educator uses all natural materials for arts, imaginative play and daily activities. Although it is important for children to love their nature what they are live in and what things are and where they come from. And it is also important to provide different kind of materials which will give them different experience of life, such as doctors kit, construction tools etc.

5. Waldorf teachers trained in Waldorf education and children stay with same teachers through grade one to eight. Educators teach all the main lessons and they go through intensive summer training each year that prepare them prepare for that. Still it is important for children to have different teacher for different subjects. Because it is very hard for one teacher to be knowledgeable about all the main lessons. Also sometimes children need changes that make them more interested in learning environment.

6. Waldorf schools are very expensive. Most of the schools are private and costs several thousands dollar a year in tuition. Waldorf should ask Local, and provincial government for subsidizes education for needy children. (www.preschoolerstoday.com)

CONCLUSION

Waldorf teachers teach children basic life skills through hand on learning experiences. They model good social skills and value of nature and living things in the environment. That's why children have strong artistic and social skills in Waldorf School.

Waldorf practice believes that learn through imitation and imagination. Educators provide a variety of simple toys and natural materials in home like environment for children, which allow them to use their imagination and creativity. They try to develop their memory before introduce them to academic lessons. That's why they don't teach reading until grade two or three. Even in the learning process they teach lessons through fairy tale, puppets etc. educators believe that if the children have good memory skills, they will thrive in their academic life.

Waldorf students remain with the same teacher from grade one to eight. It allows the teacher to develop a close relationship with each individual. As a result, the teacher gains better understanding of individual development, difficulties and achievements.

Waldorf educators teach children to have the appreciation and love for nature and world in where they live. They do different activities related to nature to teach children what things are and where they came from. Everyday they thank the world by saying:

"Earth who gave to us their food

Sun who make it ripe and good

Dear earth, dear sun by you we live

Our loving thanks to you we give" (Teacher of sittsville waldorf school)