Walking into a Waldorf classroom one might notice a sense of calm, the smell of bread baking, or feel like they've walked into a room of their home. There are plants in the corners and windows; soft silks in earth-tones tastefully decorate the tabletops and hang from the ceiling upon tree branches. Songs float on the air, transcending the space between classes. Wicker baskets filled with basic wooden toys line the walls and shelves. One might also notice candles on the table, baskets full of beeswax, and instruments around the classroom (Schmitt-Stegmann, 1997). While taking in the architectural beauty of the class, one might fail to realize that there are very few elements of a standard learning environment surrounding them (Follari, 2011).
The Waldorf approach to teaching involves a consideration for the spiritual self of the child and uses the arts to foster a deep connection to the world as well as its inhabitants. Social competence is a focus of the early childhood program in Waldorf schools. Oppenheimer (1999) remarks, Waldorf teachers believe that “in every child we can witness the unfolding of a miracle.” While other early childhood classrooms are print-rich and have a heavy focus on literacy, the Waldorf early childhood classroom is intentionally designed to delay the intellectuality of children by maintaining a dreamlike atmosphere (Schmitt-Stegmann, 1997). Using oral stories about faeries and songs with puppets wherever possible (Oppenheimer, 1999), it's obvious that Waldorf classrooms are drastically different from standard learning environments. With such wide variations between the curricular approaches, it bares considering the origin of Waldorf education.
Rudolf Steiner, a highly spiritual Austrian philosopher, ...
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...nd, Steiner also developed a series of guidelines and meditative exercises for the teachers of Waldorf schools. Using these exercises, teachers are expected to meditate on the children of the class as well as its etheric tapestry. Conciously selecting elements that enhance the harmonious atmosphere helps to ensure the holistic development of the child (Schmitt-Stegmann, 1997).
Works Cited
de Souza, D. (2012). Learning and Human Development In Waldorf Pedagogy and Curriculum.
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Follari, L. (2011). Foundations and best practices in early childhood education: History, theories, and approaches to learning. (2nd ed.). Upper Saddle River, NJ: Pearson
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Oppenheimer, T. (1999). Schooling the imagination. Atlantic Monthly (10727825), 284(3),
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Schmitt-Stegmann, A. (1997). Child Development and Curriculum in Waldorf Education.
Hedges, Helen. ""You Don't Leave Babies on Their Own": Children's Interests in Early Childhood Education." Early Education. Ed. Janet B. Mottely and Anne R. Randall. New York: Nova Science, 2009. N. pag. Print.
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Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New
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