The Waldorf/Steiner approach to early childhood education is based on the teachings of Rudolf Steiner, an Austrian philosopher who attempted to find a link between science and spirituality and who founded anthroposophy.
The first school based on the Holistic Theory of Development by Steiner was opened in 1919 in the Waldorf-Astoria Cigarette factory in Stuttgart to provide an education to the children of employees. The name Waldorf has stuck and now both names refer equally to schools and early childhood services which adopt the Steiner approach.
Holistic Development
At the core of Steiner education is the belief that children should be nurtured and educated as whole individuals. The curriculum is designed to nurture their intellectual, emotional, physical, and spiritual dimensions. The aim is to help children develop into well-rounded individuals capable of independent thinking, creativity, and social responsibility.
The Steiner curriculum is designed to be responsive to the three developmental stages of childhood.
- The Physical from 0 - 7 years
- The Imaginative from 7 - 14
- The Spiritual from 14 - 21 years.
A physical approach
According to the Steiner approach the first seven years are critical in determining the future well-being of children as this is when the foundations are laid for later learning and healthy development, including life-long physical, social, emotional, intellectual, and spiritual growth.
The Physical belief of Steiner education for children aged 0-7 is grounded in the understanding that young children need a nurturing and holistic environment that supports their physical development through free play, movement, and engaging with natural materials.
It emphasises the importance of rhythm, routine, and practical activities to foster sensory experiences, body awareness, and fine motor skills, enabling children to develop a strong foundation for their physical well-being and future learning.
Supporters of Steiner believe an atmosphere of loving warmth and guidance provides the optimal environment for healthy development and educators have a vital role in role-modelling and scaffolding a child’s natural urge to explore and experiment.
To this end, the Steiner approach for this age group prioritises and promotes:
- Opportunities for self-initiated play with simple play materials as an essential activity for young children
- Awareness that young children learn through imitation, through the experience of diverse sensory impressions, and movement
- Artistic activities such as storytelling, music, drawing and painting, rhythmic games, and role- modelling that foster the healthy development of imagination and creativity
- Meaningful practical work such as cooking, baking, gardening, handwork, and domestic activity provides opportunities to develop unfolding human capacities
- Predictable rhythms through the day, week, and year that provide security and a sense of the interrelationships and wholeness of life
According to the Steiner approach, the first three years of a child’s life are especially important as this is when children are the most open and trusting, and dependent on their caregivers. This means educators working with children in this age group need a special set of skills and personal qualities to ensure they are meeting the needs of each child to the best of their ability.
They must also be aware of what it means to be a role model as children three years and younger rely on imitation as one of the main ways of learning.
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Interactions with adults
Educators must work to cultivate an attitude of trust, openness, and gratitude towards the child and life more widely. They highlight the importance of meaningful daily activities such as work, particularly domestic duties, physical activity, and exploring nature.
Educators act as guides, observing and understanding each child's individual needs, interests, and developmental stage. They provide a balance between structure and freedom, offering age-appropriate activities and opportunities for imaginative play, creativity, and self-discovery.
The environment
To best meet the needs of the child, the environment has to be quiet, simple, warm, and peaceful and allow children to participate in safe exploring. Toys should be simple and made out of natural materials.
A child's natural inclination is to actively explore their physical and social environment. The surroundings offer limits, structure, and protection, as well as the possibility to take risks and meet challenges. There is a focus on real rather than virtual experiences to support the child in forming a healthy relationship with the world.
The food
The Steiner approach recognises the importance of nourishing the whole body with wholesome, organic, foods. It emphasises the use of locally sourced, seasonal, and minimally processed ingredients to support children's physical health and overall well-being. You will likely encounter communal meals inside Steiner education facilities, where children participate in the preparation of meals, fostering a sense of connection, and social interaction.
It also highlights the integration of food education and gardening, allowing children to develop a deeper understanding and appreciation for the origins and qualities of the food they consume.
Rhythmical daily life:
Rhythmical and predictable daily life is practiced with an understanding of the child’s need for:
- quality and quantity of sleep in a safe and peaceful environment
- healthy food
- physical exposure to nature including walking daily
- caretaking filled with warmth, presence of being, and joy
This makes it possible for the child to feel safe and secure, and develop healthy self-esteem.
Steiner in action
Steiner settings do not focus on teaching literacy and numeracy in the early years in the belief that these skills come more easily when children are allowed to focus on developing their social, emotional, and physical skills in an environment that emphasises play-based learning experiences.
Guided by the holistic theory of the development of Steiner, a typical Steiner day follows a reliable pattern, alternating between child-led and teacher-led activities. Children participate in structured activities such as painting, crafts, and domestic arts such as cooking, cleaning, and self-care, as well as circle time, storytelling, and music.
Steiner settings take great care in planning and setting up the environments where children learn and play, to ensure all sensory inputs are considered. Where possible there are no hard corners, muted colours are preferred, providers choose natural materials over plastics and toys are simple and encourage open-ended play.
This article was last updated on Thursday May 25, 2023
