Pedagogical ideas of the Waldorf school. Waldorf method of child development

A child is an individual with a certain character and developmental characteristics. Many parents know that their child needs to be taught and guided, but can an ordinary public school cope with these tasks? Not always. An alternative way of learning can be safely called a system such as a Waldorf school. What it is? How does it affect the child's personality? We will try to answer these questions in this article.

Hidden abilities

To some extent, every child is like a piece of plasticine; you can mold anything out of it, putting maximum effort into it. Will plasticine make a figurine out of itself? Of course not - even a child knows the answer to this question. The situation is the same with children. Their talents and abilities depend only to some extent on their genetics, but most of them depend on what we put into them. Perhaps not everyone will agree with these words, but it is on this basis that children develop in an educational institution such as a Waldorf school. What is this wonderful thing where instead of memorizing the multiplication tables, children draw and laugh? It is in a warm and friendly atmosphere that a child performs best.

Moreover, without trying different types of activities, it is extremely difficult to know what the student likes most and what he really has a talent for. These are the classes that the Waldorf school conducts. Moscow is the city where some of the best Steiner schools are concentrated.

First Waldorf school

Such a wonderful education system was created and implemented by the Austrian scientist-philosopher Rudolf Steiner. In addition, it was he who created such a doctrine of spiritual knowledge as anthroposophy. We will talk about this science a little later, but now we will return to the creation of the first Waldorf school. In the spring of 1919, Steiner held a meeting with employees of the Waldorf-Astoria cigarette factory, at which the problems of teaching and raising children in regular schools were highlighted. The scientist voiced the curriculum of the Waldorf school, which he plans to introduce, and also spoke about anthroposophical teaching and the need for the spiritual development of children. Many parents were interested in his worldview and the prospects for opening a new, alternative educational institution and, of course, they agreed to send their children to such a school. Immediately, Emil Molt (the head of the cigarette factory) bought the premises and began arranging a new school. Since the founder of the new pedagogy was such an educational institution, it is sometimes called: “Waldorf Steiner School”.

Science of the Spirit

This is exactly how many scientific figures characterize the doctrine of anthroposophy. Translated from Greek, “sophia” is wisdom, and “anthropos” is man; accordingly, science studies the characteristics of the development of an individual in the spiritual sphere. This teaching was isolated from Theosophy, and is also based on the knowledge of God and the contemplation of God. The only difference is that anthroposophy is based on German classical philosophy and the teachings of J. Goethe and F. Schiller.

It is believed that this is a mystical science that can help develop magical abilities in a person. Steiner called this area of knowledge “Goetheanism of the 20th century,” and since Goethe was a Freemason for some time, we can safely say that anthroposophy is in one way or another connected with magic and mysticism. It was on the basis of these ideas that the Waldorf school was created. What is this method of self-development and why did Steiner have a huge number of followers?

Unity of three hypostases

In the teachings of anthroposophy, a person is considered not only as a single whole, but also including such components as soul, body and spirit. They, in turn, have their own physical and psychological characteristics: the respiratory system, heart and spirit belong to the sphere of emotions, the nervous system and brain - to the intellectual (soul), metabolism and the musculoskeletal system - this is the body. The science of anthroposophy studies how to harmonize these three spheres with each other: a person must be strong in spirit and body, and also have a noble soul. It is the knowledge of how to achieve this that the Waldorf school provides. What kind of mystical science is this and does it have anything to do with the development of children? The answer to this question can be found by studying the basic principles of anthroposophy in more detail.

Principles of Spiritual Science

First of all, in order for any child to develop, feel comfortable and be able to reach his potential, he needs respect. He should not feel offended or deprived of attention in the educational institution. Anthroposophy studies methods of self-development through creativity and meditation. In different cities and schools, teaching methods may differ slightly, and this mainly depends on the qualifications of the teachers. For example, one Waldorf school in St. Petersburg may focus its educational process on creativity (drawing, singing, dancing, playing musical instruments), while another may focus on mental and spiritual development. One way or another, in any Steiner school, children examine both the creative, work, and mental-spiritual blocks throughout the day.

Particular attention in the pedagogy of the Waldorf school is paid to the study of culture and traditions. In order for a child not to feel lonely, he must understand that there is a whole world around him, very interesting and diverse. Various performances and productions performed by the children themselves help them feel like something more than just a schoolchild. A certain Waldorf school in St. Petersburg can become for a child not just an educational institution, but a second family, where he will feel comfortable and cozy. Such schools are especially popular with children who have no brothers and sisters. They like the friendly atmosphere in the school so much that they are ready to stay at school almost all day. Children really enjoy the warm and friendly atmosphere; they find new friends and like-minded people.

Nature as part of man

Steiner's pedagogy places special emphasis on the environment. If a child does not learn to feel one with nature, he will never be able to discover his full potential. As a rule, an educational institution is located closer to nature: to clean forest air, near a river, not far from the mountains. The school itself doesn’t look much like a classroom; it’s more like a cozy home where you can gather as a new family (class), engage in creativity and spiritual development. Even the furniture in modern Waldorf schools, as a rule, does not contain plastic or toxic substances - everything is only natural.

Grading system

Studying at a Waldorf school is very different from lessons at a regular school. A completely different program develops in children an interest in learning that is not supported by competition. There are no worst or best, each child is unique and talented in his own way. He is not graded or reprimanded for not knowing anything. In addition, a distinctive feature of such an educational institution is the attitude of teachers towards tips. If in a public school they scold you for giving hints and cheating, here they call it help and even welcome it. Under no circumstances should a child feel alone in moments of failure. On the contrary, at such moments the whole class and teachers provide him with support, help, and explain what the child did not understand. Students develop a strong confidence that they are not alone in this huge world, that there are always people who will come to the rescue, and moreover, this child will also be happy to help someone.

Training program

Naturally, the program at the Steiner school has a huge number of differences from an ordinary public school. All this is explained by the fact that in such educational institutions there is a completely different bias and goals pursued by teachers. Children are not forced to memorize anything - this is the main credo of such a teaching method as Waldorf pedagogy. The pros and cons of this school are discussed by many scientists, but no one comes to a common opinion. This is because this pedagogy has huge differences that contradict the regular school curriculum. For example, in grades 1-2, children are not taught reading and writing. For two years, children are taught letters and numbers in a playful way.

In lessons, as a rule, children learn drawing, sewing, knitting, gardening, and foreign languages. Complex exact sciences, such as mathematics, are studied in elementary school only in a playful way: children, holding hands, dance in circles, move vertically, diagonally, in a square, in a rectangle. “Having felt these figures for themselves,” it is not difficult for students in the future to draw them, divide them in half, find the perimeter and area.

Holidays and concerts

Waldorf schools pay a lot of attention to holidays and concerts. For each event, children together with teachers prepare performances, sew the costumes themselves, and decorate the concert hall. This brings the children together very much and gives them the opportunity to express themselves. For a shy child, performing on stage is an opportunity to become more relaxed and at ease. Most often, parents and close relatives are invited to such holidays as guests. The child, feeling supported, performs on stage even more confidently. It is the Waldorf school, which has only positive reviews from parents, that has a beneficial effect on children, developing in them the most unexpected talents.

Waldorf kindergarten

Steiner's pedagogy became so popular in Europe and Asia that there was a need to create preschool institutions based on this teaching. After a regular kindergarten, a child who is sent to study at a Waldorf school has a hard time. The teaching model that he saw in kindergarten is completely contrary to the new school: in a regular preschool, children are already being taught seriousness, perseverance, letters and numbers. A Waldorf kindergarten is an educational institution for preschoolers based on Steiner pedagogy. Here children learn about the world while playing, make crafts, play daughter-mother, go to the store, or go to the hospital. Various natural materials are used for crafts: pebbles, leaves, cones, acorns. The toys in such kindergartens are also only wooden or rag.

Approaches and methods

The main problem of ordinary public schools is the issue of rudeness and cruelty of schoolchildren. Disrespect for adults, reluctance to learn - these are the difficulties of many parents, which they are unable to cope with. School teachers in public schools also have a hard time.

Only a friendly and warm atmosphere can really contribute well to the learning process and personal development. The game process in which children learn, develop, and get to know the world contributes to the development of fine motor skills and speech. The Waldorf school has all these features. Moscow is a city in which a huge number of such schools are concentrated, but what is most interesting is that they are not subordinate to the city department of education and science. Unlike ordinary educational institutions, such schools do not have centralized administrative control, which means they are not connected to each other and do not report to anyone. Steiner schools, as a rule, do not have directors; they are governed by a board consisting of teachers and parents.

Any Waldorf school, whose tuition fees tend to zero in European countries, develops spirituality and talents in children. Even the pencil case that the child comes to class with is made by him and his parents himself.

Of course, adherents of strict discipline will definitely not like such a school. Children have practically no boundaries. If for some reason the child does not like the lesson or he already knows how to do it, he can calmly leave the lesson. Parents participate in almost the entire educational process in their children’s lives: they help organize holidays, do various crafts with them at home, and even conduct lessons. At parent meetings, it is discussed who can do what well, and a schedule is drawn up. And so, for example, on Monday one of the mothers tells the children the technique of weaving beadwork, and on Tuesday the father of one of the students teaches them how to make wooden boats. Every child, regardless of whether it is a boy or a girl, attends all classes and learns along with everyone else. Who said, for example, that a boy cannot knit or embroider, and a girl should not work with wood? These are just prejudices that do not exist in such an educational institution as a Waldorf school. Addresses and contacts of schools with Steiner pedagogy can be found on their personal websites. In addition, as a rule, Waldorf educational institutions hold an open day every year. You can attend this event, meet teachers and parents, observe the educational process and decide for yourself whether such a school is suitable for your child.

Growth in the number of Waldorf schools in the world by 2009

The first school based on these principles was opened in the city in response to a request from Emil Molt, owner and manager of the Waldorf-Astoria Cigarette Factory in Germany, which was the origin of the name "Waldorf" , which is currently trademarked for use in conjunction with the teaching method.

The Stuttgart school grew rapidly, parallel classes were opened, and by 1938, inspired by the successes of the first Waldorf school and its pedagogical principles, Waldorf schools were founded in other cities in Germany, as well as in the USA, Great Britain, Switzerland, Holland, Norway, Austria and Hungary . The Nazi regime's political interference in education limited and eventually closed most Waldorf schools in Europe; the affected schools, including the first one, were reopened only after World War II.

The growth in the number of Waldorf schools in the world by 2009 is shown in the graph.

Features of the technique

Waldorf schools work on the principle of “not advancing” the child’s development, but providing all opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and aids (primarily for the development of children’s imagination). Much attention is paid to the spiritual development of all participants in the educational process. Educational material is presented in blocks (epochs), but the day at all stages of education (from nurseries to seminaries) is divided into three parts: spiritual(where active thinking predominates), soulful(teaching music and eurythmy dance), creative-practical(here children learn primarily creative tasks: sculpting, drawing, carving wood, sewing, and so on). The rhythm of the day can be subordinated to the subject that is currently being studied (for example, if they are studying mathematical material, children are asked to “see” it while dancing or while sewing). In addition, educational material is given taking into account the correspondence between the development of the child and the development of the historical society. For example, in the 6th grade, when children form an idea of justice and statehood, they go through the history of the Roman Empire, and in the 7th grade, during the onset of puberty, they go through the Middle Ages, with its pronounced masculinity (knights) and femininity (ladies). At the same time, children stage plays, participate in tournaments, dance and even go to cities with medieval fortresses.

Benefits

The main pedagogical aids are numerous books and lectures by Rudolf Steiner on pedagogy, including

The pedagogical significance of human cognition and the cultural significance of pedagogy (German. Der pedagogische Wert der Menschenerkenntnis und der Kulturwert der Pedagogik );
The art of education in connection with the essence of man (German. Die Kunst des Erziehens aus dem Erfassen der Menschenwesenheit );
Methods of teaching and prerequisites for education (German. Die Methodik des Lehrens und die Lebensbedingungen des Erziehens );
The general doctrine of man as the basis of pedagogy (German. Allgemeine Menschenkunde als Grundlage der Pedagogik );
The art of education. Methodology and didactics (German) Erziehungkunst. Methodisch-Didaktisches ;
The idea and practice of the Waldorf school (German) Idee und Praxis der Waldorfschule ).

Basic teaching methods

Also, younger schoolchildren feel the need for rhythm, vivid images and creative imagination, which grows by the age of 9 and is most acutely felt from 9 to 12 years. During the Rubicon (a developmental crisis that occurs at the age of 9), the child separates himself from the world around him, he is already interested in things “as they really are.” Therefore, realistic subjects are introduced into teaching: local history and zoology in the 4th grade, geography, botany and history in the 5th grade.

Balance between “contemplative” and “active” subjects

With excess mental activity, children's health deteriorates. The solution to this problem is the introduction of a large number of objects on which children are engaged in active activities. This is eurythmy (an art form developed by R. Steiner), painting, etc. In contemplative subjects, the teacher strives to awaken the child’s imagination and set his feelings in motion. This could be an interesting message during teaching, or an exciting story at the end of the lesson. The main thing is to include interest as a positive emotion.

Rhythmic daily routine

During the school day there is a smooth transition from mental activity to physical activity through the activity of the senses. There is a strictly defined rhythm of the day. Morning exercises at a Waldorf school are replaced by a rhythmic part. Junior schoolchildren actively move for 20 minutes, rhythmically stomp and clap, and read poetry.

The first lesson is the main lesson, one of the main general education subjects (mathematics, native language, geography, physics, chemistry, etc.) Then there are lessons in which rhythmic repetition occurs. These are a foreign language, music, eurythmy, gymnastics, painting, etc. Practical activities are carried out in the afternoon. These include manual labor, crafts, gardening and other subjects that require physical exertion.

Teaching “by era”

The main feature of teaching in a Waldorf school is the presentation of educational material in large study periods, “epochs”. “Epoch” lasts 3-4 weeks. Thanks to this distribution of material, the child has the opportunity to fully get used to it. He doesn't have to waste energy starting and stopping. At the end of the “era”, children feel a surge of vitality due to a sense of satisfaction that they have achieved something during this period.

The principle of “harmonization of mental life”

In the process of teaching and upbringing, teachers strive for balance in the development of the child’s three mental abilities: will, feeling and thinking. Harmony of mental life creates favorable conditions for a healthy physical life. Will, feelings and thinking manifest themselves at each stage of a child’s development in accordance with age characteristics. This is taken into account in methodological work. Thus, in elementary school, the child’s will is addressed to the greatest extent, in middle school - to feelings, in high school - to thinking.

The principle of “harmonization of the social environment”

Of great importance for a child is the creation of a healthy social environment around him, since individuality can develop freely if nothing around him suppresses it.

High demands on the teacher’s personality

To avoid negative influence on the child, the teacher must engage in self-improvement and control his behavior.

Individual approach to the child

This approach allows the child to develop his or her abilities to the fullest extent without harming the child’s health. For example, in order to balance the action of temperament in a child, he is given the opportunity to see himself from the outside. For this purpose, children with the same temperaments. often seated at the same desk. The non-judgmental education system and the absence of competition do not cause feelings of inferiority in a child who is truly weaker than others. The only measure of his achievements is to compare his own successes today with those of yesterday. An individual approach relieves the child of unnecessary stress and eliminates the devaluation of the child’s personality.

Collaborative activities in the classroom

A friendly class also contributes to the child’s mental comfort. The unification of children in the class takes place during the rhythmic part, during eurythmy and Bothmer gymnastics classes. Coordination of movements is possible only if there is mutual attention to each other. Choral reading and singing develop the ability to listen to each other. Participation in joint performances teaches them to act together, respect each other, and understand that the result of their work depends on the coherence of their actions. The main unifying factor is the authority of the teacher, which the child needs as an example for meaningful imitation and for a sense of protection. It is very important for a teacher to organize his work in such a way that students become more and more independent, so that their personal attachment to the teacher develops into attachment to the school. This would help them have a painless transition to the senior level.

Waldorf pedagogy in Russia

In Russia, the first schools working according to the Waldorf method appeared in 1992. Among them are the Municipal Educational Institution Secondary School "Samara Waldorf School", the Non-Resident Educational Institution "School-Garden on Volnaya Street", the State Educational Institution Secondary School No. 1060, the Non-Resident Educational Institution "The Path of Grain", the Non-Resident Educational Institution "School of St. George the Victorious", the Non-Resident Educational Institution "Family Lad School" and other.

Criticism

Critics of Waldorf pedagogy point out that its schools were originally intended for the social adaptation of children. The creation of the first educational institution of this kind was financed by the owner of the Waldorf-Astoria tobacco factory, who wanted to educate skilled workers.

Notes

List of schools worldwide
Rene Upitis, "In Praise of Romance", Journal of the Canadian Association for Curriculum Studies, Vol.1, No. 1, Spring 2003, pp. 53-66.
UNESCO 2001 Annex VI
Thomas William Nielsen Rudolf Steiner’s Pedagogy Of Imagination: A Case Study Of Holistic Education, Peter Lang Pub Inc 2004 ISBN 3-03910-342-3
The Waldorf Promise, “a CINE Golden Eagle Award winning documentary on the success of Waldorf Methods in public schools”
Peter Schneider, Einführung in die Waldorfpädagogik, ISBN 3-608-93006-X, p. 16; “more than 2,000 participants per year, most of whom are state-school teachers, attend summer Waldorf pedagogical seminars in Stuttgart, Herne and Hamburg.”
Stephanie Luster Bravmann, Nancy Stewart Green, Pamela Bolotin Joseph, Edward R. Mikel, Mark A. Windschitl, Cultures of Curriculum, Lawrence Erlbaum Associates, 2000. p81, “developed the Waldorf School system of education, is another whose ideas are reproduced, often less in whole than in part…in an expanding number of American public and private schools today.”
P. Bruce Uhrmacher, “Uncommon Schooling: A Historical Look at Rudolf Steiner, Anthroposophy and Waldorf Education,” Curriculum Inquiry, Vol. 25, No. 4. Winter 1995.
Waldorf pedagogy: An anthology // /Ed. A. A. Pinsky. - M.: Education, 2003. - 494 p.
Curricula for Waldorf schools // M.: National Education, 2005.
"Waldorf pedagogy. Handicrafts and crafts", magazine "Private School", No. 1, 1994, pp. 42-45
Waldorf kindergarten. In harmony with the nature of the child // Publishing house: Narodnoe obrazovanie, 2005.
Dynamics of children’s health indicators during the learning process in secondary and Waldorf schools / Yu.A. Gavrilova, E.M. Spivak // Issues of modern pediatrics. – 2007. T. 6, No. 4. – P. 150–151.
Changes in indicators of physical health and functional state of the autonomic nervous system in the dynamics of the school year in children of secondary schools and Waldorf schools / Yu.A. Gavrilova, E.M. Spivak, L.I. Mozzhukhina // Current issues in pediatrics, perinatology and reproductology: Collection of scientific works. – N. Novgorod, 2006. – P. 245–248.
Changes in some functional indicators of the body in the dynamics of the school year in the conditions of a Waldorf school / Yu.A. Gavrilova, E.M. Spivak, G.V. Volkova // Bulletin of the Ivanovo Medical Academy. – 2005. – T. 11, No. 3–4. - P. 10–12.
"Teaching physics using the phenomenological method", "New Pedagogical Journal" No. 1, 1996, pp. 27-33.
Universal education - the essence and meaning of Waldorf pedagogy, School Director magazine, No. 2 2000, pp. 57-66
Entry into world humanitarian thought as an urgent task for the development of domestic pedagogical research methodology at the present stage, in the collection of scientific articles “Pedagogical science and its methodology in the context of modernity,” M. 2001, pp. 401-409.
Reforming teaching and learning based on a competency-based approach. Based on materials from German sources. Satya in the collection "Competence-based approach as a way to achieve a new quality of education." M. 2003 pp. 184-198
"Learning for Life" - an international program for researching student achievement PISA 2000 Satya in the collection "Competence-based approach as a way to achieve a new quality of education." M. 2003 pp. 198-205.
Bulletin “In Defense of Science” No. 2; Commission for Combating Pseudoscience and Falsification of Scientific Research of the Russian Academy of Sciences. 2006

Literature

Robert T. Carroll Waldorf schools// Encyclopedia of Delusions: a collection of incredible facts, amazing discoveries and dangerous beliefs = The Skeptic's Dictionary: A Collection of Strange Beliefs, Amusing Deceptions, and Dangerous Delusions. - M.: "Dialectics", 2005. - P. 83. - ISBN 5-8459-0830-2
Rudolf Steiner. "Principles of Waldorf Pedagogy". 2012.
“Education for Freedom” by F. Karlgren (translation from German), “Moscow”, 1993.
“Education in a Waldorf school” (collection of articles), “Moscow”, 1995.
“Waldorf Pedagogy” (anthology), ed. A. A. Pinsky, “Enlightenment”, 2003.
Bierl, Peter: Die Anthroposophie Rudolf Steiners und die Waldorfpädagogik. 1999. ISBN 3-89458-171-9
Jacob, Sybille-Christin und Drewes, Detlef: Aus der Waldorf-Schule geplaudert. Warum die Steiner-Pädagogik keine Alternative ist. Aschaffenburg: Alibri, 2001. ISBN 3-932710-28-2
Prange, Klaus: Erziehung zur Anthroposophie - Darstellung und Kritik der Waldorfpädagogik. Bad Heilbrunn: Klinkhard, 2000. ISBN 3-7815-1089-1
Rudolph, Charlotte: WaldorfErziehung: Wege zur Versteinerung. DTV, 1988. ISBN 3-472-61727-6
Wagemann, Paul-Albert und Kayser, Martina: Wie frei ist die Waldorfschule? W. Heyne Verlag, 2002. ISBN 3-453-09147-7

Links

(journal of the Russian Academy of Sciences)
Vasiliev V. A. An invisible member of Russian education // “In Defense of Science” No. 2 (2007) - pp. 57-65

Wikimedia Foundation. 2010.

See what “Waldorf pedagogy” is in other dictionaries:

"Waldorf pedagogy"- a set of methods and techniques of education and training, based on the anthroposophical interpretation of human development as a holistic interaction of bodily, mental and spiritual factors. The main idea: to give a person freedom from demands... ... Glossary of terms on general and social pedagogy

E. O. Sklyarenko

What is the Waldorf education system and Waldorf school?

Steiner, or Waldorf, schools operate all over the world. Currently there are over a thousand of them. In them, teachers strive to embody the principles of Steiner pedagogy in the most complete form. The scope of the Waldorf movement is enormous. There are 600 Waldorf schools in 14 European countries alone, and there are them in North America and other parts of the world.

Waldorf education system is based on Anthroposophy (or spiritual science), which was created by the Austrian thinker Rudolf Steiner.

Rudolf Steiner(1861-1925) - an example of a Teacher in both the ordinary and spiritual sense. In 20 books and 6,000 lectures he touched on: religion, philosophy, science, economics, agriculture, education, medicine and art. By combining human and the spiritual knowledge behind it, he founded Anthroposophy (Human-knowledge), which offers man conscious spiritual-scientific methods of achieving knowledge of the higher worlds.

In Russia, his followers were many people of science and art, including Andrei Bely, Maximilian Voloshin, Mikhail Chekhov, Andrei Tarkovsky and others.

Anthroposophy(from the Greek words “anthropos” - “man” and “sophia” - “wisdom”). This is a type of theosophy (the doctrine of the unity of the human soul with the deity), which aims to reveal the hidden abilities of a person through a system of special exercises (eurythmy, music, etc.).

The main task of anthroposophical pedagogy is seen to be to preserve the feeling of the life-giving breath of life, which is characteristic of childhood, but, unfortunately, is so rarely found in our early maturing children, whose parents strive to “put” into the child’s head as early as possible and as much as possible.

Waldorf school and the pedagogical impulse associated with it, arose in the first quarter of this century in Germany (1919), in connection with the search for new forms of social life that arose at that time, in the conditions of the post-war crisis.

First Waldorf school was opened for the children of workers of the Waldorf Astoria company, which assumed most of the costs of its maintenance. However, children from other walks of life immediately joined it. Thus, from the very beginning, any selection on social or material grounds was eliminated in the Waldorf school. Despite the fact that the Waldorf school continues to strive to follow this principle, which is fundamental for it, sociological studies show that the number of children from working class and “lower strata” of the population is quite low. “Waldorf parents” are mainly people with higher education, lawyers, doctors, engineers, social and cultural workers. They are driven mainly by an interest in the healthy, comprehensive, harmonious development of their own children. It is precisely these “interested” parent groups that initiated numerous new Waldorf schools, the number of which has increased dramatically over the past twenty years.

Waldorf schools are an education system based on respect for childhood. Its goal is to develop the natural abilities of each child and strengthen the self-confidence that he will need in adulthood.

Already at the stage of preschool education and primary school, a solid foundation of knowledge and experience is laid on which education in secondary school will be based. At this stage, the Waldorf school tries to develop in the child such qualities as emotional maturity, initiative and creativity, common sense and a heightened sense of responsibility.

Waldorf school offers for a child, such a way of knowing the world, society and themselves, which would exclude alienation from the subject, would develop in the student a sense of involvement in what is happening around him. Waldorf school programs are structured in such a way as to take into account the individual needs of each student.

The experience of the Waldorf movement, accumulated over 75 years of its existence, has shown that its principles can be adapted to the cultures of a wide variety of peoples. The reason is that the programs of these schools are aimed more at developing the natural abilities of a person than at simply transferring knowledge. The breadth of approach and interdisciplinarity are the hallmarks of these programs.

Teaching in Waldorf schools is based on the principles of continuity and personal influence of the teacher. All classes in the preschool period are taught by the same teacher, and from 6 to 14 years old the same class teacher works with him. At the age of 14-18, the student receives help and support from his class teacher. Thus, during each separate period of his childhood and adolescence, the child is under the supervision of the same person, who knows the characteristics and needs of his ward. A teacher has the right to independently decide what and how to teach a child at a given moment in order to make maximum use of the latter’s creative potential. At the same time, the teacher also gets the opportunity to show dedication and make the best use of his professional experience.

In our rapidly changing and unstable world, people increasingly need to show initiative, flexibility and responsibility. Graduates of Waldorf schools have proven themselves to be resourceful, creative people who are able to adequately cope with the difficulties that abound in today's reality. In many ways, they can consider themselves citizens of the world.

Characteristic features of the Waldorf school:

1. Schooling usually begins at the age of 7 and lasts for 11-12 years. The first person who meets the child is the class teacher. For eight years, he greets students every morning and teaches the main lesson, which lasts 2 hours without a break. At the initial stage, little attention is given to academic subjects. The first class program provides for them in a minimal amount. Reading is not taught until second grade, although children are introduced to letters (in grades 1 and 2). In secondary school (grades 1-8), students have a class teacher (primary) who teaches, supervises and cares for the children and stays with the class (ideally) for the entire eight years of school.
2. During the first eight years of education, all subjects are equally important for the child. Certain activities that are often considered secondary in regular schools are core in Waldorf schools: art, music, gardening, foreign languages (usually 2 in high school), etc. In lower school, subjects are introduced gradually from the artistic environment, as children are better respond to this environment than to dry lectures and rote learning. All children learn to play the flute and knit. From the first grade, children learn two foreign languages, gaining experience in penetrating the world of the soul of another people. Learning a foreign language begins in the same way as learning your native language in the first years of life - with the simplest words, with children's poems, songs, and games.
3. At handicraft lessons, children learn knitting and crocheting, embroidery, weaving, and work with various “soft” materials. In art classes, children get acquainted with various crafts and technologies. Gradually the craft turns into free artistic creativity. Children are learning a new art of movement - eurythmy.
4. The school often organizes holidays dedicated to some natural phenomena (ripening fruits, the onset of winter, melting snow) or religious events (Christmas, Easter). They prepare for the holidays in advance: they learn songs and poems, stage plays, make costumes, and prepare gifts for each other and their parents. In the lower grades, a lantern festival is held in late autumn. At a time when the nights are long and the days are short, when it gets dark early, when the snow has not yet fallen, when nature is preparing for winter sleep, and the sun is almost never in the sky - on such an evening children go outside with paper lanterns, inside which Small candles are lit to remind people with this procession that winter will not last forever, that the sun will soon return and that there will be light on earth again.
5. At the end of each school term, a concert is held for parents and guests. Each class shows what they have learned that quarter. They recite poems (including in German and English), sing, and play the flutes. Some classes prepare small performances.
6. In the lobby in front of the assembly hall there is an exhibition of the most beautiful notebooks, clothes sewn in handicraft lessons, toys carved from wood, spoons, boxes, dishes made from clay and everything that children learned to do in the last quarter.
7. There are no textbooks as such: all children have a workbook, which becomes their workbook. Thus, they write their own textbooks, where they reflect their experiences and what they have learned. Higher grades use textbooks to supplement core lesson work.
8. Education at a Waldorf school is not competitive. There are no grades in high school; At the end of each year, the teacher writes a detailed characterization report for each student. When transferring to another school, grades may be assigned.

Teaching method

The presentation of material begins with perception - to see, experience, be surprised. In this way, life experience is acquired, on the basis of which conclusions are drawn and theories are built.

Perception, feeling, thought - these are the three steps in the learning process, a process that is in harmony with the child’s nature and meets his needs.

Students of Waldorf schools are educated in accordance with their own spiritual strengths and in rhythm with their own spiritual, physical, mental and emotional development.

Lessons in Waldorf schools are lively and interesting, they challenge and stimulate the imagination, as children are treated not only as beings who can only think, but also as beings who also have hands and a heart.

Waldorf education prepares students to enter adult life with the abilities of: self-discipline; free, independent, analytical and critical thinking; a reverent attitude towards the beauty and wonders of the world.

Cyclic essence of the program

To give an example and show the cyclical nature of the general education curriculum of a school, which begins from kindergarten to high school, let's take geometry. In first grade, children experience geometric shapes and figures with their bodies, play games in a circle, move in the shape of a figure eight, square, triangle and perceive the basic elements of writing and reading through movement, experience the quality and interaction of lines and geometric shapes in the Drawing lesson forms". Thus, for the first four years, in various ways, they are involved in the essence of geometry, although, of course, this word is not called to them. They may also not be using the word in fifth grade when they discover the amazing things they can do with circles on paper using colored pencils. Flowers, crystal structures and personal compositions emerge from the intersection of circles and lines. What emerges from an artistic exercise is a lesson in geometry. In sixth grade comes precision. Various figures are constructed using a compass and ruler. Children are already able to derive some geometric patterns from their experience. After all, high school students come to take an academic approach to a subject called geometry, and it won't be new material for them. - “Yes, we’ve already done this!” - say the children - “Yes, I know how to build an isosceles triangle here. It’s easy!” Our goal is to weave the threads of experience into the fabric of the child’s own life. And then the evidence becomes meaningful and joyful. The Waldorf school curriculum works well because of its emphasis on the characteristics of each child's age and his uniqueness. Even small changes in a child's development are reflected in the program, which not only lists what material is given to children, but also how it is given."

Approaches and methods of Waldorf schools

The interdisciplinary approach used in Waldorf schools from the first to the final grades allows students to instill a holistic view of the world. This not only helps them master individual areas of knowledge at school, but also independently establish complex connections between phenomena. An interdisciplinary approach is used in the study of all subjects, taking into account the age characteristics of children.

From the first two hours of class to three to four weeks may be devoted to covering topics such as North American geography, mechanics, the ancient Romans, trees, finance, nutrition, or architecture. And this turns out to be an effective teaching method that helps develop students' memory and maintains their interest in learning. A balance is carefully maintained between gaining practical skills in working in the garden, workshop or enterprise and practicing a wide variety of arts: music, rhythm, theater, painting and sculpture.

In a world where traditional cultures are being destroyed, communities are disappearing and religious values are being questioned, young people increasingly need help to develop qualities such as trust, empathy, the ability to morally assess reality, and distinguish between good and evil. Waldorf schools, through collaboration with parents, consciously cultivate these values. The entire learning process is aimed at ensuring that the child “knows and loves this world” and all its inhabitants. In this sense, the approach to education bequeathed by Steiner is a truly ecological approach.

One of the most widespread prejudices against the Waldorf school is the idea that this school does not provide real knowledge that provides the student with the opportunity to further enter a higher school or university.

Yes, the child retains spontaneity, childishness, and he will learn without fear. The reason for this opinion, which was widespread in the West about thirty years ago, is that the Waldorf school does not declare preparation for a university as its main goal. There is no pressure on children. They are not retained for a second year. There are no marks. All this creates a general atmosphere in which the child feels good. As a rule, children love their school and enjoy learning. And if the child feels good, then in such conditions it is impossible to carry out the arduous work of preparing for university, which should begin almost from kindergarten... This is the general opinion that firmly holds the consciousness of many teachers and parents...

Steiner schools are independent, self-governing educational organizations. Waldorf schools do not have centralized administrative control; each school is administratively independent. In Great Britain they cooperate with each other within the framework of the Association of Steiner Schools and are members of other international associations. All responsibility for the educational process lies with teachers who form the teaching team. There is no director in such a school, and the management is carried out by the school council, which includes parents, teachers and the administrator who manages the school facilities. The sole purpose of such an association is to work together for the benefit of students. Such an organization is not only a model of a community working together for the welfare of the students, but an effective way of mobilizing the abilities and talents of all persons interested in the prosperity of the school.

Good day, dear readers! I write inspired and puzzled at the same time. Today I was lucky enough to read one amazing review about a Waldorf school. I think I heard something about her before, but what I found out today shocked me!

The education system in such an institution is very different from the usual training program. Moreover, it turned out that there are also kindergartens with the same name. And they are also different from ordinary children's institutions. What principles does the Waldorf school adhere to, what is it? Let's find out!

Most parents are of the opinion that the school should keep the child in line. It’s exactly the same as what schools should teach. And this is quite normal, because this is an established judgment.

I've read a lot about the Walfdor school ( Steiner technique). I asked people who had at least some connection to her. What's the difference? It turns out that in this school education is based on the principle of “desire”. The child is not forced to sit over textbooks, but is given the opportunity to choose.

It turns out that the main difference between a Waldorf school and a general education school is that it is aimed at developing the creative side of the child.

You won't see any TVs or computers in this school. Children here don't use phones. All toys are made from natural ingredients. Children have been making incredible crafts with their own hands since first grade. By the way, it is the natural composition of toys that makes the Waldorf school similar to the Montessori method. But that’s not about that now.

Many parents noted that there is something esoteric about this school. Something magical, impossible, amazing. And this “something” attracts children to go to school every day. Unexpected, right?

But everything is not so wonderful. Is it true? I decided that there are still some pitfalls in this education system. And she turned out to be right. Let's look at the pros and cons of the Steiner technique.

2. Advantages of the school

“Don’t take away your child’s childhood” - have you heard this phrase? The Waldorf school is all in favor.

That is why the school has many of its own features that are so attractive to parents and children:

The main emphasis in the first grades of education is on the development of the child’s personality. The children in this school are the center of the universe. Each of them has their own opinion and the right to express it. The teacher, in turn, tries to support the child as much as possible and realize his thought/idea/desire. The main thing is that it does not harm others.
Two foreign languages are usually studied at school. Moreover, training begins from the first grades.
The school pays great attention to creativity. Children not only draw and sing (as is customary in regular schools), but also play musical instruments, learn eurythmy (the art of artistic movement), dance, and attend theater classes.
No homework.
The holiday is sacred. Easter, Christmas, New Year, Maslenitsa and other holidays are celebrated on a grand scale! Skits are prepared, children learn poems and songs, and make gifts for each other with their own hands. Particular attention to birthdays. Instead of the usual distribution of sweets at the beginning of the lesson, there is a whole celebration here. The whole class prepares gifts for the birthday boy, reads poems to him, and gives cards.
Everyone is united at school. There is no spirit of competition. There is no place for envy or malice here. There are no leaders and no outcasts. Thanks to this, the class turns into one cohesive team.

Many parents note that children raised in this school are open and good-natured people.

3. Disadvantages of the school

There are several nuances about this school that are not entirely clear to me. For example, children are not graded on their knowledge. Instead, a “characteristic notebook” is created for each child. On the one hand - great. The child is not “chasing” an A. Knowledge that is not acquired “by evaluation” remains in the head much longer. But on the other hand, it is so difficult to evaluate academic performance.

There are other “shortcomings”:

Difficulties with transferring to another school. This is understandable, try, convert the student’s characteristics into a five-point system.
Studying at school can last 12 years, while in a regular school you can go to college after 9th grade or study for a total of 11 years.
There is no strong emphasis on the exact sciences, so often graduates of such a school are humanists.
There are free Waldorf schools, but more often they are private, which means they have to pay.
Comparison with a sect. Some parents note that the atmosphere that reigns at school is too idealized and takes the child away from reality.

Children are not taught reading until the second grade. However, many lessons familiar to secondary schools are introduced here later than usual.

4. School “rules”

This school has its own “raisin”, which makes it special.

And these are the principles of Waldorf pedagogy:

It is not customary to say “no” to a child here. A child can do anything! Within reason, of course. He will not be allowed to hit another student, destroy classrooms, etc. But, more often than not, this does not happen here. The children are very close friends with each other.
“No” to premature intellectual development. Everything should take its course. The teachers of this school believe that a child in primary school is not yet ready to study difficult sciences. They don’t insist on this. Usually it is not until the fourth grade that real learning begins. However, they say that it is by the fourth grade that the development of children in a Waldorf school levels out and is no longer different from children from a general education institution.
The teacher is an authority. Moreover, one teacher leads his class from the very beginning to the end. For the first eight grades, it is he who will teach the children all disciplines, and only after the ninth grade do other teachers appear. Children, by the way, love it.
The first lesson is the main lesson. The morning of the children of this school begins with an important subject: mathematics, Russian, and so on. After this, emphasis is usually placed on the child’s creative development.
No ratings. And this motivates the children. No one is trying to evaluate them. No one gives a “two”, which is why the child does not develop a feeling of worthlessness.
Special atmosphere. It's like there's magic in the school. The class is like one big family. Parents can attend all holidays and take an active part in them, along with children and teachers.
Absence of director. All school issues are resolved by the council, whose participants are teachers, parents, and educators.

6. Future perspective

If you believe the reviews, most children pass the exams absolutely calmly, although, as I wrote above, there is no emphasis on the child’s intellectual development.

Graduates easily enter higher education institutions. But more often it is a creative or humanitarian profession. The professions chosen by the students are their favorite ones. They visit universities with pleasure.

It was also noticed that children from these schools are open, happy, good-natured, creative and imaginative. They easily find a language with people of different worldviews and are excellent at working in a team.

In any case, only the parent can decide whether a given school is suitable for his child or not. For example, I am very inspired by the idea that this school has its own harmony. It's great when a child is raised and educated in a magical place. And what is very attractive is the fact that the school turns any holiday into a fairy tale, where each student is a very important and necessary character. However, more detailed information can be found on the Waldorf school website.

You can watch a detailed video about the Waldorf school here:

The development of a child requires the closest attention; this is the only way to be sure that the baby will receive all the necessary knowledge and skills in a timely manner. This principle is promoted in most modern educational methods, and the Waldorf school is no exception.

How it all began

In 1919, Emil Molt, the owner of the largest tobacco factory in Germany, decided to take care of his employees - he opened a special school for the offspring of the company's employees. The founder of the teachings of anthroposophy, Rudolf Steiner, took charge of organizing the educational process.
Unique teaching methods instantly gained popularity. The Waldorf school, named after the factory, became famous throughout Germany. At the moment, the pedagogy proposed by Steiner is actively used all over the world; its principles have been introduced into 950 Waldorf schools and more than 1,400 specialized kindergartens in sixty countries.

Principles of the Waldorf Method

Steiner believed that until the age of seven, a child does not need to be taught traditional sciences. The baby’s perception is simply not yet ready to process such a volume of information! At this age, the child needs the development of imaginative thinking, and he will need abstract thinking only after reaching 12 years of age.
According to Waldorf pedagogy, the schedule for teaching a child all the necessary skills and knowledge should be strictly scheduled. The child should receive information in small portions. Moreover, the development of each discipline is carried out precisely at the period when the baby’s intellect is already maximally prepared for its perception.

Steiner insisted on the need to focus on three areas of child development:

spiritual;
creative;
physical.

And special attention is paid to creativity: during the learning process, all children of Waldorf classes necessarily participate in various theatrical performances - both puppet and dramatic. To develop creative potential, classes are held in modeling, embroidery, working with stone and wood. Moreover, the Waldorf school does not recognize synthetic materials!

It is the deep conviction of the followers of this education system that for the harmonious development of a child, a complete rejection of the computer and television is necessary. Teachers believe that these subjects are a source of huge amounts of unnecessary information and regular stress, which means that the child should be protected from them.

Waldorf training program

- this is a soft and leisurely learning process, with a very gentle lesson schedule. The technique is fundamentally different from traditional methods of developing intelligence in children over the age of one year. For example, textbooks are not used at all, and notebooks for classes look non-standard - they are large-format and without rulers.

Children are not given grades, however, this is not necessary - each child is taught according to an individual program that takes into account all the peculiarities of the child’s perception and development. Lessons last longer than in traditional schools - the duration of one lesson varies from 1.5 to 2 hours.

Groups in kindergartens and school classes are of different ages. So, in one team there may be both a two-year-old child and a six-year-old child. Younger children carefully watch their older classmates and learn everything from them. Thanks to this, new information is absorbed very easily and almost imperceptibly.

The daily lesson program includes three informative blocks, each of which is aimed at developing specific skills:

practical block (creative activities);
soulful (music and dancing);
spiritual (development of active thinking).

Teaching position at a Waldorf school

Of course, Waldorf pedagogy requires a special attitude towards students. The main principle of this method is non-interference. The teacher does not lead the children's group, but gently and unobtrusively coordinates its activities. The child organizes his time independently - the teacher can only advise, prompt, and help choose the right direction.

It is the self-education and self-improvement of children that underlies the pedagogy proposed by Steiner - any initiative of the child is instantly encouraged by the teacher. This approach encourages independence.

But prohibitions are not practiced at school; they are permissible only if the child’s actions can cause harm to students or cause damage to property.
According to Steiner, a teacher who almost never uses prohibitions evokes much greater respect from children, so the teacher should try to expand the range of permitted actions within reasonable limits. And, if a ban is still necessary, you should gently and tactfully inform the child about this - you cannot scold or punish students.

Waldorf toys

Toys occupy the most important place in the Waldorf method - after all, it is with their help that a child learns to interact with the outside world. But you won’t find traditional dolls, cars and soldiers at school; instead, there is an unusual alternative.

Toys for Waldorf classes are selected very carefully: plastic and other “synthetics” are completely excluded! But in the classrooms you can see a lot of natural materials - tree branches and cuts, pine cones, pieces of bark, chestnuts, acorns, and these are what are used instead of traditional cubes and construction sets. There are a lot of homemade toys at school. Orderly rows of crafts created by students and their parents are present in every classroom.

The teaching philosophy proposed by the brilliant Steiner is radically different from the usual teaching methods: the child is not forced to learn the basics of mathematics, reading and writing from an early age. Education at school is aimed at developing imagination, imaginative thinking and fantasy, which is what allows graduates of Waldorf schools to grow into multifaceted and harmoniously developed individuals.

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Ps. This applies to boys too! There are just more girls here ;-)

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