Steiner developed the Waldorf curriculum as a means of helping the child's spirit and soul to take proper hold of the body, to unfold fully the functions of thinking, feeling and willing and thereby to learn about the world and be active in it in a healthy and constructive way.
The central focus for the Waldorf teacher is the development of that essence in every person that is independent of external appearance, by instilling in his/her pupils an understanding of and appreciation for their background and place in the world, not primarily as members of any specific nation, ethnic group or race, but as members of humanity and world citizens.
Many elements are involved in this education through the grades, among which are the following:
1. Physical exercises which develop spatial orientation, balance, coordination and the sense of rhythm.
2. Exercise of the will through the completion of age-appropriate physical, artistic and academic tasks.
3. Deepening of the feelings through story, drama and practice of the arts.
4. Step by step development of thinking from simple, concrete sequencing to abstract reasoning.
5. Gradual exposure to the wonders of the natural world and the cultural history of mankind.
6. Affirmation of the child's innate goodness and creativity.
7. Affirmation of the basic human values, including mutual respect, courtesy, cooperation with an service to others, and the proper use of our language.
8. Acquisition of a fund of knowledge requisite for participation in one's time and context.
The Waldorf curriculum is meant to unfold according to the stages of development of the growing child, which (in early childhood) can be summarized as follows:
The child's spirit first becomes active in willing through his/her limbs, then in feeling and thinking. Education at home and at school should support this gradual process. In the first seven years of life, the child gains control of the limbs. S/he is helped in so doing by imitating the activities of older people, especially practical and playful activities around the home and in the nursery/kindergarten setting. S/he learns best by 'imitative doing' at this age." - taken from www.waldorfanswers.org
A sample from a great early learning school that follows this philosophy:
"Young children are very open to their environment, and their capacity to live deeply into all that surrounds them is at the root of their learning. We call that capacity Imitation. We strive to provide an environment worthy of imitation, where children can play imaginatively and creatively, gradually developing a balanced feeling life which will lead in turn to a solid and creative capacity for thinking and lively intellectual life.
We strive to present our young students with a world of beauty, that will nurture their sense of ease, joy, and peace.
Young children benefit from a strong sense of routine and predictability, and we work with a very regular rhythm for our daily and weekly activities. Music and verses accompanied by movement, stories, practical activities of cooking, gardening, sewing, and artistic activities of painting, modeling and drawing, all contribute to the balanced, joyful, and healthy development of young children. "
- Taken from the Vancouver Waldorf School Early Childhood website.
