When it comes to early childhood education, a thoughtfully designed curriculum is important. It lays the foundation for a child’s lifelong learning journey. My early childhood pre-service students are curious about various early childhood curriculum models… What is the Montessori approach and who was Steiner and why his approach is called Waldorf pedagogy?🙂
Key Theorist/Origins
The Steiner approach, commonly referred to as Waldorf education, was developed by Rudolf Steiner, an Austrian philosopher, in the early 20th century. It is based on Steiner’s anthroposophical philosophy, emphasising a holistic education that nurtures the physical, emotional, spiritual.
Founded by Rudolf Steiner, Waldorf education is all about fostering the whole child – intellectual, emotional, physical, and spiritual. It promotes creativity, imagination, and a connection to nature. While not mainstream, Waldorf education is present in some Australian Steiner schools (Steiner Education Australia, n.d.). Play is central in Waldorf education, providing opportunities for children to explore, develop social skills, and express themselves creatively. Waldorf education is focusing on the predictable routines and rhythm in the day. This sense of security can contribute to fulfilling Maslow’s physiological needs (food, shelter, sleep) and safety needs (feeling safe and secure).
Steiner Curriculum Key Ideas
Nature pedagogy
Nature is a crucial component of the Steiner curriculum. Waldorf education encourages children to engage with the natural world through activities such as forest and farm studies, school-based gardening, environmental work, and outdoor play. These experiences are designed to help children develop a deep connection to nature, fostering a sense of wonder and stewardship for the environment. The use of natural materials in the classroom, like wooden toys and woolen crafts, further reinforces this bond.
Play, play play
In the Steiner curriculum, play-based learning is central to early childhood education. No rush to grow up, play is really valued. Children learn through activities that involve exploration, experimentation, discovery, and problem-solving. Play is viewed as a natural way for children to develop social, emotional, physical, and creative skills. Teachers guide this process by encouraging play that involves cooperation, sharing, negotiating, and resolving conflicts, helping children build important social competencies. I like that about Steiner!
Active Learning
The Steiner approach is based the idea that children learn best by doing. The curriculum is designed around hands-on experiences where children actively engage in their learning process through practical activities. This could include gardening, woodworking, or crafts, fostering skills through experiential learning.
FUN FACT – The first Waldorf school, which marked the beginning of Steiner’s approach to education, was financially supported by Emil Molt, a German industrialist and owner of the Waldorf-Astoria cigarette factory. Molt was inspired by Rudolf Steiner’s ideas and wanted to create an educational system that would nurture the holistic development of children. In 1919, he provided the funding necessary to establish the first Waldorf school in Stuttgart, Germany, for the children of the factory workers. This support was crucial in bringing Steiner’s educational philosophy to life and establishing what would become a global movement in education.
Routines and rituals
The Steiner curriculum is unique in its emphasis on imagination, rhythm, and mindfulness. It seeks to cultivate a balanced approach to learning that respects the natural rhythms of childhood and integrates rituals that ground children in their experiences. This approach fosters an environment where children can explore freely within a secure and predictable framework.
Anthroposophy is a spiritual philosophy founded by Rudolf Steiner in the early 20th century. The term “anthroposophy” comes from the Greek words anthropos (human) and sophia (wisdom), meaning “wisdom of the human being.” Anthroposophy seeks to understand the spiritual nature of humanity and its connection to the cosmos. It is a holistic worldview that integrates science, spirituality, and the arts, focusing on the development of human consciousness and personal growth.
Self-regulation
This is a structured routine that encourages children to think about their activities ahead of time, engage deeply in them, and then reflect afterward. It involves three steps: planning the day’s activities, engaging in these activities (doing), and then reviewing or reflecting on what has been learned. This approach promotes self-regulation, decision-making skills, and reflective thinking.
Learning in the Steiner approach is deeply rooted in imaginative play, storytelling, and artistic expression. Children are encouraged to use their imagination freely, and the curriculum is designed to be flexible and adaptable to each child’s unique developmental needs. Activities such as baking, knitting, drawing, and gardening are integrated into daily routines to provide diverse learning experiences.
Spirituality as Knowledge
Rudolf Steiner’s philosophy of anthroposophy places a strong emphasis on spirituality as a form of knowledge that goes beyond mere intuition or faith. Steiner argued that just as scientific knowledge is acquired through observation and experimentation in the material world, spiritual knowledge can be systematically developed through inner exercises, meditation, and disciplined self-reflection. This approach is sometimes referred to as “spiritual science,” which suggests that spirituality should be pursued with the same rigor and clarity as empirical sciences.
3R: Rhythm, Repetition and Reverance
Rhythm: establishing a predictable rhythm is key in Waldorf education. It provides a natural order that helps children feel secure and oriented. Unlike a rigid routine, rhythm is dynamic and adaptable, evolving with the child’s growth and seasonal changes. Activities like singing, storytelling, and hands-on crafts are timed to fit into these rhythms, creating a harmonious and engaging learning environment.
Repetition: repeated activities, such as weekly baking or daily storytelling, help children build a sense of familiarity and confidence. This repetition is not only comforting but also reinforces learning and aids memory retention. Children learn best when they can predict and feel a sense of continuity in their daily activities.
Reverence: in the Steiner curriculum involves seeing each task or activity as meaningful and worthy of respect. Whether through nature walks, gardening, or classroom rituals like lighting a candle before storytelling, children learn to approach their activities with a sense of purpose and honor, fostering an attitude of gratitude and mindfulness toward their surroundings.
Music
Steiner believed that music has the power to engage the whole human being—body, soul, and spirit. In Waldorf education, music is not just a subject but is woven into the daily rhythm of the classroom and integrated across various activities. The use of music aims to foster a sense of harmony and balance in children, promoting their cognitive, emotional, and social development. Steiner also saw music as having therapeutic qualities. In Waldorf education, music is often used as a tool for healing and emotional support. Certain melodies, rhythms, and instruments are believed to have calming or energising effects, and teachers may use these elements to support children’s emotional and psychological wellbeing. I was quite impressed by Melbourne Steiner school music hall and the instruments on offer. Movement is an integral part of Waldorf education, with a unique emphasis on Eurythmy—a form of expressive movement art that brings music and speech to life through physical gestures. It supports physical coordination, spatial awareness, and emotional expression.
Teacher’s role
Teachers in the Steiner model are more than just educators; they are facilitators who create a warm, home-like environment for learning. The teacher’s role involves guiding children’s activities through storytelling, modeling behaviors, and engaging with children in creative play. Teachersfoster a sense of security and rhythm, helping children feel safe and nurtured. Think of a teacher a motherly or grandmotherly figure, wearing linen apron.
Felt is quite popular material in Steiner preschools
What do I like about Steiner curriculum?
I like a lot of things about this curriculum approach: it’s focus on creativity and imagination, attention to arts, such as music, dance, movement and meditation. I borrowed the way Steiner teachers start storytelling sessions in a circle, with a candle. I love seasonal rhymes, as I think music and poems shoudl be daily part of children’s life. When I visited Steiner preschool in Warrandyte, I found knitting and felting very attractive and soothing. Waldorf education places a high value on handcrafts, such as knitting, crocheting, sewing, and woodworking.
Wooden toys a;so attracted my attention, so as the use of dust pink colours, silky scarves, which I also incorporated in my future play set ups. In Steiner schools, children actively participate in planting, tending, and harvesting vegetables, flowers, and herbs. This hands-on experience fosters a sense of responsibility, patience, and appreciation for the natural world. Of course, I loved seeing gum boots drying upside down waiting for children to explore the yard in all weather.
I think baking and cooking can find place in modern curriulum easily. Baking and cooking are regular activities that teach practical life skills, such as measuring, following instructions, and understanding nutrition. These activities also provide sensory experiences that engage children’s sense of touch, smell, taste, and sight.
Minfdulness practices are definitely good to learn from Steiner approach. Each school day often begins with a morning circle or assembly, where children and teachers gather to greet each other, sing songs, recite poems, and discuss the day ahead. This ritual creates a sense of belonging and sets a positive tone for the day. In some Australian centres , it is called yarning circle now. Silent walks or nature walks are another calming ritual that allows children to observe their surroundings, practice mindfulness, and connect with the natural world. This aligns with the slow pedagogy and walking with method from nature pedagogies.
Storykate values stories and all sorts of storytelling. I find this aspect of Steiner curriculum the most appealing. Storytelling is a central ritual in Waldorf education. Teachers often tell stories using rich, descriptive language that engages children’s imaginations. Educators use felt puppets to bring stories to life, enhancing language development and creative thinking.
Criticism
One of the main challenges is the limited use of technology in the early years. Waldorf education restricts the use of electronic media and gadgets until children reach at least the fifth grade, with some schools extending this restriction further. This approach may not suit families who wish to integrate technology into their child’s learning from an early age.
Private schools / kindergartens can be expansive. As Waldorf education gained popularity for its unique approach, which includes a strong emphasis on arts, nature, and holistic learning, it began to attract families from wealthier backgrounds who were drawn to its distinctive educational philosophy. Over time, some Waldorf schools have attracted more affluent families because of the tuition fees needed to support their independent status and distinctive educational approach. This has led to a perception that Waldorf education is mainly for wealthier families, although many schools work to stay accessible by offering scholarships and financial aid.
Additionally, some parents may prefer a more traditional academic approach to core academic subjects like reading, writing, and mathematics. In contrast, Steiner education often delays formal instruction in these areas, focusing instead on experiential and creative learning until later grades.
Waldorf schools place a strong emphasis on celebrating seasonal festivals, such as Michaelmas, Martinmas, Advent, and May Day. These festivals are filled with storytelling, singing, dancing, and crafts, which help children understand the passage of time and the rhythms of the year. Some families may not be religious and find these events not reflective of their culture.
What do you know or think about Steiner curriculum and Waldorf pedagogy?
When it comes to early childhood education, a thoughtfully designed curriculum is important. It lays the foundation for a child’s lifelong learning journey. My early childhood pre-service students are curious about various early childhood curriculum models… What is the Montessori approach and who was this “Reggio Emilio” guy 🙂
Let’s start exploring them ONE at a time…
We will start with the Reggio Emilia Approach, which originated in the Italian small town of Reggio Emilia. First, let’s learn about where to find the information to learn more about this approach. This is a link to an Italian website, where you will find online learning resources, pictures, background information or information about tours.
Reggio Children (2024) https://www.reggiochildren.it/en/reggio-emilia-approach/
Key Theorist/Origins: The Reggio Emilia Approach originated in Italy in the aftermath of World War II, with the pioneering work of Loris Malaguzzi, a prominent psychologist.
Loris Malaguzzi , a teacher, an activist, a foundational father of Reggio Emilia Approach
Reggio Emilia key ideas
Child as a capable learner who speaks “100 languages” (ways of self-expression and learning): This approach regards children as naturally curious and competent, actively engaging with the world. Children have rights and are citizens from birth. Children’s rights are foundational for Reggio Emilia’s approach and they inspire everything they do.
Collaboration and partnerships: It places a strong emphasis on collaboration among teachers, children, and parents, fostering a sense of community. Reggio Emilia children and educators often go out on excursions, explore the city and their community, and participate in festivals and events.
Documentation: Extensive documentation of children’s learning processes through art, photographs, and discussions. The way Reggio Emilia educators document is very unique and it makes learning visible.
Environment is the third teacher, which means all educators’s attention should be focused on creating a wonderous and inspiring aesthetically pleasing environment, that is almost magical.
Project-based approach or inquiry-based learning is the key way to learn.
Role of the Teacher: Teachers in this model are seen as co-learners, observing children closely and guiding their explorations. They document children’s progress, adding to the knowledge pool. The teacher is a researcher, a reflective practitioner, and a pedagogista. The unique position in Reggio Emilia schools is aterlierista, who is a studio art teacher. Learning Perspective: Learning is viewed as a social process. Children learn through interactions with others and their environment. Unique Quality: Extensive use of visual and written documentation, making learning visible. Challenge: Requires skilled educators who can effectively facilitate child-led learning. Typically, educators go to Reggio Emilia to learn some important ideas and get immersion via Reggio Children organisation. Symbolic Resource: A beautiful display of children’s artwork and photographs symbolises the Reggio Emilia Approach.
What does the Reggio Inspired Centre look like?
Originating in Italy, the Reggio Emilia pedagogy quickly spread worldwide. This story is about a kindergarten located on one of the Monash University campuses in Melbourne, Australia that I visited 12 years ago. Around 35 children attend this kindergarten five days a week. The kindergarten, which the director Susan calls “home,” is indeed a home – a standalone building. The atmosphere feels more like a home rather than an institutional preschool with its inherent and very specific smells and sounds.
The design of kindergartens implementing Reggio Emilia principles is unique. The main principle is to make spaces comfortable for communication among adults and children: parents and children, parents and educators, educators and children, and, finally, children among themselves. This is achieved through an “open” kitchen. The chef prepares food where parents can see how it is done and can talk to the chef. The children constantly ask the chef questions, help him or her, and simply chat with them during meal preparation.
On the walls, there are amazing pictures, a painted quilt, portraits of the children, their statements, and drawings. The ceiling is not solid, and even in the evening, it is light here – light penetrates through special hatches. I catch a glimpse of a sunbeam: the setting sun reflected in a CD hanging outside. The room has live flowers, compositions of dried plants, and amazing miniature wooden toys. In the corridor, there are sofas for parents, making it comfortable for educators and parents to communicate.
At the far end of the building, there is a quiet room. Here, children can not only sleep but also engage in meditation (they are taught to relax, as not everyone likes to sleep during the day), simply lie down with a book, or play in the dark with a flashlight.
On a shelf in open access are the children’s portfolios, containing not only traditional drawings but also transcripts of monologues and dialogues, stories recorded by the educator from a child’s words, and photos taken by the children. All these wonderful things are not a one-time experiment but part of the program of many kindergartens worldwide that adopt the principles and approaches of the Reggio Emilia method.
Philosophy of Environment and Relationships
children are curios and agentic. They world is full of wonder for them
“Reggio Emilia” is not a theory of education, a methodology, or a model that can not be easily transferred to any kindergarten. It is so-called place-based pedagogy and is embedded in the Italian context, in the context of the real town of Reggio Emilia. Yet, the centre can work using some Reggio Emilia principles and in this case, they call themselves Reggio Inspired. It is more of an experience of a different attitude towards childhood and child-rearing, which Italians today share with educators and teachers from other countries. Thinkers, designers, artists, parents, and everyone concerned about the future of humanity ponders how to raise free individuals capable of reasoning and thinking without succumbing to propaganda slogans. They believe that children should be made full members of society, not only developing their cognitive abilities but also growing through interactions with the local community and other people. The theoretician of this approach was Loris Malaguzzi, the director of educational programs in Reggio Emilia. He drew on the ideas of Piaget, Vygotsky, Montessori, Steiner, Dewey, and Bruner.
The innovative approach to education in Reggio Emilia is based on the following principles:
A child is a person, and every person deserves respect.
Children can control their learning and development.
Children learn by touching, moving, listening, seeing, and hearing. They should not be restricted in these activities.
Children build relationships with other children in spaces where they can explore the world.
Children are born part of a community of learners, they learn from each other, from others, from their culture
Children should have many ways and means to express themselves (drama, music, drawing, singing, dancing, constructing, conversing).
Here is my video on the role of environment
Inquiry-based learning
A key component of this new approach is research or projects. But Reggio Emilia is more than just a project-oriented approach. This pedagogy is inseparable from the place where it originated (Italy, the city of Reggio Emilia), making it challenging to transfer the design and unique environment where Italian children grow up to other contexts. However, one can try to appreciate a similar attitude towards children as creators. Children in Reggio Emilia do not sit at desks, on carpets, or in circles. And if they do sit, it is not to repeat after the teacher. Here, children are co-authors and the initiators of most projects. The educational program is built around their suggestions. All projects resulting from the activities of children and adults are recorded on video, audio, photographed, and described in diaries so that parents and all interested parties can see these works. Children are viewed as unique beings capable of learning at incredible rates and creating. The intellectual and creative activities of children are highly valued and important. Documentation and reports on projects allow both children and adults to reflect on what they have done. Reggio Emilia is a place for joint experiments and is open. Children are not stuffed with ready-made knowledge, which is a key principle of the approach.
Reggio Emilia focuses on Arts: Atelier or Studio
Another feature of Reggio Emilia’s kindergartens is the “atelier.” These spaces are equipped with various materials for crafts that are freely accessible. These can include brushes, paints, plasticine, clay, shells, twigs, wool, paper, and stones. The atelier is a place where a child can express themselves.
Reggio Emilia: The role of the teacher
Educators in Reggio Emilia are also unique. Their role differs from the traditional one. They are not sources of knowledge or role models but co-authors with the children. In the process, they learn, and their approach evolves. They are constantly developing, which includes attending seminars, lectures, and courses on ceramics or art, music, and drama. Their main role is to be patient observers and co-participants in children’s projects. Teachers ask children questions that stimulate them to seek their answers. There is always an element of spontaneity in such activities.
Partnerships with families and community
Parents also actively participate in the development of children, not only their own but also others. They are also a kind of educators in this kindergarten. Teachers, called pedagogistas in Reggio, consider parents as the first and main educators of their children. Parents are informed of any changes in the program; moreover, they are participants and co-authors of this educational program.
