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Music, dance and theater, writing, literature, legends and myths are not simply subjects to be read about and tested. They are experienced.
Teachers in Waldorf schools are dedicated to generating an inner enthusiasm for learning within every child. This eliminates the need for competitive testing, academic placement, and rewards to motivate learning and allows motivation to arise from within. It helps engender the capacity for joyful life-long learning.(waldorfeducatino)

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They integrate the arts in all academic disciplines for children from preschool through twelfth grade to enhance and enrich learning.it is interesting to see they use art in their education system.

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Founded in the early 20th century, Waldorf education is based on the insights, teachings and principles of education outlined by the world renowned artist, and scientist, Rudolf Steiner.(waldorfeducation)

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For knowing more about our environment, thinking about events, finding our answers of more questions.
Children are explorer about their surroundings.

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Every child can lear better in during childhood and will understand to manage the time to doing their tasks. Will be responsible in the future.

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Waldorf education is based on the educational philosophy of Rudolf Steiner, the founder of Anthroposophy. Its pedagogy strives to develop pupils' intellectual, artistic, and practical skills in an integrated and holistic manner. (Wikipedia)

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The cultivation of children's imagination and creativity is a central focus in Waldorf education.

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1. Kepekaan kanak-kanak kepada persekitaran

Terdapat satu taman/garden yang luas. Sangat sesuai terutamanya murid yang hidup di bandar untuk bermain serta dapat merapatkan diri terhadap alam sekitar. Nilai kasih sayang terhadap alam sekitar tidak perlu diajar dalam kelas kerana kanak-kanak dapat memahaminya dengan menikmatinya.

2. Kepentingan bermain dan peniruan

Murid diberi masa yang secukupnya untuk bermain di dalam mahu pun luar prasekolah.

Setibanya murid di Taska mereka boleh bermain di luar

Main bebas tanpa ada arahan. Ia sama seperti yang diamalkan di prasekolah. Tetapi waktu dan tempoh serta kekerapan yang lebih banyak di Taska Lin

3. Mewujudkan ritma dan rutin

Rutin prasekolah agak berlainan dengan Taska Lin

Jadual yang tidak begitu padat dengan proses pengajaran dan pembelajaran sangat menarik minat saya

4. Pengulangan sebagai pengukuhan

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Pendekatan dan pedagogi Waldorf berbeza mengikut tahap perkembangan kanak-kanak  Di peringkat tadika ( 3-6/7 tahun), kanak-kanak di didik didalam suasana persekitaran seumpama berada di dalam rumah. Malah susun atur ruang dan perabot adalah mirip rumah. Ini untuk menimbulkan rasa selamat pada diri kanak-kanak.

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Pendekatan dan pedagogi Waldorf berbeza mengikut tahap perkembangan kanak-kanak  Di peringkat tadika ( 3-6/7 tahun), kanak-kanak di didik didalam suasana persekitaran seumpama berada di dalam rumah. Malah susun atur ruang dan perabot adalah mirip rumah. Ini untuk menimbulkan rasa selamat pada diri kanak-kanak.

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Pendekatan dan pedagogi Waldorf berbeza mengikut tahap perkembangan kanak-kanak  Di peringkat tadika ( 3-6/7 tahun), kanak-kanak di didik didalam suasana persekitaran seumpama berada di dalam rumah. Malah susun atur ruang dan perabot adalah mirip rumah. Ini untuk menimbulkan rasa selamat pada diri kanak-kanak.

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Pendekatan dan pedagogi Waldorf berbeza mengikut tahap perkembangan kanak-kanak  Di peringkat tadika ( 3-6/7 tahun), kanak-kanak di didik didalam suasana persekitaran seumpama berada di dalam rumah. Malah susun atur ruang dan perabot adalah mirip rumah. Ini untuk menimbulkan rasa selamat pada diri kanak-kanak.

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Two hours of outdoor play per day! And indoors play 

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Two hours of outdoor play per day! And indoors play 

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How to set up a rich environment in Waldorf school for children to learn?

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How to set up a rich environment in Waldorf school for children to learn?

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All the activities of the day are curriculum.

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1.We should provide a rich environment for children.

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1.We should provide a rich environment for children.

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2.Children should get close to nature.
3.Kindergarten should not be academic school.

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-imitation
-repetition
-rhythm
-the routine is very important for the kids.

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We must find the way suit us. We need to know why we do it.

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0-7 Imitation and willing (HANDS)
7-14 Imagination and feeling (HEART)
14-21 Authority and thinking (HEAD)
If the early childhood curriculum focus so much academically (HEAD) and skip the development of HANDS and HEART, it is just like a baby learn to walk and skip the turning and crawling process. I do not agree with this kind of "head start"

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The daily routine was set like a breathing cycle. Children "breath-in" during morning circle/picnic and "breath-out" during outside play. "Breath-in" again during lunch and nap and "breath-out"again during creative play session. When sending them off to parents, the children are in the state of "breathing-in" and settle down.

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They do not think much about future like the adult do; they also do not think about the past like senior citizen.

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Children learn to be independent by imitate the adult doing the daily activities

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Rudolf Steiner established Waldorf as a deeply understanding of learning based on the study of humanity with developing self-consciousness and the surrounding world.

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The heart of Waldorf  --- The education is an art (Rudolf Steiner).
To educate the whole child, his heart, his will and the mind must be reach.

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Hands-on activities involving fine motor skills (using hands), e.g, coloring, drawing, cutting, tearing, pasting and so on, actually is stepping stone/ bridging to develop a strong child and as foundation for future learning.

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Imitation, repetition and rhythm are focal aspects in Waldorf Education.  Imitation, e.g imitate teachers/ helpers to do house chores, do gardening, cooking..
Repetition, e.g. the same story will be repeated for a week or even for a month.
Rhythm, e.g follow the daily routine.

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There is no electronic media, particularly television by young children is strongly discouraged in Waldorf schools. Waldorf practitioners believe that electronic media will be seriously hamper the development of a child's imagination.

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Try to achieve with healthy education.

The children breakthrough the DNA, they don't follow their parents and they have their own temperaments from home, school and whole environment.

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1. A room decorated/set up like as mother's womb with warm colours of lights and curtains to make sure the kids feel more comfortable.

2. The aunties will receiving the kids consciously in the  morning.

3. Picnic - The kids having their meals at the garden.

4. Play Time - 2 hours for kids

5. Child Development (Thinking - imagination/creative play/learn how to solve problem), (Feeling - compassion, so near to the nature, insects and animals) and (Willing - the willingness to help the aunties and parents doing house work)

6. Working together - Mum should commit with the child and teacher.

7. Play (Imitation) - The kids role play like a mum cooks at home. (Repetition) - The kids living in the moment, so they need repetitive instructions in few things. (Rhythm) - Follow the daily routines.

8. Natural materials toys - wooden blocks, sand, water and seeds.

9. Graduation project for 6 years old children - Children will be selling own dolls which they stitched by them with the help of aunties.

10. Music and Drama - Children able to express their feelings  (The Shakespeare Stories).

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How child suppose to be.
I am who I am.

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A lot of imagination and creativity comes through play. Especially outdoor play, it's a kind of breathing out process. Some children really need it instead of just having indoor play.

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1919 - 2019

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Thinking [Head]
*imagination, solve problems/arguments

Feeling [Heart]
*Compassion, outside play, nature

Willing [Hand]
*Through play ,hands-on

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This is the spiritual aspect of the philosophy. Not sure if I totally got it in entirety because it appears to be something deeply personal and subjective. But that's the nature of philosophy I suppose. What I come away with is that whatever spiritual dimension the Waldorf practitioner takes on, the goal is to  to develop a healthy sense of awareness, concern for other people, respect for the world and their own sense of meaning and purpose. The spiritual aspect doesn’t necessarily sit right for everyone and, as there is a certain degree of spirituality involved in time at school, it needs to be something parents or staff are comfortable with.

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Eurythm is an expressive movement art unique to Waldorf education that incorporates dance, music, and poetry. One of the primary artistic aims of Eurythmy is to make speech and music that is normally invisible to the human eye. Personally, I like eurythm very much.I think it can helps the person who don't like to express through words to express through movement. It's an art.

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It is possible the Waldorf Education can really help we as a teacher to recognize children behavior?

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The real life activities is the curriculum.

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1. Children are always wonder.
2. Whatever they are thinking is a magic.
3. Movement will develop their language.

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100 Waldorf schools

almost 2,000 Waldorf kindergartens

80 countries

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does not include instruction in religious creeds,

draws instead on the diverse literary traditions associated with the world’s leading religions to inform the festival celebrations and the rich narrative elements of the broad based, culturally rich curriculum.

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human being is comprised of body, soul and spirit,

spiritual development is critical alongside physical, intellectual and social/emotional development.

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Children are free individuals who can think for themselves, make their own judgements and find their own purpose and direction in life.

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Children are free individuals who can think for themselves, make their own judgements and find their own purpose and direction in life.

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post WW1 Germany (and indeed Europe)

need for new social forms

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For children of factory workers
co-educational, tuition was free. The name of the factory was Waldorf Astoria - this is where the name of Waldorf originated

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Sustainability - believed that humanity needs to work organically in co-operation with nature, not against it.

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Sustainability - believed that humanity needs to work organically in co-operation with nature, not against it.

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Rudolf Steiner was an Austrian scientist, philosopher and artist who lived from 1861-1925.

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Rudolf Steiner was an Austrian scientist, philosopher and artist who lived from 1861-1925.

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Through play children gain understandings and develop the power imagination.

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In my opinion, there are pro and cons.

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Pre reading activities

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Home like class

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DEVELOP AS A                              WHOLE PERSON

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DEVELOP AS A                              WHOLE PERSON

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BODY
+
SOUL
+
SPIRIT

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in my opinion, the wider the area of self discipline, the lesser freedom we get. How to balance these two?

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Engaging head, heart and hands in learning process.

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Engaging head, heart and hands in learning process.

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the curriculum integrates academic, art and practical skills via thinking, feeling and doing.

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children need connections to the environment in a creative or even fantasy way

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children need connections to the environment in a creative or even fantasy way

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Is all the children in Waldorf Education are curious, active learner?

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Is all the children in Waldorf Education are curious, active learner?

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explore the nature of the world with senses

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explore the nature of the world with senses

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Music is very significant aspect of education

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Music is very significant aspect of education

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Arts is integrated in all subjects & teaching methodology

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Arts is integrated in all subjects & teaching methodology

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children learn through movement, learn through doing and exploring.

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Applies Fairy Tales curriculum which emphasizes freedom and imagination as the foundation for their learning.

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Steiner's philosophy -  to develop  the whole human being.  Anthroposophy is established by Rudolf Steiner to inform the philosophy of human wisdom. It is a formal educational and creative system to use mainly natural to optimize a child's development of physical, mental, health and well-being.
It is a philosophy of freedom.

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Students make textbook by themselves, which is called main lesson book.

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Simultaneously educating the cognitive skills.
Flexible thinking.

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Eurythmy - a new term i learnt from the first lesson. Waldorf Education applies Eurythmy in the curriculum. Eurythmy is the art of movement that strives the feeling of music and speech. Waldorf Education believes Eurythmy can help to develop concentration, self-discipline and sense of beauty.

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Looping - same teacher with the child for a number of years

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Looping - same teacher with the child for a number of years

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Conducive Environment to unleash children’s imagination, creativity and thinking skills

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Conducive Environment to unleash children’s imagination, creativity and thinking skills

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Toys & furniture are made of natural materials

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Toys & furniture are made of natural materials

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What is Waldorf's stand on vaccination for children? It is said that Steiner's children are less likely to get jabs? 

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What is Waldorf's stand on vaccination for children? It is said that Steiner's children are less likely to get jabs? 

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My first encounter with Steiner education was some years ago.

And, as is the norm, it took the form of muddling them up with Montessori schools.

However, last week, Newsnight ran a report on the 30 or so private Steiner schools that showed how different they are from anything else.

The schools are known for being playful and hippyish.

But we revealed the contents of two memos from the Department for Education (DfE) on complaints about bullying in the private Steiner schools - also known as Waldorf schools or Steiner Waldorf schools - and concerns about racism.

The Steiner Waldorf Schools Fellowship (SWSF), the umbrella body for Steiner schools, responded by saying "Our schools do not tolerate racism" and "bullying is not tolerated by our schools and all our schools have strong anti-bullying policies".

Some people also tweeted me to praise their Steiner education.

As our report made clear, the issues are not ubiquitous in Steiner schools. None of the reports concerns any of the three, open state Steiner schools.

But Steiner schools could be susceptible to these problems.

Intellectual father

That is because of the particular views of Rudolf Steiner, the intellectual father of Steiner schools.

The Austrian-born occultist, who died in 1925, left a vast body of work covering everything from biodynamic farming to alternative medicine.

It is known, collectively, as "anthroposophy".

The SWSF's guidelines from 2011 said that schools using the Steiner name were obliged to prove "an anthroposophical impulse lies at the heart of planning for the school".

Since 2013, this has been made vaguer: they now need a commitment to "the fundamental principles of Waldorf education".

Those ideas are based in a belief in reincarnation.

Pupils may not have been sold this creed, but Steiner was very strict that teachers were not supposed to pass them on to children - just to act on them.

So, for example, the Steiner curriculum's focus on a late start to learning is driven by the pace at which souls incarnate.

An odd rationale, but not a very worrying result. Other consequences, however, are potentially more troubling.

For example, Steiner himself believed illnesses in our current lives could be explained by problems in the previous ones.

And in overcoming illnesses with a root in a previous life, individuals could gain "reinforced power" and improve their "karma".

Vaccination, in effect, gets in the way.

'Unvaccinated populations'

That may help explain the Steiner school attitude to vaccination.

The schools state that they have no formal policies and parents must choose for themselves.

But children in Steiner schools are less likely to get their jabs.

The Health Protection Agency - before its recent abolition - used to note that Steiner schools ought to be considered "unvaccinated populations" for measles.

Related ideas of the benefits of overcoming adversity emerge elsewhere.

The DfE memos report a complaint that a teacher allowed violence among children for karmic reasons, and cites teacher training resources that are sympathetic to this idea.

This karmic belief set also has a racial element.

As we reported last week, Steiner was, by any modern definition, a racist.

'Hierarchy in races'

He thought black people were distinguished by an "instinctual life", as opposed to Caucasians' "intellectual life".

He believed each race had a geographical location where they should live - black people in Europe were "a nuisance".

There was also a hierarchy in races; a soul with good karma could hope to be reincarnated into a race which is higher up in the hierarchy, Steiner argued.

The SWSF says: "While the superficial reading of a handful of Steiner's voluminous, extensive lectures present statements that appear racist in modern terms, none of these occur in his educational writings."

But some of these ideas have polluted some Steiner schools.

The SWSF was "horrified" by our report on a diversity training day at a private Steiner school, which had been triggered by a real issue around racism.

Four white teachers, asked to tick a box giving their ethnicity, ticked every box.

They believed that they had ascended through all the races.

Some Steiner schools also teach about the lost continent of Atlantis - a myth that, to Steiner, explained the origins of the hierarchy of the races.

So what to make of all of this?

First, I am not clear why Steiner Schools are not considered faith schools.

Surely anthroposophy is a religion?

It is not totally clear whether all Steiner schools are more focused on improving children's life chances for this life or the next.

What's in?

Second, lots of Steiner schools, and the SWSF, believe they have got past these problems with Steiner's work.

They have taken something from his ideas without the problematic parts.

Ofsted seems to think that the state Steiner schools have accomplished this.

Perhaps the DfE ought to consider asking for clarification on what parts of Steiner's works are in and what parts are out.

While it is at it, it could consider monitoring other allegations often levelled at the schools, such as their promotion of homeopathy.

You can see why Montessori schools get so annoyed when they get muddled up.

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Why are Steiner schools so controversial?

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My first encounter with Steiner education was some years ago. And, as is the norm, it took the form of muddling them up with Montessori schools. However, last week, Newsnight ran a report on the 30 or so private Steiner schools that showed how different they are from anything else.

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No teaching of alphabet & numbers in preschool

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No teaching of alphabet & numbers in preschool

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Can Waldorf pupils cope in academic-centric primary school in Malaysian system given the late start in learning?

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Can Waldorf pupils cope in academic-centric primary school in Malaysian system given the late start in learning?