Warldof Early Childhood Education Model - Research Paper Example

Introduction Early childhood education is the fundamental starting point of human beings’ first interaction with formal education. This is very important because at this early stage in life is when an individual’s character is shaped. Hence the need and care on what is driven into the minds of the young children. This is always taken care of by having a valid curriculum model providing a theoretical framework that is effective in early childhood education programs. Over the years childhood education has been based on the historical philosophies on child development. New ideas though, in pedagogy has seen transformation of early childhood education bringing new ideas that look into the influence of organizational structure and the environment on the child’s education process. One of these influential models is the Waldorf model which this paper seeks to discuss. History The Waldorf Early Childhood Education model also knows as the Steiner model from the name of the developer of the model Rudolf Steiner Beem, E (2001).. Professor Steiner first wrote a book presenting the ideas of the model in 1902 but the model was first implemented in 1932 when the model was first implements. This was when Steiner was requested by the MD of Waldorf-Astoria to start educating the children of the employees in the Waldorf-Astoria cigarette factory in Stuttgart, Germany from where the name comes from. The mode is driven by the philosophies of an intersection between spiritual and scientific planes based on his philosophy of anthroposophy Henry. (1991).. The schools were revolutionary at their time because it allowed girls and boys to share the same classes. There were no entrance examinations and the schools started from preschool to high school. The schools were also independent of external influence meaning that they were self governing. Major ideas The waldorf model is based in the idea of anthroposophy which is a focus on humanity which finds balance of body, soul and spirit which Waldorf believed that good education can restore Beem, E (2001).. The model does not focus on material success and does not have examinations. The curriculum focuses on experiential learning meaning it different from conventional schools. The Waldorf schools focus on spirituality and development factors in pedagogy Henry. (1991).. The elementary focuses a lot of effort on development and achieve these specific activities are carried out. Which include puppet plays, circle games and water paintings. Waldorf mentioned the following as fundamental in the child development which forms the basis of the Waldorf education system: love and warmth,  an environment that nourishes the senses,  creative and artistic experiences,  meaningful adult activity to be imitated, free imaginative play,  protection of the forces of childhood,  gratitude, reverence, and wonder,    joy, humor, and happiness and  adult caregivers pursuing a path of inner development what is important though is that theory and curriculum view children a active authors of their own development opening their way toward growth and learning. The curriculum is deeply influenced by the Piagets development stages since the curriculum is based on the basis of the different development stages Rudolf Steiner believed that before age 7 children learn through imitation and also most learn through imaginary play which helps the child grow physically, emotionally and intellectually Beem, E (2001).. At this stage the child’s education is focused on bodily exploration, constructive and creative play and oral language which involve story and play Henry. (1991).. At this stage that child never writes. During ages 7-14 years the child stays with one teacher through that period. This enhances and builds a strong bond with the teachers. During high school the education curricula shifts its focus to intellect Beem, E (2001).. The students are taught complex and rigorous subject matter with specialized teachers. They are also taught ethics and social responsibility. Roles of the Teacher According to this model teachers have different roles to play which includes: nurturing , they are partners who help guide the children which is evident in fact that the children from the age of 7-13 have just the same teachers ,have the ability to create a conducive environment that caters for the children’s needs, provide love and respect to the children as spiritual individuals who bring with them their own destinies, they should provide skills to build a collaborative relationship with parents and colleagues, should have desirable traits and lifelong self development so as to become models worth of imitation by the children Beem, E (2001).. The teacher also takes responsibility by leading the classroom in implementing whole activities that includes blending the academic and the artistic education model. The teacher takes the role of a moral leader in the ethics and social responsibility classes which allows them to care for the community and the natural living world Henry. (1991). He/she seeks to help the children bring out their thinking and feelings by use of natural and carefully chosen props. In the kindergarten the teachers are less involved in terms of giving direction but only keeping a close eye on the children’s activities. Ideas about the environment In this model the environment is key in helping the child learn. Most the Waldorf schools give a home like environment which will provide love and warmth as well as respect. The environment itself should act as a catalyst for the experiential learning that is why it is created to be cozy. How the children learn It is believed that little children mostly learn through play. They approach play in an entirely individual way, out of their own individual ways, it’s also through their unique configuration of soul and spirit and out of their unique experiences of the world in which they live Beem, E (2001)..  The manner in which a child plays may offer a picture of how he will take up his destiny as an adult. Love and warmth provides a conducive environment for the child as it makes it artistic, meaningful and full of activities to be imitated The values are promoted Steiner states that children should be exposed to an atmosphere of gratitude to ensure that it naturally develops in them Beem, E (2001).. This can be achieved after they observe how adults express gratitude towards positive things happening to them, the children will imitate these actions from the adults therefore leading to the development of an atmosphere of gratitude towards the world which is paramount Henry. (1991) Through these experiences of gratitude a child’s capacity for love begins to grow and eventually becomes evident. We create an atmosphere of gratitude around children which leads to the development an upright and warm environment. Assessment, Evaluation, and Research The approach shows how children can be assessed using various means for instance the use of portfolios to give a description of children’s progress to parents. Teachers can also use memory books and diaries to show progress for young children who are less than three years. Another example is the documentation method which allows the teacher to interact with the children they are working with, assist them and create a collaborative study Beem, E (2001).. Documentation also helps in determining ways in which children develop ideas, theories and also understanding. Parents are highly involved in this model through the evaluation the experiential learning of the child . What really sets the model apart is the value of spirituality over material gains. The fact that it does not have examinations as a form of assessment is quite. The development of the whole child is what is valued not development some areas of the child’s life. References Association of Waldorf Schools in North America Development Program. (n.d.). Learning to learn: Interviews with graduates of Waldorf schools. Fair Oaks, CA: Association of Waldorf Schools of North America Publications. Barnes, H. (1991). learning that grows with the learner: An introduction to Waldorf education. Educational Leadership, 49(2), 52-54. Beem, E (2001).The Waldorf Way. The Boston Globe. 4(16):1-8 Read More