Some opponents of the Waldorf system of education may tell you that after waldorf kindergarten It is very difficult for children to adapt to a regular school. But it is not so. Everything is very individual and depends on the child himself, on how ready he is for school, how strong his motivation for learning is. In general, Waldorf kindergarten graduates are quite successfully adapting to the new environment of a regular high school.

There are completely different atmospheres in Waldorf and traditional schools, because in Waldorf schools the main goal is to develop the abilities of each student and strengthen his faith in himself. In these schools, much attention is paid to the development of initiative, creativity and a sense of responsibility. They offer students a way of knowing the world that eliminates the feeling of alienation from it.

In both Waldorf kindergartens and Waldorf schools, there is no sorting of first-graders into three grades. Everyone is important. And everyone is talented. Here, the little man is not "the result of heredity and external influence", but a unique, inimitable creative principle. There is no pressure on children. They are not left for the second year. There are no marks. All this creates an atmosphere of respect for childhood, taking into account the individual needs and capabilities of each student, in such an atmosphere the child is comfortable and good. Therefore, as a rule, children love their school and study with pleasure in it. And if the child is well, he can be taught a lot.

In today's world, children increasingly need help in order to develop such qualities as trust, empathy, the ability to evaluate reality morally, and the ability to distinguish good from evil. Waldorf schools, based on cooperation with parents, consciously cultivate these values. The whole learning process is aimed at ensuring that the child knows and loves this world and all its inhabitants. In this sense, Steiner's approach to education is truly ecological.

The main method of Waldorf pedagogy used at school is the method of “spiritual economy”, which consists in the fact that in the process of learning children develop the activity that the child can master at this stage of development without internal resistance of the body. So, from the period of changing teeth to puberty, they necessarily develop memory, work with the imaginative thinking of the child, appeal to feelings, and not to intellect. After puberty, concepts are included in the educational material, they work with the abstract thinking of the child.

Steiner schools are self-governing educational organizations. These schools do not have a centralized administration; each school is administratively independent, but 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 the teachers who form the teaching staff. There is no director at the school, and the school council, which includes parents, teachers and an administrator who manages the school facilities, is in charge of management. The sole purpose of such an association is to work together for the benefit of students.

Schooling begins at the age of seven and lasts for 11-12 years. Classes are always with a small number of students. Teaching is based on the principles of continuity and personal influence of the teacher.

All classes with students from six to fourteen years old are led by the same class teacher. The first one who meets the child in the morning at school is the class teacher. For eight years, he greeted the students every morning and taught the main lesson, lasting two hours without a break. That is why, when moving from junior to middle school in a Waldorf school, a child does not experience the difficulties that in a traditional school. There is no change in the mental functions on which learning is based, and no change in the type of learning itself. As before, most subjects are taught by a class teacher, who is the main source of information.

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. At the age of 14-18, the student receives the much-needed help and support of his class teacher at this age. And interacting with many teachers in high school, students do not experience complete unity of requirements, receiving from teachers a different assessment of their actions, the life around them and themselves.

The teacher of the Waldorf school has the right to independently decide what and how to teach the child at the moment in order to make the most of his creative possibilities. At the same time, the teacher gets the opportunity to show dedication and make the best use of his professional experience.

The task of the teacher- to overcome the indifferent attitude of students to the educational material, the style of his work is active and lively. As a result of such a presentation of the material, inner feelings awaken in students, life manifests itself with its joy and pain, with its pleasant and unpleasant moments, tension and relaxation.

➢ An equally important task of the teacher is to unite children in the class. This happens in the classes of eurythmy and gymnastics Bothmer, singing and dramaturgy. Waldorf teachers believe that the 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 to act together, respect each other, understand that the result of work depends on the coherence of actions. But the most important unifying factor is the authority of the teacher, which the child needs as an example for meaningful imitation and for a sense of protection.

➢ 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.

First lesson- this is the main lesson in which one of the general education subjects is studied: mathematics, native language, geography, physics, chemistry, etc. Then there are lessons in which rhythmic repetition takes place. These are a foreign language, music, eurythmy, gymnastics, painting, etc. Students are engaged in practical activities in the afternoon, mastering manual labor, craft, gardening and other subjects that require physical activity.

In Waldorf schools, an in-depth study of the subjects of the humanitarian cycle is conducted: literature, history, history of world culture. Much attention is paid to the development of the artistic abilities of the child. In the first eight grades, children are taught such “minor” subjects (for a traditional school) as drawing, music, needlework, etc., on the same level as other disciplines. New items are introduced gradually.

At the initial stage, little attention is paid to academic subjects. The first class program provides for them in a minimal amount. Reading is not taught until 2nd grade, although children are introduced to letters (in 1st and 2nd grades).

Mandatory music lessons: from the 1st grade, children learn to play the recorder as the most appropriate instrument for this age, later on string instruments and the piano. Since the beginning of training, two foreign languages ​​​​are also introduced - German and English. Teaching a foreign language begins in the same way as learning your native language at birth - from the simplest words, from children's poems, songs, games.

In Waldorf schools, they study such a subject as eurythmy, the art of an artistic movement that combines the harmony and plasticity of dance with pantomime, music and poetic speech. This subject has not only general developmental, but also therapeutic value. Eurythmy contributes to the removal of clamps, correction of posture, development of body plasticity. In these classes, as noted above, children also learn to understand and feel the actions of other children.

Interdisciplinary approach throughout the study allows students to instill a holistic view of the world.

The textbook is minimally presented in the lesson work. Pupils write their own textbooks: all children have a workbook where they reflect their experience and what they have learned.

Only high school students use textbooks in addition to working on the main lessons.

➢ Waldorf education is not competitive. There are no grades in high school; at the end of each semester, the teacher writes a detailed, detailed report-characteristics for each student. But if a student goes to an ordinary comprehensive school, then he is given grades.

At the end of each term, a concert is held for parents and guests. Each class shows what he has learned in that quarter. They recite poems (including in German and English), sing, and play flutes. Some classes prepare small performances. There are also exhibitions of the most beautiful notebooks, clothes sewn at needlework lessons, toys carved from wood, spoons, caskets, dishes molded from clay and everything that children have learned to do.

Waldorf kindergartens and schools have magical holidays. Everyone participates on an equal footing - children and parents, teachers and educators. Each holiday is celebrated with special reverence, and gifts are made for each holiday (and what about without them?). But only the parent committee does not buy them, as in a regular school - gifts are born in the warm hands of parents. What they don’t do at parental needlework gatherings! And patchwork balls, and real dolls, and angels, and even gnomes are made of wool. And so that dads do not feel left out of the general process, they are entrusted with wooden toys.

Often they arrange holidays dedicated to some natural phenomena: the ripening of fruits, the onset of winter, the melting of snow - or religious events: Christmas, Easter, Maslenitsa. They prepare in advance for the holidays: they learn songs and poems, put on performances, make costumes, prepare gifts for each other and parents.

In early autumn, they celebrate the harvest festival, carefully grown and collected with their own hands. Children, teachers and parents bake pies together, each child is given a basket with autumn gifts and some special "harvest" toy.

A lantern festival is held in late autumn. At this time, the nights are long and the days are short, and it gets dark early. Nature is preparing for winter sleep. On such an evening, children go out into the street with paper lanterns, inside of which small candles burn, in order to remind people with this procession that the winter sleep will not last forever, that the sun will soon shine brightly and there will be spring on earth again.

But perhaps the most fun and reckless holiday is Maslenitsa. Armed with rattles and wooden rattles, drawing a bright blush all over the cheek, everyone goes into the forest to the Shrovetide meadow. And there - a sledge train, round dances, jumping over a fire and even riding a horse (two popes are hiding under its patchwork cover). And grown-ups, solid fathers and mothers, wise by experience, have fun like children. And on Easter, again, everyone paints eggs together and bakes Easter cakes.

Children's birthdays are also celebrated on a special scale: here it is not a formal distribution of sweets, but a real holiday, during which poems are read in honor of the birthday man, songs are sung, and gifts of their own making are given to him.

➠ 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 the university. The reason for this opinion, which was widespread in the West thirty years ago, is that the Waldorf school does not declare university education as its main goal.

Many years of experience show that graduates of Waldorf schools have proven themselves to be resourceful, creative people who are able to adequately cope with the difficulties that today's reality abounds. In the future, they choose for themselves the specialties of the humanitarian direction or activities related to the social sphere - a doctor, teacher, social worker.

In a word, you, parents, have something to borrow from Waldorf pedagogy. But the main thing that she can teach you is respect for the personality of the baby, respect for that wonderful, fleeting and irrevocable time that is called childhood.

waldorf school

waldorf education(also known as Steiner or Waldorf-Steiner education) - education based on the Goetheanistic method of cognition, on figurative thinking, empathy. The main principle of the Waldorf school is the free development of the child, without fear and stress (there are no grades and exams in schools), and the general law for Waldorf teachers is respect for the personality of the child.

The founder of Waldorf pedagogy is Rudolf Steiner, who also founded anthroposophy. At the same time, Waldorf education does not orient children ideologically, whether it concerns politics or religion.

The first Waldorf school was established in the year. Waldorf education is now practiced in more than 950 recognized independent Waldorf schools and 1,400 independent Waldorf kindergartens located in approximately sixty countries around the world, and constitutes one of the world's largest independent educational systems.

The Waldorf method is also used both in "Waldorf-oriented" publicly funded schools and in home-school environments.

It has also been adopted by the teachers of some other public and private schools.

Origin

Growing number of Waldorf schools in the world

The growth in the number of Waldorf schools in the world by 2005 is shown in the graph.

Features of the technique

Waldorf schools work on the principle of "not getting ahead" of the development of the child, but providing all the opportunities for its development at the child's 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. The educational material is given in blocks, but the day at all stages of education (from nursery to seminaries) is divided into three parts: spiritual(where active thinking prevails), sincere(learning music and eurythmic dance), creative-practical (here children learn primarily creative tasks: sculpt, draw, carve wood, sew, and so on). The rhythm of the day can be subordinated to the subject, the block of which is currently being studied (for example, if they are studying mathematical material, children are offered to “see” it while dancing or while sewing).

Benefits

The main teaching aids are Rudolf Steiner's numerous books and lectures 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 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 Idea und Praxis der Waldorfschule ).

Criticism

As the main method of cognition, almost exclusively personal sensory-supersensory experience is used, as opposed to an allegedly worthless science that requires logic, technology, analysis and experiment. The pedagogical component of Steiner's philosophy is designed to help the student ascend to his higher spiritual bodies - etheric and astral - and with their help penetrate into the essence of objects.

Examples from Steiner's lectures:
“In a real person, nothing enters at all, nothing at all ... What we eat, we eat simply so that we have a stimulus. So everything that people imagine that food comes in there, and that food comes out again there, and something remains inside in between, is not at all true: this creates only a stimulus ... and we build our entire body from ether. (Natural foundations of nutrition. Lecture IV).
“You see, if the smell of rotten eggs approaches a person externally, then spring comes inside in the stomach. And in the spring everything grows and blooms, and a person can become strong again. (Ibid., Lecture VI)

Waldorf schools were originally intended for the social adaptation of children of low-status social groups. The first such school (which gave the name to the whole system) was formed with the money of the owner of the Waldorf-Astoria tobacco factory to reproduce a qualified proletariat from the children of its workers, to educate homo habilis - skillful man, not claiming, however, the title of a reasonable person.

Notes

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. - S. 83. - ISBN 5-8459-0830-2
• “Education for Freedom” by F. Karlgren (translated from German), “Moscow”, 1993.
• "Education in the Waldorf School" (collection of articles), "Moscow", 1995.
• "Waldorf Pedagogy" (anthology), ed. A. A. Pinsky, "Enlightenment", 2003.
• Bierl, Peter: Die Anthroposophie Rudolf Steiners and 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 Waldorf Erziehung: 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

see also

External links

• Waldorf School "Family way" (Website of the school)
• Description of Waldorf Pedagogy (Website of the Waldorf School)
• (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
• (Waldorf school is being closed in Khujand, Sughd region)
• Waldorf classes (Website of parents, Kazan)

Wikimedia Foundation. 2010 .

See what the "Waldorf School" is in other dictionaries:

waldorf school- a school, the theoretical and methodological basis of which are the anthroposophical principles developed by R. Steiner: a strong focus on social experience, the level of development and the needs of the student; individual stimulation use ... ... Correctional pedagogy and special psychology. Vocabulary

waldorf school- see Waldorf pedagogy ... Pedagogical terminological dictionary

Coordinates: 57° N sh. 39° E  / 57.622725° N sh. 39.866449° E etc. ... Wikipedia

School No. 36 Founded: 1934 Director: Galina Vasilievna Vasina Type: secondary school Students: 1000 Address: Russia, 150054, Yaroslavl, st. Shchapova, 14 Coordinates ... Wikipedia

School No. 57 Founded: 1948 ... Wikipedia

School No. 28 Founded: 1952 ... Wikipedia

Such a direction in pedagogy aswaldorf schoolhas been in existence for over a hundred years. And in recent years, the ideas of Rudolf Steiner, the founder of this educational methodology, have become increasingly popular in Russia. Although we are still far from Europe - in Germany, Switzerland. In the UK and other Western countries, many parents dream of sending their child to a Waldorf kindergarten or school, believing that it is there that their baby will feel most comfortable, developing in absolutely natural conditions.

Russian parents, on the other hand, are more critical and distrustful of such controversial methods. But in any case, Waldorf pedagogy, like any other school, has its supporters, has a number of positive features and has the right to exist. We will try to understand the main advantages of this school, as well as to determine what disadvantages Steiner's Waldorf pedagogy has.

The main difference between the Waldorf school and the usual one is the idea that childhood is not a short period of time that should be used to the maximum for the development and education of the child, as most traditional methods believe. This is a unique time that children should use to play, develop their creativity and spiritual potential. Toddlers have limitless possibilities, which they must realize in their early years. Therefore, do not distract them with the study of the alphabet, counting and mathematics. Such logical objects change their consciousness, forcing them to think abstractly, while their natural thinking is aimed at a comprehensive study of the world around them.

Of course, at first glance it looks shocking. Not every parent will be able to calmly observe how his child until the third grade has no idea about letters, syllables, counting, and in general has never held a pen in his hand. But if you follow the principles of Waldorf pedagogy, then at the end of school you can see a good result. Children know the school curriculum as well as others, while they think very creatively and are much better than others at working in a team. They do not know envy, they are not afraid to make a mistake. Such people achieve significant success in their chosen profession and create happy families.

Principles of Waldorf Pedagogy

1. No to the early development of the intellect. At first glance, this seems strange, because we are used to the fact that we need to start training with kids as early as possible. But Waldorf pedagogy explains this by the fact that teaching children abstract disciplines should be started only when their emotional world is fully formed. And it’s hard to argue with this, especially when you consider that Waldorf school graduates quite successfully enter the universities of their choice, which means that as a result they fully master the entire program.

2. No ratings. The competitive moment in the Waldorf school is completely absent. Children learn in a comfortable atmosphere for them, mastering the material at a pace convenient for them. At the same time, knowledge, as such, is not the goal of learning. First of all, kids should enjoy the process of communicating with their peers and with the teacher. The children's team at the Waldorf school is very close-knit, and the relationship between children and teachers is very trusting. But at the same time, a huge responsibility falls on the shoulders of teachers, because it is they who should become such a model for children that they would like to emulate and that would stimulate them to improve themselves.

In Russia, many parents tend to fear that such a too soft attitude at school can “dissolve” already spoiled children. Therefore, Waldorf pedagogy in kindergarten is more popular in our country, and then parents send their children to schools with stricter discipline, as well as with a more intense schedule of training and control. Perhaps this is the right decision, although much depends on the nature and temperament of the child, as well as on the relationship and type of upbringing in the family. Some kids would probably like the Waldorf school, especially those that are not at all friendly with the exact sciences, are creative, and are also fond of folk art.

3. Special space. Groups in Waldorf gardens and schools do not expect too much overcrowding, a maximum of 20 people. At the same time, children of different ages are united in one team for one lesson. The space in such groups is organized in such a way that nothing inhibits the free development of children - no computers, TVs and players. Only natural materials and natural colors. In this, the Steiner technique is similar to.

4. Development of fantasy Particular attention in Waldorf pedagogy is given to the artistic activity of children. They draw, sculpt, make a lot. At the same time, even the toys that they use for games only remotely resemble certain objects. For example, instead of dolls, girls use specially tied and decorated handkerchiefs, and instead of building blocks, kids use twigs, pebbles, cones, or, for example, shells.

5. Harmony of soul and body. The Waldorf school considers each individual child as a whole person who must develop in a balanced way in all directions - intellectual, emotional, social and physical. Therefore, children not only study according to the general education program, but also cook together with the teacher, maintain their own garden, clean and decorate the classroom together. How much time children have left for other activities is another question. Many parents prefer that their child, after 6 lessons of school, go to the sports section or to the music studio. But again, this is an amateur. Some parents want their child not to strain too much and learn what will be useful to him in later life.

6. No to the word "no". Any initiative must be supported. You can stop a child only if his actions can harm others, himself or damage things. In other cases, the teacher must do everything possible so that the child realizes his idea. This principle seems a little strange, because it is impossible to allow a small child literally everything. But at the same time, how often parents turn out to be too strict and forbid children too much. The Waldorf school teaches us that the less often a child hears the word “no”, the more significant it becomes for him.

Now, having considered some of the advantages and disadvantages of Waldorf pedagogy, you can make an informed choice whether or not to send your child to such a school. Or maybe you will simply discover the useful experience of the Steiner school and use this knowledge in your own method of raising children.

Waldorf pedagogy focuses on the personality of the child. in this pedagogy there are no specially designed techniques and activities - it's just the life of children in a special family climate favorable for the development of the child's inner world, and in a special environment filled with natural materials that charge with vitality and give impetus to imagination: wooden floors, tables and chairs , self-woven carpets on the floors, sewn rag dolls, knitted gnomes, wooden horses, straw bulls. the Waldorf system is against the early education of children, since purposeful intellectual development deprives the child of childhood and dulls his intuition and imagination. The Waldorf system focuses on introducing children to folk culture, creativity, spiritual development and education.

history reference

Waldorf pedagogy was founded by Rudolf Steiner. in 1907 he published the book The Education of the Child, in which he revealed the basic principles of education. and on September 7, 1919, he opened the first school, and then a kindergarten for children whose parents worked at the Waldorf Astoria tobacco factory in Stuttgart (Germany). It was from the name of the factory that the name of the technique came from - Waldorf.

soon similar kindergartens and schools were opened in other cities of Germany, as well as the USA, Great Britain, Switzerland, Holland, Norway, Austria and Hungary, etc. At the moment, there are about 2,000 Waldorf gardens and 800 Waldorf schools around the world. in Russia, the first waldorf gardens and schools began to appear in 1990, mostly orthodox teachers who received special training worked and still work in them.

biography

Rudolf Steiner (02/27/1861 - 03/30/1925) - German scientist philosopher and teacher, prominent figure, founder of anthroposophy (the science of understanding human spirituality). he wrote more than 20 books and read about 6000 lectures, which dealt with religion, philosophy, science, economics, agriculture, education, medicine and art.

Rudolf Steiner's closest associate was his wife, Maria von Sievers (03/14/1867 - 12/27/1948).

about the Waldorf method

Rudolf Steiner had his own view on the development of children. he was one of the first to say that childhood is a unique period in a person’s life, and therefore children should remain small as long as possible, and the task of parents and educators is to help them enjoy all the delights of an early age.
The Waldorf education system is based on respect for childhood and works on the principle of “not getting ahead of ourselves”, i.e. Gives the child the opportunity to develop at their own pace.
the goal of Waldorf pedagogy is to develop the natural abilities of each child and strengthen his self-confidence, which he will need in adulthood. This school puts at the forefront not the transfer of knowledge, but education.

the main content of the work in the Waldorf kindergarten is the development of folk culture and various types of artistic activity.

For Waldorfs, harmony in the child's soul and body is very important. in other words, a child is a holistic and harmonious person in all manifestations - intellectual, emotional, spiritual, social and physical.

basic principles for organizing kindergartens and schools

preschool children. Waldorf gardens have different age groups for children from 3 to 7 years old. thus, the children live like in one large large family. the younger guys tend to imitate the older ones, the older ones learn to care for the younger ones. Group size - up to 20 people.

organization of space. The individuality of the child can develop freely if nothing suppresses it. therefore, in order to create a joyful, calm and creative atmosphere in the Waldorf group, a play space has been organized (tables, wicker chairs, wooden open shelves stand along the walls, baskets with silk and cotton patches, etc. are on them), various equipment has been prepared (home-made toys ) and artistically decorated rooms (walls and curtains - soft pink, on the walls - panels of fabrics and natural materials, reproductions of icons and paintings, on the tables - linen tablecloths, etc.). the Waldorf environment does not provide for the presence of television, radio and computers.

Waldorf toys. Waldorfs do not recognize plastic, electronic and mechanical toys. preference is given to simplified toys exclusively from natural materials. toys only hint at their possible function and allow for variant use of themselves in the game. it is believed that it is these man-made toys that make the child fantasize, think up images and come up with their own stories with them. so, for example, a handkerchief tied in a special way or a twig, a leaf of a tree can become a chrysalis. the building material here is wooden blocks, logs, chumps, cut branches and trunks, cones, acorns, chestnuts, pieces of bark, stones, shells, etc. the hands of educators, parents and the children themselves create beautifully sewn dolls, gnomes, animals, elves stuffed with unspun wool, knitted chickens and sheep, movable wooden toys of the Zagorsk type (the blacksmith knocks on the anvil), etc.

Educator. in the Waldorf garden, not so much knowledge is important as the general well-being of the baby, his awareness of his place in the world, the development of his individuality. and all this can be achieved thanks to a pleasant atmosphere in the group, the cohesion of the children's team and a trusting relationship with the teacher, and all this depends entirely on the personality of the teacher himself. therefore, there are special requirements for Waldorf teachers - after all, they are “role models” and the highest authority for their students. educators should be engaged in self-improvement and monitor their behavior, movements, manners and everything else.

Imitation. for the first seven years, the baby comprehends the world experimentally - imitatively, and not rationally. interacting with parents and other people, playing, drawing, eating, the child subconsciously absorbs the surrounding reality and gains a huge experience that passes through his hands, head and heart and lays the foundation for his feelings, thoughts, actions and aspirations. it is the imitative instinct and natural curiosity, and not the cramming and formal requirements of adults, that preserve and increase in children a sincere love for learning.

Game activity. The most important activity for a child is free play. probably in no garden do children play as much as in the Waldorf garden. at the same time, the children are not given the rules of the games, they play only what they are interested in (mainly role-playing games), and the task of adults is to interfere as little as possible in the game itself, but simply to encourage, support and develop children's interest in gaming activities . in addition to playing activities, children imitate and help adults in caring for garden plants, cooking compote, cutting salads, baking bread, pies and cookies, cleaning the group, etc. those. children are engaged in meaningful, real and useful work, thereby gaining a broad and deep understanding of the world around them.

everything has its time. Waldorf educators are opposed to early goal-oriented learning - they avoid stressing the memory and intelligence of children. they believe that there is no use from ready-made knowledge invested in a child. the learning process should be closely related to the individual, age and spiritual characteristics of the development of children and built in such a way that children receive certain knowledge precisely at the time when they are really interested in it. it will be more natural for a small child to comprehend the world in the game, through emotions, and not to study abstract concepts in the form of letters and numbers. with young children in the Waldorf system, attention is mainly paid to modeling, the development of fine motor skills, and the basics of embroidery. and with the elders - sewing toys, wood carving, stone processing.

rhythm and repetition. our whole life is permeated with rhythm and repetition (parts of the day, week, seasons, etc.). and our ancestors have always lived in harmony with the rhythms of nature. therefore, in Waldorf pedagogy, the life of children in accordance with their rhythmic cycles is considered one of the conditions for their harmonious development. among the followers of Steiner, the rhythm of the day is
alternation of the phases of "inhalation" and "exhalation". the phase of "exhalation" is a free creative game of the child, in which he expresses and manifests himself. it is replaced by a phase of "breathing", when children absorb something new in themselves, studying with a teacher. the rhythm of the week consists of alternating classes - on Monday the children draw, on Tuesday they sculpt from wax, on Wednesday they are engaged in spinning, on Thursday they bake, on Friday they have a general cleaning. the annual rhythm is associated with changes in weather conditions - in spring, children make beds in the garden, in summer they weave wreaths of flowers, in winter they mold from warm wax. life in rhythm gives the child confidence and peace of mind.

Lessons. with an excess of mental activity, the health of children worsens, therefore, according to the Waldorf program, during the day there is a smooth transition from “labor” activities (sewing, knitting, spinning, felting, woodcarving, stone and metal processing) to “artistic and aesthetic” (painting , music, modeling, playing musical instruments, eurythmy (figurative plasticity), rhythmic games, gymnastics, traditional folk games).

Individuality. in the Waldorf system, everyone is equal - there are no “good” and “bad” children, “fat” and “evil”, there is no separation of children according to material, social, national, religious status, there are no digital marks (non-judgmental system) and competitions. This approach allows children to fully reveal their abilities and avoid feelings of inferiority.

Parents. in the Waldorf system, the joint work of parents and teachers dedicated to the common task of education is very important. parents are frequent and welcome guests here, and their initiative is always welcome - help in making toys, decorating and cleaning the group, active participation in holidays, etc.

Steiner's followers cherish and support any initiative of the child. they only have Three reasons why you can refuse or forbid a child to do something:

If the fulfillment of the desire of the child can cause harm to him.

If his actions could harm others.

If any things could be damaged.

at the same time, the adult's prohibition must be clear, concise and not subject to objection. then it will be effective and the child will understand that everything in life happens not according to the arbitrariness of an adult, but is subject to necessary laws.

weekdays

how does a day go in the waldorf garden?

the arrival of the kids of the teacher is warned by a bell hanging above the door. the teacher meets the child, shakes his hand, which means: "come in, baby, you are welcome here."

the day begins with a general greeting - the "morning circle", which brings children together and allows each of them to realize their place. a rhythmic exercise game is held with children, where children actively move, stomp and clap, read poetry, sing songs.
then comes free play, here children can build towers, houses, carriages from tables and chairs; lay out paths or fences from chestnuts; transport goods on a trolley; play "daughters - mothers" (swaddling and feeding "naked"); arrange pebbles and cones in baskets, etc.

educators, on the other hand, sit in the middle of the room at a large work table and, like any mother, gradually watching the children, go about “their household chores.” they sew dolls, crochet balls, weave baskets, darn socks, wash clothes or make vinaigrette. any child, interested and willing to "imitate", can join them.

after free play - cleaning toys and breakfast (bread, muesli or other cereal dishes, fruits, tea).

then "breath" - an intense musical - rhythmic game. after it - relaxation again - a walk in the fresh air, where children are allowed to climb into the water and into the mud (in specially prepared clothes), play in the sandbox. or you can go to the park, feed the animals, or, if “spring or summer is in the yard,” do gardening.
after returning from the street - the children have time to "breathe" again - the teacher tells or shows a fairy tale (for example, the Brothers Grimm), a legend, a fable, a biblical story, a historical event, etc. moreover, the teacher can “beat” the same work for a whole week, thanks to which the children “get used” to the fairy tale and know every word in it. you can not only tell, but also compose together fairy tales about characters fashioned by children: “there was a hare (which Katya blinded). he was very afraid of the wolf and the fox (they were also sculpted by the children),” etc. - a whole theatrical performance is played out.

then lunch at a common table covered with self-woven linen tablecloth and napkins. food is served in beautiful clay bowls.

after dinner, sleep in a cozy wooden bed under a patchwork quilt, then an afternoon snack and “breathing” classes. it can be singing or playing the teacher on a block - flute, xylophone, lyre or other musical instruments, finger and gesture games, eurythmy, etc.
"inhale" is followed by "exhale" - outdoor games, waiting games (for example, "what is in the bag?")

holidays in the waldorf garden

holidays in the Waldorf garden occupy a special place. After all, these holidays are not a demonstration of achievements, but an important part of common life. they are held in the spirit of folk traditions. children are not "drilled" according to a prepared scenario. these are real holidays of the child's soul, where children, parents and educators are both guests and hosts at the same time. that's why they do everything together - decorate the kindergarten, bake pies right in the group, set the table, learn poems, sing songs, dance.

in the Waldorf kindergarten, in addition to calendar holidays (new year, women's day), there are other holidays. for example, the day of the harvest, on which a fire is made from leaves, potatoes are baked, and each child receives a basket with autumn gifts as a gift. and in November - a holiday of lanterns - children and adults, "armed" with home-made lanterns, go in search of a treasure that the gnomes hid. at Christmas - a performance about a miracle, candles, apples and a quiet
music. after the new year - - with rattles, sleighs, round dances, jumping over a fire, and of course burning a scarecrow. on ivan - kupala - festivities on the lawn between decorated birch trees, round dances, bonfires.

and of course, the most important holiday for every child is his birthday. the baby can come on this day to a group with parents who will talk about his birth and about the most interesting events in his life. then birthday greetings, gifts, round dances, homemade treats.

negative aspects of the Waldorf system

Waldorf kindergartens are not suitable for all children, or rather not for all parents. after all, Steiner's principles should be close to your life views - following folk traditions, furnishing a home without any frills, the absence of the fruits of civilization, a creative family way of life, love for art, literature, theater, etc.

You need to understand that the main direction of Waldorf gardens and schools is humanitarian. so if your child is more inclined towards the exact sciences, this is unlikely to suit him. after graduating from school, graduates - "Waldorfers" basically go to study as teachers, actors, artists, designers, etc.

Initially, the Waldorf system was designed for the children of tobacco factory workers. that is why so much attention is paid specifically to economic and labor skills, and not to intellectual, scientific, technical and logical ones.

Rudolf Steiner himself was a very outstanding person - a mystic, esotericist, passionate about the study of the human soul and aura, the founder of the anthroposophical society. it is natural that in his system there is also a slight “bias” in the sensual-spiritual sphere.

Pedagogy was created about a hundred years ago and during all this time it has not changed much! but progress did not stand still. it turns out that children in the Waldorf kindergarten live in a closed artificial environment - they play with sticks and pebbles, learn to read and count only in the third grade, do not get acquainted with classical works for children (Pushkin, Barto, Mikhalkov, Nosov, etc.) , do not make any effort to extract knowledge. but sooner or later the child will face reality - will it not be like a “lightning strike” for him and will he not turn out to be a “black sheep” in our dynamic world.

Educators never scold children, do not make comments to them (only in the most extreme case). and if the child is already too unbalanced, he may later become completely uncontrollable.

Although, as a rule, children attending the Waldorf kindergarten go to it with great pleasure. after all, one of the main principles of Waldorf pedagogy is the absence of any coercion.

about Waldorf dolls:

Material for the lesson.

25.12.2015 14:05

The Waldorf education system (also known as the Anthroposophical School) has been in use since 1919. The school received its name from the company that financed the first such direction - Waldorf-Astoria.

What is the basis of the Waldorf system

The basis of the Waldorf teaching is a whole philosophy, built on the principle of deep respect for the teacher to the personality of each child, to his worldview, freedom, creativity and health.

The Waldorf system does not provide strict methods in the process of teaching children. The fundamental direction of the system is the natural development of the inner world of children, their personal qualities, talents, fantasy, intuition.

General principles that characterize the Waldorf education system:

• repetition and positive examples;
• variety of game forms;
• general artistic, ecological and aesthetic background;
• rhythmic repetition of the studied material.

An example of the reflection of the principles of Waldorf pedagogy in kindergartens

Recently, Waldorf pedagogy has become very popular, in particular in kindergartens. It is based on five principles:

1. Organization of a favorable and comfortable environment for the development of the child

A necessary factor for the full development of each child is the love of parents and others. But only true love contributes to harmonious development, as children intuitively understand and feel the purity and sincerity of emotions directed towards them by those around them. Preschool organizations working on the principle of the Waldorf doctrine strive to recreate an atmosphere that is as close as possible to a cozy home environment.

Particular attention in Waldorf preschools is given to the organization of space

The teacher of the Waldorf teaching should be a versatile personality - bright and creative. Learn to build trusting relationships with children and their parents.

Particular attention in Waldorf preschools is paid to the design of the premises and the organization of space.

2. Education through personal example and imitation

At the age of four, children actively learn about the world around them and are able to “absorb” a huge amount of information. The fundamental difference between the Waldorf education system is that knowledge of the world does not occur through textbooks, but naturally, through the world around.

Children in the Waldorf Garden learn about the world around them through personal example and imitation.

Regular interaction with peers, surrounding objects, teachers, parents - this is education based on personal example. The process of education according to the Waldorf system is development in interconnection with other people.

Children in the Waldorf garden get to know the world around them through personal example and imitation of it.

In institutions using the Waldorf system of education, children are encouraged to take part in a wide variety of activities. These can be: cleaning, needlework, drawing, cooking, in the process of which the child, through imitation, develops the qualities and skills necessary for him.

At the same time, this or that program is not imposed on the child, he decides whether to take part in it or not. The teacher begins to engage in some kind of activity, and the children, following the example of the teacher, pick up the baton and join the process with great interest. Each child is busy as much as he is interested in, based on his preferences.

3. Harmonious rhythm of activity

Waldorf preschools are characterized by rhythmic and monotonous activities. Each day of the week has its own schedule, which remains the same throughout the entire period of study. A child always knows what to prepare for tomorrow.

4. Application of multifunctional games

Child development occurs through play. The teachers of the Waldorf institution invite children to active games. Moreover, all games are held spontaneously. The child himself has the right to choose in which play activity he takes part at the moment.

Teachers make game material from natural materials together with children

The Waldorf method pays special attention to toys. Completed images with regular geometric shapes are not used here. Dolls in preschool without eyes, mouth and nose. This is done in order not to impose a certain image on the child, but to give the opportunity to dream up and imagine it the way he wants.

Most often, teachers make game material with their own hands from natural materials together with children. Cones, bark, straw, wood can be involved in the creation of toys. The main thing is that it be a natural and environmentally friendly material.

In addition, one game item can be endowed with several functions. An ordinary piece of blue fabric is the sea, the starry sky, and an elegant dress for the doll.

Also, children are involved in the process of drawing, modeling, staging performances. It is worth noting that plasticine is not used in Waldorf-type institutions. Instead, a specially prepared wax is used.

The teacher meets each new child who comes to the Waldorf preschool institution separately. From the first minute you get the impression of a warm and very friendly atmosphere.

In Waldorf Institutions, the Word "No" Doesn't Exist

Every morning begins with a charge, but not with the usual charge, but according to a certain method. Under various rhythmic melodies, children actively move, while reading poetry and singing songs. Then the guys can choose the type of activity that they currently like - to be creative, play, make dough for buns, do “housework”. At the same time, teachers do not remain mere bystanders. They also begin to engage in any activity, and interested kids can join this process at any time.

In Waldorf institutions, the word "no" does not exist. Teachers encourage any initiative of the child, provided that it does not entail a threat to the life or health of the child, does not harm other pupils of the institution and does not leave marks on the walls and furniture of the group.

At the end of the active play period, children and teachers are taken for a joint collection of toys, after which the kids go to breakfast. Breakfast takes place at one common table.

After breakfast, children are offered intensive and rhythmic games, after which everyone goes for a walk together. On the street, kids learn about the world around them. They feed birds, study rocks, make sand castles, take care of flowers and trees.

After the walk, the teacher tells or plays a fairy tale to the children. One piece is for one week. This approach allows children to integrate and relive the plot of the fairy tale as much as possible. After lunch, the children go to their beds, which are made entirely of natural wood.

After a quiet hour, kids are invited to an afternoon snack, at the end of which classes begin, aimed at developing certain abilities: finger games, playing musical instruments, singing, gesture games and much more. Then everyone starts intensive outdoor games.

In Waldorf-type institutions, children never get bored. Every day contributes to the development of talents, imagination and independence.

Holidays in Waldorf-type establishments are held in a special atmosphere. There is no separation between guests and invitees. Parents and children, together with teachers, arrange a holiday themselves - they bake pies, sing songs and read poetry. Teachers do not prepare a specific scenario. The holiday goes in a free way in a homely, relaxed atmosphere.

Differences of the Waldorf institutions

In a Waldorf-type institution, there are three prohibitions that radically distinguish it from preschool educational organizations of the classical type:

1. Prohibition of early education up to seven years. The child is not forced to undergo various trainings aimed at development. It develops naturally.

2. Ban on the media. Waldorf-type institutions do not have televisions or computers.

3. The prohibition to evaluate the actions of the baby. The child performs all actions on a personal initiative, at ease, and not for the sake of evaluation by an adult.

The main advantages of the Waldorf system:

• deep respect for the personality of each child and his free choice;
• the development process of the baby is not limited by any scenarios and plans;
• lack of coercion and evaluative actions;
• the process of education is organized on the basis of imitation and personal positive example;
• the learning process takes place in a relaxed atmosphere;
• the opportunity to communicate not only with peers, but also with children of other ages;
• volitional qualities of children are formed in the process of labor activity.

Disadvantages of the Waldorf system

However, when deciding to send the baby to the "Waldorf" kindergarten, parents should pay attention to certain disadvantages of this system:

• in Waldorf-type institutions, children are not taught the basics of writing and reading, so it may be difficult to enter a classical school;
• the subject of works presented for reading to kids is limited;
• the basis of the Waldorf system is anthroposophy, which is not supported by the traditional church;
• the child may have difficulty communicating with peers studying in a classical preschool institution.