Introduction Rudolf Steiner was an Austrian philosopher and scientist. He lived and worked during a time of turmoil in Europe, in the years leading to and following the First World War. He believed that positive social change could be achieved through education. Steiner was interested in the links between the physical and spiritual aspects of humanity, and he established a 'science of the spirit' called Anthroposophy (Pound). The meeting of the body and the emotions was a key part of his educational theories. He wrote that 'there exists a complete unity in the child between the spiritual and the bodily, and we can only deal rightly with him when we take this into consideration' (Steiner, p. 90). Much of his published works on his ideas about teaching and learning are based on his lectures. Steiner's theories are well-respected by many today, and there are currently 1,200 Steiner-Waldorf Kindergartens following his methods world wide. A Brief History Steiner was born in 1861 in the Austro-Hungarian town of Kraljevec. His father was the local station master. His parents saw their son's academic potential early on, and dedicated themselves to getting him a good education. He studied sciences at university in Vienna, and later received a PhD in Philosophy. Inspired by Steiner's modern ideas about education and its influence on society, the industrialist Emil Molt asked him to set up a school for the children of workers at a factory in Waldorf. This was the first Steiner-Waldorf school. In the early 1920s Steiner visited England to give a series of lectures on his educational philosophy. Here he met Margaret McMillan, the woman regarded as the pioneer of the nursery school in Britain. They had a mutual admiration of one another's work. Steiner died in 1925. Steiner's Theories - how children learn Like other educational theorists before him, Steiner divided childhood up into distinct phases. They fall in seven year cycles and are marked by physical changes in the child. The first stage is from nought to seven years and ends at the time the child loses their milk teeth. Steiner believed that only then is the child ready for the 'intellectual treatment' provided by the more formal teaching of reading and writing (Edmunds, p. 19). He explained that the early years of childhood are a time of learning by being shown as opposed to being told. The child 'lives entirely in imitation, entirely in the imitation of what in the widest possible sense comes to meet him from the outside as gesture' (Steiner, p.53). Steiner proposed a method of teaching by example, where adults go about their daily chores, such as baking, washing or gardening, and the children share in these activities as part of their play. The importance of play imitating real life is still key to Steiner-Waldorf kindergartens today: 'Learning experiences for the young child are not separated from the business of daily living; learning gains meaning by its relevance to life' (Nicol, p.62). Steiner's Theories -the learning environment The resources in a Steiner school are carefully chosen to leave the child's creative spirit free to explore many avenues. Objects are made from natural materials, often collected from nature, such as pebbles and fir cones. They are stored in baskets or wooden boxes that can also be transformed into something else during the children's play. Steiner wrote that 'the objects of play should be as simple as possible so that the child can clothe them with his own natural powers of fantasy' (p.22). The same principles apply to the outside area, where naturally sourced equipment provides limitless possibilities for children's imaginations. Many of the resources are made by the children as they play, such as simple knotted dolls or wool plaited into rope for a pulley. As Nicol points out 'really creative play is unpredictable and has endless outcomes' (p.17). Children are encouraged to think for themselves, selecting the resources to make the things they need. In this way their learning is constantly extended by their own ideas and they are supported in achieving the independence that Steiner felt was one of the main aims of education: 'Our highest endeavour must be to develop free human beings who are able to impart purpose and direction to their lives' (Steiner, in Nicol, p.1). There are very few books in a Steiner-Waldorf Kindergarten. Instead stories are told, and retold, in a traditional way, with props to support the children's learning. Steiner schools also practice Eurythmy, which is a series of flowing movements designed by Steiner to express the harmony of the body and the spirit. Wonder, care and respectfulness are demonstrated by adults and children alike in the Steiner tradition: 'an attitude of reverence should pervade everything' (Edmunds, p.21). Steiner's Theories - the role of the teacher Steiner believed that the teacher should work in cooperation with the child. They set the example, rather than instruct children (Nicol). The child's natural inclination to imitate makes the practitioners working with them their key role models. Edmunds acknowledges this: 'their immense receptivity places a great responsibility on the adult' (p. 21). Teachers working in the Steiner tradition spend time observing children at play rather than hurrying to intervene. For example, a practitioner may sit and paint their own picture with children who are painting (Devereux and Miller). Steiner was very clear that working with young children required the teacher to be fully awake and receptive to their task: 'when teaching, one must be absolutely on the spot with one's whole being' (p.63). He was aware that the different personalities of teachers would bring variety to his schools, and he welcomed this individuality. But his starting point was always the child: 'Now where is the book to be found in which the teacher can read what teaching is? The children themselves are this book' (p.116). Steiner valued parental involvement. Like other great educational theorists such as Rousseau and Froebel, he acknowledged that the child's learning begins at home. For this reason Steiner teachers carry out home visits before a child begins Kindergarten. This parent-teacher liaison continues throughout the child's time at school, with parent interviews and informal gatherings. Parents' contributions and ideas are always welcomed. Steiner's aim was for a sense of community, with 'a mutual understanding between teachers and parents' (p.111). Linking Steiner's theories to today's practice What makes Steiner's theories so interesting to modern practitioners is that they are currently being followed in the many schools that bear his name. They offer another perspective on the kind of environment in which we place our young, impressionable children. In her book of experiences as a Steiner teacher, Nicol sites creative play with natural objects as the obvious antidote to the artificial stimulation of computer games and television. She points out that modern toys are such a perfect version of the real life object they represent that there is no room for the child's imagination to do its magic. Steiner's concept of using everyday chores and events to develop understanding and independence continues to have a place in mainstream practice. The recently introduced EYFS guidelines state that 'children should be involved in the practical applications of their knowledge and skills which will promote self-esteem through allowing them to make decisions about what to investigate and how to do it' (EYFS, p.75). The current trend to move away from formal planning and assessment in the early years echoes the Steiner tradition of gentle observation and supportive adult participation in child-led play. The introduction to the EYFS sites the key role of the practitioner as 'observing and reflecting on children's spontaneous play' (p.7). Pound sums up how today's early years teachers can use Steiner's approach to support their work: 'It provides food for thought for reflective practitioners, encouraging them to pause and reconsider why they do what they do' (p.28). Conclusion The idea of the child as a 'free spirit' comes to mind when examining Steiner's methods of teaching and learning. It is highly likely he would have disapproved of young children's exposure to today's high-tech, sophisticated environment. However, he also believed in education as preparation for life. It is a challenge for the mainstream and Steiner practitioner alike to nurture and equip each 'free spirit' for the modern world.
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