To see the other types of publications on this topic, follow the link: Waldorf method of education.
Journal articles on the topic 'Waldorf method of education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Waldorf method of education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Randoll, Dirk, and Jürgen Peters. "Empirical research on Waldorf education." Educar em Revista, no. 56 (June 2015): 33–47. http://dx.doi.org/10.1590/0104-4060.41416.
Full textAbstract:
Waldorf education began in 1919 with the first Waldorf School in Stuttgart and nowadays is widespread in many countries all over the world. Empirical research, however, has been rare until the early nineties and Waldorf education has not been discussed within educational science so far. This has changed during the last decades. This article reviews the results of surveys during the last 20 years and is mainly focused on German Waldorf Schools, because most investigations have been done in this field. Findings are reported with respect to the following central aspects of Waldorf education: the holistic and integrative approach, the self-governance in the organization of the Waldorf schools, the Waldorf curriculum, and the principle of class teachers from 1st to 8th grade. Furthermore, Waldorf education also provides its own unique teacher training. All of these aspects have been explored and evaluated from different points of view and with different methods. The results show strengths as well as weaknesses of Waldorf education in the daily practice in schools, which indicates the kinds of challenges Waldorf education will have to face in the upcoming decades. The authors themselves have contributed in several investigations to the field of Waldorf education.
2
Turós, Mátyás. "The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary." Acta Educationis Generalis 12, no. 1 (February 1, 2022): 95–108. http://dx.doi.org/10.2478/atd-2022-0005.
Full textAbstract:
Abstract Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found. Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary. Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.
3
Rawson, Martyn. "L2 teaching and learning in Waldorf schools – why performative?" Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 1 (August 15, 2022): 1–21. http://dx.doi.org/10.33178/scenario.16.1.1.
Full textAbstract:
This paper outlines the theory underpinning Waldorf L2 teaching and learning and shows that this approach requires performative methods. It provides a theoretical account that aligns with and underpins other articles in this issue of Scenario. It locates Waldorf language teaching within the overall frame of Waldorf pedagogy and its aims and in doing so the paper relates this approach both to Steiner’s educational ideas and to contemporary education science. The paper explains the thinking behind teaching two other languages from the age of six (grade 1) onwards and outlines the different approaches in the lower, middle and upper school. It supplements existing accounts within the Waldorf literature by opening this discourse to an interpretation of L2 pedagogy in the light of, for example, socio-cultural, usage-based approaches, the declarative/procedural model and complex dynamic systems theory and links the Waldorf approach to embodied cognition theory. The aim throughout is to explain why the Waldorf approach is or, in the author’s view, should be essentially performative.
4
Mátyás, Turós. "Comparative Discourse Analysis of Moral Dilemmas of Students Attending Hungarian Schools of Three Models." New Educational Review 71, no. 1 (2023): 216–26. http://dx.doi.org/10.15804/tner.23.71.1.17.
Full textAbstract:
The culture of inquiry in moral thought had already introduced the method of eliciting judgement about images and stories through open-ended questions in the first third of the 20th century. In our research, we investigated the moral reasoning of students. We sought to answer how pupils in public, Catholic, and Waldorf schools judge moral dilemmas in fictional stories. Students’ (N=1144) responses to single-choice selective closed-ended (yes or no?) and open-ended (why?) questions about the reason for their choice were used to judge the decisions of the characters in three realistic, believable, age-appropriate stories. In the first story, taking unlawful advantage was accepted most by public school students and least by Catholic school students. In the second story, the actors’ solution method was rejected mainly by Waldorf students, with social justification. In the third story, there was no significant difference between the perceptions of the school models’ pupils, with a similar pattern of rejection. The results are only valid for Hungary.
5
GAHRAMANOVA, Kamala, and Huryal KARAMOV. "WALDORF PEDAQOGİKASINDA ŞƏXSİYYƏTİN İNKİŞAFI." Number 17,2021, Number 17,2021 (June 25, 2021): 84–93. http://dx.doi.org/10.30546/2616-4418.17.2021.84.
Full textAbstract:
Alternative forms of education have a long and unique history based on philosophical foundations. The main feature that distinguishes alternative forms from traditional forms is that the views of students and families are taken into account in the creation of the programmes.Waldorf pedagogy is one of these alternative forms of education. Waldorf pedagogy plans to raise a more talented, gifted personality, uses different teaching methods and appreciates the educational influence of nature on man. The goal is to raise students who are fully prepared for the future, who understand the world more deeply, who have analytical thinking and logic, who have strong willpower and who have mastery of life skills. The main aim of Waldorf schools is to maximize the learning and application potential of children. There is nothing they cannot do if enough attention is paid to this issue. Every teacher should consider the difference between skills and potential that is more evident in young children. Every child is born with natural abilities, it is necessary to see this potential and create the necessary conditions for its timely development. Keywords: Waldorf, creativity, free thought, harmony, freedom.
6
Бужин, О. В. "ФОРМИ І МЕТОДИ РОБОТИ З МОЛОДШИМИ ШКОЛЯРАМИ НА УРОКАХ РУКОДІЛЛЯ У ВАЛЬДОРФСЬКІЙ ШКОЛІ." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 4 (2022): 234–37. http://dx.doi.org/10.34142//2708-4809.siuty.2022.54.
Full textAbstract:
The methods and forms of educational activity organization of primary schoolchildren during classes of handicrafts in Waldorf school are analyzed in the article. The main characteristics of the organization of education are determined — taking into account the natural rhythm, the epochal and integrative method of teaching, the orientation of the educational process towards the holistic development of the individual
7
Biletska, Svitlana, Olena Ionova, and Svitlana Luparenko. "Assessments of the Results of Person’s Educational-Cognitive Activity and General Development in Waldorf School." Problems of Education, no. 1(96) (July 16, 2022): 205–22. http://dx.doi.org/10.52256/2710-3986.1-96.2022.13.
Full textAbstract:
The relevance of the study is caused by the need to consider the achievements of world pedagogy and to analyse Waldorf experience objectively in order to use it in the New Ukrainian School, which will help to improve schoolchildren’s assessment, develop person’s learning motivation, form his self-confidence and prevent didactic fears and stresses.
The aim of the study has been determined in the article. The aim is to clarify the specifics of assessment of person’s learning results and general development in Waldorf school. The general scientific methods (analysis, synthesis, comparison, systematization, classification and generalization) have been used to conduct this study.
It has been found that Waldorf school has not used a grade assessment system since its inception. The main forms of schoolchildren’s qualitative assessment in Waldorf school are the following: constant informing of parents about the success and progress in children’s development at the basic level of education (grades 1-8); oral feedback by all teachers at the senior level of education (grades 9-12); written feedback – a detailed description of every child at the end of each school year (during the 12-year learning process); final exams.
The recording of schoolchildren’s academic achievements is carried out on the basis of a system of certain criteria, and each school develops it independently. At the same time, all schools have one feature in common: they use the criteria that characterize person’s emotional, volitional and cognitive spheres (memory, fantasy, imagination).
The process of assessment in Waldorf school involves shifting the emphasis from control and schoolchildren’s evaluation to self-control and self-assessment. It also promotes schoolchildren’s interest in learning, forms their internal motivation for cognitive activity, takes away children’s didactic fears and stresses and stimulates their personal intellectual activity, awareness and correlation of own activities with the activities of the environment.
The authors emphasize on the expediency of using Waldorf school experience in schoolchildren’s assessment for the practical solution of the problem of assessment in the New Ukrainian School.
8
Vagedes, Jan, Karin Michael, Mohsen Sobh, Mohammad O. A. Islam, Silja Kuderer, Christian Jeske, Anne Kaman, et al. "Lessons Learned—The Impact of the Third Wave of the COVID-19 Pandemic on German Waldorf Parents’ Support Needs and Their Rating of Children’s Health-Related Quality of Life: A Cross-Sectional Online Survey." International Journal of Environmental Research and Public Health 20, no. 6 (March 8, 2023): 4756. http://dx.doi.org/10.3390/ijerph20064756.
Full textAbstract:
Background: COVID-19-related lockdowns and homeschooling have imposed a substantial burden on school-aged children and parents. Waldorf education is a reform-educational concept. Little is known about the situation of German Waldorf families under pandemic conditions. Methods: A cross-sectional, online, parent-proxy survey was conducted regarding the third pandemic wave. The primary outcome was parents’ support needs, assessed with questions from the German COPSY (COVID-19 and PSYchological Health) study; the secondary outcome was children’s HRQoL (KIDSCREEN-10, proxy version). Results: We analyzed questionnaires from 431 parents of 511 Waldorf students aged 7 to 17 years. While 70.8% of Waldorf parents (WPs) reported a general need for support in dealing with their children, 59.9% of COPSY parents (CPs) indicated this need. WPs’ support needs in dealing with their children’s academic demands were similar to CPs’ needs but relatively higher in terms of dealing with emotions and moods, behavior, and relationships within the family. WPs sought support mainly from school and teachers (65.6%). Support needs were high, although WPs rated their children’s HRQoL higher than CPs. Conclusions: Our results underline the substantial pandemic-related burden on families across school types. WPs participating in this survey gave evidence that supports should focus on academic demands as well as psychosocial issues.
9
Mavrelos, Manos, and Thanasis Daradoumis. "Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review." Education Sciences 10, no. 11 (November 17, 2020): 334. http://dx.doi.org/10.3390/educsci10110334.
Full textAbstract:
Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.
10
Witkowska-Tomaszewska, Anna. "Organization of learning environment in Waldorf schools. Pedagogical inspirations for early school education." Problemy Opiekuńczo-Wychowawcze 604, no. 9 (November 30, 2021): 27–37. http://dx.doi.org/10.5604/01.3001.0015.5789.
Full textAbstract:
The educational ideology presented by Rudolf Steiner has both ardent supporters and opponents. But without a doubt it can be an inspiration to change the way of thinking about the way the learning environment is organized. Despite the lapse of many years since its inception, Steiner’s pedagogy has not lost its appeal and can provide a valuable source for the construction of modern holistic constructivist education, according to which the student is not only active but also becomes a partner of the teacher in the process of developing their knowledge, skills and socio-emotional resources. The article presents the assumptions of Steiner’s education in the perspective of the two most important areas of organization of the learning environment: the role of the teacher and the methodology of work. Through analysis of the texts, the method of organization of the educational process will be presented, which can be used in elementary schools in grades 1-3.
11
Fauzi Fahmi and Rahmi Wardah Ningsih. "Eksistensi Model Kurikulum Pendidikan Anak Usia Dini." Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling 4, no. 01 (December 14, 2020): 1–16. http://dx.doi.org/10.46963/mash.v4i01.230.
Full textAbstract:
Curriculum of Early Childhood Education is a set of plans about early childhood learning goals ranging from 0 to 6 years old which intend to develop children's potential optimally. Poor of teacher attention and unfortunate infrastructure lead to unappropriate children’s potential development. The objectives of this study are to: 1) describe the form of a curriculum development model for early childhood education, and 2) describe the implementation of the curriculum model for early childhood education. This research uses a literature study method that relies on bibliographical sources from books and articles in scientific journals related to the subject matter. The results of this study indicate that: 1) the curriculum development model for early childhood education can be changed by adding, reducing and improving the curriculum regularly, 2) curriculum models for early childhood education include: a) High / Scope curriculum, b) Creative curriculum, and c) The Vygotsky Curriculum. d) The Waldorf Curriculum.
12
Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.
Full textAbstract:
Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of alternative school architecture, which could be used for new buildings and reconstructions of traditional schools. Method of the research was analysis of chosen alternative school buildings that were realized mainly in Europe and the USA, their qualitative evaluation and description of typological and architectural principles. According to the research outcomes, specific typological, constructional and material solutions were chosen, which are possible to apply also to common learning areas designing. Conclusions of this research can be used in practice (by designing of new buildings and reconstructions of school buildings) and in the education of architectural designing and building typology. .
13
Dali, Keren. "The way of WalDorF: fostering creativity in LIS programs." Journal of Documentation 73, no. 3 (May 8, 2017): 407–31. http://dx.doi.org/10.1108/jd-05-2016-0068.
Full textAbstract:
Purpose The purpose of this paper is to call into question the most longstanding pedagogical practices in academia while analyzing their potential to foster student creativity and innovation in the classroom. While some suggestions advanced in this paper may not have the same importance in other fields and disciplines, they are highly relevant in the applied, interdisciplinary, and very fast moving field of Library and Information Science (LIS). Design/methodology/approach Positioning creativity as a teachable skill and relying on the learner-centered pedagogy of Carl Rogers, the paper presents a model that can serve as a litmus test for the creative potential of graduate-level assignments in LIS programs. The model is called “Walls,” “Doors,” and “Fences” (WalDorF); these terms refer to specific statements in graduate assignment descriptions that are necessary (“Walls”); conducive to creative expression (“Doors”); or unjustifiably restrictive (“Fences”). The paper uses a sample assignment from a “Foundations of LIS” course to illustrate the model; it also provides several examples of the WalDorF model application in other LIS courses. Findings Using the WalDorF model, the paper revisits and challenges some of the most common pedagogical practices in graduate LIS teaching, including the prevalence of written papers as course assignments; the implications of equating “research” with an overview of secondary literature; the need for professors’ approvals of research topics; the meaning of the “quality of writing;” the imperative of “academic” writing as opposed to other types of writing; the word/page limit; the use of standardized reference styles; the class participation requirement; and the late assignment policies, among others. Originality/value The real change in education is foundational and goes beyond cosmetic improvements. If we want to develop learning experiences that tap into students’ creative potential, the very core of our approaches needs to be scrutinized and questioned, even the centuries-old staples of academic teaching. At the end of the day, we may decide that changing things is not in the best interests of learning. However, a complete critical analytical work must be done to convince and reassure ourselves that tried-and-true methods are the best way to go. The proposed WalDorF model presents one possible frame for critical revision.
14
Berčnik, Sanja, and Tatjana Devjak. "Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 207–26. http://dx.doi.org/10.26529/cepsj.372.
Full textAbstract:
This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
15
Two, Evelyn, Aghastya Wiyoso, and Andrey Caesar Effendi. "Penerapan Kurikulum Komprehensif Montessori, Waldorf Dan Reggio Emilia Pada Desain Interior Kindergarten." MARKA (Media Arsitektur dan Kota) : Jurnal Ilmiah Penelitian 7, no. 1 (July 31, 2023): 57–72. http://dx.doi.org/10.33510/marka.2023.7.1.57-72.
Full textAbstract:
Education is one of important aspect for everyone to have a better life, build a good character, both from nature or nurture, attitude and behaviour which becomes a strong grip and base for every individual to be able to live a social life among the community. In order for that, children from 0-5 years old which is in rapid growth phase commonly known as golden age they needs full attention of both parents because intelligence potential has been formed to absorb information and receive stimuli they get from the surrounding environment, and through this process, children sees their parents as role model. However, due to the pressure of hustle environment, some parents can’t give their full attention to their children. Therefore, educational institutions are needed to support the teaching and learning process with good facility and standardization. This design uses a method created by William M. Pena namely problem seeking with aims to propose an alternative Bambino Preschool interior design that uses 3 comprehensive curriculum, Montessori, Waldorf and Reggio Emilia with the application of the "Dreamy Second Home" concept which expected to be useful and encourage children's learning enthusiasm to improve the quality and abilities of children in Indonesia.
16
Deluca, Christopher, Angela Pyle, Suparna Roy, Agnieszka Chalas, and Erica Danniels. "Perspectives on Kindergarten Assessment: Toward a Common Understanding." Teachers College Record: The Voice of Scholarship in Education 121, no. 3 (March 2019): 1–58. http://dx.doi.org/10.1177/016146811912100302.
Full textAbstract:
Context The standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is expected to operate alongside longstanding social and personal developmental expectations. However, recent research has identified a significant tension as teachers endeavor to negotiate a balance between traditional developmental programming and new standards-based academic curricula. Purpose The purpose of this scoping review is to synthesize research related to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori—to develop a common understanding of key tenets for kindergarten assessment that can inform policy and practice in public education contexts. Research Design A scoping review methodology was used to analyze research on assessment practices native to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori. This methodology followed a five-stage framework: (a) identifying the research question, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) summarizing and reporting the results. Guiding the collection of articles was the following research question: “What does the extant literature on practices native to the three focal kindergarten traditions tell us about the assessment of kindergarten (4–6-year-olds) students’ learning?” In total, 80 texts satisfied the inclusion criteria across all traditions and were included in this study. Conclusions Empirical and non-empirical literature pertaining to each tradition were analyzed and considered in relation to their potential contribution to public education. In comparing across traditions, differences were evident based on their (a) assessment discourses and purposes, (b) reference systems, (c) assessment methods, and (d) uses of assessment information. However, the three traditions also maintained key commonalities leading to the identification of core tenets for kindergarten assessment. Specifically, three core priorities for kindergarten assessment were identified: (a) a commitment to child-centered and developmentally appropriate teaching, (b) a continuous embedded formative assessment approach, and (c) the use of multiple methods for gaining assessment information. In addition to core priority areas, results from this study suggest consistent processes that facilitate assessment practices at the kindergarten level. These four iterative processes are: (a) participation in teaching and learning, (b) reconstruction of teaching and learning, (c) engagement in assessment dialogues, and (d) integration of feedback for enhanced teaching and learning.
17
Abdulaeva, Elena A. "From responsiveness to self-organization: a comparative study of approaches to children in Waldorf and “Directive” preschool education." National Psychological Journal 47, no. 3 (2023): 77–88. http://dx.doi.org/10.11621/npj.2022.0310.
Full textAbstract:
Background. _e individual’s ability for self-development is the modern day priority in education. _e main prerequisite for the development of this ability is self-organization which is considered to be one of the future’s most in-demand competences. It seems necessary to study the conditions for its development at the initial stage — at preschool age, in particular, in a kindergarten, where children spend a signi`cant part of their lives. Objectives. _e study aims to explore the practices of educational systems as an environment to develop self-organization of preschool children at the Waldorf kindergarten with the educational programme “Beryozka” (V.K. Zagvozdkin, S.A. Trubitsyna), where independent and cooperatively-shared activity with an adult prevails (independent and cooperative activity — ICA) and at the most common kindergarten “From Birth to School” (N.E. Veraksa, T.S. Komarova, E.M. Dorofeeva), where activities organized by adults (AOA) predominate. Sample. _e study involved 28 normatively developed children from Moscow kindergartens aged from 6.4 to 7.2 years (13 girls and 15 boys). Half of the preschoolers were brought up in the groups of the Waldorf kindergarten operating under “Beryozka” programme, the other 14 children were from the kindergarten operating under the mass program “From Birth to School”. Method. To evaluate the development of self-organization in children, involved in diaerent educational programmes, a range of methods were used. _ese included structured observation, structured analysis of the programmes, questionnaire, and an experimental method for assessing the level of self-organization in preschoolers based on a modi`cation of the methodology for assessing educational activity (Repkina, Zaika, 1993) and on diagnosing the features of self-organization (Ishkov, 2011). Two diagnostic situations included novel productive activity in the “Sewing on buttons” technique with a demonstration as instruction and the outdoor game “Hoops and bags” with a verbal instruction. Statistical dataprocessing was carried out with the SPSS Statistics program. Results. _e level of children’s self-organization in diaerent educational systems varies signi`cantly according to both the overall assessment and individual criteria. _e group of independent and cooperatively-shared activities with an adult (ICAA) included twice as many highly self-organized children as the group with a predominance of classes and activities organized by an adult (AOA) (85.7/92.9% vs 42.8/50%). In the “Game with Task” test, the diaerences between children in the AOA and ICAA groups were more pronounced than in the “Productive Activity” test. _is stage showed that them ICAA group had a signi`cantly higher level of Goal Setting (100%) and Self-Control (78.6% and 92.9%), while in the AOA group about half of the children reached a high level in both tasks (Goal Setting 57.1% and 50%, Self-Control 57.1%). In the ICAA group, a high level of Planning was also noted in the majority of children (92.9%). At the same time, according to the criteria “Analysis of Situation” and “Correction”, in the AOA group, every `ch child (21.4%) showed low level, whereas no low level was registered in the ICAA group. Conclusion. _e educational process in the form of joint / free activity enhances the development of self-organization of preschoolers better than a tightly organized schedule of classes. Rhythmic alternation of concentration on the leading adult and independent activity allows the child to remain active longer and more consciously.
18
Song, Man Ho, and Young-Ok Kim. "A Case Study of Geometry Teaching and Learning based on Waldorf Education Methods in a Korean Alternative School." East Asian mathematical journal 30, no. 2 (February 28, 2014): 197–222. http://dx.doi.org/10.7858/eamj.2014.013.
Full text
19
Kozubovska, Iryna, Vitaliia Palkush, and Oksana Tovkanets. "DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 62–65. http://dx.doi.org/10.24144/2524-0609.2021.49.62-65.
Full textAbstract:
This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that alternative school is an establishment with a curriculum and teaching methods that are unusual, nontraditional. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationship, as in the free schools and different curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for the alternative in this context include non-traditional, non-conventional, non-standardized. In modern times the legal right to provide educational alternatives has become established in many countries. Among them such country as the United States is worth to be mentioned. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the United States more than three centuries ago. They provide special educational conditions for the personal development of each pupil.
20
Yankovych, Oleksandra. "FOREST KINDERGARTENS IN POLAND: THE USE OF THE EXPERIENCE IN UKRAINE." Mountain School of Ukrainian Carpaty, no. 28 (April 25, 2023): 47–51. http://dx.doi.org/10.15330/msuc.2023.28.47-51.
Full textAbstract:
The article comprehensively studies the formation and the development of forest preschool education in Poland. The content, forms and methods of work in forest kindergartens, the peculiarities of their functioning have been revealed. The programs of forest kindergartens in Poland differ in their content; at the same time, focus on physical, emotional, social, cognitive development is the common feature. It has been found that the ideas of M. Montessori’s pedagogy, Waldorf pedagogy, adventure pedagogy, the concept of the American writer, nature educator J. Cornell, and other progressive views are implemented in these institutions. The advantages of forest kindergartens have been determined: strengthening of health, the development of intellectual potential, communication skills, the ability to overcome obstacles. Children’s ability to overcome difficulties is especially important in the face of new social challenges. The functioning of forest kindergartens in Poland is coordinated by the Regulation of the Minister of National Education of August 28, 2017 “On the types of other forms of preschool education, the conditions of their creation and the procedure of operation”. The Institute of Forest Kindergartens, established in 2016 in Białystok, coordinates their work, promotes the exchange of experience and best practices in the field of forest education. The attention has been focused on scientific studies of forest preschool education by Polish scientists. They analyzed the formation, the development, conceptual foundations and functions of forest kindergartens. Promising ideas of Polish experience of forest preschool education that can be used in preschool education in Ukraine have been identified. They are the following: integration of elements of innovative systems in forest institutions for preschoolers; using the results of a retrospective analysis of the functioning of schools and kindergartens, which have accumulated the experience in environmental education and conducting classes in the bosom of nature; creation of an institution that would coordinate and highlight the work of forest kindergartens. It has been emphasized that the organization of forest preschool education in the conditions of martial law in Ukraine can be useful for Polish preschool education as a preparation for work in crisis situations.
21
Merkulova, Irina A., and Vladimir B. Pomelov. "Features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 478–90. http://dx.doi.org/10.32744/pse.2021.1.33.
Full textAbstract:
The problem of forming spiritual and moral values in the educational practice of Germany in the second half of the twentieth century is of theoretical interest and practical value for Russian teachers in terms of using the experience accumulated by foreign colleagues in the course of reforming the national school. The hypothesis of the study was that the various forms of work practiced by teachers of the two countries – the GDR and the FRG, – during this period contributed to the formation of spiritual and moral values among the youth of the two German states. The following research methods were used: literature analysis, scientific and pedagogical interpretation of information contained in sources; comparative method; axiological method that allows to identify the positive content in the scientific subject. Main results of the study. The fundamental difference in socio-political and ideological attitudes that took place in the GDR and the FRG in 1949-1989 determined to a decisive extent the choice of forms and content of educational work carried out in educational institutions in both countries. In the GDR, there was a single comprehensive public school, which was under the full ideological and administrative control of the ruling Socialist United Party of Germany. Special attention was paid to educating the younger generation in the spirit of devotion to the ideals of socialism, rejection of religion and the values of bourgeois society. The Union of Free German Youth and the children's pioneer organization named after Ernst Telman were actively used in the process of socialist education of young people. At the same time, they actually copied the forms and methods of work of the corresponding organizations that operated in the USSR, – the Komsomol and the Lenin Pioneer organization. In Germany, on the contrary, there was a significant number of types of secondary educational institutions, many of which were non-governmental: private, Waldorf, Catholic and Evangelical, etc. Ideological education, aimed, among other things, at the assimilation of spiritual and moral values, was carried out mainly at school, in accordance with the guidelines adopted in this educational institution. The study allowed us to characterize the features of the formation of spiritual and moral values in the educational practice of Germany in the second half of the twentieth century. The significance of the results obtained is that they to a certain extent factual enrich modern Russian historical and pedagogical science. The main conclusion of the study is that in the GDR, the concept of the goal of education was inextricably linked with collective interests and orientation to the socialist ideology, while the liberal-democratic ideology in the FRG gave absolute priority to the individual over the collective. A scientifically formulated study of this approach provides a perspective for further research.
22
Maras, Andrej, Ana Maria Marinac, and Luka Pongračić. "PARENTS - FOUNDERS OF ALTERNATIVE SCHOOLS IN THE REPUBLIC OF CROATIA." Hum, no. 27 (February 8, 2023): 183–203. http://dx.doi.org/10.47960/2303-7431.27.2022.183.
Full textAbstract:
The traditional school system has not met the needs of students for many years. Parents, in order to allow their children to move away from the rigid class-subject-hour system, established schools. The founders of alternative schools can be citizens, parents and teachers, religious communities as well as other legal entities. These are the so-called free schools, civic educational initiatives, reform pedagogical attempts, educational boarding schools, etc. The aim of this paper is to present the pedagogical concepts and ideas of schools in the Republic of Croatia whose founders are parents. The paper presents the basic pedagogical principles and aspects of teaching Waldorf and Montessori pedagogy based on educational pluralism, a brief overview of partnership between parents and schools in Croatia and the educational model of primary Catholic schools “Ružičnjak” and “Lotrščak”. The observed schools are located in Zagreb and have only one goal - to adapt the school to the child. An effort is made to provide each student with an individual approach. The starting points are the child’s needs and interests. These are the schools where students have freedom of choice. The goal of ing and education is the holistic development of the child. The emphasis is on active learning methods and abandoning didactic scenarios in which the child is only a passive observer. Keywords: alternative schools; catholic schools; educational pluralism; partnership; parents
23
Uceda, Patricia Quiroga. "Waldorf Teacher Education: Historical origins, its current situation as a higher education training course and the case of Spain." Encounters in Theory and History of Education 16 (November 23, 2015): 129–45. http://dx.doi.org/10.24908/eoe-ese-rse.v16i0.5711.
Full textAbstract:
Waldorf schools base their pedagogical practice on the ideas of Rudolf Steiner (1861-1925), namely on the esoteric philosophy of anthroposophy he founded in 1913. This paper discusses how Waldorf school teachers are trained. The paper starts by analyzing the first training course Steiner taught for the teachers at the Freie Waldorfschule, the first Waldorf School, founded in Stuttgart in 1919. It then goes on to examine the structure and theoretical underpinnings of Waldorf teacher training today. Finally, it looks at the specific case of the “Training Course in Waldorf Pedagogy and Humanistic-Artistic Education” given to Waldorf teachers in Spain. The main conclusion reached is that the structure of teacher training for Waldorf schools consists of giving an initial theoretical approach to anthroposophy, which lays the groundwork on which to base pedagogical practice. This involves having teachers integrate the categories of anthroposophy into their training process before acquiring the knowledge and skills required for carrying out their teaching endeavors.http://dx.doi.org/10.15572/ENCO2015.9
24
Goldshmidt, Gilad. "Waldorf Education as Spiritual Education." Religion & Education 44, no. 3 (February 14, 2017): 346–63. http://dx.doi.org/10.1080/15507394.2017.1294400.
Full text
25
Song, juSeung. "The study of Characteristics of music education in Waldorf education institutions." Korean Society of Music Education Technology 30 (January 16, 2017): 1–13. http://dx.doi.org/10.30832/jems.2017.30.1.
Full textAbstract:
The purpose of this thesis is to help understand about the Waldorf school was established based on the educational philosophy of Rudolf Steiner also reviewed the Rudolf Steiner`s educational theory and characteristics of music education at the Waldorf school. The Music education at the Waldorf school is not for the to make performers or musicians. Rudolf Steiner that believed music education is a tool for human education and that can teach all subjects connected with music. Rudolf Steiner`s Philosophy of education gives us the direction the school should change.
26
Nordlund, Carrie. "Waldorf Education: Breathing Creativity." Art Education 66, no. 2 (March 2013): 13–19. http://dx.doi.org/10.1080/00043125.2013.11519211.
Full text
27
Nicol, Janni. "All about … Steiner Waldorf education." Nursery World 2019, no. 15 (July 22, 2019): 19–23. http://dx.doi.org/10.12968/nuwa.2019.15.19.
Full text
28
Maley, Alan. "Mainstream ELT and Steiner Education: Exclusivity or complementarity?" Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 1 (August 15, 2022): 89–104. http://dx.doi.org/10.33178/scenario.16.1.6.
Full textAbstract:
The article discusses MELT (Mainstream English Language Teaching) in relation to the author’s perception of Waldorf education. It first attempts a definition of performance. It goes on to describe the recent history of MELT with particular regard to performative and creative elements. It then considers those teacher qualities needed for successful in-depth learning and relates this to performance. The major differences between Steiner and MELT are then set out, in particular the encroachment of regulation on MELT. It argues that, while MELT may be imperfect in many ways, not least in the current preference for control, it has nonetheless produced a rich variety of creative work much of which is compatible with Waldorf philosophy and practice. Waldorf likewise has much to offer MELT in helping to restore physical, emotional and spiritual aspects which it currently neglects. It suggests there would be mutual benefit in a better knowledge and understanding between MELT and Waldorf systems.
29
Bereksi Reguig, Abdesslam. "Beitrag der Theaterpädagogik zum DaF Unterricht an der algerischen Universität: Erfahrungen und Versuche." Traduction et Langues 10, no. 1 (August 31, 2011): 62–70. http://dx.doi.org/10.52919/translang.v10i1.487.
Full textAbstract:
Theatre pedagogy in Deutsch teaching/learning at the Algerian university: experience and experiments
It's easy to get the impression that you're playing theatre. Rather, it is the performance of a "cultural product" that is the actual goal of theater work. If that were really the case, the type of theater work and professional theater could only be distinguished from one another in terms of quality, not in terms of their goals.Although the result of all theater education work is a public performance, which is an incentive for foreign language learners that should not be underestimated, the educational focus is on the process of playful development and practice, the trial action of specific social partners. This process opens up the possibility of promoting the overall personality of the learner, their ability to cooperate, trying out new social roles and enjoying play. However, this process requires new methodological, socio-pedagogical qualities and personal experience on the part of the pedagogue, both of which have hardly been available in teacher training courses so far.
My experiences in foreign language teacher training and in the educational system within the framework of Waldorf pedagogy have given me the courage to choose artistic ways to learn the foreign language more easily instead of the traditional methods and to design the rigid foreign language lessons in such a way that the learner has fun, joy and developed a love for the foreign language. In addition, the cultural contribution, namely the literary and cultural aspects, should not be underestimated.The article discusses how theatre can support language learning at the university level and how it helps learners acquiring professional competences. In the first part, the article will briefly outline forms of drama in language teaching.
30
Lutzker, Peter. "Developing the artistry of the teacher in Steiner/Waldorf Education (Part II)." Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 1 (August 15, 2022): 68–88. http://dx.doi.org/10.33178/scenario.16.1.5.
Full textAbstract:
After describing the general Steiner/Waldorf teacher education program in the previous article (Part I), this article will examine the additional courses specifically required for teaching English as a foreign language. It considers Rudolf Steiner’s concept of a specific ‘sense for language’ as a basis for a performative approach to foreign language teaching and learning and discusses the implications of research on linguistic-kinesic behaviour for foreign language learning and for teacher education at Freie Hochschule Stuttgart (Waldorf Teachers College). It describes performative approaches to teaching poetry and prose fiction and explains the central role which both authentic literature and different forms of informal learning play in Steiner/Waldorf foreign language teaching and learning. Finally, it discusses a Steiner/Waldorf approach to teaching literature rooted in an understanding of teaching as an art.
31
Mezentseva, Olena. "NEW UKRAINIAN SCHOOL AND WALDORF EDUCATION." Ukrainian Educational Journal, no. 4 (2018): 69–76. http://dx.doi.org/10.32405/2411-1317-2018-4-69-76.
Full text
32
Woodard, Jennell. "Head, Heart and Hands: Waldorf Education." Journal of Curriculum and Pedagogy 2, no. 2 (December 2005): 84–85. http://dx.doi.org/10.1080/15505170.2005.10411551.
Full text
33
Attfield, Kate. "THE UNIQUE, SPIRITUAL AND INSIGHTFUL EDUCATION OF WALDORF PEDAGOGY." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 4 (2022): 34–38. http://dx.doi.org/10.34142//2708-4809.siuty.2022.03.
Full textAbstract:
International Waldorf schools are a century old but still vigorous entities, present in 64 countries world-wide. Waldorf pedagogy has spirituality at its core and yet schools are not doctrinally spiritual. Rudolf Steiner designed his education around the natural growth of the human being; three seven-year periods allow children to develop at distinct stages of doing, feeling, and thinking. We consider whether this works as a complex, intelligent system.
34
Daskolia, Maria, and Vassiliki Koukouzeli. "How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study." Education Sciences 13, no. 4 (April 16, 2023): 403. http://dx.doi.org/10.3390/educsci13040403.
Full textAbstract:
The study reported here aims to explore the relationship between Waldorf education and the sustainable school approach through a small-scale qualitative research study conducted in a Greek Waldorf school. Following a semi-structured interview protocol, four teachers shared their views and beliefs on the congruence between the two approaches as reflected in the philosophy and everyday practice of their school. The study’s findings indicate that the Greek Waldorf school manifests several of the quality criteria that define a sustainable school, with pedagogy identified as the most relevant aspect, particularly in terms of the quality of teaching and learning processes. Participants also identified common features between the two approaches on both the social/organizational and physical/technical levels. Although not all the criteria of a sustainable school are fully met, the teachers believe that the sustainability concept is implicitly interwoven with the philosophy and practice of Waldorf education and that their school is moving in the direction of Education for Sustainable Development (ESD).
35
Østergaard, Renate Krämer. "Før skolen begynner. Seks steinerpedagogers syn på pedagogisk arbeid med 5-åringer i steinerbarnehagen." Nordisk tidsskrift for utdanning og praksis 10, no. 2 (October 1, 2016): 5–22. http://dx.doi.org/10.23865/fou.v10.1781.
Full textAbstract:
Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019.
Artikkelen drøfter det steinerpedagogiske arbeidet med de eldste barna i barne- hagen i lys av overgangen fra barnehage til skole. Studien bygger på analyser av kvalitative intervjuer med seks pedagoger fra seks steinerbarnehager. Utvalget gjenspeiler tre pedagoggrupper som i dag arbeider med 5-åringer: de som fort- satt har 6-åringer i gruppen, de som hadde 6-åringer tidligere, og de som aldri har hatt 6-åringer. Det teoretiske rammeverket bygger på transisjonsforskning, lekteori og steinerpedagogikkens utviklingssyn. På grunnlag av funnene konklu- derer jeg slik: (i) Lek og helhetlig tilnærming til læring står fortsatt sentralt i det steinerpedagogiske arbeidet med 5-åringene. (ii) Forventningene til 5-åringers rolle og status i barnegruppen er implisitt overført fra 6-åringene, inkludert skoleforberedende aktiviteter. (iii) Pedagogene står i spenningsfeltet mellom praksistradisjon og tilpasning til endrete vilkår. (iv) Pedagogenes direkte invol- vering i barns lek er blitt viktigere og utfordrer læringsprinsippet om forbilde og etterligning. Skal steinerbarnehagepedagogikken beholde sin posisjon som bærekraftig alternativ, må dens læringssyn styrkes, ikke utvannes. Slik vil det også kunne styrke mangfoldet i dagens pedagogiske landskap.
Sitér: Krämer Østergaard, R. (2016). Før skolen begynner. Seks steinerpedagogers syn påpedagogisk arbeid med 5-åringer i steinerbarnehagen. Tidsskriftet FoU i Praksis, 10(2), 5–22.
English abstract
English title: Before school starts. Six Waldorf Preschool teachers’ view on educational work with 5-year-olds in Waldorf Preschool
The article discusses Waldorf pedagogical work with the oldest children in preschool in the light of transition from preschool to school. The study analyzes qualitative interviews with 6 teachers from 6 preschools. The selection refects the three groups of Waldorf preschool teachers who currently work with 5-year-olds: those who still have 6-year-olds in their group, those who had 6-year-olds in the past, and those who never had 6-year-olds. The theoretical framework is based on transition theory, Waldorf pedagogical developmental ideas and play theory. Based on the findings I conclude as follows: (i) Play and holistic approach to learning is still central in Waldorf educational work with 5-year-olds. (ii) Expectations regarding 5-year-olds’ role and status in the group are implicitly transferred from 6-year-olds, including school preparatory activities. (iii) The teachers are torn between practice-tradition and changed conditions. (iv) Adults’ direct involvement in children’s play has become increasingly important and challenges the idea of learning by imitation. Should Waldorf preschool education keep its position as a sustainable alternative, its views on learning need to be strengthened, not diluted. Then it also can strengthen the diversity of today’s educational landscape.
36
O'Shiel, Pearse, and Sean O'Flynn. "Education as an art: An appraisal of Waldorf education." Irish Educational Studies 17, no. 1 (March 1998): 337–52. http://dx.doi.org/10.1080/0332331980170130.
Full text
37
Oberski, Iddo, Alistair Pugh, Astrid MacLean, and Peter Cope. "Validating a Steiner–Waldorf teacher education programme." Teaching in Higher Education 12, no. 1 (January 12, 2007): 135–39. http://dx.doi.org/10.1080/13562510601102388.
Full text
38
Petraglia, Marcelo Silveira, and Erika de Andrade Silva. "WALDORF SCHOOLS MUSIC EDUCATION APPROACH AS INSPIRATION FOR WORK IN OTHER CONTEXTS." ERAS | European Review of Artistic Studies 4, no. 3 (September 30, 2013): 1–15. http://dx.doi.org/10.37334/eras.v4i3.134.
Full textAbstract:
Brazil has, since 2008, been the seat of heated debates on putting music back into public and private schools. Recent legislation (Law 11.769) declared music a required subject in all Brazilian schools from preschool through high school. Much has been discussed, however, as to the professionals who will take on this challenge, the methodology and content involved as well as the role of music in the schools. Here, I present some personal observations and reflections based on experiences during my career as a music educator in a Waldorf school as well as a professor in Music Education programs at two universities in São Paulo State. In supervising student teachers or giving pedagogy courses, I am witness to innumerous queries from musicians and music educators having to do with the return of music to the schools. This paper describes the intent the music education curriculum used inside Waldorf schools. Waldorf education in Brazil has an over 50-year history since its beginnings in 1955. The many trails already forged offer possibilities and recommendations for Music Education both in traditional schools as well as in educational social programs. This text offers a brief description of Waldorf pedagogy and will describe the music curriculum used from preschool through high school. I also discuss the human formation of teachers, of their knowledge, abilities, attitudes and skills. Finally, I present suggestions for possible applications of these experiences for music education in other contexts.
39
Herenčić, Lea, and Tomislav Topolovčan. "Waldorf school. Ex post facto case study." Metodički obzori 18, no. 1(34) (May 2, 2024): 5–28. http://dx.doi.org/10.32728/mo.18.1.2023.01.
Full textAbstract:
The Waldorf school has existed for more than a hundred years. There are over athousand of Waldorf schools around the world. Due to its pedagogical and didacticfeatures and the ideas of the founder Rudolf Steiner, it is intriguing, both for parents and(non)experts. Since this is an alternative free school, it is epistemologically interestingto use a qualitative approach in reconstructing the biographies of adult former studentsof the Waldorf school. Therefore, the aim of the qualitative ex post facto research of thecase study was to examine and understand the role that the Waldorf school played onthe later formal education and lifestyle of former students, i.e., four adult siblings fromone family. It is evident that the Waldorf school has an impact on later educationin state schools as well as the lifestyle of former adult students. However, one shouldnot consider it superior nor inferior to other alternative or state schools. Therefore, itis justified to say that the Waldorf school, in its hundred years of existence, has beenpositively evaluated in practice. The established perspective of educational scienceswhich claims that there is no such thing as the best school and that school is powerful,but not omnipotent verifies the aforementioned statement. This paper presents anddiscusses the theoretical premises and results of the case study
40
Ionova, O., and Van Yuechzhy. "WALDORF APPROACHES TO MUSIC EDUCATION OF PRIMARY SCHOOLCHILDREN." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 68 (2020): 167–71. http://dx.doi.org/10.32840/1992-5786.2020.68-1.34.
Full text
41
Huchingson, Robert, and June Huchingson. "Waldorf Education as a Program for Gifted Students." Journal for the Education of the Gifted 16, no. 4 (July 1993): 400–419. http://dx.doi.org/10.1177/016235329301600406.
Full textAbstract:
Throughout the 70 years that Waldorf schools around the world have been educating children, the teachers and parents in these schools have been excited by their observations. They observe their children becoming confident, conscious, thought-provoking individuals. Through a curriculum of “academics permeated with the arts” (J. Huchingson, 1990), the teacher stands as an evocateur and midwife assisting as the gifts within the individual human being are brought forth.
42
McDermott, Ray, Mary E. Henry, Cynthia Dillard, Paul Byers, Freda easton, Ida Oberman, and Bruce Uhrmacher. "Waldorf education in an inner-city public school." Urban Review 28, no. 2 (June 1996): 119–40. http://dx.doi.org/10.1007/bf02354381.
Full text
43
Mezentseva, Olena. "CREATING HARMONIOUS SCHOOL LEARNING ENVIRONMENT: WALDORF EDUCATION PERSPECTIVE." International Journal of Advanced Research 7, no. 7 (July 31, 2019): 691–96. http://dx.doi.org/10.21474/ijar01/9412.
Full text
44
Więckowska, Katarzyna. "Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego." Kwartalnik Pedagogiczny, no. 1 (March 20, 2017): 0. http://dx.doi.org/10.5604/01.3001.0009.8123.
Full textAbstract:
The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.
45
Konvalinková, Jana. "Basic Elements of Music-Rhythm, Melody, Harmony - from the Point of View of Alternative Waldorf Education and Psychological-neurological Point of View." Lifelong Learning 5, no. 2 (2015): 23–31. http://dx.doi.org/10.11118/lifele2015050223.
Full textAbstract:
Waldorf education consciously uses elements of rhythm in the life of a child along with rhythmical activities used for mastering the topics taught. Apart from phenomenon of rhythm also melody of voice, which Waldorf education defines both for the teacher's work and pupil’s development, is emphasized. It observes melodiousness of spoken and sung expression and since the first grade it thoroughly develops child’s strong relation to rhythm, melody and harmony in music. The contribution searches for support and defence of these pedagogical approaches and introduces rhythm, melody and harmony from the psychological-neurological point of view.
46
Oberski, Iddo. "Learning to Think in Steiner-Waldorf Schools." Journal of Cognitive Education and Psychology 5, no. 3 (January 2006): 336–49. http://dx.doi.org/10.1891/194589506787382431.
Full textAbstract:
The Steiner-Waldorf schools are well known for offering a curriculum infused with creative activities and for introducing cognitive education at a later stage compared to most other schools. There are 893 Steiner-Waldorf schools worldwide, including 29 in the UK (England 23, Scotland 4, N-Ireland 1, Wales 1), 121 in the USA, and 16 in Canada (Bund der Freien Waldorfschulen, 2005). Whereas there has been a growing concern with the teaching of thinking and thinking skills from the start of primary school, the curriculum in Waldorf schools is based on the development of the imagination through creative and artistic expression, which is thought to lead to healthy thinking later in life. Thus, what is learned at an early stage (e.g., to clap and speak a rhyme) is thought to work its way into thinking at a later stage of the child’s life (e.g., to remember, participate, or count). This small study was designed to map out how, according to Waldorf teachers, thinking develops in their pupils.
47
Lee, Nayoung, Sohyoung Park, and Huyncheol Choi. "A Direction of Use of Clay as an Multi-Sensory Arts Educational Medium to Improve Children's Self-Understanding: Focused on R. Steiner's Color Education." Korean Society of Culture and Convergence 45, no. 12 (December 31, 2023): 1329–42. http://dx.doi.org/10.33645/cnc.2023.12.45.12.1329.
Full textAbstract:
The purpose of this study is to propose and outline a multisensory-integrated clay-based art education program aimed at enhancing self-concept abilities in children at the pre-schematic stage(ages 4-7). The study involves an analysis of Rudolf Steiner's educational color theory for holistic education, the Waldorf education curriculum applying his theory, and prior theories and literature on the theory of multi-sensory practical education in Waldorf. The research resulted in the clay is effective in self-awareness and understanding of children and can be used as a multisensory medium in color education. The educational program, focusing on the color, materiality, and texture of clay, is found to be effective for children to recognize themselves as part of nature and to improve their understanding of the human foundation, namely, themselves.
48
Song, Ju-Seung, and Mi-jung Kwak. "The study of Characteristics of music education in Waldorf education institutions." Korean Society of Music Education Technology 30 (January 16, 2017): 1–13. http://dx.doi.org/10.30832/jmes.2017.30.1.
Full text
49
Khalamendyk, Viktoriia. "EDUCATIONAL PROCESS OF THE WALDORF SCHOOL AS A MEANS OF FORMING A HOLISTIC WORLDVIEW OF A PERSON (AN EXAMPLE OF THE FOURTH CLASS)." Educational Discourse: collection of scientific papers, no. 3(1-2) (March 6, 2018): 79–91. http://dx.doi.org/10.33930/ed.2018.5007.3(1-2)-7.
Full textAbstract:
We examined the basic principles of the educational process and the content of the fourth-grade program at the Waldorf School, which is built on the "epoch" method. The possibilities of planning the educational material taking into account the rhythms of the year were shown. Attention was accentuated on the significance of a submission of educational material in various school subjects and their integration as a cross-cutting theme for the formation of a holistic child's worldview. The essence of the first three seven-year child development and with taking into account the construction of the educational process of the Waldorf school was uncovered. The role of the teacher in the educational process of the Waldorf school was characterized.
50
Ziegler, Sandra Sylvia, and Gustavo Ferreira da Costa Lima. "Contribuições da Pedagogia Waldorf para uma educação ambiental crítica: o processo pedagógico na Escola Waldorf Rural Dendê da Serra em Uruçuca-BAContributions of the Waldorf Pedagogy for a critical and emancipatory environmental education from the study of the pedagogical process at the Waldorf Rural School Dendê da Serra in Uruçuca-BAContribuciones de la Pedagogía Waldorf para una educación ambiental critica y emancipatoria a partir del estudio del proceso pedagógico en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental 35, no. 1 (May 18, 2018): 296–314. http://dx.doi.org/10.14295/remea.v35i1.7443.
Full textAbstract:
No cenário das múltiplas crises contemporâneas, em especial da crise ambiental se faz necessário formar indivíduos críticos, autônomos e transformadores do entorno social. O presente estudo propõe investigar possíveis contribuições da Pedagogia Waldorf para uma educação ambiental critica e emancipatória a partir do estudo do processo pedagógico e da sustentabilidade na infraestrutura do ambiente escolar na Escola Waldorf Rural Dendê da Serra em Uruçuca-BA. Por meio da pesquisa qualitativa de abordagem etnográfica com a observação do cotidiano escolar, a análise documental do Projeto Político-Pedagógico e Planos de Curso e entrevistas semiestruturada, organizados em núcleos temáticos e analisados a partir do referencial teórico encontramos segundo os pontos investigados na escola, uma perspectiva holística, sistêmica, complexa que favorece à inserção crítica da questão ambiental na educação.
In the context of the multiple contemporary crises that we face, especially the environmental crisis, the model of economic, technological and social development establishes the modus vivendi that governs humanity, within a mechanistic, fragmentary and linear thinking that fractions the world and subjugates The traditional knowledge of mankind to scientific knowledge. Faced with this vision, it is necessary to seek possibilities for the education of the critical individual, autonomous and transforming the social environment. The present study aimed to investigate the possible contributions of the Waldorf Pedagogy to a critical and emancipatory environmental education from the study of environmental education in the pedagogical process and sustainability in the school environment infrastructure at the Waldorf Rural School Dendê da Serra in Uruçuca-BA.
En el escenario de las múltiples crisis contemporáneas con que nos enfrentamos, en especial de la crisis ambiental, el modelo de desarrollo económico, tecnológico y social establecen el modus vivendi que rige a la humanidad, dentro de un pensamiento mecanicista, fragmentario y lineal que fracciona el mundo y subyuga Los saberes tradicionales de la humanidad al conocimiento científico. Ante esta visión se hace necesario buscar posibilidades de educación del individuo crítico, autónomo y transformador del entorno social. El presente estudio tuvo propuesto investigar posibles contribuciones de la Pedagogía Waldorf para una educación ambiental crítica y emancipatoria a partir del estudio de la educación ambiental en el proceso pedagógico y de la sostenibilidad en la infraestructura del ambiente escolar en la Escuela Waldorf Rural Dendê da Serra en Uruçuca-BA.