Developmental Signatures - Waldorf Research Institute

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PART 1 In the present political situation regarding education with increasingly blurred boundaries between kindergarten and elementary school and younger mandatory school age dictated by lawmakers, it is imperative to take a closer look at the totality of child development. The principle of transformation is critical, the transformation of physical processes (growth, sensory-motor faculties, and so forth) into mental and spiritual faculties. Every step of this process takes time in order for these faculties to mature into long-lasting abilities. Education, whether in kindergarten or grade school, that is geared toward wholeness and sustainability must be founded on these stages of development. The following overview sketches the guidelines for this kind of education. The different phases of development from ages three to ten will be illuminated from various perspectives in order to make it clear that this is a complex process. The individual stages of development build upon one another and may not be arbitrarily shortened or skipped without seriously endangering the physical and mental foundation for lifelong learning. Even though each child goes through the educational process quite individually, there are certain anthropological laws that apply. The health, creativity, and achievement potential of a young person depend upon the attention, or lack thereof, paid to these laws. What is described here is only the outline of this educational process and in no way claims to be complete. We have met our goal if we have helped the reader understand the basic principles of Waldorf education. This study was commissioned by the Bund der Freien Waldorfschulen and the International Association of Waldorf Kindergartens, and was conducted by a commission of physicians and educators including ourselves, Doerthe Baganz (Berlin), Helmut Eller (Hamburg), Regina Hoeck (Überlingen), Thomas Jachmann (Villingen-Schwenningen), Margarete Kaiser (Dietzenbach), Kristin
von Bleichert-Krueger (Leipzig), Helga Matthes (Berlin), Claudia McKeen (Stuttgart), Martyn Rawson (Stuttgart), and Almuth Voges (Kassel). Many colleagues from the elementary schools and kindergartens contributed to the final draft of this publication with their productive criticism and suggestions. We give you all our heartfelt gratitude! – Dr. Rainer Patzlaff and Dr. Wolfgang Sassmannshausen
Page 1: Developmental Signatures Developmen
Page 5 and 6: Printed with support from the Waldo
Page 7 and 8: The Transition to Elementary School
Page 9 and 10: Continuation into Elementary School
Page 11 and 12: 7. Self-Governance Responsible and
Page 13 and 14: Three phrases can best describe the
Page 15 and 16: and educational authorities around
Page 17: Association of North America (WECAN
Page 21 and 22: has the optimal prerequisites: an a
Page 23 and 24: into healthy balance. It is part of
Page 25 and 26: noise emissions. There are other fa
Page 27 and 28: increasingly stronger connection to
Page 29 and 30: The unconscious immersion into a su
Page 31 and 32: through the senses with his environ
Page 33 and 34: The Pedagogy of Creating an Environ
Page 35 and 36: The point is not to send the childr
Page 37 and 38: Self-Education of the Educators One
Page 39 and 40: This is the time when adults like t
Page 41 and 42: old already commands a respectable
Page 43 and 44: work lives (careers). If we follow
Page 45 and 46: therapeutically adjust to meet the
Page 47 and 48: weaken the foundation of the child
Page 49 and 50: safely employ the formative powers
Page 51 and 52: However, this transformation does n
Page 53 and 54: Beloved Authority Figure The childr
Page 55 and 56: The students can develop a profound
Page 57 and 58: not only the cognitive faculties, b
Page 59 and 60: Language is the key medium for unfo
Page 61 and 62: corresponding inspiration. Televisi
Page 63 and 64: Individual and Community in the Art
Page 65 and 66: Fostering Movement In this time of
Page 67 and 68: foster an integration of body and s
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minimally furnishing the first grad
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preparatory stage to puberty and pl
Page 74:
PART 2
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health and achievement only if the
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origins and with widely divergent t
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Holistic Education and Individual S
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However, since today’s world no l
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Good Health through Education Didac
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elementary school ages. Physical ex
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School Is a Challenge Starting scho
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abilities in spatial orientation. A
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In order bring about the latter, le
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1. Waldorf education strives to fo
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fewer opportunities for hands-on ex
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Forms of Play The particular nature
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Building Ethical and Moral Values t
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and more adept in balancing: he can
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his own skill while moving toward a
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anchor them in their brains. Acquir
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5. Pedagogical Aspects Children a
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finger- and hand-gesture games, and
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6. Pedagogical Aspects Children ar
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The connections and associations th
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enters immediate, soul-satisfying e
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people and a familiar environment a
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Fostering Social Competency The dev
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disconnected from physical activity
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computer-supported instruction did
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with what precision and inner prese
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Curiosity, wonder, tension, excitem
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the essence of a subject, and to le
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A third kind of encounter with lang
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in building his organs, are now ava
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15. To create a basis for consciou
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development are simultaneously alwa
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2. The Waldorf teacher’s faculti
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Rather, it is of importance to shar
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5. Today childhood development pr
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that is relevant to educational pra
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and appreciation. A climate for tru
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qualified pedagogical professionals
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Kindergarten, Summerfield Waldorf S
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The Toronto Waldorf School, Canada
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------------. “Wohin? Wofür? Wes
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___________. Die gesunde Entwicklun
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Developmental Signatures - Waldorf Research Institute

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