Developmental Signatures - Waldorf Research Institute

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Developmental Signatures Developmental Signatures AWSNA Publications The Association of Waldorf Schools of North America Publications 65-2 Fern Hill Road Ghent, NY 12075 Core Values and Practices in Waldorf Education for Children Ages 3-9
Printed with support from the Waldorf Curriculum Fund and the Waldorf Schools Fund Published by: The Association of Waldorf Schools of North America Publications Office 65–2 Fern Hill Road Ghent, NY 12075 Title: Developmental Signatures: Core Values and Practices in Waldorf Education for Children Ages 3–9 Authors: Reiner Patzlaff, Wolfgang Sassmannshausen, et al. Translator: Karin DiGiacomo Editor: David Mitchell Proofreader: Ann Erwin Cover: Hallie Wootan Cover Photograph: Carla Cummings © 2007 by AWSNA A joint collaboration by the Waldorf Early Childhood Association of North America (WECAN), AWSNA Publications, and the Research Institute for Waldorf Education ISBN # 978-1-888365-81-8 Originally published as two separate volumes in German by the Pedagogical Research Center of the Association of Waldorf Schools in Germany in 2005 and 2006 Leitlinien der Waldorfpädagogik für die Altersstufe von 3 bis 9 Jahren: Teil I by Rainer Patzlaff and Wolfgang Sassmannshausen first printed by the Pädagogische Forschungsstelle in Stuttgart, Germany ISBN # 978-3-927786-93-1 Leitlinien der Waldorfpädagogik für die Altersstufe von 3 bis 9 Jahren: Teil II by Telse Kardel, Claudia McKeen, Martyn Rawson, Wolfgang Sassmannshausen and others ISBN # 978-3-927286-65-8 Commissioned by the German Association of Waldorf Schools and the International Association of Waldorf Kindergartens Translated with permission.
Page 1: Developmental Signatures Developmen
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 and 18: Association of North America (WECAN
Page 19 and 20: von Bleichert-Krueger (Leipzig), He
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
Page 69 and 70:
minimally furnishing the first grad
Page 71 and 72:
preparatory stage to puberty and pl
Page 74:
PART 2
Page 77 and 78:
health and achievement only if the
Page 79 and 80:
origins and with widely divergent t
Page 81 and 82:
Holistic Education and Individual S
Page 83 and 84:
However, since today’s world no l
Page 85 and 86:
Good Health through Education Didac
Page 87 and 88:
elementary school ages. Physical ex
Page 89 and 90:
School Is a Challenge Starting scho
Page 91 and 92:
abilities in spatial orientation. A
Page 93 and 94:
In order bring about the latter, le
Page 95 and 96:
1. Waldorf education strives to fo
Page 97 and 98:
fewer opportunities for hands-on ex
Page 99 and 100:
Forms of Play The particular nature
Page 101 and 102:
Building Ethical and Moral Values t
Page 103 and 104:
and more adept in balancing: he can
Page 105 and 106:
his own skill while moving toward a
Page 107 and 108:
anchor them in their brains. Acquir
Page 109 and 110:
5. Pedagogical Aspects Children a
Page 111 and 112:
finger- and hand-gesture games, and
Page 113 and 114:
6. Pedagogical Aspects Children ar
Page 115 and 116:
The connections and associations th
Page 117 and 118:
enters immediate, soul-satisfying e
Page 119 and 120:
people and a familiar environment a
Page 121 and 122:
Fostering Social Competency The dev
Page 123 and 124:
disconnected from physical activity
Page 125 and 126:
computer-supported instruction did
Page 127 and 128:
with what precision and inner prese
Page 129 and 130:
Curiosity, wonder, tension, excitem
Page 131 and 132:
the essence of a subject, and to le
Page 133 and 134:
A third kind of encounter with lang
Page 135 and 136:
in building his organs, are now ava
Page 137 and 138:
15. To create a basis for consciou
Page 139 and 140:
development are simultaneously alwa
Page 141 and 142:
2. The Waldorf teacher’s faculti
Page 143 and 144:
Rather, it is of importance to shar
Page 145 and 146:
5. Today childhood development pr
Page 147 and 148:
that is relevant to educational pra
Page 149 and 150:
and appreciation. A climate for tru
Page 151 and 152:
qualified pedagogical professionals
Page 153 and 154:
Kindergarten, Summerfield Waldorf S
Page 155 and 156:
The Toronto Waldorf School, Canada
Page 157 and 158:
------------. “Wohin? Wofür? Wes
Page 159:
___________. Die gesunde Entwicklun
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Developmental Signatures - Waldorf Research Institute

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