RUDOLF

STEINER
(1861-1925)
LEADER: 
R U B I E G L E N N P. P A E T
MEMBERS:
  M A R Y A N N E   L .   PA N D O
R U S S E L   A N G E L O   PA N E L A
MEROSELLE M. PILAR
B E V E R LY B . P L A N A
Who is Rudolf Steiner?
• Rudolf Joseph Steiner was a
philosopher, educationist and a
social reformer from Austria. He
was also the founder of
anthroposophy, a spiritual
movement stemming from
German idealism. He was deeply
influenced by the works of
Goethe and worked greatly
towards relating science with
spiritualism.
Who is Rudolf Steiner?
• Rudolf Steiner is the founder
of the first Waldorf school in
Germany in 1919, believed
that all children should be
given "individualized"
attention rather than just
those with special needs.
Waldorf Education Philosophy
• Waldorf Education, is an educational philosophy that emphasizes the "child-
centered" philosophies of the Progressives.
•  Steiner's approach epitomizes the philosophies of the "child-centered" movement
of the early Progressives, who sought to educate the child intellectually,
physically, and socially. They felt that teachers should focus on the child's
learning processes and achievements in all areas, not just the academic.
• One of the key features of the Waldorf educational philosophy is the special
attention paid to art and nature and its inherent connection to humanity.
• Steiner believed that a focus on art and nature in education would lead to a
greater appreciation for the "beauty" of life: "Joy and happiness in living, a love
of all existence, a power and energy for work - such are among the lifelong
results of a right cultivation of the feeling for beauty and art" (Piening et al.,
1979). 
 Today there are over five hundred
Waldorf schools world-wide, each
following a "holistic approach to
knowledge" (Richards,1980).
Waldorf • This "holistic" vision of education centers around the
Education ideology that a child must be educated in mind,
body, and soul. As Rudolf Steiner himself describes,
Philosophy "Life as a whole is a unity, and we must not only
consider the child, but the whole of life; we must
look at the whole human being".
• Rudolf Steiner's philosophy of "holistic" education is
clearly manifested in the curriculum in Waldorf
schools, which emphasizes a focus on the 'individual'
rather than the 'group'. 
 • In Steiner’s philosophy, a non-
material, spiritual world is
believed to influence and inform
the material one. This philosophy
stands behind Steiner practices
Steiner's and teaching, although it is not
Philosophy about explicitly taught. Each Steiner
school or early childhood centre is
Children independent and encouraged to be
responsive to its own context.
 The first stage is up to seven years of age when the child is
sensitive to the surrounding environment and responds
through the 'will'.

The second stage from seven to fourteen years is when

children live in the emotional realm and develop an
understanding of the feelings for life. 

The third stage from fourteen to twenty one years is when the
Rudolf Steiner (1861- individual is in the realm of ideas. 

1925) believed that there

are three stages of
development from These three stages constitute an education where the will, the
infancy to adulthood. heart, and the head are at the forefront during the
developmental stages to adulthood (Bruce, 2011).
 1. Strong relationships
• Children keep the same teacher for their entire
kindergarten education, before transitioning to another
The main teacher for the primary years (seven to 14 years old).
Teachers develop a deep understanding of children’s
features of individual needs, their behaviour, personality,
temperament, parents and family, as well as the gifts that
the Steiner children bring with them from the spiritual world, which
help teachers to understand how they will learn and how

approach  best to teach them. 

2. A holistic theory of child development

• Children are seen as active agents of their own
development, driven by natural, self-guiding forces that
show them the way towards learning and growth.
 Children in the early childhood years are seen
to think in imaginative, dynamic and pictorial
The main ways, and hold a ‘dreamy’ (not-yet
intellectual and imaginative) consciousness.
features of
the Steiner
approach  In early childhood education, this means that
the environment of the kindergarten will be
homely, familiar and natural – there are no
formal or contrived academic activities, and
teachers avoid intellectualizing, and giving
explanations or instructions. 
 In the first seven years, the educative focus is on 
The main
features of • Physical development
the Steiner • Learning through imitation
• Developing will
approach  From seven to fourteen years of age, children are
able to create mental pictures and interpret the
world through feeling (while with the onset of
puberty around fourteen, they are thought to
develop a capacity for abstract thinking). 
 3. A focus on aesthetic and artistic elements
• The curriculum includes visual art, craft, music, dance,
storytelling, and drama.

The main 4. Play

features of • Steiner teachers aim to create an environment that

facilitates children’s self-directed free play. 

the Steiner • In Steiner philosophy, free play supports the proper

development of the will, and children are trusted to work

approach  out identities, relationships, fantasy and reality for

themselves through play. 

5. Rhythms and repetition
• Rhythm is thought important to protect the life forces of
the child. The importance of rhythm is recognised through
a cyclical schedule of daily, weekly and yearly activities. 
 6. Real work
• Steiner educators believe that the purposeful and
useful work of real life, such as housework,
The main cooking, cleaning, toymaking and gardening, as
well as the teacher’s artistic pursuits and crafts,
features of should be included in the kindergarten or early
childhood programme in order to demonstrate
the Steiner order, good habits, and rhythm.

approach  7. Experiences in nature

• In the early childhood years children are
especially open to learning from their
environments and are encouraged to retain a sense
of unity or communion with the natural world. 
 • Within the Early Years Foundation Stage
Framework explains that “play is essential
for children’s development, building their
confidence as they learn to explore, to think
about problems, and relate to others.
Children learn by leading their own play, and
by taking part in play which is guided by
Steiner Approach adults.” (Department for Education, 2012) 
Steiner believes that learning through play is
to Play positive, it allows the child to explore
themselves through first-hand experiences
and problem solving tasks.

Steiner also focused on the role of the

teacher and that they must encourage the
children within their learning and seek
their full potential. 
 Steiner in action
• Steiner settings do not focus on teaching literacy and numeracy in the
early years in the belief that these skills come more easily when children
are given the opportunity to focus on developing their social, emotional
and physical skills in an environment which emphasizes play based
learning experiences. 
• A typical Steiner day follows a reliable pattern, alternating between child
led and teacher led activities.
Steiner settings take great care in planning and setting up the
environments where children learn and play, to ensure all sensory inputs
are considered. Where possible there are no hard corners, muted colors
are preferred, providers choose natural materials over plastics and toys are
simple and encourage open-ended play. 
 Steiner Principles into practice
1. A Unique Child- Every child is a competent learner from birth who can be resilient,
capable, confident and self-assured. The commitments are focused around
development; inclusion; safety; and health and well-being.
Steiner perspective:
‘We do not educate the child for the age of childhood, we educate him for his whole
earthly existence.’
2. Positive Relationships- Children learn to be strong and independent from a base of
loving and secure relationships with parents and/or a key person. The commitments are
focused around respect; partnership with parents; supporting learning; and the role of
the key persons.
Steiner perspective:
‘There are three primary virtues which we must develop in the child: gratitude, love
and responsibility. These three virtues are the foundation on which the whole social
life is built’
 Steiner Principles into practice
3. Enabling Environments- The environment plays a key role in supporting and extending
children’s development and learning. The commitments are focused around observation,
assessment and planning; support for every child; the learning environment; and the wider
context – transitions, continuity, and multi-agency working.
Steiner perspective:
‘In order to become true educators, the essential thing is to be able to see the truly aesthetic
element in the work, to bring an artistic quality into our tasks, such as the creation of play
materials.’
4. Learning and Development- Children develop and learn in different ways and at different
rates, and all areas of learning and development are equally important and inter-connected.
Steiner perspective:
‘To a healthy child, playing is not only a pleasurable pastime, but also an absolutely serious
activity.
Play flows in real earnest out of the child’s entire organism.’
 Steiner pedagogical principles
• The whole child-Steiner early childhood practitioners understand that the faculties of
physical, emotional, social, spiritual and cognitive development need to be integrated
in every human being.
• The environment-‘What a difference there is between...playthings that leave as
much as possible to the power of imagination and giving finished toys that leave
nothing for the child’s own inner activity.’
• The indoor space- The Steiner early childhood approach is based on an understanding
that the senses of the young child are sensitively impressionable and that everything
that surrounds children has a direct or subtle impact on them.
• Materials and toys-The furniture is made of wood and is intended for multiple use.
Toys are made of natural materials and are deliberately crafted to be relatively
undefined which allows maximum scope for imaginative use as props in children’s
play.
 The outdoor space-The kindergarten setting will have a
protected and safe outdoor area for play and work where
the children can climb trees, hide in bushes or play in the
sand or mud pit.

Steiner Play is a young child’s work-Young children find their

pedagogical own learning situations in play. Studies demonstrate that
good players show more empathy towards others,
develop good social skills and are less aggressive.
principles
‘Doing’ is learning-A kindergarten is a community of
‘doers’ and through ‘work’ the young child learns not
only social and domestic skills, but is able to develop
good motor and practical skills.
 Rhythm and repetition are crucial-Regular patterns of activities
create routine and foster a sense of security and self-confidence and
help the child to know what to expect.

The role of ‘mood’-The kindergarten day has different ‘moods’.

Steiner These provide opportunity for children to learn that there is an
expectation to adjust behaviour in different situations.
pedagogical
principles The Steiner practitioner-Steiner early childhood practitioners
undertake a rigorous formal training in Steiner early childhood
pedagogy.

The teaching method-Steiner practitioners work with their image of

the child as a spiritual being bearing gifts, and it is their task, alongside
the parents, to help the child to unwrap these gifts as the child
develops.
 • Waldorf Steiner Method
The Waldorf Steiner method is
another approach that is based on
an understanding of child
Waldorf Steiner development. It was originated by
Method Rudolf Steiner in Germany, and his
first school opened in 1919. This
method was modeled strongly on
the work of the Jean Piaget, who
believed that young children learn
best through play and that
childhood is divided into three
stages.
 Key Features of Waldorf Schooling
Methods
1. Children need to learn through all senses: All lessons are designed to appeal
to the “head, hands and heart” meaning that it is important to educate the whole
child. 
2. Imagination is at the heart of learning: Waldorf classrooms include a great
deal of storytelling, fantasy, make-believe play, art, drama and crafts. One of the
toys in a Waldorf classroom is an old-fashioned, faceless doll.
3. Life-skills are imperative to a complete education: Children in Waldorf
classrooms are taught things like wood carving, sewing, gardening, and sculpting.
They are offered opportunities to take up things like learning a musical instrument
or knitting.
4. A lifelong love for learning can be achieved through the arts: This serves to
create a sense of wonder about different subjects. Curriculum such as math can be
examined through graphic-arts projects, and a multi-disciplinary approach is
desirable.
 In addition to these key features,
the Waldorf-Steiner approach
Key Features of believes that children need to be
surrounded by beauty in an
Waldorf aesthetically pleasing
atmosphere. The classroom is a
Schooling home-like setting filled with
Methods natural materials where children
have periods of guided free-play,
which focuses on their
developmental needs.
 • Children in a Waldorf
Benefits of classroom are taught respect,
Waldorf cooperation, compassion and
social responsibility.
Schooling Because of the focus on arts,
Waldorf students score well
on tests of creativity. 
 The main criticism of Waldorf schooling is that
children are not taught to read until they are
seven or eight years old. Many worry that
children will fall behind, particularly if they
transfer to a traditional school where reading is
Criticisms taught at an earlier age.
of Waldorf
Schooling Teachers who are trained in Waldorf receive
training in the spiritual philosophy known as
Anthroposophy, which includes theories about
spirits on earth and reincarnation. These ideals
are not taught explicitly to students in Waldorf-
Steiner schools, but many worry that the
schools have hidden agendas.
References:
• Rudolf Steiner | Biography, Philosophy and Facts (famousphilosopher
s.org)
• The Steiner approach - THE EDUCATION HUB
• A reflection on Rudolf Steiner-inspired early childhood education (cyr
us.net.nz)
• Steiner approach to play | martinegreen (wordpress.com)
• https://academics.hamilton.edu/
• I am sharing 'Guide_to_the_EYFS_in_Steiner_Wardorf_settings12' wi
th you - Google Drive
• https://www.careforkids.com.au/
• Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-
Steiner Methods-Part 1 (spielgaben.com)
THANK
YOU!