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Why Waldorf Inspired

What does it mean when we say “Waldorf Inspired?”

We want our student to perform tasks, apart from learning, such as binding a book, knitting a sweater, playing a violin, make a book rack, or make a mini power plant or a solar light while in middle school itself.  This may eventually make them feel confident to build a rocket or a ship or a car or learn a software program all by themselves. For them, exploring the unknown frontiers isn’t bravado but just a cool uber confidence. There is nothing they can’t do. Why couldn’t you? Why couldn’t anybody?” Waldorf education emphasises child creativity and the importance of rearing “free thinking individuals”

While England’s child-centred pedagogy prioritises play-based learning and mixing staff- and child-initiated activities, Waldorf methods are more focussed on open culture and eurhythmic based learning.  Writing to children is not introduced till the child attains an age of seven years. And as per the Indian standards and also we need to align with NCERT, CBSE and NEP 2020, we adopted dynamic curriculum that is a blend of NCERT, CBSE and EYFS curriculum while maintaining the core principles of Waldorf methodology intact.

At TBPSB, writing is introduced at the Nursery class level. We use oversized beginner pencils that have thicker core of graphite lead. Gripping is easier for the child who will slowly learn to hold the pencil by five-finger grip and steadily move to three-finger grip – thumb, index and middle finger. Indians write early and we can no way escape this. The activity of Eurthymics has been toned down to create a more classroom like culture. Similarly, though every child is taught individually, equal emphasis is placed on group routines, learning centre based activities and working in groups.  We tried to answer the difficult question of which pedagogical approaches or practices most improve children’s development?  In general, research revealed both positive and negative effects of particular pedagogical approaches with given pedagogical programmes, such as the Montessori or Waldorf methods or Reggio Emilia or Canadian or British and our own CBSE/NCERT curriculum.  Studies indicate that approaches that adhere strictly to a specific type of pedagogy do not always result in better child outcomes than programmes that take a less prescriptive approach. Hence by the spirit of collaboration, our curriculum is a blend of CBSE and IGSCE as well as British curriculum and is aligned with goals specified in the new National Education Policy 2020.

Especially in a hyper-driven culture that stresses academic achievement over a more rounded sense of well being. The truth is that Waldorf Education is more relevant than ever. The future you are leaving to your children will require more than book-smarts. It will call for courage, creativity and care. These are the precise qualities that Waldorf has nurtured for the past 100 years. Below is a selection of Waldorf ‘differences’ and the reasons they exist.

“If I had a child of school age, I would send him to one of the Waldorf Schools.”

                                 — Saul Bellow, Nobel Laureate

  • Each school is unique. Its identity has its foundation in the way that it exists with all its specific features, benefits and developmental potentials.
  • The curriculum is not arbitrary but a constituent element of Waldorf education. It marks essential teaching guidelines whose age-appropriate application strengthens the development of the children.
  • Child development and school learning are realised in the trust-based relationship of the child with the teachers, the surrounding space and the child’s perception of the world.
  • Teachers use artistic methods in their lessons (painting, drawing, recitation, music and so on).
  • The teachers endeavour to create an appropriate aesthetic environment in the school and the classroom.
  • Classes are divided by age and by stable, performance-differentiated pupil groups.
  • The class teacher as a companion over many years.
  • The main lesson in the morning, afterwards the subject lessons.
  • Individual support for pupils within the class community.
  • Each teacher is responsible to the full extent for the school as a whole
  • Parents and teachers form a community that is responsible for the school.
  • The trustees and the teachers continue to seek and find forms of quality development.
  • A gradual development of one class after the other is envisaged.
  • At our school, the teachers live by the spark of the spirit. They make what is difficult easy for the children, what is impossible possible and illuminate the dark.

 

Learning is Experiential

In Waldorf Education, learning is an experiential activity. It’s not a matter of doing without certain experiences; it’s a matter of introducing children to each experience at the right time in their development.  The advantages of block learning have long been recognized in Waldorf Education. In their daily morning (or “main”) lesson, Waldorf students spend up to twenty minutes concentrating on one subject which rotates every 3-4 weeks among the academic disciplines. Students have the chance to study each subject thoroughly and from a number of vantage points, which promotes a thorough understanding of the subject matter.

Waldorf educators strive to bring out what lives in each student, but are careful not to over-emphasize one trait or skill over another. All students study math and science and learn languages; they all sing in the chorus; they all learn handwork and take movement classes and perform in the class play.  Being a Waldorf school, we also incorporate certain level of performing arts content in the curriculum.  Hence Waldorf-educated students have a lifelong passion for learning.  Waldorf students have the ability to link the isolated facts and integrate thinking, to assimilate information as opposed to memorizing. This is one of the core reasons that we say our curriculum as a blended curriculum.

The Seven Areas of Learning and Development

The EYFS learning and development requirements comprise of seven key areas of learning and development. 

Seven mandatory areas of learning and development shall form the constituents of any educational programmes in early years’ settings. All these areas of learning and development are important and are inter-connected. Three areas are particularly crucial for igniting children’s curiosity and for sustaining their enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three prime areas are constantly focussed by our teachers during their various interactions with the children. The prime areas of focus are:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

Teachers, in the following four specific areas, also support the children as these four areas are key areas through which the aforementioned three prime areas are strengthened and applied. The four key areas are:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

As per the specifications laid down by EYFS, UK., our educational programmes involve the following activities and experiences for children:

Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.

Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices concerning with food.

Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.

Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Our Nine Overarching Principles

“A child’s future choices, attainment, wellbeing, happiness and resilience are profoundly affected by the quality of the guidance, love and care they receive during their first years.”

– Dame C Tickell

TBPSB has created the best-in-class preschool environment that offers a quality education at an affordable cost – to anyone, independent of that person’s own story. Our mission is to remove the financial barriers to education so that all  have an equal opportunity to give better education to their children.

It is axiomatic that children receive the best education, especially in their formative years. The EYFS principle aim is to improve a child’s learning outcomes and reflects that it is every child’s right to learn and grow up safe.

​​​​​​The four primary overarching principles of the EYFS underpins all aspects of our teaching and support for all our children:

  • Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
  • Children learn to be strong and independent through positive relationships.
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers. And
  • Children develop and learn in different ways.

What are the four overarching principles enunciated by EYFS mean:

  • A Unique Child: Every child is constantly learning and can be resilient, capable, confident and self-assured.  We use positive encouragement and praise to motivate the children in the school.
  • Positive Relationships: Children learn to be strong and independent through positive relationships. We aim to develop caring, respectful, professional relationships with the children and their families.
  • Enabling Environments: Children learn and develop well in environments in which their experiences respond to their individual needs and where there is a strong partnership between teachers, parents, and carers. We observe children in order to understand their current interests and development before planning appropriate play-based activities for them.
  • Children develop and learn in different ways and at different rates: The EYFS framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities. Though we may not tailor the experiences, we offer the children in our care according to their individual needs and abilities.

Additional Overarching Principles – Waldorf Steiner

  • An Encouraging and Nurturing Atmosphere is created by a good teacher in which all students support each other and thrive together. Caring experienced teachers are dedicated to providing a rich and nurturing environment that will prepare a child to the next level of schooling on completion of Sr Kindergarten.
  • Continuous Upgraded Programs: Child is in a constant learning process and has to experience more which is why our program is designed to constantly challenge their thinking and promote independence in an organized atmosphere.
  • Children’s Language Development is immensely supported and when we talk with them in ways that show that we care about them and are more interested in expressing their ideas and experiences.
  • Music, dance, literature, legends and myths are not simply subjects to be read about but they are to be experienced. Through these experiences, Waldorf students are better prepared for the next journey at a mainstream school.
  • Integration of arts in all academic disciplines for children of the preschool. Waldorf education aims to inspire life-long learning in all students and to enable them to fully develop their unique capacities.
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