Miksi steinerkasvatus?

of Steiner Waldorf Education

  • APPROACH – according to Steiner Waldorf pedagogy, the topics to be taught are approached holistically.
  • FROM FAIRY TALES TO BIOGRAPHIES – images inspired by storytelling strengthen empathy and create emotional experiences in teaching.
  • VISUAL TEACHING – means the narrative images described by the teacher are converted into internal images in the child’s mind. 
  • ART IN TEACHING – appeals to humans as a whole and balances out the learning process. A key method in Steiner Waldorf education. 
  • LEARNING BY DOING – the goal is to increase the strength of will, encourage taking initiative and the ability to tackle matters.
  • CREATIVE PLAY – free play, especially in ECEC environments, is seen as a cultivator of imagination and a source of creativity.
  • FORM DRAWING – is concentrated conceptualization and freehand drawing of forms, which supports eye-hand coordination, among other things.
  • EURYTHMY – is movement art where music and recitation are converted into the art of movement and gestures, visible speech.
  • FIRST GRADES WITHOUT DESKS – “bench pedagogy” enables the versatile use of space where learning and teaching can be done through movement.
  • EARLY LANGUAGE TEACHING – begins in 1st grade in the form of songs, play and poems, often in two foreign languages already in Steiner day care centres. 
  • EXPERIENTAL SCIENCE – moving from experience to conceptualization using concrete observations and experimenting.
  • TEMPERAMENT EDUCATION – the basic idea is to develop and utilize the positive potential of the dominant temperament.
  • PUPILS MAKE THEIR OWN TEXTBOOKS – creating lesson books promotes independent initiative and the processing what has been learned.
  • LEARNING IN BLOCKS – which makes it easier to understand complex ideas and process knowledge, fostering a deeper interest in the topic. The duration of a block is usually 3–6 weeks.
  • LEARNING RHYTHM – the growth of children and adolescents is consciously supported in Steiner Waldorf education using various rhythms – the balance between different activities is taken into consideration not only during lessons and school days, but also in block teaching and the entire school year.
  • VERSATILE ASSESSMENT – it is natural to demonstrate learning and competence in different ways in a Steiner school.
  • CREATING A RHYTHM: a regular daily rhythm and annual cycle with both work and times of celebration promotes healthy physical development and provides security
  • SUPPORTING SENSORY DEVELOPMENT: the quality of sensory perceptions is given special attention; a small child is open to everything that their senses convey and cannot protect themselves from perceptions that are harmful to organ development
  • RESPONDING TO CHILDREN’S NEED TO MIMIC: since children under the age of seven primarily learn by mimicking and connect with their surroundings and the world through concrete actions and measures, understanding things through their hands, early childhood education and care providers hope to create an environment that resembles a home, including chores; when children see and experience work done by people around them – regular household chores, such as cooking, cleaning, handicraft, gardening, which they may freely mimic and take part in – they are subjected to various stimuli and have the opportunity to learn things on their own terms according to their stage of development
  • FOSTERING IMAGINATION: artistic activities – storytime, puppet show, painting, drawing, moulding, fairy tale exercise – spark children’s imagination
  • MAKING ROOM FOR FREE PLAY: playing is the most inherent activity of children, and free play is given a big role in each day
  • NATURAL NUTRITION: food is prepared using biodynamically or naturally cultivated products and clean foods without additives
  • EDUCATOR’S SELF-EDUCATION: educators are role models for small children; they teach children through their own behaviour, feelings and thoughts; education is therefore basically self-education, an effort to be a role model worth imitating
  • CLASS TEACHING – gives the pupils a safe social circle throughout their school years.
  • OWN CLASS TEACHER – is primarily responsible for teaching in the first 6–8 years.
  • HOME-SCHOOL COOPERATION – extremely important. Parents often form their own functional community.

Havainnosta ymmärrykseen

Todellinen maailma ympärillämme on täynnä kiinnostavia ilmiöitä. Ympäristön ja elämän havainnointi on lapsille luontaista. Maailma on täynnä ihmeitä! Havainnointi on

Kasvatus vapauteen

Steinerkasvatuksen keskeisin tavoite on vapauteen kasvattaminen. Se ei tarkoita ns. vapaata kasvatusta  – vapaus ei ole menetelmä, vaan päämäärä.   Tavoitteena

Eri ikäisille eri tavoilla

Ikäkausiopetus tarkoittaa juuri sitä – että jokaisella ikävaiheella on omat kehityksen askeleet, jotka otetaan huomioon opetuksen ja kasvatuksen käytännöissä. Jäljittelystä

Koko keho oppii

Steinerkasvatuksessa on tärkeää saada ihminen kokonaisvaltaisesti mukaan oppimistapahtumaan. Sen lisäksi, että opetuksessa pyritään puhuttelemaan ajattelua, tunnetta ja tahtoa  – on

Yhteisö kantaa ja kasvattaa

Steinerpäiväkoti ja -koulu muodostavat aina yhteisön, jossa kokonaisuus rakennetaan yhdessä: lapsien, vanhempien ja työntekijöiden kanssa.  Tuttu ja turvallinen yhteisö antaa

Ilo tehdä, osata ja oppia

Mikä on se ihmelääke, joka auttaa oppimisessa? Se on ilo. Steinerkasvatuksessa lapsi ja nuori näkee oman tekemisensä ja oman edistymisensä

Kohtaamisen pedagogiikka

Keskustelu, kuuntelu ja kohtaaminen ovat steinerkasvatuksen ytimessä. Se edellyttää kiireettömyyttä ja läsnäoloa hetkessä. Lapsen ja nuoren suhde itseen, toisiin ihmisiin ja

Tekemisen meininki

Toimeen tarttuminen. Itse tekeminen omin käsin. Steinerkasvatuksen työtavat tukevat monipuolisesti erilaisia työskentelytaitoja. Ponnistellen syntyy valmista. Toiminnallisuus tekee lapsesta ja nuoresta

Elävä kiinnostus maailmaan

Kasvatuksen tärkeimpiä tehtäviä on herättää ja pitää yllä lapsen ja nuoren kiinnostusta maailmaa ja sen ilmiöitä kohtaan. Kyky hämmästyä ja