ABSTRACT
Steiner Waldorf education is the fastest growing school movement in the world today, spanning almost every country, and keeping true to its fundamental curriculum no matter in which culture it appears, from China to South Africa, South America to Finland. The early years span pre-birth, working with parenting, baby groups and on into kindergarten (three to six years). Steiner Waldorf schools offer a real alternative to mainstream education throughout the world, and see themselves not as competitors but as partners providing a complementary provision, contributing to and learning from other educational practice. In many countries Steiner Waldorf schools are publicly funded within the maintained sector, such as Norway, Sweden, Denmark, Germany, Holland, New Zealand and Australia. In the UK there is a direct move from the Department for Education and Skills (DfES) to publicly fund Steiner schools through the Academy provision. The early years receives national funding and works with the Foundation Stage Curriculum. Teacher training is offered for all stages of the curriculum. ‘Our highest endeavour must be to develop free human beings who are able to impart purpose and direction to their lives’ (Steiner M., in Steiner R. 1972: 23). Steiner Waldorf education aims to respect the essential nature of childhood, and in the early years, a secure, unhurried environment enables children to develop a range of skills which provide a sound foundation for emotional, social and cognitive intelligence later. A highly trained Steiner practitioner encourages the child’s creative play and self-motivated enquiry,
and offers himself or herself as example rather than instructor. Through free imitation, children naturally develop a sense of their own purposeful doing and creating alongside the working adult.
