Our Philosophy

Our Philosophy of Education

The aim of our school is to develop in students those capacities that will help them achieve their full potential in all aspects of their lives.  This means educating the whole child – physically, emotionally and intellectually.  We believe it is the healthy, harmonious development of the head, heart and hands that marks a truly educated person; one who is able to think creatively, make sound judgments and act with conviction.

Knowledge is built upon a natural sequence in the Waldorf Schools.  Rudolf Steiner formulated the original philosophy and pedagogy out of which present day Waldorf schools still develop.   We focus on themes that appeal to the young child at his or her particular stage of development, always planting “seeds” for later development.

Our Program

The effort in a Waldorf Kindergarten is to create a harmonious and orderly environment in which children can develop confidence in themselves and a natural respect for others and the world in which they live.  Teachers accomplish this through a carefully planned, rhythmical program.  A balance is created between periods requiring more and then less concentration, group and then individual participation, and indoor and then outdoor activity.

In our school, most learning occurs through play, which often imitates adult activity.  The children sweep, wash, cook and bake; they play house and take care of their family.  They build and demolish – afterwards putting their toys away.  They plant seeds and tend to seedlings.  The toys they share are simple and natural, leaving room for the child’s own imagination.  Outdoor play is an important part of the day.

Our children use beeswax for modeling.  They have regular opportunities to draw and paint using bright, clear colors.  Simple natural crafts develop concentration and small motor coordination.  They learn nursery rhymes and songs in English and other languages; they listen to fairy tales from Grimm’s and others.  They participate in dramatic play.  Through active songs, games and circle times, they become aware of order, sequence and right-left orientation.  Festivals that celebrate the seasons of the year also provide inner enriching experiences.

The classroom is bright and airy.  Teachers fill the room with children’s art, simple playthings and natural objects that the children collect.  This creates an environment worthy of children’s unquestioning imitation, an environment in which children can be physically active in a meaningful way.