I love the social environment of the class and the community. No one is left out."
— Scott Bastian
Frequently Asked Questions
Please click on any question below to jump to the response. Our sincere thanks to AWSNA (Association for Waldorf Schools of North America) for allowing us to adapt and reproduce much of this information. Please refer to AWSNA’s website for a wealth of additional information on all things Waldorf.
- Is Waldorf similar to Montessori?
- Is Four Winds a religious school?
- What is the curriculum like in a Waldorf school?
- Does Waldorf education prepare children for the “real” world; and, if so, how does it do it?
- Why do Waldorf schools teach reading and writing so late?
- Would a child be at a disadvantage if he were transferred from a public school into a Waldorf school, or out of a Waldorf school into a public school?
- Why do Waldorf schools recommend limiting television, videos, and other media for young children? Why are there no computers in the classroom?
- What is Eurythmy?
- A Waldorf class teacher ideally stays with a group of children through the eight elementary school years. What if my child does not get along with the teacher?
- Can you describe the parent body at Four Winds and tell me the ways in which they are involved at the school?
- My child already reads. Will he or she be bored in first grade?
- How much time do the children spend outdoors?
- Where do Four Winds Waldorf School graduates go to high school?
Is Waldorf similar to Montessori?
These two educational approaches began with a similar goal: to design a curriculum that was developmentally appropriate to the child and that addressed the child's need to learn in a tactile as well as an intellectual way. The philosophies are otherwise very different.
Is Four Winds a religious school?
All Waldorf schools are non-sectarian and non-denominational. They educate all children, regardless of their cultural or religious backgrounds. The pedagogical method is comprehensive, and, as part of its task, seeks to bring about recognition and understanding of all the world cultures and religions. Waldorf schools are not part of any church. They espouse no particular religious doctrine but are based on a belief that there is a spiritual dimension to the human being and to all of life. Waldorf families come from a broad spectrum of religious traditions and interest.
What is the curriculum like in a Waldorf school?
Waldorf education approaches all aspects of schooling in a unique and comprehensive way. The curriculum is designed to meet the various stages of child development. Waldorf teachers are dedicated to creating a genuine inner enthusiasm for learning that is essential for educational success.
Preschool and Kindergarten children learn primarily through imitation and imagination. The goal of the kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. Preschool and Kindergarten activities include:
- storytelling, puppetry, creative play singing games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks festivals and seasonal celebrations
Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes:
English based on world literature; myths and legends history that is chronological and inclusive of the world's great civilizations; science that surveys geography, astronomy, meteorology, physical and life sciences; mathematics that develops competence in arithmetic, algebra, and geometry; foreign languages; arts including music, painting, sculpture, drama, eurythmy, and sketching; handwork such as knitting, weaving, and woodworking; and games and physical education
Does Waldorf education prepare children for the "real" world; and, if so, how does it do it?
It is easy to fall into the error of believing that education must make our children fit into society. Although we are certainly influenced by what the world brings us, the fact is that the world is shaped by people, not people by the world. However, that shaping of the world is possible in a healthy way only if the shapers are themselves in possession of their full nature as human beings.
Education in our materialistic, Western society focuses on the intellectual aspect of the human being and has chosen largely to ignore the several other parts that are essential to our well-being. These include our life of feeling (emotions, aesthetics, and social sensitivity), our willpower (the ability to get things done), and our moral nature (being clear about right and wrong). Without having these developed, we are incomplete—a fact that may become obvious in our later years, when a feeling of emptiness begins to set in. That is why in a Waldorf school, the practical and artistic subjects play as important a role as the full spectrum of traditional academic subjects that the school offers. The practical and artistic are essential in achieving a preparation for life in the "real" world.
Waldorf education recognizes and honors the full range of human potentialities. It addresses the whole child by striving to awaken and ennoble all the latent capacities. The children learn to read, write, and do math; they study history, geography, and the sciences. In addition, all children learn to sing, play a musical instrument, draw, paint, model with beeswax or clay, speak clearly and act in a play, think independently, and work harmoniously and respectfully with others. The development of these various capacities is interrelated. For example, both boys and girls learn to knit in grade one. Acquiring this basic and enjoyable human skill helps them develop a manual dexterity, which after puberty will be transformed into an ability to think clearly and to "knit" their thoughts into a coherent whole.
Preparation for life includes the development of the well-rounded person. Waldorf education has as its ideal a person who is knowledgeable about the world and human history and culture, who has many varied practical and artistic abilities, who feels a deep reverence for and communion with the natural world, and who can act with initiative and in freedom in the face of economic and political pressures. There are many Waldorf graduates of all ages who embody this ideal and who are perhaps the best proof of the efficacy of the education.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003
Why do Waldorf schools teach reading and writing so late?
There is evidence that normal, healthy children who learn to read relatively late are not disadvantaged by this, but rather are able quickly to catch up with, and may overtake, children who have learned to read early. Additionally, they are much less likely to develop the "tiredness toward reading" that many children taught to read at a very early age experience later on. Instead there is lively interest in reading and learning that continues into adulthood. Some children will, out of themselves, want to learn to read at an early age. This interest can and should be met, as long as it comes in fact from the child. Early imposed formal instruction in reading can be a handicap in later years, when enthusiasm toward reading and learning may begin to falter.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003
Children who transfer to a Waldorf school in the first four grades usually are up to grade in reading, math, and basic academic skills. However, they usually have much to learn in bodily coordination skills, posture, artistic and social activities, cursive handwriting, and listening skills. Listening well is particularly important since most of the curricular content is presented orally in the classroom by the teacher. The human relationship between the child and the teacher is the basis for healthy learning, for the acquiring of understanding and knowledge rather than just information. Children who are used to learning from computers and other electronic media will have to adjust.
Those children who enter a Waldorf school in the middle grades often bring much information about the world. This contribution should be recognized and received with interest by the class. However, these children often have to unlearn some social habits, such as the tendency to experience learning as a competitive activity. They have to learn to approach the arts in a more objective way, not simply as a means for personal expression. In contrast, in their study of nature, history, and the world, they need to relate what they learn to their own life and being. The popular ideal of "objectivity" in learning is misguided when applied to elementary school children. At their stage of development, the subjective element is essential for healthy learning. Involvement in what is learned about the world makes the world truly meaningful to them.
Children who transfer out of a Waldorf school into a public school during the earlier grades probably have to upgrade their reading ability and to approach the science lessons differently. Science in a Waldorf school emphasizes the observation of natural phenomena rather than the formulation of abstract concepts and laws. On the other hand, the Waldorf transferees are usually well prepared for social studies, practical and artistic activities, and mathematics. Children moving during the middle grades should experience no problems. In fact, in most cases, transferring students of this age group find themselves ahead of their classmates. The departing Waldorf student is likely to take along into the new school a distinguishing individual strength, personal confidence, and love of learning.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003
Why do Waldorf schools recommend limiting television, videos, and other media for young children?
A central aim of Waldorf Education is to stimulate the healthy development of the child's own imagination. Waldorf teachers are concerned that electronic media hampers the development of children’s imagination. They are concerned about the physical effects of the medium on the developing child as well as the content of much of the programming.
There is considerable broader research to substantiate these concerns. See: Endangered Minds: Why Our Children Don't Think by Jane Healy; Failure To Connect: How Computers Affect Our Children's Minds For Better and Worse by Jane Healy; Four Arguments for the Elimination of Television by Jerry Mander; The Plug-In Drug by Marie Winn; and Evolution's End: Claiming The Potential of Our Intelligence by Joseph Chilton Pearce
Why are there no computers in the classrooms? Waldorf teachers feel the appropriate age for computer use in the classroom and by students is in high school. We feel it is more important for students to have the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Waldorf students have a love of learning, an ongoing curiosity, and interest in life. As older students, they quickly master computer technology, and graduates have successful careers in the computer industry.
Eurythmy is the art of movement that attempts to make visible the tone and feeling of music and speech. Eurythmy helps to develop concentration, self-discipline, and a sense of beauty. This training of moving artistically with a group stimulates sensitivity to the other as well as individual mastery. Eurythmy lessons follow the themes of the curriculum, exploring rhyme, meter, story, and geometric forms.
This question often arises because of a parent's experience of public school education. In most public schools, a teacher works with a class for one, maybe two years. It is difficult for teacher and child to develop the deep human relationship that is the basis for healthy learning if change is frequent.
If a teacher has a class for several years, the teacher and the children come to know and understand each other in a deep way. The children, feeling secure in a long-term relationship, are better able to learn. The interaction of teacher and parents also can become more deep and meaningful over time, and they can cooperate in helping the child.
Problems between teachers and children, and between teachers and parents, can and do arise. When this happens, the college of teachers studies the situation, involves the teacher and parents—and, if appropriate, the child—and tries to resolve the conflict. If the differences are irreconcilable, the parents might be asked to withdraw the child, or the teacher might be replaced.
In reality, these measures very rarely need to be taken. A Waldorf class is something like a family. If a mother in a family does not get along with her son during a certain time, she does not consider resigning or replacing him with another child. Rather, she looks at the situation and sees what can be done to improve the relationship. In other words, the adult assumes responsibility and tries to change. This same approach is expected of the Waldorf teacher in a difficult situation. In almost every case, he or she must ask themself: "How can I change so that the relationship becomes more positive?" One cannot expect this of the child. With the goodwill and active support of the parents, the teacher concerned can make the necessary changes and restore the relationship to a healthy and productive state.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003
The class teacher is not the only teacher the children experience. Each day, specialty subject teachers teach the children eurythmy, handcrafts, a foreign language, instrumental music, and so on.
The class teacher is, however, responsible for the "main lesson" every morning and usually also for one or two lessons later in the day. In the main lesson, he or she brings all the main academic subjects to the children, including language arts, the sciences, history, and mathematics, as well as painting, music, beeswax modeling, and so on. The teacher does in fact deal with a wide range of subjects, and thus the question is a valid one.
A common misconception in our time is that education is merely the transfer of information. From the Waldorf point of view, true education also involves the awakening of capacities—the ability to think clearly and critically, to empathetically experience and understand phenomena in the world, to distinguish what is beautiful, good, and true. The class teacher walks a path of discovery with the children and guides them into an understanding of the world of meaning, rather than the world of cause and effect.
Waldorf class teachers work very hard to master the content of the various subjects that they teach. But the teacher's ultimate success lies in his or her ability to work with those inner faculties that are still "in the bud," so that they can grow, develop, and open up in a beautiful, balanced, and wholesome way. Through this approach to teaching, the children will be truly prepared for the real world. They are provided then with the tools to productively shape that world out of a free human spirit.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003
Our Parent body is a delightful and diverse group of kind, open, intelligent and caring individuals. Parents are vitally important to the smooth functioning of Four Winds through their participation on the Board of Trustees, Committees, and Parent Council, and through volunteer efforts in running festivals, fundraising, organizing class trips, supporting the teachers, planning parent education evenings, and caring for the building and grounds. Opportunities abound for parents to contribute their unique skills and energy to the school community.
My child already reads. Will he or she be bored in first grade?
Reading and writing at Four Winds is taught in a unique and truly engaging manner. Children use movement, drawing, verse, and song to come to know the letters and their various sounds, and to commit them thoroughly to their hearts and minds. It is very rare that a child has been bored by this process, and indeed, early readers are often greatly enriched by the enlivened nature of these lessons.
How much time do the children spend outdoors?
Our five wooded acres of grounds offer an ideal setting for outdoor play and exploration. Except in extreme weather, all children spend time outside each day of school, and grades students are outside at least twice each day. Outdoor time is ideally a combination of free-play and more structured outdoor adventures.
Our graduates attend their local public high schools and area private high schools. Our alumni have transitioned well to their new surroundings, as they have developed confidence in themselves and a maturity to take the next step in their education. In following up with our alumni, we have seen them place in at least one or more honors classes at their new high schools.