Articles in the Online Waldorf Library come from many sources. Quite a number are from the archives of journals and publications published over the past 50+ years. When possible we have noted the specific source although this is not always possible.
Included in the "article" search database are all articles in currently in print journals: Gateways, the Research Bulletin and the Waldorf Journal Project.
The Online Waldorf Library includes:
Education as an Art, the first widely circulated journal about Waldorf education in the United States. It began in 1940 as the Bulletin of the Rudolf Steiner School Association. The purpose of the journal was to inform Americans about Rudolf Steiner's pedagogy. In 1969 the journal became known as Education as an Art: A Journal for the Waldorf Schools of North America.
To search for articles specifically from Education as an Art, please enter the journal name into the search box "with the exact phrase".
Lectures from the 2002 AWSNA National Teacher's Conference, to search for the 8 lectures presented, please enter AWSNA lecture in the search box and click "exact phrase"
Read the article: Report on the Older Child in the Kindergarten
2002 WECAN Survey Results
of Established Waldorf Early Childhood Programs
Each year the Waldorf Early Childhood Association of North America asks its member early childhood programs to complete a survey on issues of general interest and concern in the movement. In recent years, we have looked at childcare, birth to three questions, collegial relationships, the differences of children in our times, the burning issues that lie within our tasks and what's missing and abundant in our work.
This past year we have sent off two mail-outs of a survey/questionnaire that have been directed toward specific questions relating to the older child in the kindergarten.
Approximately 215 questionnaires were sent out and 45 responses were received—18 from the Western region, 18 from the central region and 9 from the Eastern region. Because of the nature of the survey, the responses came from kindergartens in the Waldorf movement, which
contain older children. All of the kindergartens were working with mixed age groups except for one school. Another school had two morning mixed-age kindergartens, which funneled into an afternoon class for older children - a step taken to satisfy government regulations for public-
school grade-one eligible older children. Approximately 30% of the groups surveyed contained children aged 3 or 3 1/2 to 6/7 and 60% of the groups contained children aged 4 or 4 1/2 to 6/7. One group enrolled children from age 2 and older. Two Nursery programs and one Home
program also responded to the survey. 75% of the responses of those schools surveyed had aftercare programs with pick-up times ranging anywhere from 2:40 to 7 PM.
Please note that the responses recorded below are in no specific order, are recorded in the teacher's own words and are in point form to enable the best usage of paper. Many of the responses have been repeated frequently and attempts have been made to group similar answers together and to repeat them only once.
Download the article: Waldorf Education An Introduction
This is a 13 page brochure developed by the Association of Waldorf Schools of North America from an article written by Henry Barnes, a pioneer in the North American Waldorf movement.
Download the article: Waldorf Education in India
by David Nikias
Originally published in Pacifica Journal, #45, Vol. 2, 2014
India is a richly diverse country of deep mysteries, enduring cultural traditions, and striking contrasts where the western imagination is easily stirred by the vivid colors, fragrant aromas, and haunting sounds. Twenty-first century India is a rapidly developing country with a increasingly large global footprint and what has been primarily an agrarian society is experiencing significant growing pains with the transition into the digital age. The often romanticized western picture of mystical India and bucolic village life is undergoing rapid changes and the country has seen a tremendous migration of its population to urban areas, significantly straining the limits of the infrastructure and available resources.
Our state of Andhra Pradesh and in particular, Hyderabad, is widely acknowledged as a major IT hub of the country and continues to experience staggering growth rates averaging 10% a year, ever expanding city limits, and increasingly ambitious construction projects at every turn. The steadily growing numbers of mostly unskilled laborers migrating from rural districts and the rise of an affluent and educated middle class have led to widespread cultural changes in all levels of society. The dynamic of rapid, unchecked urbanization seen in Hyderabad is shared throughout the country.
When Waldorf teachers say their curriculum is developmentally appropriate they mean it! But Waldorf educators understand child development in a unique way. Child development in the Waldorf plan is very specific. The decisions about the curriculum are based on exactly what is happening in the child’s physical, and emotional development and also in the development of the child’s consciousness.
The interest in the specific developmental steps a child takes during the unfolding of a fully developed human being is linked to a wish to avoid skipping any “building blocks” in the child’s wholesome development. These might not be visible at the moment they are missed, but they could become stumbling blocks at a later phase of development. Likewise, to push a child’s development, to “hurry it up,” might look successful in the moment, but can cause trouble later on. Seemingly capable of wondrous things in a moment, the child might experience anxieties, or physical ailments, or even heart problems or nervous disorders in middle age!