The kindergarten strives to look after children at the age of two to School readiness based on Waldorf education. This is based on a holistic view of the child’s being in its unity of body, soul and spirit, which are to be strengthened and brought into harmony through education in the sense of Waldorf education. The children should have a protected space for the most extensive development of these three areas given their individuality and at the same time theirs social Skills are strengthened. The basic pedagogical principle is to imitate learning based on the exemplary activity of the educator.
The design and mood of the kindergarten, as well as the type of address and the human image of the educators should create an environment for the children in which they can focus their energies on a holistic maturation process. The children live together at different ages, as is the case in families. This enables them to experience social learning in a smooth transition. The contact of the children with each other should promote understanding for a considerate coexistence of younger and older, girls and boys, stronger and weaker at all ages.
The smaller ones can learn from the bigger ones, especially in the game, by copying. The older ones in turn learn a lot about early childhood development and dealing with toddlers. In this familiarity of the age groups among themselves, the little ones can become independent. In free play with other children of different ages and with meals together, the child has the opportunity to practice their own social behavior.
The children belong to fixed groups with a group leader and a second person. At least the group leaders have completed additional training as Waldorf educators. The daily, weekly and yearly schedule is strongly structured.
The reliability of the external framework offers the children the opportunity to pursue their own interests and needs during the free play season, if possible without instructions from the educators. These are formed by their presence and a simple occupation that they pursue – e.g. Prepare breakfast – the reliable background and inspiration for imitation for children’s play.
The recurring rhythm divides the day into the necessary alternation of activity and rest, of individual and group play, from inside and outside.
The changing of the seasons and the celebrations of the annual festivals are intensively involved in the common life and give the larger periods rhythm and their own quality.
Just as the child has already learned to walk and speak by imitating adults, imitative learning can now develop individually in the meaningful, exemplary activity of adults. The educators are always active and create a play-promoting atmosphere through their work, because for the child this is what the work is for the adults. In everyday life with the children, certain processes and rituals are repeated.
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