Вальдорфська група "Росточок" 🌱

Waldorf pedagogy comes from the image of a person as a physical, mental and spiritual being and from spiritual and scientific anthropological ideas about the development of a child, a person at each age level of the first 3 seven years of life.

Waldorf pedagogy is based on specific methods of working with the physicality of the child so that he is physically healthy, with mental organization so that the child is kind, sensitive, with spiritual organization, to develop healthy thinking, moral values and moral guidelines.

The revelation of spiritual forces occurs through the revelation of the mental, emotional, volitional region of the soul. The methodology of Waldorf pedagogy provides a salutogenic approach and harmonious development of the entire human being, not only the intellectual sphere, which lays the foundation for the healthy functioning of the organism throughout the next life.

The peculiarity of the first seven years of the child from birth to the change of teeth is that at this age the foundation of everything necessary for further life is laid – and, first of all, the development of all internal organs, that is, the physical organization of the child, takes place. For healthy development, there are:

– from the child’s inner point of view: “THE WORLD IS GOOD” and this must be ensured in the process of upbringing (creating an atmosphere of love, trust, peace);

– from the principle of education: “IMITATION AND EXAMPLE”, the whole environment encourages the child to act and imitate both internally and externally. The child wants to know this world and master his home – the physical body;

– from the principle that a child at this age has a “INTEGRAL SENSE ORGAN” and perceives everything around him with his entire body (a child has an intact hearing, sight, heart, stomach, etc.). The being of the child responds directly to the whole environment and this forms its internal organs. And here there can be serious violations, if this is not taken into account;

– from the principle of “CONCERNING THE ENVIRONMENT”, about everything that affects the formation of internal organs:

a) interior – lack of corners – the child physically imitates the corners, the color of the interior, clothes – the child does not perceive colors as well as an adult, sounds – speech and music should be harmonious, smells – pleasant, not sharp, light and color – must be related to the character and type of activity of the child;

b) creation of an atmosphere of love, trust, peace – the child as a whole organ of senses perceives not only the external (for example, words), but also the internal state of parents and educators. What is in the soul of an adult, a child perceives with his whole body, and mental troubles can cause diseases of internal organs. Human contact is important, a good conversation without teachings and morals. Contraindicated: television, cartoons, computer games, etc.;

c) the temperament of parents, educators, which at a later age, due to improper formation of internal organs, causes such diseases as asthma, allergies, scoliosis, rheumatism, etc.

– from the principle of “WORRY ABOUT THE LIFE RHYTHM AND HABITS OF THE CHILD” – as a guarantee of health.

Waldorf pedagogy takes into account the rhythms of life:

daily, weekly – where different types of child’s activities are provided;

annual – so that through the holidays of the year, a table of seasons, observation of plants, etc. the child connected with the rhythm of the Earth, the cosmos.

Work with the child’s spiritual forces, which after the change of teeth are transformed into learning forces.

The task here is for the child to gain confidence, trust in his abilities, opportunities to learn about the world, orient himself in it. If the mental life of an adult consists of thinking, feeling, and will, then the life of a child is based on will, feelings, and thinking. The most important task of the kindergarten is the activation of volitional feelings: touch, life, movement, balance.

Through tactile senses, the child learns the limits of his body. Touch – there is separation and combination at the same time, and all touches for the development of the sense of touch should be through natural materials and their variety (wood, silk, wool, sand, dough, wax). All synthetic materials are false and harmful for a child.

Due to the development of the sense of movement, large and small motor skills develop, which contributes to the development of speech and thinking. Activities such as finger games, sculpting, needlework, wool felting, etc. are provided.

A sense of balance develops hearing, spatial orientation, and musical abilities. Special games, equipment of children’s playgrounds and play areas are provided.

A sense of life – gives confidence in one’s abilities, reveals the child’s possibilities.

The development of imagination is one of the most important tasks of education. This is a prerequisite for the development of creative abilities: drawing with wet paints, drawing with wax crayons, music and special musical instruments, toys, dolls that awaken the imagination (dolls with an unfinished image, where the child can imagine the mood of the doll, etc.), free play.

Development of moral values and reverence. This is facilitated by folk tales – show and tell, puppet shows, imitation and example.

Development of social skills. The strongest educational moment of Waldorf pedagogy is a group of different ages, interaction, help, imitation of older and younger people, dancing, preparation of holidays with parents.