FAQs

Waldorf Education is built around the understanding of child development. Children need the first seven years to build their physical health, strength, and well being. Any attempt to work with the nascent thinking forces at this point affects their health - both short and long-term. Only when children near the second cycle do they become ready for learning. The physical readiness is also accompanied by a psychological readiness for learning.

Rather than view this as late, it is important to understand that this is age-appropriate. The more modern tendency to fast forward learning has cast a shadow leading us to believe that the Waldorf approach is slow or late. It is neither.

Waldorf education differs from most other alternative educational thinking by placing the teacher right at the center of education. The child learns eagerly – not from intelligent books, or information filled gadgets but from a loving warm adult. An adult who feels anchored in herself\himself and can direct and build the lessons out of understanding how the pedagogy can serve the growing needs of children. The teacher does not stand back as a facilitator letting children decide what they want to do. This in no way restricts the freedom of children. Any one can easily observe how free and happy children in a Waldorf classroom are. Self-directed learning is meaningful only when their sense of judgement develops gradually - from pre-puberty through adolescence and adulthood.

While many alternative schools give space for arts and movement, the Waldorf approach uses arts and movement as vehicles for learning all their subjects. The lessons are thus truly wholesome.

Competition through tests or exams rob the joy from learning and merely create a psychological need to prove that one is better than the others. Clearly this feeds egotism and with that comes the inability to be truly connected with peers. An observant teacher knows the strengths and struggles of the students and meets them where they are. We may have very simple objective playful assessments from grade three to reconfirm the teacher’s understanding of children’s levels. This is more to help the teachers see what needs support rather than to make the child feel small or big based on performance.

Does this mean these children do not fare well in grade 10 or 12 or later on? Experience within India and outside has shown that children do well in grades 10 and 12 once they transition to the board- based curriculum with a good educational plan.

There is one primary reason governing our decision. These years can be viewed as having a developmental unity. Grade five when children are usually 10 or 11 years of age can be considered the peak of childhood. After this they begin pre-puberty. Our aim is to ensure that in these five years children get the essence and the high quality that Waldorf holds as a promise. Expansion often interferes with quality. Hence even in the long run if we decide to add classes it will be a deeply thought through decision.

It has been clear over the years that children from Waldorf\Waldorf inspired schools get admission in other schools. With some time given for the transition children settle down well and begin to understand the requirements of the new learning environment. They carry the gifts of a broad-based education, given in a stress free environment which has not burnt them out.