By Sandra Frain Why Should we garden Biodynamically with Children? Sharing gardens and all of nature is an opportunity for we teachers to inspire and support the healthful relationship that our children deserve to be the vital ‘Stewards of … Continued
By Ben Cherry One of the most challenging aspects of anthroposophical spiritual science is the concept of Christ and of all that this Being has done and continues to do on behalf of humanity. If we are serious about wanting … Continued
Steiner education has foundations in Steiner’s vision of anthroposophy, in particular his understanding of child development. Steiner viewed human maturation as a metamorphosis of awakening. The process of growing up evolves from the ‘sleep of infancy’, to the ‘dream of … Continued
In 1924, Rudolf Steiner defined anthroposophy as ‘… a path of knowledge, which intends to lead what is spiritual in the human being to what is spiritual in the universe’. Anthroposophy is fundamentally a study of the human being, our … Continued
All over the world anthroposophic initiatives have been founded which acknowledge a special debt to Rudolf Steiner. These initiatives are wide-ranging and include schools, communities for people with disabilities, biodynamic farms, medical clinics, architectural practises and enterprises. Rudolf Steiner was born … Continued
There’s already an increasing intensity in the shopping centres of most towns and cities. Christmas decorations were up in October and the festive hype is certainly noticed by kids and parents too. Is it even possible to duck into the supermarket for a few groceries without kids starting to chime, “What I really want for Christmas this year is… (etc, etc)”?
Through the primary and high school years, the mainlesson forms the foundational core of the curriculum – an in-depth study of a subject, usually delivered over a two-hour block every day, that changes every 3-4 weeks. Mainlessons cover ‘core’ subjects … Continued
All teachers require positive strategies to manage classroom disruptions and inappropriate classroom behaviours for the optimum learning of all students, and for their own professional development and career satisfaction. Building strong teacher-student relationships is the first step to creating a harmonious classroom atmosphere, increasing engagement and achievement. Positive teacher – student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing and Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005).
Researchers and educators are slowly awakening to the educational benefits of teaching handcrafts to children, and in particular, knitting.
In the Rudolf Steiner system of education, handcrafts are an essential part of the curriculum and finger knitting is taught to students at age 5-6, with class one (age 7) learning traditional knitting with needles. A knitting project is completed every year in primary school with increasing difficulty –learning to cast on and off, to increase and decrease stitches, and following patterns developed over subsequent years.