Branching off from the concept of the three different facets of the human being (soul, body, spirit) is that each of these takes a turn at the forefront and focus of the growing and developing experience depending on the stage/age the child is in. This strongly influences why Waldorf education is known for still “preserving childhood” in academics.

 

Because of this principle, teaching topics at the appropriate age is essential rather than the flip side of pushing academics early,  exploring adult topics of business, politics, or social matters prematurely,  and excess stimulation in the environment through constant noise, colors, electronics, etc. Think of it as teaching subjects too early can be done just like pushing clay through a fine sieve can go through but it can be tough and frustrating. Whereas, teaching when the child is ready and will naturally connect with the subject is like pouring water through the sieve. The child will more readily take in so much more.  Another way to look at it is to observe how a plant from the tropics thrives and grows enormous and multiplies boundlessly, but when you take that plant into a home in a cold place how it struggles and seems “particular” or “touchy.” Waldorf education allows the toddler, the young child, the adolescence, the young adult to be in their “natural learning state” taking in information the way their being is ready for at that stage of development because that is when the child will also thrive and be fruitful.

Here is a link to learn more about these stages.

 

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The Waldorf curriculum is developed to aid children in what they are going through, whether it is the 7th year when the soul is more at the focus of development of right and wrong so teaching through fables and fairy tales from around the world to aid in connecting with that change, or the 12 year shift when the mind begins to come to the forefront with logical thinking, observing the rules of how the world works, along with discovering how they fit into the grand scheme of things is when physics is introduced, geometry, and Roman history. 

 

As we seen, the child isn’t a generic form of something to be shaped, but is already what she or he is. It is for us adults, as parents, and teachers to discover who it is that that child is and respect that. This is why Waldorf classes are small and the teacher stays with the same class 1st-8th grade. The teacher can get to know the needs and interests of the children, individually and as a whole, and what they need at that moment to grow and thrive. This is why there is not a set word-for-word curriculum or textbook, but the freedom for a teacher to present and teach the different topics as he/she feels appropriate for the class, the stage they are in, and how they would best connect with the material.