Seasons of Childhood

The framework for a Waldorf Education is formed on three stages or seasons of childhood development called Early, Middle, and Late. Each period spans approximately 7 years and coincides with various changes happening in their bodies and which part of the child’s being, according Steiner’s 3 parts of a human being - soul, spirit, body, is at the forefront of the child’s conscious and influences how they experience the world and learn. The soul is related to the heart - feeling, spirit to the mind - thinking, and body to the limbs- the will or doing. Hence the very common phrase a heart, mind, and hands education. In each Season of Childhood, the order in which each of these parts of the child becomes engaged changes. Children literally see the world and process all around him/her differently than adults. It is vital for the child to be taught best appropriately for how he/she is developmentally ready.

The Early Years: 0-7 years

The order of how these children engage is Willing, then Feeling, and then Thinking. So they are learning through doing, predominantly imitation - observing and copying. They try out a task or activity, which will create a feeling inside them, which will help them make conclusions about that activity - good, bad, do more or not, etc. During this season, worthy role models are a priority and the environment needs to spread out a feast of rhythmic activities that promote play and discovery to the world close around them.

Now the child’s being has begun to change focus to the soul, the heart, where they Feel, then Will (do), and finally Think. The imagination has become alive and connects the child to the broadening world around them. When the child feels this connection, they are inspired to do, and then create connections and conclusions. Science and psychology have shown the power of the arts to cause us to feel deeply and relate to others. The arts such as drama, reciting, music, painting, drawing, modeling, along with storytelling, handwork, and movement become fully integrated in the curriculum to fully engage the child.

This is when the mind is most active; the season when thinking comes first, then feeling and doing. The child is finding his/her place in the world and are interacting with a much larger environment. The mind is piecing it all together. At this stage, teachers strive to allow the mind that challenge and opportunity through phenomenon based learning, discussion and debate, collaboration, community service and world stewardship, along with further exploration into the arts.