Integrated Nepali Government and A Steiner-Waldorf Early Childhood Curriculum

AN INTEGRATED
NEPALI EARLY CHILDHOOD

and a
STEINER-WALDORF
EARLY CHILDHOOD
CURRICULUM
To be studied in tandem with

Government of Nepal. Ministry of Education and Sports. Department of Education
Early Childhood Development Section
EARLY CHILDHOOD DEVELOPMENT HANDBOOK (CURRICULUM).2062
2
Government of Nepal
Ministry of Education and Sports
Department of Education
Early Childhood Development Section
EARLY CHILDHOOD DEVELOPMENT HANDBOOK
(CURRICULUM).2062
Part One
Role of Early Childhood Development Curriculum
2) Goals of the childhood development curriculum
The main goal of early childhood development curriculum is to impart direct or indirect learning experiences
through various means of educational activities as per the children's social settings.
This curriculum has emphasized in developing children's skills related to their health, safety/protection, other life
relevant and self reliance by identifying their hidden talents and steering them appropriately. In other words, the
main function of this curriculum is to enhance self confidence; develop positive attitude towards changing society
and other people; maintain emotional balance in challenges, successes and failures as well as to establish
foundation to develop nationality, cultural and human values in them by providing functional skills and making them
learning to learn as per social and practical norms and values.
As a whole, the goal of this early childhood development curriculum is to make children capable of conserving
environment, sharing their feelings, listening to others and acquire knowledge of their surroundings through
teaching-learning.
KINDERGARTEN OVERVIEW
The goal of the Steiner-Waldorf Kindergarten is to provide a solid educational foundation upon
which the children can build their knowledge and skills throughout the rest of their school years
and their lives. The foundation in the Waldorf Kindergarten is provided through rhythm, an
understanding of the young childs need to learn through imitation, and by a sense of reverence
and care for the environment and for each other that is modeled by the kindergarten teachers.
Young children respond strongly to rhythm. In the Steiner-Waldorf school, the kindergarten will
have a strong rhythmic element built into their program. Each day will have a consistent rhythm
with periods of free play, group activities, snacks, lunch, outside play, and rest. Each week will
also have its own rhythm; one day will be for baking, another for painting, a third for practical
craft work, and so on. Seasonal activities will help the children to experience the rhythm of the
year. This strong rhythmic element in the program provides a sense of security and a sense of
time for the children as they begin to learn the sequence of what happens throughout each day
and week.
The young children are intimately connected with their surroundings and they take in everything
through their senses. Children then imitatively recreate all that they have taken in from their
environment.
Acknowledgements: LIFEWAYS http://www.lifewaysnorthamerica.org
A Steiner-Waldorf
Early Childhood Curriculum
3

(CURRICULUM).2062
Part One
5) Environment
Early childhood development centres running under Early Childhood Development Programme have to conduct
indoor and outdoor activities. These activities have to be of the type which would motivate children to investigate
new things and acquire information of their environment. In order to make children's learning simple/natural and
interesting, situation in the learning environment has to be created to look it natural so as to give a sense of
protection and suitable for the children to learn freely.
5.2 Educational environment Children must be taught in an informal way. For this following educational activities
must be carried out:
a. A time table must be prepared to carry out activities like free plays, experience from the use of materials, free
activities according to the situations, educational games and guided activities for children's learning. The time
allocation for the activities has to be adjusted taking care of the place, situation and culture.
b. The activities selected for the children must be meaningful. When selecting activities for children, they must be the
ones which could be finished in the stipulated time and appropriate to be used in daily life. The facilitators must pay
special attention so that the activities do not burden or develop negative emotions in children. And, the activities
must be conducted collectively with the active involvement of children and should encourage them to investigate for
new things as per their levels. Instead of control and giving instructions, children must be supported to solve their
difficulties and confusions by providing necessary feedback while conducting the activities.
c. In order to make children learn from the surroundings, child-friendly teaching methods need to be adopted by
creating appropriate situations for problem solving. For conducting such activities, strategies like sharing new
things and asking questions encouraging children individually, in groups and the whole class must be adopted.
d. In order to support in children's learning, they should be explained as per their necessity, provide additional
information and ask questions to mediate/keep them in track. Meanwhile they must also be encouraged to ask
questions among themselves. Apart from this, children must be involved themselves in order to make them gain
knowledge from the surroundings. For the same, why, where, when types of questions must be asked by creating
necessary environment for making them motivated to discuss.
e. In the process of preparing children for primary schools, it is necessary to plan to allocate certain time for
activities like pre reading and pre writings from within the period of their stay in early childhood development
centre.
f. While supporting children's learning, the facilitator must organize individual activities involving them in creative
games considering time and place. It is necessary to form various groups for group activities and support them
whenever necessary during the activities. Similarly, it is also necessary to assist children while conducting social
works like presenting the subject-matters, following group instructions and using social skills. g. Children have their
own pattern of learning. However, entertainment and games associated activities support them to learn better. And
under the entertainment and games associated activities, free plays/games, discussions, creative plays, physical
plays and directed plays must be conducted. These activities must be conducted as planned together by the children
themselves and the facilitator.
******
Great care is taken in the kindergarten to provide an environment that is nourishing to the childs
senses. Natural materials are used in the classroom; wooden tables, cotton and silk for curtains
and play cloths, dolls made of cotton jersey and stuffed with wool fleece, and wooden blocks for
building. The kindergarten environment strives to be a warm, beautiful, and calm place for the
children.
A Steiner-Waldorf
4
The teachers in the kindergarten also will provide a model for imitation in the activities they
choose to bring to the children and how they bring these activities to the children. The children
will imitate not only what the teacher is doing but also, more deeply, the attitude and care in
which the activities are brought. The children experience that the teacher is fully engaged and
interested in the practical living activities that are being worked on in the kindergarten. This is
an example of imitation that not only leads the children to learn much about each of the
activities; the children also imitate the focus and interest that the teacher brings to the activity.
This engagement and interest and care that is imitated and learned in the kindergarten is the
foundation for engagement, interest, and care that will develop as the children are challenged to
focus on academics in later school years.
During the period of time set aside for free play, the children have the opportunity to recreate
what they have taken in from their environment. The toys that are provided are simple and
relatively unformed, in order to allow greater freedom for the childs growing imagination.
The Steiner-Waldorf kindergarten will prepare children for the academic expectations of
elementary school by allowing the children to engage their will in meaningful life activities, by
cultivating a feeling for the arts and for beauty, and by stimulating creativity and fantasy through
creative play, allowing the childs capacities to unfold naturally.

(CURRICULUM).2062
Part One
6) Parents' involvement The involvement of parents in various activities of the early childhood development centre
and informing about the progress of their children will increase their interest towards the Early Childhood
Development Programme which will help to sustain the programme. Parents could be made supporters in the Early
Childhood Development Programme by increasing their trust among each other through open discussions to make
parents' wants and desires compatible with the activities of early childhood development centre. Following things
could be done for this Informing children's progress to parents by having regular dialogues and well informing
about the activities of the centre As per the necessity discussing with parents via personal contacts about the
progress of the children, activities and programmes of the centre Planning special activities for parents such as,
involving them in various committees; requesting for their help as per their capacity; seeking for their help in
running library and in collecting magazines/papers; organising parent-children joint learning sessions, games
playing session and parent education programme; making parents exchange views among themselves; inviting them
regularly to observe children's activities in centre and making them to participate in such activities; and requesting
for parent's support while taking children for excursion. Also involving parents in planning/developing annual
programmes and formulating policies of the early childhood development centre Provide necessary advises to the
parents of troublesome children
A Steiner-Waldorf
5
7) Childhood development programme in relation to special needs children As children's learning capacity differ
due to various reasons, it is essential to support/guide them appropriately as per their necessity by identifying the
children with learning differences from their early ages. By doing so, the learning differences will be reduced to
some extent. Besides the activities mentioned in this curriculum, necessary 5 appropriate activities could also be
selected as per the necessity of the children to help them by identifying their physical and intellectual capacities.
Parents' help is to be sought also to manage teaching-learning as per the special needs of the children identified.
Also, it is necessary to take assistance of the institutions facilitating early identification of children's special needs
and capacity, and accordingly forward them to other concerned institutions for necessity support and it is also
necessary to organize for the remedial classes 8) Evaluation Evaluation of children of the early childhood
development age group must be going on continuously. The information on the existing situation of the children and
their pace of progress could be obtained when observations of their activities are done including all aspects of child
development and evaluate on the basis of the records of those activities. By doing so it helps to get information on
weak and strong aspects of children and will make easier to help improve the weak aspects. During the evaluation
of children, the facilitator should help in their learning as per the necessity rather than publishing results like pass-
fail, first, second. Observations have to be done on what, how much, when and how children are learning as per
their daily activities During the evaluation of children, techniques to find out weaknesses relating to where, what
types, what and why have to be used Parents should be informed quarterly from the records maintained with the
notes taken for the children's progress based on the activities they perform. At the end of academic session, reports
prepared based on those notes must be given to the children when they go for enrolment in schools from the early
childhood development centre As various age group children are taught in one group in early childhood
development centre, evaluations need to be done observing their activities based on age-wise learning outcomes.
For example, three years old children show their interest on letters in books whereas four years old children try to
read letters. In this way, literacy skills have to be assessed whether it is achieved as per their age level.
*******

(CURRICULUM).2062
Part Two Early Childhood Development Curriculum As whatever children learn at this age becomes the
foundation for their future learning, children at this stage must be taught for "learning to learn" in enjoyable
manner. The early childhood development curriculum, through the experience of plays and environment must be
able to enhance children's latent capacity to make them capable of living a good life in future. For this, age-wise
and area-wise weight given of educational and developmental goals are mentioned below
1. Educational goals
To develop children intellectually with the positive thinking towards experiences available in their
environment and to help them to be healthy
To motivate for being cooperative, independent, free, honest and be sociable in the society
To support in moral, social and physical development
To help in developing positive attitude towards social, natural and religious environments
To involve in various activities to elicit creative talents
To aware linguistically and increase skills in listening, speaking, reading and writing to use appropriate
language in daily activities
To develop positive thinking towards language, literature, mathematics, science, art to increase interest in
learning in preparation for the primary level education and lay fundamental concepts in those subjects.
A Steiner-Waldorf
6
MATHEMATICS IN THE KINDERGARTEN
Jaba pugyo ek, bhui ma lauro tek

jaba pugyo dui , ija mero bui
jaba pugyo tin , chepparo chin
jaba pugyo char,bakhra patha sar
jaba pugyo panch, agan ma nachh
jaba pugyo chha padna lagyo ka ,khaa
jaba pugyo saat, bujhana lagyo baat
jaba pugyo athha, ghokna lagyo patha
jaba pugyo nau, uslai paryo dhau
jaba pugyo dash, panda ma rash
*****
Rationale
Young children encounter mathematics as a part of the natural world. They begin to experience
the quality of size and weight as they lift different stones or compare the length of the branches
and sticks they find. The child experiences time in their own rhythm of waking and sleeping, the
rhythm of the sunrise and sunset, and the changing of the seasons.
Young children also encounter mathematics as a part of daily living. They experience numbers
and counting as they help to set out plates for the family meal. Their experience of time is
enriched when festivals are celebrated throughout the year. Different shapes can be experienced
as the child helps with daily activities such as folding square napkins or kneading dough into a
round ball.
Movement songs and games are one more way for the young child to experience mathematics.
Through movement, the child can learn to become small by bending down low to the floor and to
become big by jumping up high with arms outstretched. Another game may explore concepts
such as fast/slow, long/short, near/far, many/few, or front/back. Verses and songs have their
own pattern of rhythm and rhyming, which is also an experience of mathematics.
The Steiner-Waldorf kindergarten is structured in a way that encourages the children to explore
mathematics in the natural world and in daily work activities. There is a rhythm to the day,
week, and year, which gives to the children a solid foundation for the learning of time. The
teacher takes advantage of opportunities to count out loud with the children, using practical
activities such as counting the number of spoons needed for snack or the number of children in a
ring game.
A Steiner-Waldorf
7
Movement games and songs are used consciously by the teacher to help the children to develop
confidence in knowing where their body is in space, to introduce concepts as listed above, and to
experience the rhythm that is in speech. The children are allowed to experience these concepts,
not as an intellectual experience as of yet, but as a natural part of the world in which they live.
Objectives
1. Values and Attitudes
To stimulate
provide anand create favorable
environment attitudes
in which toward can
the children mathematics.
experience mathematics
as a natural part of their world, which they can experience with a sense of
wonder and discovery.
2. Knowledge
To provide the foundation experience of counting, spatial awareness, shapes,

measurement, and time.
To provide practical life activities that naturally will include experiences of
mathematics, such as measuring ingredients for baking. To develop skills in
these areas.
3. Learning Outcomes/Skills
Numbers and counting: The younger children (ages 3 and 4) will begin to imitate the
teacher and will begin to count objects one by one verbally. The younger children
will join in singing games that involve counting. The older children (ages 5 and 6)
will be able to count the number of children in the kindergarten classroom and then
count out the napkins or spoons on their own. The older children will join in the
singing counting games and also be able to initiate these games.
Measurement: The younger children will begin to understand concepts of big/small,

tall/short, thick/thin. They will compare weight by lifting and carrying various sized
objects. The older child will be able to sort items according to size or weight.
Time: The younger child will begin to anticipate daily activities that occur within the
consistent rhythm of each day. They will also begin to anticipate the activities that
occur weekly within the consistent rhythm of each week. The older child will begin
to anticipate the activities that occur within the rhythm of the year, ie: festivals and
birthdays. They will begin to understand the concept of the calendar and have an
interest in watches and how they show time.
A Steiner-Waldorf
8
Geometrical Shapes: The younger child will begin to recognize different shapes such
as a round ball or a square block. The older child will be able to tell the shapes of
various objects. The older child will also make shapes out of modeling clay,
beeswax, or bread dough, or draw shapes on paper, and identify those shapes.
Relation of place, special awareness: Using movement games, the children will
develop an awareness of using their own body in space to experience concepts such
as big/little, tall/short, quiet/loud, front/back, fast/slow. Through imaginative stories,
the older children will expand on these concepts, developing concepts of bigger
than, smaller than, faster than, and so on.
**********
CREATIVE ARTS IN THE KINDERGARTEN

Rationale
Artistic activities provide children with an opportunity for personal expression, creativity, and
joy. These activities encourage the development of imagination and lay the foundation for a life
time enjoyment and appreciation of the arts. Artistic activities also allow the children to
experience the culture of their own country and also other regions and cultures.
In the Steiner-Waldorf kindergarten, the teachers believe that teaching is an artistic activity and
that, in working on their own artistic skills, they are continuing to develop their own imagination
and creativity. Thus, they bring to the children a model of lifelong learning and creating; a
model that is worthy of imitation.
The children in the Steiner-Waldorf kindergarten have opportunities to draw, paint, model with
dough or beeswax, sing, dance, act out simple stories, and learn simple crafts.
Objectives
To allow the children to express themselves and their feelings through art
To encourage the development of imagination and creativity
To lay the foundation for an interest in and an appreciation of the arts
To give the children to experience arts as a part of their Nepali culture as well as
experiencing arts from others cultures
A Steiner-Waldorf
9
2. Knowledge
To give the children a basic understanding of the various artistic medium and tools
To provide experiences of music, by listening, singing, and playing simple
instruments, where the children can develop their capacity for listening to music and
making music.
To provide opportunities for the children to move their bodies to the rhythm of music
and to learn simple dances
To give children an experience and basic understanding of drama and storytelling
Drawing: Childrens drawings follow a developmental pattern. At the Shanti

Kindergarten, the children will have ample opportunity to draw. The teachers will
observe the drawings of the children and note where they are on the developmental
sequence. These stages of development are not taught, but happen naturally. The
drawings of the youngest children are just beginning to have some recognizable form,
and the activity of drawing for them is as much a motor activity as an artistic one. By the
time the child enters Grade 1, the child will be able to draw an age appropriate picture of
a house, tree, and person, in which all the forms are recognizable. The house will be on
the ground and have doors and windows. The person will have head, body, arms, legs,
face (eyes, nose, mouth), and the tree will have a trunk and branches.
Painting: The children are introduced to wet-on-wet watercolor painting. The paint used
is very fluid and the paper is wetted as well to allow for the free interplay of the colors.
The children will begin to learn proper brush technique. The children are allowed and
encouraged to give free expression to the work. The paintings of the younger children
will be an experience of color rather than form. The older children begin to find ways to
create pictures. All of the children will have the opportunity to experience the quality of
color as they paint.
Modeling: The children model with beeswax and bread dough. As with the drawings
and paintings, the younger children create forms that are not easily recognizable,
however, as they grow older and have more experience with modeling, their fine motor
movement becomes more proficient and the objects which they model will be more
complex.
A Steiner-Waldorf
10
Music: Music can be divided into three aspects: listening, singing, and playing
instruments. The children will develop their listening skills as songs are often used to
help the children through the transitions between activities of the day. Music is
occasionally used in conjunction with telling a story. Then the children learn to listen
both to the spoken word and to singing, putting it together to understand a story. Singing
and singing games play an important part in the kindergarten. The children learn to sing
in unison and in tune by singing traditional songs and nursery rhymes in both Nepali and
in English. The children will also be introduced to musical instruments, the pentatonic
lyre and pentatonic flute. Other simple rhythm instruments such as drums, rattles, and
bells will also be introduced in the kindergarten. Older children will be able to clap in
rhythm.
Dance: Young children live in predominantly in movement. The morning circle time
provides ample opportunity for movement in the form of singing games and movement to
songs and verses that tell a story. The younger child will be able to take part in the group
movement, imitating the movements of the teacher and the older children. They will
move different parts of their body as per the singing game and they will begin to move
according to the rhythm of the song. The older children will be able to move
rhythmically and follow the instructions of the teacher. The older children will learn
simple dances that they are able to initiate during their free play. Movement to music
also gives the children the opportunity to practice going fast, then slow, being loud, then
quiet. In alternating between these qualities, the children also learn self-control.
Drama/Puppetry: During story time, the students are occasionally directed in acting out a
familiar story. The teacher leads the story, including children when their part comes up.
The older children will be able to remember what is said by their character and are able to
speak it themselves. From time to time, the teachers will prepare puppet shows for the
children to watch. The children will often imitate this activity during free play time, by
creating their own simple puppets from play cloths or dolls and performing stories for the
younger children.
Practical Craft Work: Craft work in the kindergarten includes sewing, felting, simple
finger weaving, and simple woodworking. The emphasis is on helping with practical
work needed in the kindergarten, such as repairing torn play cloths and making small
dolls. In addition, in learning simple woodworking skills, the emphasis is also on
learning how to use the hammer and saw safely.
A Steiner-Waldorf
11
SCIENCE AND THE ENVIRONMENT IN THE KINDERGARTEN
When I examine myself and my methods of thought,

I come to the conclusion
that the gift of imagination
has meant more to me
than my talent for abstract thinking.
Albert Einstein
Rationale
Science is about seeing: what we think about the world often shapes how we see it. Science is
also about seeing objectively: what is really there, not what we presume to be there. Theorising
in science is a process of explaining what we see: the initial step is a clear perception, unclouded
by preconceived ideas. Theorising is a later step, and also one that we grow into when we are
able to think causally, to link cause and effect. The kindergarten child tends to see the world
subjectively, and responds though feeling and fantasy. When the child is older, the more
objective causal understanding becomes possible and appropriate.
In Steiner-Waldorf education, the aim is to build a science curriculum that is both located in the
childs developmental stages and will also educate the growing mind to be truly scientific, to be
both passionate and rigorous about understanding the world around us.
In the early years everything the child learns about the physical world (plants, animals, sun,
moon, minerals, mountains and rivers) is rendered in story form, directly out of the teachers
imagination. We wish to preserve the imaginative, pictorial nature of the young childs mind
preventing a premature and inappropriate intellectualisation. It is important for the child to see
the world in its wholeness as a subjective experience; awakening a natural sympathy within the
child to care for and protect his/her environment.
Objectives

To develop a sense of wonder and awe in nature
To experience the rhythms of nature and celebrate the seasons
To develop an understanding of the built environment
To cultivate a feeling of responsibility for nature
To provide the children with the opportunity to explore the natural world
A Steiner-Waldorf
12
2. Knowledge
To develop an ability to observe

To begin to understand the cycle of planting and growing in a garden
To provide the foundation through which the children can begin to understand the role
which science and technology plays in their lives.
Through exploring, observing, and interacting with the natural environment, to give the
children a foundation for later studies in natural science
Built Environments: The children will engage in creating their own built environments in
creative play indoors, using blocks, tree branches, and cloths to create their buildings,
roads, rivers, and vehicles. They learn to organize the space and assemble the
components they need for building. They learn to work with each other in sharing the
space. The children use their imagination, working with various components, thereby
learning how the different types of components fit together, how to solve their
construction problems, and are able to carry out their task with confidence. On regular
walks, the children will observe building work in progress.
Weather and seasons: Through daily walks and outdoor play, the children will
experience the outside world in all but the most severe weather. During the morning
circle, the songs and verses that are presented to the children are of a seasonal nature.
Plants: Through caring for plants in the kindergarten room and in the school garden, the
children will observe the growth of plants. When vegetables are harvested and used in
the childrens snack or lunch, the children learn how these plants are used.
Animals: Through verses, stories, and movement games, the children will learn the
sounds animals make, how they move, and where they live. Through stories, the children
will learn about animals that work for people and be able to differentiate between
common domestic animals and wild animals
.
Water: The kindergarten will have access to water for drinking, washing hands and face,
cooking, cleaning, and watering plants and garden. By the teachers modeling of the
proper and economical use of water for these activities, the children will learn many
different uses of water in daily life.
A Steiner-Waldorf
13
Geology and land: Through the daily walks and through stories, the children will learn
about the land around their home in Nepal. They will experience the difference between
walking on hills and flat land, and will observe the stones, plants, soil, and small insects
that are a part of the land around them.
Tools and machines: Through daily, practical activities, the children will be introduced
to the use of hand tools such as hammers, saws, and screwdrivers. The emphasis will be
on using tools safely.
Transportation: On daily walks, the children learn rules of safety to be followed when
walking down the road. They learn to listen and follow directions of the teacher. Other
modes of transportation will be observed and safety skills around these modes of
transportation are followed. The children are most interested in the many modes of
transportation and will build their imaginative renderings of cars, trucks, trains, boats,
and other vehicles, during their free play time.
Communication: Young children are just beginning to develop their communication

skills. In the kindergarten, they will begin to learn more socially accepted and formalized
ways to communicate how to interact with supervising adults, how to follow directions,
how to ask for things they need, and how to respond in a group situation. The children
are also interested in the technological tools for communicating and will use simple
found objects to replicate devises such as telephones.
A Steiner-Waldorf
14
SOCIAL EDUCATION IN THE KINDERGARTEN
The healthy social life is found

When in the mirror of each human soul,
The whole community finds its reflection,
And when in the community,
The virtue of each one is living.
Rudolf Steiner
Rationale
The teachers at the Steiner-Waldorf kindergarten strive to provide the best model for imitation by
the children. This is true for everything that is brought to the kindergarten children, but never
more so than in the realm of social education. Children not only imitate what others do, they
also imitate the attitude that accompanies the action. Thus, when the teacher takes time and care
with an activity, the children will learn to take the same care with their activities. The children
learn to respect others and their environment by following the example of the adults around
them.
The kindergarten children will begin to learn how to work cooperatively and respectfully in a
group situation and adopt acceptable standards of social behavior. They also begin to notice and
appreciate the differences and similarities that exist between other people and themselves. Out
of these experiences, the children begin to develop the social skills necessary for one to one, and
group situations.
Practical work is a part of the Steiner-Waldorf kindergarten. The children will have the
opportunity to observe and participate in practical work activities such as cooking, mending,
cleaning, and gardening. Some of the practical work is done to meet the needs of the
kindergarten class, such as baking bread for snack, mending play cloths, or sawing a board for a
garden fence. Other work may be done that will benefit others, such as baking extra loaves of
bread for the school community. The children learn from the beginning that they are part of a
larger community and that they can participate in their own way in helping their community.
A Steiner-Waldorf
15
Celebrating the religious festivals of the year connects the children to their community and the
different cultures around them. The festivals also often mirror what is happening seasonally on
the earth. Celebrating the festivals help the children to learn about and connect with the rhythm
of the seasonal changes on the earth.
Objectives

To provide an environment where children can feel safe and secure and feel a sense of
belonging in the community of the kindergarten and school.
To cultivate an interest in and feeling of responsibility for their home and community,
becoming aware of work they can perform in service to their home and school.
To cultivate joy in participating in the works of family and school.
To cultivate the interest in and the joy in participating in cultural and religious activities.
2. Knowledge
To learn their daily routine

To learn simple good manners
To develop good habits of hygiene
To cultivate a respect for others
To provide the foundation for learning how to make decisions
Self Esteem: The environment of the kindergarten will provide a strong sense of security
for the children. The older children will be able to remember the activities of the day and
the week and be able to anticipate them.
Environment and Community: Through daily walks, the children will learn about the
environment around their school. They will learn to respect the property of other people
and they will learn to listen and follow their teacher. In the kindergarten, the older
children will help the younger children with activities that are difficult for them, such as
buttoning up a coat or tying shoes. The older children will be models for the younger
children and allow the younger ones to help them with chores such as counting out
napkins or taking care of plants. The children will help the teacher to prepare the
classroom for activities such as painting, morning snack, story time, or nap time. The
children will help to tidy the classroom every day.
A Steiner-Waldorf
16
Good Health Habits: Through daily practice, the children will develop the habit of
washing their hands before meals, after toileting, and upon coming into the kindergarten
after outside play. The daily routine of the children will include time for a nap or rest.
The children will be given healthy meals and snacks at the Shanti Kindergarten and they
will learn to eat healthy foods. There is a blessing before meals and the children will
learn to say their blessing with reverence.
The children will be respectful of each other as they play and work out their differences.
Decision making: Following the model of the teacher, who makes decisions thoughtfully
and confidently, the children will develop the capacity to make their own decision.
Manners: The children will say Namaste to elders. They will greet and welcome new
children with Namaste. Through the experience of being in a group and having to wait
their turn at many activities, whether it be washing hands or playing a game, the children
will learn how to wait patiently for their turn. Out of this example and the example of the
teacher, they will also develop the habit of listening to others and waiting their turn to
speak.
Religious Harmony and Respect: The Festivals of the year will be celebrated in the
kindergarten with respect and reverence. The children will develop a respect for other
cultures. They will also learn about the seasonal changes in the year as the festivals mark
the passing of time in the calendar year. The children will learn to be respectful during
meal blessings and when another person is praying.
**********
A Steiner-Waldorf
17
LANGUAGE AND LITERATURE IN THE KINDERGARTEN
Rationale
In the kindergarten the artistic use of language is an important aspect of the curriculum. Stories
and folk tales are told using rich verbal imagery that reflects their classical tradition. Often the
children have to extend themselves in their understanding of certain words, but within the
content of the story, new words become accessible to them. They become familiar with how
language works in a story.
Through speech the children are aware of the role of language in communicating to others. The
sense of speech is a key factor in their social understanding. In morning circle an artistic quality
is brought to the language by their use of large and small gestures to accompany various rhymes
and poems.
The kindergarten teachers strive to use only the best language with the children. Diction is clear
and the speech, unrushed. The children are very sensitive to the quality and tone of the voices
they hear.
Interaction between the children contributes to their language acquisition, whether at play,
helping with a task or exchanging news. They learn to listen to one another and share their own
stories. Every activity, be it craft, cooking or gardening, has its own vocabulary and expressions.
The children in the Steiner-Waldorf kindergarten are also introduced to the English language
with poems, songs, games, and simple stories.
Objectives

To support the art of conversation by developing the habit of listening well
To cultivate an interest in language, both spoken and written
To provide the foundation for learning how to read and write
To cultivate an interest in learning a second language through stories, games, and other
activities
To cultivate an interest in the customs and cultures of people who speak other languages
A Steiner-Waldorf
18
2. Knowledge
To listen and respond to others
To be interested in stories and information
To be able to retell or act out stories they have heard
To acquire an increased vocabulary
To be able to speak clearly and confidently
To become familiar with the sound and rhythm of the English language
To imitate and sing the rhymes, poems, and songs in English with the teacher
3. Learning outcomes/Skills
Listening and concentration: The teacher tells the same story each day for at least one
week so that the child will learn the flow of language and have time to build their own
images of the story for themselves. As the year progresses, the stories presented are
longer and more involved. The stories are drawn from carefully chosen traditional folk
tales or seasonal/nature stories. The older children will be able to retell the familiar
stories.
Articulation: Rhythmic work with nursery rhymes and finger games are used as a
rhythmic practice in articulation. In the nursery rhymes, the importance is placed not so
much on the content of the verse, but on the sounds. The fine motor work of finger
games helps to support the finer articulation of speech. The children will learn many
finger games and rhymes throughout the year and be able to recite them independently.
Literacy: A variety of books is provided for the children to explore the visual aspects of
written texts. The children will be introduced to the qualities of nouns, verbs, adjectives,
and adverbs through work in the morning circle (e.g. creeping quietly like a mouse or
leaping lightly like a deer). Pre-writing skills are emphasized in the kindergarten to
prepare the children for more formalized letter/word work in the grade school. Through
developing gross motor skills through play, games, and movement, and fine motor skills
through crafts, drawing, and modeling, a firm foundation will be provided for the more
demanding cognitive skills needed for letter formation and writing.
The children will have opportunity to draw pictures and simple forms and practice shapes
in their drawings. The older children will often practice writing their name and the
names of their family and friends. The older children will become interested in the use of
written language and the recognition and formation of letters.
English language: Through simple songs, verses, and games, the children will begin to
explore the sounds, rhythm, and tone of the English language. The children will learn the
names of the colors, animals, and also some simple greetings in English. They will
become familiar with the sound of the English language.
A Steiner-Waldorf
19
PHYSICAL EDUCATION IN THE KINDERGARTEN
Rationale
Young children need to move in order to develop in a healthy way. In the early years, the
childs body is still being formed and movement very specifically helps that physical formation
to happen. Through crawling, standing, and walking, the hip joints are literally carved out and
the muscles become strong. Through jumping, walking on balance beams, standing on one foot,
and standing on tip toes, the children develop their sense of balance. Through activities such as
throwing and catching balls, the children are developing their eye/hand coordination. All of
these movement activities help the children to develop the awareness of where their body is in
space.
A healthy sense of balance, spatial awareness, and eye/hand coordination are important for
cognitive development as well. The ability to read and write depends on the ability of the eyes to
track the writing on the page and the coordination of eyes and hands to learn how to write.
Without a healthy sense of balance and spatial awareness, it is difficult for a child to sit and
concentrate on lessons.
In the kindergarten, there is an emphasis on providing healthy movement activities as a

foundation, both for the physical health of the child and for healthy cognitive development.
There are many daily living activities in the kindergarten that require lifting and carrying items.
The children will be encouraged to help the teacher, and each other, in these necessary chores.
Objectives
To provide an environment where healthy movement is encouraged

To encourage an interest in physical activities
To value the physical labor of daily work and feel pride towards their own and others
work
2. Knowledge
To participate in games and other activities that support a healthy sense of balance
To become aware of the space around them
To become aware of their body and all their various body parts
To express themselves with movement
To help with the daily chores that require physical work
A Steiner-Waldorf
20
3. Practical Outcome/Skills
Knowledge of body: The children will be able to touch different body parts when asked
in a movement game. Along with imaginative movement verses, the children will be able
to stretch their body and limbs, reaching to the sky or stretching outward like the
branches of a tree. The children will be able to touch and bend major joints of the body,
both with practical activities such as putting on coat and shoes or brushing teeth, and with
imaginative games.
Physical fitness: The children will be able to carry small chairs to the story circle. They
will be able to jump with both feet off the ground. The older children will be able to
throw and catch small beanbags across the circle with the teacher.
Walking: The children will walk together daily around the neighborhood of the school.
They will develop stamina and be able to walk further as the year goes on.
Balance: Through circle games, the children will be instructed in balance activities such
as standing on one foot or walking along a narrow path or balance board. The children
will develop the ability to stand and balance on one foot for a few moments, to walk on
tiptoe, and to stand on tiptoes for a few moments. They will be able to stop themselves
while they are moving fast, without losing their balance. They will have opportunities to
practice balance games during free play and outside play.
Movement in free play: In the kindergarten classroom and play yard, the environment
includes places where the children can climb, jump, and crawl. Simple items for building
play structures will encourage lifting, carrying, and physical coordination required to fit
the pieces where they need to go. Having simple materials such as boards, hollow
blocks, and tree branches as toys, encourage the children to be creative with their
building. Being creative often means much trial and error, thus much physical exercise!
The children will value this work and encourage each other as they build their muscle
strength and problem solving skills.
Movement Expressions: During the movement circle, the children will participate in
games and songs that instruct them to make different kinds of facial expressions. They
will also imaginatively show how tall a tree is, then, how small is the stone, by stretching
tall or bending over and curling up small. They will jump, crawl, hop, walk, tiptoe, or
skip to songs or verses. The younger children will develop the beginnings of the skipping
rhythm, the older children will learn to skip rhythmically.
A Steiner-Waldorf
21
USEFUL REFERENCES
ALMOND, J. (Ed), A Deeper Understanding of the Waldorf Kindergarten. Waldorf

Early Childhood Assn. of North America
ALMOND, J. (Ed), An Overview if the Waldorf Kindergarten, Vol 1. Waldorf Early

Childhood Assn. of North America
CARLGREN, F. Education Towards Freedom; Rudolf Steiner Education A survey of

the Work o Waldorf Schools throughout the World. (Lanthorn Press) Floris Books. UK
CLOUDER, C; (UK) HEYS, B; (UK), DAHLIN, B (SWE); DIEKSRA, (NL);

LANTIERI,L. (USA); BERROCAL, P F.(ESP) and PASCHEN, H. (D) (Co-authored
by) Marcelino Botin Foundation Report 2008: Social and Emotional Education.
International Analysis
GRUNELIUS, E.M., Early Childhood Education and the Waldorf School Plan. Rudolf
Steiner College Bookstore. USA
HALLER, I. How Children Play. Floris Books. UK
JAFFKE, F. Work and Play in Early Childhood, Floris Books. UK
KOENIG,K. The First Three Years of the Child. Floris Books. UK
A Steiner-Waldorf
22
ACKNOWLEDGEMENTS
Curriculum Development
Nepal Department of Education.

Department of Curriculum Development,
Bhaktapur, Nepal
***
Glenaeon Rudolf Steiner School,

Middle Cove, Sydney, Australia
***
Kamaroi Rudolf Steiner School,

Belrose, Sydney, Australia
***
Shanti Waldorf Inspired School,

Budhanilkantha, Kathmandu, Nepal
***
Steiner-Waldorf Schools Fellowship

Forest Row, Sussex, UK
***
Curriculum integration:
Terri Reinhart
Denver Waldorf School.
Colorado, USA
***
Photograph:
Courtesy of Shanti Waldorf Inspired School

Budhalilkamtha, Kathmandu, Nepal
***
All Rights Reserved
Eric K. Fairman 2010

Email: eric.fairman@gmail.com
A Steiner-Waldorf
23
A Steiner-Waldorf

Integrated Nepali Government and A Steiner-Waldorf Early Childhood Curriculum

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Integrated Nepali Government and A Steiner-Waldorf Early Childhood Curriculum

Uploaded by

Copyright:

Available Formats

AN INTEGRATED

NEPALI EARLY CHILDHOOD

To be studied in tandem with

Acknowledgements: LIFEWAYS http://www.lifewaysnorthamerica.org

EARLY CHILDHOOD DEVELOPMENT HANDBOOK

EARLY CHILDHOOD DEVELOPMENT HANDBOOK

EARLY CHILDHOOD DEVELOPMENT HANDBOOK

MATHEMATICS IN THE KINDERGARTEN

Jaba pugyo ek, bhui ma lauro tek

1. Values and Attitudes

To provide the foundation experience of counting, spatial awareness, shapes,

Measurement: The younger children will begin to understand concepts of big/small,

CREATIVE ARTS IN THE KINDERGARTEN

1. Values and Attitudes

Drawing: Childrens drawings follow a developmental pattern. At the Shanti

SCIENCE AND THE ENVIRONMENT IN THE KINDERGARTEN

When I examine myself and my methods of thought,

1. Values and Attitudes

To develop an ability to observe

Communication: Young children are just beginning to develop their communication

SOCIAL EDUCATION IN THE KINDERGARTEN

The healthy social life is found

1. Values and Attitudes

To learn their daily routine

LANGUAGE AND LITERATURE IN THE KINDERGARTEN

1. Values and Attitudes

PHYSICAL EDUCATION IN THE KINDERGARTEN

In the kindergarten, there is an emphasis on providing healthy movement activities as a

1. Values and Attitudes

To provide an environment where healthy movement is encouraged

ALMOND, J. (Ed), A Deeper Understanding of the Waldorf Kindergarten. Waldorf

ALMOND, J. (Ed), An Overview if the Waldorf Kindergarten, Vol 1. Waldorf Early

CARLGREN, F. Education Towards Freedom; Rudolf Steiner Education A survey of

CLOUDER, C; (UK) HEYS, B; (UK), DAHLIN, B (SWE); DIEKSRA, (NL);

HALLER, I. How Children Play. Floris Books. UK

JAFFKE, F. Work and Play in Early Childhood, Floris Books. UK

KOENIG,K. The First Three Years of the Child. Floris Books. UK

Nepal Department of Education.

Glenaeon Rudolf Steiner School,

Kamaroi Rudolf Steiner School,

Shanti Waldorf Inspired School,

Steiner-Waldorf Schools Fellowship

Courtesy of Shanti Waldorf Inspired School

All Rights Reserved

Eric K. Fairman 2010

You might also like