Harmony Montessori in Mill Valley, Ca. is integrating elements from Waldorf in their Montessori-based structure.
Wilana Anderson, founder and inspired educator is doing a Waldorf training in addition to her Montessori teacher training, and together, we are finding ways to to offer children learning opportunities from each method.
Children are offered self-directed learning opportunities and guided lessons with materials from Montessori and Waldorf. The environment offers the basic Montessori preschool materials, such as the pink tower and the brown stairs.
Montessori Language materials:
Montessori botany leaf and flower cabinets:
Montessori science experiments:
Waldorf pretend play materials:
Waldorf dolls and fairy play houses:
Waldorf and Montessori complement each other in many ways, not only in the learning environment.
Teachers can hugely benefit from opening up to a variety of educational approaches. Each method has its genius.
You can use the tools of “Inspired Self-Directed Learning” to give guided lessons, foster independent learning and the nourish the intelligence of pretend play.
Come join us for a workshop at Harmony Montessori, April 29, 2010 7-9m. Please register here www.newlearningculture.com/workshops/html
Montessori and Waldorf education are both founded in deep respect for the child, and they can complement each other when applying Inspired Self-Directed Learning. They are an example of the Yin and Yang-energy in education. Montessori education supports the practical, academic and intellectual development of the child extraordinarily well. Whereas Waldorf schools lay emphasis on the creative and spiritual development. Both approaches are needed to assist children in reaching their full potential joyfully.
Here’s an example: Montessori called the child’s activity ‘work’, because she saw that the children she worked with enjoyed ‘real-life’ activities, such as cooking, cleaning and planting and they lost interest in pretend play. Children today however, are often ‘pretend-play-deprived’! They need prepared environments where they can ‘play out’ their real-life and TV-experiences as a way to process tension and emotions.
I am currently assisting a Montessori-school in the East San Francisco Bay, to create a play therapy space as an offer for specific children. This is a step towards acknowledging that pretend play is a way of healing, and needs to be part of a complete elementary curriculum.
Another example: I am currently tutoring a 13-year-old girl from the Marin/North Bay who is going to Waldorf school. I am assisting her academic and intellectual development with Montessori materials, mostly in math and grammar. Within a few weeks, the girl made extraordinary progress because she could see and touch basic concepts such as addition, division, fractions etc. She also regained joy and self-esteem by finally ‘grasping’ what had been a confusing thought construct. At Waldorf schools academic subjects are taught in a very traditional way, the teacher talking, the children at desks being taught in a group. Children are divided by age and sometimes by skills, so they don’t have the opportunity to learn from each other. Additionally, Waldorf-schools don’t offer the hands-on learning materials they have in Montessori-schools.
In “Inspired Self-Directed Learning” children can have the full spectrum of educational tools available, depending on the willingness of the teachers to educate themselves and provide them. Feeding the genuine curiosity of a child, and keeping the joy of learning alive through an inspiring environment and intentional lessons to choose from, supports the natural development of children towards their full potential as compassionate self-directed beings.
New Learning Culture can assist any school in including additional learning opportunities. Please get in touch. No budget is too small. email@example.com
Montessori and Waldorf education can wonderfully complement each other when we apply ‘Inspired Self-Directed Learning’
In fact, Waldorf is missing important pieces , such as the Montessori’s hands-on learning materials, whereas Montessori education is not giving enough time for role and pretend play, the world of imagination and emotional processing.
Let’s give our children all tools for learning and growing on all levels by allowing ‘Inspired Self-Directed Learning’ in a thoroughly prepared learning environment with a wide choices of guided lessons.
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