Our educational concept concentrates on the question of how the children can be supported and accompanied in their current phase of life. All the methods and principles, the design of the atmosphere in the kindergarten as well as the entire environment, are all oriented towards this question.
Our philosophy of education aims to build on the high educational ideals of the past. As Wilhelm von Humboldt formulated, man can become more human through learning. Or as Novalis said, it is a high art to be human. That is what we aim for.
“Know yourself before you seek to know the children.” – Janusz Korczak
However, we also know that the classic educational ideal needs renewal, because today we can no longer speak in the same spirit as was 200 or 300 years ago of an embossed cultural landscape. We know that today we have to create the conditions in which cultural education, in the spirit of a healthy human incarnation, can take place.
This is possible today only if we work and deepen our view of the child in his different stages of development, physically, mentally and spiritually.
We look with great gratitude to Rudolf Steiner’s educational impulse, which was initiated a hundred years ago, with his innumerable suggestions for the renewal of pedagogy. We understand Waldorf education (Rudolf Steiner Education) as a creative educational impulse, which enables us to develop new, contemporary forms of encounter pedagogy. The latter, in our understanding, gets lost in the middle between today’s many standards and many current approaches to free education, leaving the child more or less to himself.
Rudolf Steiner’s spiritual view of man and the world helps us laying down the foundations for a first understanding of preschool children. At this age, the pedagogy of the encounter is shaped by the adult serving as a role model, and the child’s deeply rooted will to imitate. The child has a strong will for learning and for being a mirror image of his surrounding.
Especially in the first years of childhood, the development windows are particularly wide open and comprehensive foundations are formed for all further development. The child forms, so to speak, his soulful and spiritualized bodies in his encounters with the world. In doing so, the foundation for later consciousness and self-awareness is laid. Central to this is the realization that the human being is not locked up in his body, but rather pours out towards his surroundings. From the outside to the inside, the incarnation takes place until the interior awakens in self-consciousness to autonomy.
In order to find their own way of life, the child needs the loving care, protection and role model of the adult. The pedagogical highlight of this age is: the child learns by imitation mainly from the model of the adults around him. Children should be able to tap into the meaning of their own; actions, feelings and thoughts step by step; In addition, qualified role models in childhood and adolescence need orientation and guidance.
“Two things should children get from their parents : roots and wings.” – Johann Wolfgang von Goethe
The child in his entirety wishes to live through his motor skills. The senses activity, speaking and thinking, are, to a certain extent, connected with the child’s movement and express themselves throughout the body. As a result, the child experiences the moving world completely differently than we do as adults. In the world of the little child he does not experience standstill – but rather only transformation.
The kindergarten child therefore lives, so to say, in a natural religiousness- He can be astonished, he can experience miracles and he can meet the world with interest and trust.