The Study Of Waldorf Early Childhood Life Education

Waldorf education is the Austrian philosopher and educator Rudolf Steiner· theory based on anthroposophy established mode of education. The first school was established in 1919 in Stuttgart, Germany. Seventies and eighties of the twentieth century, the rapid development of Waldorf began around the world, only in North America, the number of Waldorf schools from nine in 1967 to today’s more than 200. After the Soviet Union collapsed, Waldorf began in Eastern Europe continued to develop. In the 21st century, many Waldorf schools have been built up in Asia. By 2012, the world’s 60 countries have established an independent Waldorf School 1025, more than 2,000 kindergartens,530 special education centers. The world has a lot of Waldorf teacher training colleges and public schools based on the concept of Waldorf education, charter schools and home schooling. After nearly a century of development, has become the world’s largest and fastest-growing non-religious education campaign, combined with different local cultures fall flowering. In China, the first of the Waldorf kindergarten was established in 1997 in Taiwan. In 2004, mainland China, the first contact to Waldorf education of Huang Xing, Zhang Lifu women and Lize Wu, who founded the first in Chengdu, the Waldorf - Chengdu Waldorf. 2014 Spring 10 years, the country has more than 30 primary schools and more than 300 Waldorf kindergarten in practice, mainly in all capital cities. In the early childhood stage, focus on physical and spiritual balance Waldorf development, respect for the law of development of individual life, with their emphasis on people, people with others in harmony with nature symbiotic relationship with art and other ways to nourish the child’s life, which is no doubt early childhood education have in common life. This study was designed by the theory of Waldorf early childhood education and life-related theories systematic collation and analysis, combined with a Waldorf kindergarten for observation, interviews and other information collected, to extract the benefit of the Department of Education and Child Survival for the theory and practice of Waldorf early childhood education has brought a new perspective.This study uses literature analysis, observation and interviews. Waldorf early childhood education with theory as the main object of study, from the perspective of life education theory to sort out. Combined with the author’s first practice of the school in Chongqing Waldorf Early Childhood Education - Xinyu Gakuen observed data and interviews to refine the principles of Waldorf early childhood education life, ways, and the effectiveness and reflection. The full text is divided into the following sections:The introduction describes the origin of this study, the significance, literature review, the core concepts and research ideas and methods.The second part from anthroposophy theory, three social order theory, the body, mind and spirit essence triple, quadruple and seven property development stage theory to explain the theoretical basis of human life Waldorf early childhood education.The third part describes the principles of Waldorf early childhood education in life: when everything has principle principle, the principle of love and warmth, the principle of rhythm, imitation and role model, attention to the principles of sensory experience.The fourth part of life and nature, artistic nourishment of life, life with others, Thanksgiving life detailed four-part approach to life Waldorf early childhood education.The fifth part to change the way the cases presented children, teachers, parents life state, and from lack of practice, localization, teachers in rural practice three aspects of Waldorf Waldorf early childhood education to reflect life.