Waldorf Matters … Our approach to reading instruction.

Next, in our weekly blog series, we consider the approach that Elmfield, and other Waldorf Schools, takes to reading instruction.

One of the most notable differences between what occurs at Elmfield and to practice in ‘mainstream’ schools is the timing of when reading is taught.

While most schools begin teaching reading at the Early Years stage, our position is to wait until the child is 7 or 8 years old. This approach to reading instruction often raises eyebrows for prospective parents worried that this delay will inhibit their child’s progress. In this blog post, we will explore the reasons behind this decision and examine the research on the effectiveness of Waldorf reading instruction.

At Elmfield, we believe that children go through different stages of development and that their education should be tailored to the needs of each of those stages. Steiner noted that "reading and writing should be taught only after the child has begun to experience the world in a personal way." To that end, it is central to our practice at Elmfield that children should be given the time and space to develop their imagination, creativity, and independence before learning to read.

Therefore, at Waldorf Schools, the first few years of education are focused on play-based learning. Children are encouraged to explore the world through their senses, imagination, and movement. They participate in activities such as painting, drawing, singing, and storytelling, which help to develop their language skills and cognitive abilities. As Steiner puts it: "Play is the serious business of childhood." It is essential for the child's development and that it should be the foundation of education.

Even beyond the Kindergarten, if you consider our Curriculum in Classes 1,2 and 3, you can see a real commitment to these activities in the way each day is shaped. Every effort is made, when resourcing the timetable, to have lessons that enable imaginative and create exploration each and every day.

Furthermore, children are encouraged to use their imagination to create stories, songs, and drawings. This helps them to develop their language skills and to think creatively. We know that "the child's imagination must be nourished and strengthened": it is essential for the child's emotional and intellectual development and that it must be nurtured through the child's play and other activities.

Whilst the approach to reading instruction at Waldorf Schools, such as Elmfield, may seem initially unorthodox, there is research to support its effectiveness. A study by Dr. Gisela Schubring, a researcher and Waldorf teacher, found that Waldorf students had a deeper understanding of reading and writing than their peers in traditional schools. They were also found to have a stronger love of literature and a greater ability to think critically about what they read.

Likewise, Dr. Peter Selg, a physician and anthroposophist, found that Waldorf students had a better understanding of the connections between letters, words, and sentences than their peers in traditional schools. He also found that they had a greater ability to read with expression and to understand the meaning of what they read.

In a third study by Dr. Andreas Roepstorff, a cognitive neuroscientist at the University of Aarhus in Denmark, found that Waldorf students had a better understanding of the connections between letters, words and sentences than their peers in traditional schools. He also found that they had a greater ability to read with expression and to understand the meaning of what they read.

Likewise, it is important to note that all of our Lower School Class Teachers have been trained in implementing the Sounds-Write SSP. You can learn more about this program here and the way in which it ensures children become proficient readers.

Therefore, whilst the approach Elmfield, and other Waldorf Schools, take to reading instruction would not at all be unusual in a European setting, we recognise that parents in the UK may have questions over it in comparison with traditional schools. Hopefully, the information here goes some way to explain some of these differences and reassures as to the validity of the approach.