By Joe French
Every child is unique. Some are adept at conventional learning while others learn best through ‘hands-on’ activities and imaginative play. This means that some children will flourish in alternative educational systems that differ from the norm in terms of educational methods and overall ethos.
The two most established types of alternative education are are Steiner Waldorf schools - often known as Steiner schools - and Montessori schools and nurseries. Collectively, they are the two fastest growing educational systems in the world.
The Montessori method rarely extends to secondary education, whereas the Waldorf method is typically taught at both primary and secondary ages. As it stands there is only one Montessori school for secondary age children in the South East area, The Montessori Place.
For London parents who are after something tailored to their child’s unique abilities and limitations, it can be hard to know the key differences between the two main alternative systems and which would be the best fit for their child. Here, we explore these two educational approaches and pick apart the differences between them.
Similarities
Before we delve into the differences, here are some of the things these education systems have in common:
• Placing the individual child at the centre of the education.
• Prioritising the imaginative, physical and psychological development of each child - that is to say holistic development is seen as more important than pre-determined attainment in a particular subject.
• A strong connection with nature is at the core of both approaches. Outside play and activities in nature are present all the way through the curricula.
• While technology is increasingly at the core of mainstream education, these systems focus on protecting children from the pressures of modern life. This means little or no screen time and a preference for using alternative teaching methods.
• These systems see children as naturally creative and seek to harness this creativity rather than suppressing it through more rigid approaches to curriculum delivery as may be found in mainstream schools. Both educational approaches are particularly suitable for motivated and expressive children.
• Testing and grading form a minuscule part of both systems compared to the regular assessment that children undergo in mainstream schools.
Play
In Waldorf schools, imaginative play and the natural environment are at the heart of the curriculum for younger children. Dressing up, craft activities, painting, songs and poems are very much emphasised. The Waldorf method sees ‘make-believe’ as essential for a young child to develop their active imagination, cognitive flexibility, and social skills. There are lots natural objects and materials for playing with, art materials and games in the classroom for younger age groups.
Unusually for the UK but not for Europe, formal teaching of reading, writing and maths does not begin until the age of 6 ½ -7yrs. The pace of learning is initially slower, but longer term academic and social outcomes often exceed those of peers in mainstream education. Waldorf education has a rich and varied curriculum that aims to support balanced development in every child.
Contrastingly, from an early age the Montessori method discourages so-called ‘pretend play’. Instead, children are given practical ‘toys’, such as kitchen equipment or kid-sized furniture. The idea behind this being that when children are given the opportunity to carry out ‘real-life’ activities, they lose interest in activities that don’t translate to the real world. Although both approached are child-centred, the Montessori method is also more child-led, which contrast with the teacher-led approach of Waldorf schools.
Class Structures
In the Waldorf system, from age 7-14, classes move through the age groups with the same teacher, allowing a deep pedagogical bond to form over the years. This means that a child might have the same teacher for as many as eight years.
However, in Montessori schools there are mixed-age classes. This is thought to more closely mimic real life situations and children are mixed in 3 year age groupings. Typically this includes toddler classes from birth to age 3, primary classes for children aged 3-6, and elementary classes for ages 6-9 and 9-12.
Learning Activities
In a nutshell, the Montessori method lets the child choose what they want to learn and the teacher then guides the learning. A child’s choices are seen as ‘keys’ to new worlds of experience and learning, which the teacher facilitates. Toys, for instance, are not seen as useful for just playing but as objects that can teach children vital concepts.
In a nutshell, the Montessori method lets the child choose what they want to learn and the teacher then guides the learning. A child’s choices are seen as ‘keys’ to new worlds of experience and learning, which the teacher facilitates. Toys, for instance, are not seen as useful for just playing but as objects that can teach children vital concepts.
In contrast, the Waldorf method places the most importance on a rich and progressive curriculum that is ‘brought alive’ in the children’s imagination by the teacher. In a Waldorf school, in the younger years, a child might be encouraged to create their own toys from available materials – later on the children create beautifully illustrated workbooks as a record of curriculum topic that have been covered. If this type of imaginative education ticks the boxes, Michael Hall School in East Sussex is definitely worth a visit.
A Different Education
Alternative education methods have been tried and tested for almost 100 years, and have successfully educated thousands of children.
Some children will be more suited to a Steiner school and others to a Montessori, but there is also a large degree of variation between individual schools - it’s worth visiting a range of schools to find one that suits you and your child.
These types of educational approaches are revolutionary in putting the individual child at the centre of the teaching method. Alternative methods foster an atmosphere where overall individual development is valued above excessive results-driven assessment of child against nationally determined criteria.
