Updated: Mar 9
At the core of Waldorf Education and its pedagogy is the tying of the curriculum to a child’s age and stage of development. “What” we teach is as important as “when” we teach it, based on a whole picture of the child and his/her/their development - physical, social-emotional, and cognitive. It is this unique approach that creates classrooms filled with students who can connect to their learning, because it meets them at the right time and in just the right way, and who are fully engaged and excited to learn thanks to that intentional planning of the curriculum.
For example, our fourth grade class at the Waldorf School of Princeton recently explored equivalent fractions, less than and greater than symbols, and how to find equivalent fractions when given different denominators.
So, when thinking about our curriculum, we have:
“What” - Fractions
“When” - Fourth Grade
And, now, the “Why”...
A fourth-grader developmentally begins to see him/her/themself as an individual in the group. Students at this age become increasingly self-aware, developing a sense of self in relation to the world and people around them. It is this time when a child is identifying as a part of a whole, that they can relate to the mathematical concept of fractions.
To learn more about our uniquely development-based and experiential curriculum, visit www.princetonwaldorf.org or visit our campus by scheduling a tour with our Admissions office.