‘Seeing the Child’
Truly seeing a child in Steiner/Waldorf pedagogy means an ongoing, sustained process of perceiving the child´s individuality and self-development with sincere, warm interest, free of any value judgement.
The educator’s inner work and attitude are seen as prerequisites for working with children, and the encounter between the child and the adult forms the heart of the educational process. The educator, in accompanying the child, conscientiously cultivates their relationship, whilst creating a safe space into which the child has the opportunity for self-expression. The educator can gain empathetic insight into the child’s unique potential and needs.
This includes daily preparation, reflection, imagination, and contemplation to develop pedagogical insight. The educator, by practicing daily review, meditation, imagination, anthroposophical study, discussions, and child contemplation with colleagues and parents, is on a path of personal development while endeavouring to deepen capacities on behalf of the child.
With this in mind
- We give the children the time to unfold their potential at their own pace.
- We provide an enabling and supportive environment.
- We know the importance of empathy and of relationships with the children in the
- process of building trust and attachment.
- We follow the principle of example and imitation as the fundamental way of learning for children
- between birth and 7 years.
- We are conscious of our responsibility to serve as an example and of our commitment to self-education.
- We practice mindful perception and deep observation of the children to get to know
- their capacities and needs.
- We develop relationships with colleagues and work together on our understanding
- of child development and self-development practices.
To assess the child´s development, the following aspects and procedures may apply:
Biographical Profile – In dialogue with the parents, we gain a picture of the child, including pregnancy, birth, developmental stages, and family background, as well as gifts and challenges as perceived by the parents.
Continuous observation – The development of a healthy physical body and the nurturing of the senses are seen as a priority in the first seven years. To observe the development of individual children, we use child contemplation and individual observations within the circle of educators around the child. This provides us with both an observable picture and an indication of the child’s potential.
Child Contemplation – The outer description gathers observations of the child, including physical appearance, ways of moving and communicating behaviour in free play and socialising, while leaving behind all judgment. The Inner contemplation attempts to go into the essence of the child through reflection and imagination, weaving the observations into a picture of the child without reaching diagnostic and specific conclusions.
Observations and reflections among colleagues take place over several days or weeks. A shared viewing of the child´s drawings and paintings can provide additional insight. All observations are conducted in a spirit of caring and loving attention, with patience and reverence, and with a gesture of gentle inquiry to deepen the relationship with the child and to recognize any intentions and needs.
In Steiner/Waldorf early childhood settings, child contemplation may allow access to the essence of the child while facilitating the perception of his/her development. All information from an ongoing dialogue with the parents should be included in this reflection.
From there, it can be supplemented by assessments under the following aspects, where required:
Formative Assessment – Observing and documenting how each child develops holistically in broad areas such as language, play, creativity, and social interaction, gaining insight into their individual strengths and needs. This supports responsive teaching and ensures that learning opportunities reflect the whole child, rather than focusing on academic outcomes.
Comparative Assessment – Views the child’s unfolding individuality with reference to general developmental milestones. This might highlight areas where they need specific attention and increased support, e.g. when a child goes through a crisis during a stage of developmental transition.
Summative Assessment – This can take place at times of transition, such as readiness for kindergarten or readiness for more explicit learning and instruction at the transition from kindergarten to grade school. It provides us with a more definitive outline of children´s all-around physical, emotional, social, and cognitive development.
Diagnostic Assessment – Out of observations and intuition, and in consultation with the parents, we identify areas where a child might require specific specialist support to meet particular developmental or educational needs and/or disabilities. We abstain from drawing diagnostic conclusions.
Reports and Written Assessments – Regulations in many countries require a report on the child’s holistic development to be provided at various points in a child’s life, for instance, at the transition to school. This, in Steiner/ Waldorf schools, generally occurs between six and seven years. A summary of the report is provided to the child’s parents and/or to the next teacher at the school. Written assessments may be required by authorities in many places. Any information in this context is given with parental consent only.
Seeing the child with an open mind
In Steiner/Waldorf early childhood settings, educators aim to view developmental steps as arising from the child´s own initiative and ability to imitate. Through this unique ability, the child develops their identity and resilience from birth to 7 years.
The early years of childhood need special protection to guard the child´s unfolding forces against premature expectations. Attention is therefore given to the individual dynamics of development and the child’s well-being. All developmental steps are seen with appreciation, and the child´s individual way of unfolding his or her capacities should not be subject to any evaluation against pre-determined learning outcomes.
The educator should be clearly committed to self-evaluation and to being a good example for the child, whilst deepening the relationship between them. Observing the child´s development with interest and sincere appreciation can strengthen the child’s sense of trust and give him/her confidence to continue discovering the world.
IASWECE, October 2025