Spain

Europe, Spain

Waldorf education became known in Spain in 1975 when a group of parents and teachers prepared the first Waldorf Kindergarten, which was inaugurated in 1979 in Las Rozas (Madrid) under the name of Escuela Libre Micael.

At present, there are 31 early childhood programs plus 16 more that are in a process of development and recognition. In Spain, policies are very strict, and many initiatives need a long time to be able to fulfil all the requirements before receiving their legal license. Initiatives are not supported by the state, but need to fully comply with the national curriculum. Nevertheless, we have developed a great capacity for translating the requirements of the law into a wonderful Waldorf reality!

There are also 11 Teacher Training Centres in Waldorf Education in 9 different cities. All are recognised members of the national association.

Early childhood programs in Spain are very different from those of a few decades ago: since children come from a very diverse conglomerate of cultures, economic backgrounds, family situations and new social structures, new attitudes and skills needed to be renewed and improved. This presupposes a reinforcement of teacher training in the pedagogical and didactic field, and in the management and leadership of schools.

The Spanish national association is a federation of all Waldorf Early Childhood Programs, Schools and Teacher Training Centres. This association promotes mutual support among the initiatives through meetings and among colleagues through working groups. It also works to protect the good use and quality of the names Waldorf and Steiner.

We also publish a twice-yearly newsletter distributed for free to more than 5000 families and friends of our movement and to more than 17,000 online subscribers, with updated reports of the activity of IASWECE.

The list of programs, publications and the national newsletter are published on the website www.colegioswaldorf.org.

For the newsletter: https://www.colegioswaldorf.org/pages/la-revista

Lourdes Tormes is a Waldorf kindergarten teacher and trainer, representative of IASWECE in the Asociación de Centros Educativos Waldorf de España, and a member of the IASWECE Coordinating Group member.

Website of the Waldorfassociation in Spain

Video about a Waldorf kindergarten in Alicante

New Zealand

Australasia, New Zealand

There are now 25 kindergartens in New Zealand (Aotearoa), 2 day care centers and a number of play groups. There are 10 Steiner/Waldorf Schools, 5 of which have High Schools.

There are also 3 curative homes in New Zealand for adults and children. All the above are members or associate members of the Federation of Rudolf Steiner/Waldorf Schools in New Zealand. All Early Childhood education falls under the Ministry of Education in New Zealand and while this means the education is subsidized, which makes it possible for all children to attend, it also means we need to comply with state regulations.

Looking back. Anthroposophy was brought to New Zealand by affluent European settlers in the early twentieth century, shortly after Rudolf Steiner began lecturing in Europe. The Antroposophical society was established in 1933 and Steiner/Waldorf Education began in Hastings, the middle of the North Island in 1950.

Training. The main Anthroposophical training centre, Taruna College, was founded in 1982. This has been the home not only to education but also biodynamics, health and art courses. At present there is a 3 – year, modular Early childhood in – service course which is recognised by IASWECE and is not connected to Taruna but is run on behalf of SEANZ (Steiner Education Aotearoa New Zealand)

Major Concerns. It has taken a while for Steiner/Waldorf Schools to become integrated into the indigenous culture and to develop a curriculum that both embraces the essentials of Steiner/Waldorf education and Maoritanga. Early childhood is the fastest growing form of education in New Zealand, especially for children under three. We have no specific training for the child birth to three and many mainstream institutions with very little understanding of the very young child.

New Zealand is geographically very isolated and it is a challenge to feel part of the world movement even though Steiner/Waldorf education has been in existence here for over 60 years.

Kathy MacFarlane, kindergarten teacher in Auckland, also teaching on the training courses nationally and internationally and representative for New Zealand on the IASWECE Council.

Website of the Federation of Rudolf Steiner/Waldorf Schools in New Zealand

Japan

Asia, Japan

Japan there are about 60 Waldorf kindergartens, including 50 member kindergartens registered in the Japanese Steiner-Waldorf Association, as well as some individual members who run early childhood programs and non-member kindergartens.

In Japan there are two types of institutional systems for children under 6 years old:
● Privately run kindergartens for 3 to 6-year-old children, recognized by the government and entitled to the state funding. The official school hours are from 10 AM to 2 PM.
● Nurseries and child care centers for birth – 3 year-olds and older kindergarten children. These child care centers have longer hours, from early morning to late in the evening for families who work full time and need child care throughout the day.

In the past, Steiner kindergartens only accepted children after age 3, but with the increasing number of working mothers in the recent years, more and more Steiner kindergartens are beginning to prolong their working hours and/or to accept children between birth and 3 years old.
Some kindergartens offer parent-child classes for children under 3 years of age and special classes for 2-year-olds.
Due to the enactment of a new law in April 2015, which encourages the integration of the above two types of early childhood education, many kindergartens are now undergoing a transformation into a new type.

Training. At the moment, the second 3-year training course organized by the Japanese Association in Tokyo will soon be completed. The courses were organized in collaboration and with the support of IASWECE and the Pedagogical Section at the Goethenaum. Additionally, there are two initiatives running in the Osaka and Yamaguchi Prefectures, and one is being planned in Nagano Prefecture.

Special concerns. Living and working in a non-Christian, Asian country, we have been trying to study our own culture and the anthroposophical point of view, asking ourselves how we could help Waldorf ideas and programs come to life in the social and cultural realities of Japan.
In an attempt to make Steiner early childhood education better known to public, we have organized “Steiner parenting festivals” every year as an outreach effort. How to best communicate the Waldorf ideas and programs to the public is one of our central tasks in our current situation.

Looking back
● 1975 – Steiner education came to be widely known through the book by Prof. Koyashu “Pupil at an Elementary School in Munich”.
● End of 1970s and 1980s – Waldorf Early Childhood Education was adopted in a number of private kindergartens through lectures, courses, and workshops by lecturers from Germany and through study tours in Europe.
● 1987 – First full time Steiner School opened in Tokyo, Japan.
● Since 1990, educators who studied in the West return to Japan and started, with parents, to organize Kindergarten programs.
● 2001 – “Tokyo Steiner School” was recognized by the government as “School Corporation Steiner Gakuen (School)” for the first time, followed by a second Steiner school in Hokkaido.
● 2015 – Within the framework of the new system, 3 child-care centers were founded.

Sono Matsuura is a kindergarten teacher in Tokyo who also teaches in the training courses, and is Japan’s representative on the IASWECE Council.

Webpage of the Japanese Steiner/Waldorf Early Childhood Association

Sweden

Europe, Sweden

In Sweden today there are 78 Waldorf kindergartens. They are organized as private but state-financed kindergartens, which follow the national preschool curriculum – Läroplan för förskolan, Lpfö- 18 (2018) – as well as their own Waldorf curriculum – “En väg till frihet” a path towards freedom (2016).

In our kindergartens we welcome children from 1 to 6 years old. We offer groups for small children 1-3 years old and groups of mixed ages from 3-6 years old, as well as mixed groups for children from 1-6 years old. A well-known everyday rhythm, great care of both the environment and natural materials, as well as the emphasis on each child’s own development within free play, and practical and artistic exercises and experiences are core values. In Sweden there have been Waldorf movements for more or less 65 years. They grew from a great ideal engagement from pedagogues and parents.

Working together. RWS – Riksföreningen Waldorfförskolors Samråd, the national association of Waldorf kindergartens in Sweden, has as its task to strengthen the Waldorf early childhood movement and the anthroposophic impulse for education in Sweden, through framing cooperation and exchange between the kindergartens. The association calls annual meetings and conferences with lectures twice a year, in spring and autumn. At the same time representatives from 20 different districts around Sweden hold a meeting where they discuss what is going on in the different kindergartens around the country.

Burning Issue. A major challenge for Sweden’s Waldorf kindergartens has been to comply with the legal requirements formulated in the Swedish preschool curriculum ”Läroplan för förskolan”, Lpfö-18 (2018).

The political leadership meant that all children in preschool should be given the opportunities to develop digital competence, by having access to digital tools and media in preschool. The starting point for the formulation was the government’s digitization strategy (2017), which would lead to Sweden becoming the best in the world in using the possibilities of digitization.

The introduction of digital tools/media instead had major consequences for children’s developmental opportunities in preschool, and several research studies showed that children’s language development and motor skills were radically impaired. It was clear that this change in relation to children’s development took place after the introduction of requirements for the use of digital tools and media in preschool age.

With this starting point, the government has completely changed its strategy. Currently, it is no longer a requirement from the government to use digital tools in preschool. Instead, preschool education is encouraged to create opportunities where the children can take part in reading aloud and movement, which must be formulated and clarified in the editing of the curriculum.

This of course is a big sigh of relief and incredible joy for Sweden’s Waldorf kindergartens and the RWS Riksföreningen Waldorfförskolors Samråd, who has put a lot of effort and energy in to being granted an exception for Sweden’s Waldorf preschools to be a screen-free option.

Training. WLH – Waldorflärarhögskolan (Waldorf university college) is situated in a beautiful environment in Bromma, Stockholm, close to Solgården, the first funded Waldorf kindergarten in Sweden. So one can really get the feeling of the daily life in a Waldorf kindergarten going on just around the corner. Since the 70’s there have been training courses in Waldorf pedagogy in Sweden.

To get a Waldorf preschool teacher certificate in Sweden you can choose to study full-time for 3 years or part-time (60%) for 5 years. Currently around 280 students are studying at one of the courses or programs at WLH.

Sara De los Santos is a Waldorf kindergarten teacher working in Rudolf Steiner lekskolan in the south of Sweden. She has also worked for SOFIA (an organization of international initiatives on an anthroposophical foundation) for a few years. IASWECE Council member.

Website of the Association of Waldorf schools in Sweden

Website of the Waldorf University College

Belgium

Belgium, Europe

At the moment there are approximately 1300 children being cared for in 18 Steiner kindergartens.

By law all children need to be accepted in kindergarten from the age of 2,5 years, and in many Steiner schools separate pre-kindergarten groups are being organized for these very young children with fewer children per group and where possible an extra helper. In addition, “Salutogenese,” an anthroposophically based organization for the child from 0-3, fosters the further development of home and daycare initiatives based on Steiner education in Belgium. The education system in multilingual Belgium is organized independently within each of the 3 language communities, each with its own sets of laws – this has had a real effect on the development of Steiner schools in Belgium. Steiner kindergartens in Flanders are each part of one of the 15 Steiner primary schools and there are at the moment 6 schools for Steiner secondary education. They are all recognized by the Flemish Ministry of Education and get governmental subsidies. In comparison to many other Steiner kindergartens in the world, the kindergarten groups have many children with numbers up to 25 children and more. In addition to this, most groups only have one kindergarten teacher with mostly no or very little assistance, which brings its own set of challenges both for the children and the kindergarten teacher.

Looking back. The initiative for the establishment of Waldorf or Steiner education in Flanders/Belgium took place through the impulse of the Antwerp notary Emile Gevers in 1948-1954. About the same time, the 2nd battle of the educational battle between the Catholics and Liberals in Belgium was at its peak. Not formally bound by or affiliated with a political party or religion, the first Steiner school got a green light and the first Steiner kindergarten started in September 1954 in Antwerp, under the care of Caroline Smits as kindergarten teacher. For the opening of the school several well-known Anthroposophists came from neighboring countries, such as Herbert Hahn and Ernst Lehrs from Germany. But mostly the Dutch were well represented and had a big influence on the start and further development of Steiner education in Flanders with Willem Zeylmans of Emmichoven, Bernard Lievegoed, Max Stibbe, Daan van Bemmelen and Wim Veltman as some of the most prominent figures. In 1971 the Parcival School opened its doors as the first Steiner school for children with special needs and learning difficulties. It took another 22 years until 1976 before the 2nd Steiner school was founded in Lier, followed by faster growth first in the bigger cities Gent (1978), Bruges (1979), Leuven (1982) and later in smaller cities and towns. In the period 1995-1997 the Steiner schools, enforcing their constitutional right to freedom of education in court, received the right to use their own curricula and specific development goals and objectives.

Working together. The Steiner schools are working together in 2 school communities (elementary and secondary) and an overarching Federation for Steiner schools in Flanders. In these school communities the different educational tasks and challenges are being decided upon and given to the educational co-workers and working groups to process. The further training of their teachers is one of their responsibilities. The ‘Working Group for Steiner education for the child from 0-7’ prepares among other things the yearly conference and acts as a sound board for the developments in the kindergartens. The Federation is taking care of the overarching tasks that transcend the school community level, such as international collaboration, advocacy work, network with local educational partners, quality frameworks, etc.

In contrast to the situation in Flanders it’s been much more difficult in the French part of Belgium to start Steiner schools. At the moment there are 4 Steiner kindergartens, of which 2 are part of a Steiner primary school. In the small German part of Belgium there has been one Steiner kindergarten in the past but they moved many years ago to Germany.

Training. There is no full-time Steiner-based teacher training in Belgium. In order to work as a teacher in Belgium from kindergarten up to secondary school, a teaching degree recognized by their Ministry of Education is required. In the past most teachers went for several years for further Steiner training in Germany or Holland. In recent years, training modules for Steiner education are organized by the Federation and the different school communities to offer teachers the possibility of professional development.

Clara Aerts is a former Steiner kindergarten teacher and a pedagogical co-worker for the Steiner schools in Flanders, a lecturer and guest teacher in training courses worldwide, and a member of the Coordinating Group of IASWECE.

Website of the Federation of Steiner schools in Belgium

Germany

Europe, Germany

The German Association of Waldorf Kindergartens comprises 558 Waldorf kindergartens at this time, plus affiliated early childhood care in nurseries or in-home daycare provider networks. There are approximately 24,881 children between birth and age 6 in their care.

The Waldorf kindergarten movement in Germany is subdivided into regional working coalitions according to the different German provinces. Indeed, there are different frameworks for the kindergartens in each province. However, the German Association of Waldorf Kindergartens is developing general agreements that will apply to all Waldorf kindergartens in Germany.

Its tasks are also to provide teacher training and strengthen collaboration across regional boundaries. Active collaboration in offering conferences; working together with the Association of German Waldorf Schools, the Association for Curative Education, and the Pedagogical Section in Dornach; as well as collaboration with IASWECE, are all tasks for this association of the German Waldorf Kindergarten movement.

One focal point for discussion in recent years, alongside the development of a teacher training for early childhood teachers, is the quality of Waldorf early education. In the last ten years of Waldorf pedagogical practice, many new themes have been taken up: full-time childcare for children in the first seven years, support for families, the tasks of educating the very young child, strengthening the Waldorf kindergarten as a place for the child’s free play, and many more themes…

In the last fifteen years, childcare has been developed for the very young child, and is now taking place on a widespread basis.

Although an attempt was made to lower the age of school entry to 5 years, the overall experience with that was so poor that children may now once again enter school at 6 years. In certain provinces, it is also possible to start school at age 7 years.

The work of mentoring and accompanying colleges of teachers and boards of Waldorf kindergartens continues to grow in importance. Therefore, the German Association of Waldorf Kindergartens has given this mentoring and advising work its own place in the Association by establishing a new company; consultants (experienced Waldorf educators) work here to accompany and advise the kindergartens in their questions about pedagogy and self-administration.

The situation in Germany, with the generational change and growth in numbers of children through birth and immigration, requires many new Waldorf kindergartens and teachers. There are 11 training seminars for Waldorf teachers and they will not meet the demand. Here lies a task for the future!

Hartmut Beye, is responsible for public relations for the German Association of Waldorf Kindergartens

Website of the German Waldorf Kindergarten Association with the addresses of all German kindergartens and training centers

Norway

Europe, Norway

In Norway, a country with 5,5 million inhabitants, there are 44 Waldorf kindergartens with 2000 children from ages one to six. And there are 34 Waldorf schools with 5000 children. 5 of them have a high school.

Most kindergartens have separate groups for small children (age 1-3) and groups for older children (age 3-6). The size of the kindergartens ranges between 16-18 children in one group to around 100 children divided in 6 groups.

All our programs are state-funded and Waldorf kindergartens are under the same regulations and conditions as mainstream kindergartens. Parents pay the same amount (regulated by law) for all kinds of kindergartens. Also required staffing is regulated by law. For the children from 1-3 there should be one educator/teacher for every three children. For the bigger children every educator/teacher can have six children. So a usual size for a group is 9 small children (with 3 adults) or 18 big children (with 3 adults).

Although we have the same framework as all kindergartens in Norway, we have our pedagogical freedom. All early childhood programs in Norway (1-6 years) are called “barnehage” that means Kindergarten/Children’s garden. Children in Norway are used to playing outside a lot. Playing in nature is deeply rooted in the Norwegian spirit, so that is not special in Waldorf kindergartens.

In Norway children start school in August the year they are turning 6 years old. In Waldorf schools the curriculum for first grade is actually kindergarten activities, and the school curriculum starts in second grade.There are two kindergartens left in Norway who have their first grade pupils integrated in mixed age kindergarten groups. The other first grade classes have their own classroom furnished as a kindergarten.

Working together. All the Waldorf kindergartens are working together in the Norwegian Association for Steiner/Waldorf Early Childhood Education. This Association has a national conference each year where 350 colleagues meet over a long weekend, with keynote speakers and workshops addressing burning questions such as the role of the adult, attachment theory, core values in Waldorf education, etc.

Training. The Rudolf Steiner College University in Oslo www.rshoyskolen offers a three-year bachelor program and also a part-time education course over a period of five years for students who want to become Waldorf early childhood educators. They also offer a masters degree in Waldorf Education; this program is in English and open for application from all over the world.

Birth to Three. In Norway children from birth to three are in separate groups within the same kindergarten with a few exceptions. Most families are financially dependent on two incomes. Parental leave is in Norway for one year with a full salary, and after that both parents go back to work. Around 75% of one-year-old children in Norway spend long days in early childhood programs, and thus it may be understandable that educators are deeply concerned and struggle with questions and challenges regarding attachment and bonding in the early years.

History. The first Waldorf kindergarten started in 1934 in Oslo, some years after the first Waldorf school, so we have a long tradition in the country. Many of the schools and kindergartens were founded between 1970 and 1990. At first most kindergartens were for children from the age of 3,5 to 7 and they were open from 9 AM until 2 PM. So gradually days got longer and the age younger, especially after around the year 2000. Now most Waldorf kindergartens offer daycare from between 7.00-8.00 AM until 4-5 PM.

Aurelia Udo de Haes, Kindergarten teacher and member of the IASWECE Council

Website of the Country Association
Rudolf Steiner College University

Poland

Europe, Poland

There are now 10 Waldorf kindergartens in Poland. They are owned by associations, foundations or private persons and are diverse in size, number of groups and opening hours. All are funded partially through state subsidies and partially through the parents.

There are also many Waldorf-inspired kindergartens in cities like Poznań, Grudziądz, Bielsko Biała, Kraków, Wieliczka, Siemianowice and Wrocław. Some are interested in becoming Waldorf kindergartens. In Warszawa there is a Waldorf-inspired state kindergarten, also for children with disabilities.

Kindergartens do not offer day care for children under 3 years old. The need is slowly increasing and as a response, meetings or playgroups take place once a week in some kindergartens.

Children can continue Waldorf education at schools in Warszawa, Kraków, Poznań and Bielsko Biała. The schools are primary schools with 6 classes. In the first three cities there are Waldorf-inspired secondary schools with classes 7 to 9. The school in Warszawa now is planning to open upper classes 9-12.

Looking back. The first kindergartens in Poland were small groups in private flats for the teacher’s children and friends. After the political change in 1989 it become possible to talk openly about Waldorf education and anthroposophy and lectures and workshops for teachers began to take place.

It also became possible to open non-public alternative schools and kindergartens. Waldorf kindergartens began to open in the late 1980s and early 1990s, some with financial help from abroad, some on their own.

Collaboration. Waldorf kindergartens and schools are together in one association, Związek Szkół i Przedszkoli Waldorfskich w Polsce (Association of Waldorf Schools and Kindergartens in Poland). Kindergartens have their own section in the Association. The teachers meet and work together regularly. There is one big, open annual national conference and several smaller conferences or workshops during the year.

Training. In 1992, with very active help from Joop van den Heuvel from Holland and Maria Ziemska, a professor at Warsaw University, Waldorf teacher training was organized as a postgraduate study course at Warsaw University. This course of study, Podyplomowe Studium Edukacji Niezależnej, has trained kindergarten and school teachers ever since. At first the lecturers came from Holland, Germany or Austria, and now most of the lecturers are Polish.

The students come once a month to Warszawa, which is in the middle of the country and easy to reach by train, bus or car in several hours at most. They attend lectures and workshops from Friday afternoon till Sunday. They also meet for an intensive summer course and go for work experience to kindergartens in Poland or abroad.

Our concerns. Our problems are strict sanitary and epidemiological rules, which often prevent or make difficult our way of working with children. It takes a lot of time and force to talk with the officials and receive legal permission for how we work, and it is often not possible. For example, we are not allowed to cook or prepare food with the children. The kitchen must comply with such difficult requirements, that the majority of the kindergartens can’t afford it. These regulations also affect many small things like sand, chairs or towels…

Other problems come from changing educational rules and curriculums. In the last few years there have been many changes with the transition to school and the age of school entrance. The development and needs of the children in Poland are strongly influenced by economic and political interests.

The kindergartens and teacher training centers are working on presenting and popularizing Waldorf education. This education is not well known and some people in our country unfortunately have a distorted picture of it. We are working to change this.

Maja Rębkowska is a teacher in Waldorf kindergarten in Warsaw and is member of the IASWECE Council.

Website of the Waldorf Associaion in Poland

Canada

Although Canada is a very large country with many Waldorf initiatives in various stages of progress, there are currently only 25 Waldorf early childhood programs in five of the ten provinces.

Waldorf early childhood education came to Canada with the 1968 founding of the Toronto Waldorf School in Ontario, closely followed by the 1969 founding of the Vancouver Waldorf School in British Columbia. Many of these schools were part of the burgeoning growth of the North American Waldorf movement in the 1970s and are mostly clustered in British Columbia and Ontario, although there are long-term established schools in Quebec, Alberta, and Nova Scotia. Some schools in Canada receive partial government funding.

Working together. The 25 Waldorf kindergartens in Canada are members of the Waldorf Early Childhood Association of North America (WECAN) and work closely together with Early Childhood Programs in the United States.

Training. Schools and programs that receive government funding have caregivers who have completed training in both Waldorf and mainstream early childhood education. All other group leaders are expected to have completed their Waldorf training. There are three WECAN-approved early childhood teacher education institutes in Canada – The Rudolf Steiner Centre Toronto (RSCT) in Ontario, founded in 1978, the West Coast Institute for Studies in Anthroposophy (WCI) in British Columbia, founded in 1996, and the Institut Rudolf Steiner au Québec in Montreal, founded in 1990. All three work with the IASWECE Guidelines and WECAN Shared Principles.

Ruth Ker is the WECAN Teacher Education Coordinator and director of the Early Childhood Teacher Education Program at the West Coast Institute for Studies in Anthroposophy on Vancouver Island, British Colombia, Canada.

Waldorf Early Childhood Association of North America (WECAN)

Italy

Europe, Italy

In Italy, there are 1000 children attending the 30 Waldorf kindergartens in the country. The largest number of schools and kindergartens are in the North, but there are also some in the South and the center of Italy.

Collaboration. Beginning in 1978, two national meetings, one in autumn and one in spring, have been regularly organized. Today about one hundred teachers attend these meetings. In 1991 teachers working in the area and rooted in Anthroposophy created the Italian association Sole Luna Stelle (Sun, Moon Stars) to take care and support the early childhood education. Since 1991 the Association organizes a summer week of intensive work for teachers on pedagogical and anthropological themes regarding kindergarten-age children, and life and activities in kindergartens. Birth to three is also part of the work. Since 1994 regional meetings are held once a month in 3 areas (north – Milan, east – Oriago – Venice, Centre-south – Rome). A further meeting is held during the winter, together with teachers working with children in the second and third seven-year periods.

Training. Today in Italy there are six training centers recognized by the Italian Federazione Steiner Waldorf. The courses last two/three years (depending on how they are structured), after which kindergarten teachers have a compulsory internship.

Birth to three. Today in Italy there are no nurseries recognized by the Association Sole Luna Stelle. However during the last years sporadic initiatives for children from 0 to 3 years have started mainly as family groups, often by people with a training in Waldorf education. In many kindergartens, meetings for parents are organized in order to provide practical information regarding early childhood. Themes such as pregnancy, childbirth, first aid, breastfeeding, feeding, and the stages of child development are treated. These activities are very important because baby care and family environments are of fundamental importance for early childhood. The Italian Association considers the age 0-3 years to be very important and takes care of people and initiatives in this area.

Looking back. The first Italian kindergarten started from an Anthroposophical impulse in 1946 in Milan and the following year a little first grade class begun. Thanks to many conferences on education held in Milan, during the 1970’s many Waldorf kindergartens opened .

Silvia Rizzoli is Waldorf kindergarten teacher in Bologna, Italy and member of the IASWECE Council

Association “Sole Luna Stelle”
Association for Waldorf education in Italy