Why is the Waldorf kindergarten focused on high-quality pretend play? What is the value of a play-based kindergarten?
There is an increasing substantive body of peer-reviewed, well-conducted research that supports the Waldorf approach of high-quality pretend play in the kindergarten years, moving into exposing children to letters and numbers in a multi-sensory approach while delaying the formal instruction in reading and mathematics until later (see subsequent Q&A on methods for teaching reading, literacy and numbers in the Waldorf school). Studies show that four-, five-, and six-year-olds in heavily ‘academic’ classes tend to become less creative and more anxious – without gaining significant advantages over their peers. Youngsters in well-structured ‘play’-oriented schools develop more positive attitudes toward learning along with better ultimate skill development (Healy, 1994). The National Literacy Trust has compiled extensive worldwide research evaluating the impact of early (e.g. pre-K/K) formalized education. According to Price (2003), “there is evidence that normal, healthy children who learn
