(734) 635-4143

1923 Geddes Road, Ann Arbor, MI

Early Childhood Teacher Program

Requirements for Early Childhood Education Certificate

The Waldorf  Teacher Early Childhood Education program is designed to develop the pedagogical and artistic skills necessary to become a Waldorf Kindergarten, Pre-Kindergarten, or home daycare teacher. Courses in Anthroposophy, child development, Waldorf methods, and the arts are required.

We offer a year-round format of courses on the weekend (Saturday and Sunday). Two 5-week terms, one in the Fall and one in the Spring complete the year along with two week-long summer intensives. Courses are offered in Ann Arbor and occasionally in Detroit. The weekend program allows students to work full-time and complete the Waldorf teacher training.

Concurrent completion of the Foundation Studies classes and a successful student teaching practicum are required before graduation from the Waldorf Teacher Early Childhood Education program. The entire program is offered in a two year completion plan —enabling completion of the foundation  studies preparation, teacher preparation courses, and practicum within two calendar years. There is also the flexibility to extend the completion of the program over a longer period of time. Enrollment is on a rolling basis so you may apply to begin at the start of any term. We welcome your questions, contact us to learn more about becoming a Waldorf teacher.

Requirements for a Waldorf Teacher Early Childhood Certificate
Foundation Studies Classes

Photo by Morgan Owen-Cruise

Course No.   Course Title
WISM 102      Human Development: The Individual Path
WISM 103      Cultural History
WISM 117      Chorus
WISM 118      Clay Modeling
WISM 119      Painting
WISM 120      Work, Life and Times of Rudolf Steiner
WISM 121      Basic Books of Rudolf Steiner
WISM 122      Foundations of Anthroposophy
WISM 124      Festivals
WISM 130      Eurythmy I and II
WISM 135      Child Development: Birth to Seven
WISM 136      Child Development: Seven to Eighteen
WISM 137      Creative Speech
WISM 140      Images in History

Waldorf Teacher Early Childhood Classes
Course No.   Course Title
WISM 225     Administration in Waldorf Schools
WISM 226     The Inner Life of the Teacher
WISM 227     Exceptional Child
WISM 235     Music for Teachers
WISM 238     Handwork for Teachers
WISM 285     Self Care for Teachers of Young Children
WISM 301     Humanity and Nature (Study of Man)
WISM 305     Young Child and Society
WISM 352     Beautiful Basics:Essentials of the Waldorf Early Childhood Classroom
WISM 355     The Seasons
WISM 370     Storytelling
WISM 373     Puppetry
WISM 375     Painting & Color
WISM 377     Circle Games and Singing
WISM 380     Doll making
WISM 401     Intuitive Thinking
WISM 450     Individual Project
WISM 455     Student Teaching Seminar
WISM 458     Student Teaching in a Waldorf Setting

Checklist for Early Childhood Program

Are you interested in becoming a Waldorf teacher or taking a class for professional or personal development and wondering how to proceed? Apply online for the certification program to become a teacher, or request a class registration form to take a class.

 

Why Waldorf? It is apparent that the growing illiteracy problem in this country is not caused by the lack of technical decoding skills. For most of the children with reading deficiencies, it is a crisis in comprehension, a crisis largely brought about by the early introduction of abstract decoding skills and by ignoring the powerful tools of imagination  and artistic activity that are the natural avenues of learning for young school children. Ironically, the only cure put forward by the educational establishment is to work harder and earlier on decoding skills, which only exacerbates the problem further.

The conventional method of teaching reading must be turned inside out in order to take advantage of children’s naturally developing capacities for learning. And this is precisely what happens in Waldorf Schools. On the very first day of kindergarten, children in a Waldorf school begin learning to read. True, it is not the technical, dry, outer aspect of reading that they are asked to work on. Instead they are engaged with the far more important inner aspect of reading.

Working with a real knowledge of the developing child, Waldorf teachers begin teaching reading by cultivating children’s sense of language and their inner capacities to form mental images. Vivid verbal pictures and the use of rich language are constantly employed in the classroom. Difficult vocabulary and complex sentence structure are not held back in the telling of tales. Children sing and recite a vast treasury of songs and poems that many learn by heart. Children live into the world of imaginative inner pictures, totally unaware that they are developing the most important capacities needed for reading comprehension, for reading with understanding. They learn naturally and joyfully.

Join us to learn more about this joyful method and one of the fastest growing independent education movement in the world!