Friday, December 21, 2012

2013 Asian Waldorf teachers conference @ KOREA

28th of April - 4th of May 2013

For further information about the conference just have a look at

*The webpage is still in progress and will be completed step by stepThere is already detailed information concerning the schedule of the conference, the lecturesworkshops and group leaders.

Also, the registration has already started and you are most welcome to register now!!

Saturday, December 8, 2012

Our Children

Our Children
Our guides toward becoming truly human


We have to push ourselves into activity. We must work consciously with spiritual forces and work on our own inner development with great resolve. When I was a new teacher, my mentor said that an early childhood teacher has to be willing and able to sacrifice one’s adult needs. In our adult lives, we crave stimulation, spontaneity, change, novelty, and we digest our experiences through talking; but these are not good things for our classroom. The rock we live on in our classrooms is rhythm and routine. These are cornerstones of each day. A good day in the classroom is one in which time ceases to exist and yet somehow, miraculously, we have snack at a reasonable time, circle and story flow, and the children are ready to go home when the parents arrive. We are quiet in the classroom, always doing tasks, and hopefully our every word and gesture is imbued with intentionality.

But we need to go deeper than this. We need to overcome adult attributes that we associate with modern-day adults—such as being critical, wanting to define and categorize, and wanting to fix. None of these will serve us in working with the children. We must free our thinking if we are to respond to the call of the future. With our thinking we can enter into the realm of ideas and ideals, and it is within our powers to be able to find the essential within these realms. Thinking is an active meditation, allowing us to be instigators of metamorphosis. If we can commit our thinking and feeling to something outside of ourselves, this will bring forth life-giving forces into our work. The more we can remove ourselves from sympathy and antipathy, the more easily can empathy arise in us. We need to develop what Henning Kohler describes as active tolerance.

When we have answers, it is an egotistical act that does not enter the reality of the other. Every child has a reason for incarnating as he has. If there is a hindrance, we can offer help and support but the child may or may not choose to change it. Active tolerance means that we leave others free to be themselves in all their individual expressions. It means we observe and think about them with gentle and unprejudiced interest and that we strive to understand them enough so that we can honor their way of being and behaving without judging them by our own standards or forcing them to meet our expectations.

Far too often we are reactive to life, including the children in our groups. Even after the first day of school, we can hear teachers saying, “Oh, my goodness” about a child, a group, or a situation. Even if we think we have an ideal class, we are defining. It is important how we think about our children; they are particularly dependent upon our regards for them. The child’s social development is aided by the fact that she lives into the soul life of the adults around her. Through ourselves we enable the connection between child and self. We are the self that the child is eventually able to find within herself.

Live Oak Waldorf School Holiday FaireIn Life Between Death and Rebirth, Rudolf Steiner said, “For something to happen in the spiritual world, it is essential that there be absolute calmness of soul. The quieter we are, the more can happen through us in the spiritual world—that is what is creative in the spiritual world.” In calmness of soul we can learn how to respond rather than react. We can look at a child with an inner quiet that allows us to go from seeing to beholding. Perhaps a silly child is not being silly to annoy us or to disturb the class; perhaps his senses are so overloaded that he can do nothing else. A child who does not imitate may have been awakened too early into intellect and is paralyzed by living in a very chilly sheath. This child should not be sent out of the group but embraced in a warm soul environment. Most of the difficult behavior we see in the classroom is due to fear and pain. Every child wants to be seen by us and will show in his behavior where his difficulty lies. But it is up to us to learn that language. When we find fault, it is we who lack insight. We must ask whether a child can meet the expectations we have set. Wrong expectations have consequences; they can affect the child’s self-concept for many years.

As early childhood teachers, we are soon forgotten and we may not see the fruits of our labors. When children move on to the grades, they can pass us in the hallways with no recognition. This is good, because the child has moved on, feeling at home in his group and looking towards the future, and we can rejoice for them. But in the early years our lives spill over into the lives of others and we are a kindling force and a revealing power in the lives of the children we have cared for. This life on earth is only a span of time in an endless spiral of striving; everything we do to help will help forever...

This article is a brief excerpt from The Journey of the "I" into Life: A Final Destination or a Path Toward Freedom?, published by WECAN. The book contains lectures from the 2012 International Waldorf Early Childhood Conference at the Goetheanum by Louise deForest, Dr. Michaels Gloeckler, Dr. Edmund Schoorel, Dr. Renate Long-Breipohl and Claus-Peter Roeh. It's available from WECAN Books here.

Louise deForest was an early childhood educator for many years. She now dedicates herself to the mentoring and evaluating of teachers and programs and is actively involved with teacher training in the US, Canada, Mexico and Europe. She is a board member of WECAN and a North American representative to the IASWECE Council.

The images that accompany the article are from the Holywood Steiner School in County Down, Northern Ireland and the Live Oak Waldorf School in Meadow Vista, CA.

Vital Years Conference @ Sydney

Sydney, Australia - July 7-12, 2013

The Venue: The Collaroy Centre is located 40 minutes north from Sydney airport on the Northern Beaches. The Centre is surrounded by bushland, offering walks and tranquil spaces to relax. The Centre also has spectacular views of the Pacific Ocean, being just a 5 minute walk from Collaroy Beach.

Click here for conference brochure etc

Thursday, December 6, 2012

Meet up (11 Dec 2012) with Australian Trainer

Waldorf School Kota Kemuning Kelip Kelip (Kuala Lumpur, Malaysia) has specially arrange a meet up session on 11 Dec (Tuesday) at 7pm with an Australian Trainer. 

Interested parents and anyone who is interest to find out more about the education.

Please contact:  

Tel: 03-51210626 (office) ; 012-2900766 Ms Tee


Address: Primary School Kelip-Kelip Waldorf
No.27, Jalan Anggerik Doritis 31/134, Kota Kemuning, Shah Alam

Sunday, November 11, 2012

“Metta in the Womb” workshop on 17 Nov 2012

A workshop specially designed for the baby in the fetus and their aspiring & expecting parents, based on the teachings of Loving-Kindness or Metta. 

Cultivating a loving being and family even before the baby is born. 

To know more visit Or call 03 7842 7001. 

Time & Venue: 9am-2pm at Samadhi Vihara Shah Alam

Saturday, November 3, 2012

1st Waldorf Early Childhood Training @ Malaysia


First semester training date - 10 March 2013 to 16 March 2013 (Total 7 days), 9-5pm 

Application closing date: 15 January 2013

Lecturer(s) : From Taiwan 

For more info pls call Jeccy 012-2919635 (after 4pm) or Liew Chee Sang 016-6372139
or email 

Friday, November 2, 2012

Our Hands Belong to Levity

Our Hands Belong to Levity

Hands touching feet
A young infant is carried by her mother in a front-pack. I notice that the infant is awake and her little arms hang downwards, hands pulled down by gravity. Another little baby lies flat on her back in a buggy that the mother hurriedly pushes along on a busy sidewalk. The infant is barely visible under the protective hood. I am able to notice that the infant’s hands are raised up above her head and she is moving them gently as she gazes intently at them. She gives the impression of being at peace and thoroughly enjoying getting to know her hands, seemingly removed from her mother’s haste.
Part of my work as a Waldorf educational support teacher is assessing school-age children, either whole classes as part of a class screening or individual children who are having difficulties in school. I find that many of these students’ grasp on the pencil is tense and/or awkward. Then I ask them to do various fine motor activities and notice difficulties with finger differentiation; it’s as if several or all of the fingers work as a unit rather than as separate fingers—which would be more efficient and less tiring. This may sound surprising as students in a Waldorf school do so many activities that involve the hands, from playing the flute or recorder to drawing, knitting and sewing. However, if you look at how these children engage their hands in these activities you can see either a lot of tension or quite loose and almost floppy work. When they draw figures of people they often leave out the hands as if they aren’t quite sure that the hands live at the end of the arms.
Having studied the development of hands for many years, as a physical therapist, interested parent and teacher, I have developed a theory of why so many children (and adults) today have difficulties performing fine motor tasks, including writing by hand. Their hands are unnecessarily tense when writing, they are awkward with the use of tools, and lose interest in crafts, saying that they are not good at it.
My theory has several components. First of all, in order for hand coordination to develop fully, structural alignment in the neck and/or shoulder areas needs to be present. This is because the nerves that innervate the hands go through the shoulders as well as leaving and entering the spinal column at the neck. Sometimes a child’s neck and/or shoulder area (including the collar bone) has been quite compressed during the birth process. This is especially common if the newborn had broad shoulders or if forceps or vacuum extraction was used to help the baby out of the birth canal. If the newborn and young infant is carried in the upright for long periods there is also a possibility of disturbing the alignment of the neck (and shoulder girdle). Of course, parents and caregivers support the immature head and neck, but the infant also has to contribute effort from immature musculature towards maintaining this vertical head position.
On the other hand, when the infant is lying flat on the back or cradled on the side in the parent’s arms the neck muscles aren’t strained before they are ready. The infant can begin to turn the head from side-to-side, lift the head up to look at somebody, or turn toward the breast to nurse, thus gradually allowing the neck muscles to mature. By the time the infant has figured out how to sit up on his own (from lying down), by around 8 to 9 months of age, the neck is plenty strong enough to carry the head upright and able to engage all muscle groups in a balanced way. Then it is time for parents to carry him upright in a front- or back-pack—the baby’s neck muscles are now well-balanced and strong enough to hold the head up with ease. The point I am making is that today we often put our infants into the upright before they are ready; even if the pack has support for the head, in most situations this is not sufficient. Short moments can’t hurt, as long as the birth process didn’t compromise the neck and shoulder girdle too much.
The too-soon-upright situation (before the infant’s musculature is mature enough) also compromises the development of the hands in that the hands tend to dangle down, or, if the baby is older, she may grab part of the pack and hold on to it. In any case when carried or even propped in the upright positions, the baby’s hands do not easily find each other, nor play with the beams of light as they would if lying flat on the back. When in the front- or back-pack the eyes also don’t guide the movements of the hands which is part of the development of eye-hand coordination, basis for the future task of writing, among other tasks. The support that the floor gives the spine (including the neck) when lying horizontal allows the young baby to lift up his arms so the hands end up right above the face. There is little pulling down by gravity as the fulcrum (shoulder joint) is right below the hands, so the hands can play with each other, and the beams of light, for a long time without the arms tiring. Even if the baby is propped only 30 to 45 degrees, the weight of the arms due to the leverage caused by the hands being further from the fulcrum tends to pull the hands into gravity except for short moments of trying to grab something nearby.
Another factor that plays in to the development of the hands is the temporary use of the hands in gravity—as support for the upper body when the baby first pushes up onto the hands while lying on the stomach, soon starts to crawl like a lizard, then creeps on hands and knees. When creeping the hands use a similar gesture to the feet in walking: they swing outward a tiny bit, then forward in the direction of the creeping. The hands’ task is here to connect with gravity so the upper body can be supported enough to allow for locomotion. About three months later the baby has figured out not only how to pull himself up into standing, but also how to balance on the much smaller surface of the two feet and still manage to move forward in the direction he wants to go. Now the hands are truly freed from gravity and can begin to take on their birth right: freely creating, giving and receiving gifts of human kindness.
While the hands are used to support the upper body’s weight they experience pressure on the palms and this seems to be an important factor in furthering the coordination of the hands, for instance for ease of holding the pencil later on. The steady pressure experienced over and over again against the palms as the infant creeps (crawls) around the room actually integrates the palmar reflex. This reflex causes the young infant’s hands to clench as the palms are touched. While this reflex is even subtly present it is difficult for the baby to grasp and let go of objects in a coordinated way. Remnants of this reflexive gesture is seen in so many school-age children’s grasps on the pencil as they write. Imagine the increased tension this causes and how this can lead to a dislike of writing tasks!
The positions into which we place our infants can thus support or delay the development of the hands. We have our precious hands for giving and receiving, for lifting into levity far above our heads, for communicating via writing and gesture, for making useful and/or beautiful things that we and others can use and enjoy, for playing instruments, and for supporting others in their need.
When considering how to support school children who still have not fully developed their fine motor coordination, it’s helpful to address each area described in the article. I often suggest that parents have the child evaluated by an osteopath or other health practitioner who works with cranio-sacral therapy. This therapy is gentle and non-invasive, yet allows any structural misalignments to be addressed.
Next, I teach the parents how to do a pressure massage of the hands and fingers; it is also helpful to begin at the shoulders and press the arms all the way down to the hands. This pressure is rhythmical, gradually gets firmer, then gradually eases; it gives the child  tactile and proprioceptive feedback of the arms and hands, thus allowing for easier use of the hands.
Activities that put weight onto the hands contributes similarly with proprioceptive input while allowing for further integration of any remnant palmar reflex, for instance as the child walks like a crab, kicks the legs up like a donkey or swings through between two desks while the hands carry the body’s weight. Sitting on the upside-down hands in a firm chair as he pushes the body up (like a seated push-up) is another fun way to get weight onto the hands for the school-age child. For all ages kneading dough is fun and rewarding as the baking bread spreads its aroma through the house.
Other interesting proprioceptive activities are: finger-tug-o-war (the child links pointers together and pulls strongly in opposite directions right in front of the body with elbows out to the sides, then moves to the other fingers in turn); Hand Expansion-Contraction and Wool Winding Exercise, both these and other hand exercises are described in The Extra Lesson, see “Suggested Reading.”
Of course, it is helpful to give the student an imagination (or several) to give a picture of the physiologically correct grasp on the pencil. For older students I prefer to explain that the hands and fingers are represented in the brain—that because the thumb and the pointer have more area in the sensory and motor areas of the brain it is, in the long run, much easier to write using these two digits as the main manipulators, with the middle finger supporting them from under the pencil and the last two fingers involved in supporting the hand on the writing surface. This way of grasping the pencil efficiently uses one (of the two) arches of the hands that only humans have (we also have two arches in the foot: longitudinal and transverse). One of the hand arches is seen as the hand is flexed as when all fingers move toward the heel of the hand; it tends to be well developed. The other arch goes from between the middle and ring fingers to the middle of the wrist; this arch is activated when the two last fingers steady the hand while the thumb, pointer and middle fingers manipulate the pencil, chopsticks, paintbrush, or other tool that requires this kind of fine motor movement.
The Extra Lesson and Teaching Children Handwriting by Audrey McAllen.
“Supporting the Development of the Human Hand”, article by Ingun Schneider in The Developing Child: The First Seven Years, Gateways Series Three.
The Hand: How its use shapes the brain, language, and human culture by Frank Wilson.
Ingun Schneider is the course director of the Remedial Education Program at Rudolf Steiner College in Fair Oaks, CA. To learn more about the Remedial Education Program at RSC, just click here.

Tuesday, October 30, 2012

Your Computer Doesn't Have Developmental Stages

Your Computer Doesn't Have Developmental Stages

Some of you may have caught this video when it first came around months ago. It’s a video of a baby trying ‘use’ a magazine as an ipad. The baby’s experience has been, simply put, ‘I do this, and this happens’. She expects the same experience with a magazine that she gets with the ipad: I swipe, it moves. If you were to search around the internet using the phrase ‘baby uses magazine as an ipad’, you would find quite a few blog entries discussing this video.

They range from judgemental, to excitement about a young child using technology, to the opinion that this is a normal response for a young child, and not ‘ipad enduced’. So what thoughts do you have when you watch the video? You may find it hard to watch without judgement. Or not. You may start having a little internal argument with yourself, or with this child’s parents. Or, you may have negative thoughts about this youngster thumbing through Marie Claire magazine at her age.

Whatever your reaction, it is very likely a conversation starter of some sort. What’s great about that is it opens the door for some exploration of technology/media and age-appropriateness. If you have a student in a Waldorf school, you’ve heard about technology and media use guidelines for students, and maybe you’re about to click out of this post. Over the past five years, the technology scene has changed rapidly as smart phones proliferate and ipads abound. It’s not just a game of minesweeper on your flip phone, it’s Angry Birds, complete with a marketing plan that includes stuffed characters available in stores. Is it ‘bad’? No. But in a Waldorf school, we can sometimes give and get the message that all technology is evil to be avoided. It used to be referred to primarily as ‘media’, and that meant movies, tv, and computer use. We can’t really call it ‘media’ these days, and I question whether we need to define ‘it’. I think a more complete approach is to focus on how children and their brains and bodies grow and develop and why certain activities are good for them at different stages. To do that, we as parents have to commit to informing ourselves about child development.

By now, the child that appeared in that video is about two years old. She probably enjoys running, walking, and playing in the dirt. Those are great things for a two year old to do. Young children want and need to be active: it’s how their brains and bodies develop in a healthy way. That’s the simple answer to why, in our school, we think young kids have a fuller, richer, experience without technology in their lives.

Much about the American human experience has changed in the last one hundred years. Most of us no longer make music in our homes or dance regularly. Folk dancing alone puts a child through many important, brain and body building developmental movements such as crossing the midline, balancing, and spatial awareness. Yet these activities are, for the most part, lost to us now. We have to build those movement opportunities back into our children’s lives.

What can we do as parents? We can do our best to educate ourselves about our child’s developmental stage and needs. Then we can seek out experiences that will provide our children with opportunities for healthy growth. Teachers can often provide good information about developmental stages and can give parents age-appropriate technology guidelines for their students. There are many good books available and our area has relevant, useful parent education presentations throughout the year.

The technological landscape is ever-changing, and always growing. What doesn’t change all that much is how humans grow best. If we look at child development, rather than technology, it becomes easier to discern what seems best for a two year old or a teen. It’s not about ‘good’ or ‘bad’, it’s about what our kids can engage in that will give them a rich, full, experience. Informing ourselves about what our child needs helps us increase supportive activities and form our own family plan for technology.

Laura Crandall is the School Director at the Bright Water School in Seattle, Washington. To read this article at source, just click here.

Thursday, May 3, 2012

Monday, April 30, 2012

Malaysia - Waldorf Steiner School/Preschool etc

Updates...Waldorf Steiner School/Preschool in Malaysia...


1) Taska Nania - 

2) Taska Lin -   (Preschool)

3) Penang Waldorf School (Primary) - Contact Taska Lin 

4) Weemerle 快乐小
     Waldorf Inspired Kindergarten (open for registration)

Contact: Janice Ong (012-4093117 or 012-4789168)
Address: 2780, Jalan Bukit Kecil, Taman Bukit Kecil, 14000 Bukit Mertajam

5) Little Tadpole Waldorf Care Centre 
Contact: Miss Tan (04-890-2677)


1) Kota Kemuning - Pusat Jagaan Kelip Kelip (Primary School & Preschool)
Contact Person(s) - David (019-556-8868), Wan Yee (017-378-6578)

2) USJ/Subang Jaya - Waldorf Inspired Kindergarten (open for registration) 
Contact:  Suzanne Kong (012-989 3136)

3)  Putra Height/Subang Jaya - Pusat Jagaan Tong Zhen 
                                      Waldorf Inspired Kindergarten (open for registration)

Contact : Celene (012-2555929) 
Email : 

No.2, Jalan Putra Bistari 2/4C, Putra Heights 47650 
Subang Jaya, Selangor.

4) Setia Alam - Little Fairy
Facebook: Little Fairy 小精灵儿童乐园
Address: No.31, Jalan Setia Impian U13/5Q, Setia Alam, Seksyen U13, 40170 Shah Alam, Selangor.
Contact: Aimee (012-666 8082)

5) Kajang 梦芽田儿童乐园

6) Puchong   
Merryweather Playcare Centre
2 Jalan Puteri 12/18, Bandar Puteri Puchong, 47100 Puchong, Selangor.
Contact Person: Elayne 019 7277729.


1) TTDI - Hill Top (Preschool)

Contact Person - or 012-3701481!

2) Jln Ipoh - CiXin 慈心华德福童乐圆 (Preschool)

Contact Person(s) : Jeccy 老师: 6012-2919 635 ; 小芬老师:6012-2381 529



1) Waldorf SEC (Preschool)



Waldorf Education Books

Stockmar Art & Craft

***Please drop us a line if you know of any Waldorf Steiner School/Preschool or Waldorf Steiner Inspired Prechool/homeschool in Malaysia.***

Wednesday, April 4, 2012


Violent Games DO Alter Your Brain – and the effect is visible in MRI scans in just a week


Violent video games and other computer entertainment have long been criticised for damaging youngsters’ brain.

But activists such as Oxford Professor Baroness Greenfield have often presented little science to back up their allegations.

However, extensive research into the subject has now provided worrying results that support her claims.

‘Screen technologies cause high arousal which in turn activates the brain system’s underlying addiction,’ the neurologist said last month in an attack that accused games of causing ‘dementia’ in children.

‘This results in the attraction of yet more screen-based activity.’And now the first genuinely scientific attempt to analyse the emotive subject has thrown up astonishing results that suggest she is right.

Differences in brain activity between young men who played violent games and ones who didn’t were visible in a randomly assigned sample in just one week. A presentation at the annual meeting of the Radiological Society of North America told how fMRI scans were used to analyse the effects of playing violent videogames on brain activity.

The study took in 22 young men, and used magnetic-resonance scanning, as well as verbal psychological tests and counting tasks.

One control group played a violent shoot ‘em up for 10 hours during one week, then refrained afterwards.The other group did not play any games in either week.

 After one week, the ‘gamers’ showed less activity in certain regions of the brain when they were scanned.

Dr Yang Wang, assistant research professor in the Department of Radiology and Imaging Sciences at Indiana University School of Medicine in Indianapolis said to Medical News Today: ‘For the first time, we have found that a sample of randomly assigned young adults showed less activation in certain frontal brain regions following a week of playing violent video games at home.’

‘These brain regions are important for controlling emotion and aggressive behavior.’
The researchers, though, were cautious about their findings.Learning any new activity causes changes in brain activity that are visible under MRI scans, so the study does not prove that it is specifically playing violent games that alters behaviour.

The good news for parents is that the changes diminished greatly after one week.

 Dr Wang told Medical News Today: ‘These effects indicate that violent video game play has a long-term effect on brain functioning.’

It’s the first evidence of videogames having a detectable ‘effect’ on the brain – but whether this effect is simply the gamer group using parts of their brain differently to learn new skills remains to be discovered.

The fact that the areas affected appeared to be related to cognitive function and emotional control are concerning.

Further research into the subject will be conducted by Dr Yang Wang and his team.

‘Violent Games DO Alter Your Brain’ originally appeared in the Daily Mail. To view at source, click here.

Friday, March 9, 2012


Hilltop House is a small Waldorf Nursery/Kindergarten, located in Malaysia. We are growing bigger and are in need of an experienced Waldorf Early Childhood Teacher or someone who are interested in Waldorf education and would like to take up the challenge.   

Applicants should send their letter of interest, resume to Teacher Fong at or 012 3701481 (pls call after 1pm).

Wednesday, February 29, 2012

The Challenge of Rudolf Steiner – A Film by Jonathan Stedall (a trailer)

Filmed during 2011 – the 150th anniversary year of Rudolf Steiner’s birth – this two-part documentary by veteran film-maker Jonathan Stedall tells the story of Steiner’s remarkable life (1861-1925), as well as exploring the influence of his ideas and insights on a whole range of contemporary activities – education, agriculture, medicine, social and financial issues, and the arts.

Sunday, February 26, 2012

Class 1-3 teacher training @ Chengdu, CHINA

2012年5月16日-6月1日 华德福小学1-3年级教学实践培训

主讲老师:Peter Van Alphan ;Catherine

课程时间: 2012年5日16日早上8:30至10:00报到,10:30上课





For more info, pls contact jeccy 老师 at

Tuesday, February 21, 2012



(October 2012 – April 2015)

Application Period: now  – 30 June 2012
Venue:  Baanrak Kindergarten meeting room, Bangkok, Thailand

For more information pls email
Administrative coordinators: Abhinpon Kittipirapat, (, Rawimas Paramasiri, (

OR email and we forward you attachment.  

Friday, February 10, 2012

Outing...part 2

Activities for kids and adults

Have fun :]

Saturday, January 21, 2012

What is a Steiner School?

A video for the Steiner Schools Fellowship by Saskia Anley McCallum

What is a Steiner School? from Goat on Vimeo.

A promotional video made for the Steiner Fellowship in the UK. Directed and shot by Saskia Anley McCallum, Edited by Simon Fildes.

For more info about this video please contact or Schoolfilms makes promotional films for progressive schools and visionary educational organisations around the world, growing a strong community along the way.