Steiner approach to assessment
Within the early stages of a child's life it is said that there is a lot of pressure on teachers to assess children and to have a clear indicator to how their progress is going. This can be detrimental towards the child's relationships with teachers (Parker-Rees, 2011). Within the Steiner approach to assessment they try to 'solve the riddle' of the individual child. When Steiner recognises play from a child that the child has done from their own initiative, Steiner teachers like to carefully observe this child. “First we observe, next we search for the words to create a clear picture of what we have perceived, then our behaviour with child can become a refection of our perceptions” (Nicol & Taplin, 2012, p.112). The words and the observation are both important as it influences how the adult interacts with the child.
Steiner likes to make detailed observations of children and they like to create a word picture. Once they have the word picture, teachers are then able to make more detailed statements about the child. From those statements it is helpful for other teachers who may wish to teach the child. Parents and colleagues are able to share this information together, thy call this child study. Assessing the child's progress and recording it onto a profile sheet is also very common in a Steiner early childhood setting (Nicol & Taplin, 2012).
Summative assessment has come into Steiner recently but very slowly. They have been apprehensive in taking it on as the are a bit unsure with the 'tick box' profile. This is where all children that are about to go to school are assessed to see if the have met their goals and are ready for school. Steiner have considered the summative assessment method, only if child studies and objective observations are still strong (Nicol & Taplin, 2012).
(Rudolf Steiner)
(25February 1861 – 30 March 1925)
References
Parker-Rees, R. (2011). Meeting the child in Steiner kindergartens. New York, USA: Routledge.
Nicol, J., & Taplin, J. (2012). Understanding the Steiner Waldorf approach. New York, USA: Routledge.
Steiner likes to make detailed observations of children and they like to create a word picture. Once they have the word picture, teachers are then able to make more detailed statements about the child. From those statements it is helpful for other teachers who may wish to teach the child. Parents and colleagues are able to share this information together, thy call this child study. Assessing the child's progress and recording it onto a profile sheet is also very common in a Steiner early childhood setting (Nicol & Taplin, 2012).
Summative assessment has come into Steiner recently but very slowly. They have been apprehensive in taking it on as the are a bit unsure with the 'tick box' profile. This is where all children that are about to go to school are assessed to see if the have met their goals and are ready for school. Steiner have considered the summative assessment method, only if child studies and objective observations are still strong (Nicol & Taplin, 2012).
(Rudolf Steiner)
(25February 1861 – 30 March 1925)
References
Parker-Rees, R. (2011). Meeting the child in Steiner kindergartens. New York, USA: Routledge.
Nicol, J., & Taplin, J. (2012). Understanding the Steiner Waldorf approach. New York, USA: Routledge.