The Steiner Learning Environment
The Steiner learning environment is considered to set the stage for future learning to take place. Thus, ‘the aesthetics of the room play a key role in the general “feel” of the learning space and, as such, are tailored to the developmental needs and interests of the children who are served' (Essa, 2007, p. 340). The Steiner environment therefore is visually attractive.
A distinctive element of the Steiner setting relates to the strong emphasis on the use of natural materials such as ‘wooden furniture, fabrics of cotton, wool and silk, and where possible, natural floor coverings’ (Nicol & Taplin, 2012, p. 39). The rationale behind the Steiner setting consisting of predominantly natural materials relates to enhancing children’s sensitivity. Jaffke (as cited in Nicol & Taplin, 2012, pg. 40) support this, stating that ‘Natural materials greatly extend the range of experience of the child and enhance his or her sensitivity. Even the simplest objects provide the child with food for the imagination’. The Steiner model generally aims to gain authenticity in its environment, containing materials and resources in the environment are that are ‘real’: that is, they provide children with sensory experiences that help them make sense of their experiences.
A distinctive element of the Steiner setting relates to the strong emphasis on the use of natural materials such as ‘wooden furniture, fabrics of cotton, wool and silk, and where possible, natural floor coverings’ (Nicol & Taplin, 2012, p. 39). The rationale behind the Steiner setting consisting of predominantly natural materials relates to enhancing children’s sensitivity. Jaffke (as cited in Nicol & Taplin, 2012, pg. 40) support this, stating that ‘Natural materials greatly extend the range of experience of the child and enhance his or her sensitivity. Even the simplest objects provide the child with food for the imagination’. The Steiner model generally aims to gain authenticity in its environment, containing materials and resources in the environment are that are ‘real’: that is, they provide children with sensory experiences that help them make sense of their experiences.