This session explores how Waldorf kindergartens introduce basic economic concepts using hands-on, practical activities like bread making. Doing so helps children connect with key economic topics like human culture and work. The session also emphasises embodied cognition, where repeating activities embeds complex ideas that can be explored in depth later in their education.
The session was led by Sam Greshoff (Early Childhood Coordinator, Waldorf UK).
Key Points Summarising Session 2
Bread Making Process
Waldorf kindergartens undertake weekly baking tasks. This not only involves making bread but also grinding grain. The process of preparing ingredients helps children grasp the effort involved in one of humanity’s oldest forms of food production. And since bread is made in every part of the world, it also has a cross-cultural element, connecting children to human history as well as economics.
Learning Mechanisms and Pedagogical Approaches
Alongside baking, children engage in activities that embed core economic concepts:
- They sing work songs and tell stories related to milling and baking e.g. The Gingerbread Man.
- They lay the table for lunch and role-play economic interactions, e.g. as waiters and customers.
- Active participation in process-oriented activities develops awareness of science and technology, e.g. actively milling their own flour.
- Integration of work and play fosters competence and self-understanding
- Minimal teacher explanations allow for learning through doing.
Insights and Impacts
- Activities are meaningful, helping children connect tasks like milling and making bread, to serving or ‘selling’ (through play) and eating their bread.
- Economic concepts are reinforced through imaginative play, with real-world activities such as bartering observed to naturally emerge in play scenarios.
- Teachers support learning through storytelling, including historical and geographical contexts.
- Students not only develop an understanding of economics, culture and history, but also develop a strong sense of self – they understand that they are competent and that their active contribution has value.
By regularly repeating and building on these early experiences, children develop a strong sense of self, while laying a foundation for future understanding of economics.