Values Education in Steiner Schools: Teachers’ Perspectives on the Physical Environment as a Pedagogical Resource

Abstract

This article explores the role of the physical environment in early childhood values education in Steiner schools in Norway, seen from the perspective of teachers. The design of the learning environment in first grade in Norwegian Steiner schools is intentionally aimed at enabling play and hands-on learning, in line with the pedagogical principles of Steiner education, contrasting significantly the learning environment in Norwegian public schools. The study examines how the physical environment functions as a pedagogical resource by enabling play, community building, and encouraging care for the surroundings. The research draws on qualitative data from interviews with six first-grade teachers from four different Steiner schools in Norway, providing insight into their perceptions of the physical space as a tool for fostering shared experiences and ethical reflection. The findings are analysed in relation to Steiner’s educational philosophy, Merleau-Ponty’s theory of the body in human consciousness, and Dewey’s philosophy of experiential learning. This article contributes to a deeper understanding of early childhood values education and emphasizes the significance of the physical environment in shaping pedagogical experiences. The findings will be of interest to educators and researchers in both Steiner schools and public schools.