Yue-Chi Chen, Yi-Huang Shih, Shih-Chieh Kao, Chen-Ya Juan, Sabeeha Hamza Dehham
Through seasonal life experiences, exploration of nature, and cultural activities, young children can gradually develop an understanding of the interdependent relationship between humans and nature while cultivating respect and care for life, the environment, and the community. From this perspective, the Waldorf curriculum does not merely use nature as a teaching resource; rather, it regards nature as an important context for children’s living, learning, and life experiences, thereby advancing the ideals of holistic education and sustainability education. Accordingly, this article analyzes the educational practices of an autumn-themed Waldorf curriculum with the aim of exploring the relationships among seasonality, nature, culture, and young children’s learning. It also seeks to provide early childhood educators and preschool teachers implementing Waldorf education with practical references for curriculum design and pedagogical practice.