When entering a Waldorf classroom, one may notice a feeling of calm, a smell of baking bread, or feel as if they have entered a room in their home. There are plants in the corners and windows; soft silks in earth tones tastefully decorate tabletops and hang from the ceiling on tree branches. The songs float in the air, transcending the space between lessons. Wicker baskets filled with basic wooden toys line the walls and shelves. We can also notice candles on the table, baskets filled with beeswax and instruments in the classroom (Schmitt-Stegmann, 1997). While admiring the architectural beauty of the classroom, one might not realize that there are very few elements of a standard learning environment surrounding them (Follari, 2011). The Waldorf approach to teaching involves consideration of the child's spiritual self and uses the arts to foster a deep connection with the world as well as its inhabitants. Social competence is at the center of the early childhood curriculum in Waldorf schools. Oppenheimer (1999) notes that Waldorf teachers believe that “in every child we can witness the unfolding of a miracle.” While other early childhood classrooms are print-heavy and place a strong emphasis on literacy, the Waldorf early childhood classroom is intentionally designed to delay children's intellectuality by maintaining a dreamlike atmosphere (Schmitt- Stegmann, 1997). Using oral stories about fairies and singing with puppets wherever possible (Oppenheimer, 1999), it is evident that Waldorf classrooms are radically different from standard learning environments. With such variations between curricular approaches, it is difficult to consider the origin of Waldorf education. Rudolf Steiner, a highly spiritual Austrian philosopher, ...... middle of article ...... and Steiner also developed a series of guidelines and meditative exercises for teachers in Waldorf schools. Using these exercises, teachers should meditate on the children in the classroom as well as its etheric tapestry. Conscious selection of elements that enhance the harmonious atmosphere helps ensure the holistic development of the child (Schmitt-Stegmann, 1997). Works Cited by Souza, D. (2012). Learning and human development in Waldorf pedagogy and curriculum. Meeting, 25(4), 50-62. Follari, L. (2011). Foundations and best practices in early childhood education: history, theories and approaches to learning. (2nd ed.). Upper Saddle River, NJ: PearsonEducation Inc. Oppenheimer, T. (1999). The school of imagination. Atlantic Monthly (10727825), 284(3),71-81. Schmitt-Stegmann, A. (1997). Child Development and Curriculum in Waldorf Education.