A deep wish for change

A country of 22 million people, Romania experienced the beginnings of the Waldorf education in September 1990. Long time anthroposophical work and a deep wish to change the way children were taken care of and educated in the state kindergartens and schools led to an enthusiastic beginning and development of the Waldorf movement here. The Minister of Education in the first government after the political change in 1989/90 called Waldorf educators from Germany and Switzerland to support the development of a democratic educational system.

The first five kindergarten groups and the three school classes began as state institutions, as well as a training within the University of Bucharest. There were parallel training courses for class teachers and for kindergarten educators.
In the following eight years of flourishing development, 34 kindergartens opened in 25 towns and cities, a professional association for kindergarten teachers was founded and a separate training of kindergarten teachers began as an internationally funded project in Cluj.   

Processes of renewal

The first democratic law of education in 1995 recognized the alternative kindergartens and schools and their specific curricula. Spread all over the country, the Waldorf kindergartens and schools enrich the Romanian education landscape, where they have brought about processes of renewal. Thus the new curriculum for state kindergartens was very much influenced by the Waldorf approach to the early childhood education.  

Bonding with Hungarian and Moldavian colleagues

Recently a Hungarian language Waldorf kindergarten training started in Cluj, as many parents from the large Hungarian minority in Transylvania want a Waldorf kindergarten for their children.

Through their common language and culture, Romania and Moldavia have strong connections despite the historical and contemporary difficulties. Moldavian kindergarten teachers have always been part of our educational movement.  

As the society in Romania is confronted with contemporary challenges, teaching faculty at the universities are becoming more and more open toward  Waldorf education. They are seeking cooperation and partnership, as the Waldorf kindergartens here look for partners all over the world.