The first school in Hungary was established in 1926, with German as the language of instruction. Totalitarian regimes (National Socialism, Bolshevism) closed the schools, but after 1989 Waldorf schools were established in almost all countries of the free world. Today, more than a thousand schools and even more kindergartens are based on the Steiner principles.

Waldorf schools are known by different names around the world, but the principles are the same. In Germany, they are called Free Waldorf Schools and are run as autonomous institutions, not by the state or local authorities, but by free (associations, foundations). In the developed public education systems, state support for these institutions is high, in Denmark, the Netherlands, Norway almost all their budgets are state-funded, and in Germany almost 851T3T of their budgets are state-funded.

In our country, state subsidies do not even cover 40% of the maintenance costs. Waldorf schools, as schools run by free citizens' associations, can only survive and develop in close cooperation with parents.

An important principle: intellectual life, of which the school is also a stage, must not be under the control or influence of either the state (political) or the economy, thus supporting the possibility of free education.

The heart and soul of Waldorf schools are the teachers, who develop through continuous learning and special Waldorf pedagogical training to acquire the skills needed for Waldorf education. Skills play an important role in ensuring an adequate level of education, but the continuous development of the existing body of knowledge is essential. Waldorf teachers are trained in in-service training courses (about three years), in full-time post-graduate training (one or two years) or in full-time four-year training after graduation.

In accordance with the Waldorf theory of education (anthroposophical education), kindergarten is primarily a place of play, fairy tales and active imitation, a "social mother's home", which creates a transparent world around the child in mixed age groups, with a secure rhythm of routines and activities, and with a strong focus on the child's physical, mental and spiritual needs.

The school also provides ample scope for practice (skill development) in arts and crafts. They learn according to a blocked, epochal education, i.e. general subjects are introduced in the first two consolidated lessons - the main lessons - in 3-4 week continuous cycles. Research has shown that children are most receptive and attentive in the morning.

From the third lesson onwards, subject-specific teaching is given in subjects that require regular practice. In Waldorf schools, there is no marking, no failing, and assessment is text-based. Participation in joint activities replaces the questioning.

Through art and skill development activities, children's creativity and communication skills are outstanding, and their social sensitivity is high.

Learning to write starts with movement, shaping and painting in large spaces, and as an action in its own right, it precedes learning to read in the abstract.

Children learn to read clearly on colourful, large shapes drawn in a plain notebook or on the blackboard. In upper school, children learn about the world of phenomena in concrete terms through experiential, sensory experiences in a variety of physical and chemical experiments. Horticulture and social practice play an important role in the children's education.