It can be said that the essence of "modeling" is very significant to children in the period from birth to seven years old, the age when all the world's information is taken in by the sensory organs from head to foot. Children imitate the world around them, especially the actions of the teachers in the educational setting, internalize this, and then create new modes of behavior. For example, children imitate the stories the teacher tells everyday but rather than stopping at mere imitation, the creation of new stories with the children's experiences and feelings is seen. In Korea, the word used for this sort of concept was "imitation" but in an educational relationship, when children create a new form, the concept of "modeling" is more appropriate. Also, this children's modeling capacity is seen as intentional self-action which is not an unconscious modeling action.
Children model the behavior of the people in their surrounding environment that they want to, and through this sort of modeling, that behavior becomes one with the essential character lying dormant within the child. For example, for children who are by their personality not interested in needle-work, spontaneous needle-work will not take place no matter how much modeling the teacher does.
In the childhood period, modeling is a basic study principle in recognizing matters of this world, and all the sensory organs become more developed through activity. We can say that in this period, the meaning of modeling is all the more significant in children's development. Adults and children establish an internal interaction through modeling, and through internalization, new behavior all one's own is yielded.
As an orderly rhythm lends greater sense of peace and stability to humankind than does an insecure rhythm, an orderly life rhythm allows the experience of inner peace. The Waldorf Preschool's daily routine, plan of the month, events throughout the year, and composition of all activities are composed with this sort of rhythm as a background.
Just as things in the world such as Spring, Summer, Autumn, and Winter, the months, and the growth of plants all change within a rhythm, the life of humankind becomes comprehensible within this same sort of rhytmicism. In a rhythmic life, children's habits become formed and they obtain internal stability. We can see these sorts of examples as showing that the composition of the activities and the repetition naturally become internalized in the children.