The reality based versus fantasy based bit is rather simplistic. My granddaughter's nursery school class bakes bread every Tuesday. Real bread. Then they eat it, using real teeth. They have a similar activity every day of the week. They also play outside, running around, climbing on things, etc. The fantasy part is that they are encouraged to play imaginatively, with lots of make-believe, but overall I found the education to be more realistic about a lot of things than my public school experiences.
For example, in 4th grade waldorf kids start learning geography. My daughter's teacher began by explaining the basic concepts of mapmaking and then the children measured their classroom and drew maps of it. (Neatly bringing in math skills, geometry practice and cooperation.) After that they drew a less detailed map of the school, again, doing some measuring. Next they did a map of the neighborhood. This involved using a large measuring string, again bringing in cooperation, measurement and counting. After that they were ready to start looking at other people's maps and figuring out how they worked and what they told. They also did a hike up to the top of the pass by which the first white explorers entered the San Fernando Valley and looked down at their home area from the heights.
Later in the year each child did a research project on a particular country: my daughter did Ireland. She got books from the library, wrote a brief description and drew a map.
My public school experience tended to be much more disjointed and disorganized. It was rare to have a teacher who laid a solid foundation in any subject or linked subjects together.
Oh yes, if your child is lucky enough to go to a waldorf high school (my daughter did), the curriculum gets mirrored in the upper grades, so the early geography/mapmaking comes back again as a course in surveying. This means applied trigonometry, among other skills.
Just my experience.