A Newsletter of the Waldorf Early Childhood Association of North America

Fall/Winter 2004, Issue 47

Table of Contents

INTRODUCTION
Letter from the Editor 2
The Shortest Dayby Susan Cooper 3

RESEARCH
Meeting the Child by Barbara Klocek 4
Mixed Ages in the Kindergarten by Nancy Blanning 6
The Older Child in the Kindergarten by Ruth Ker 9
Celebrating Festivals with Young Children by Nancy Foster 10

PRACTICAL ASPECTS
Living Under the Sky by Sally Schweizer 14
Math in the Kindergarten by Leah Palumbo 20
Outdoor Puppetry and Big Movement by Suzanne Down 25
The Joys and Struggles of Growing a Home Kindergarten
by Glenda Moore 27
Re-Inventing Spindlewood by Susan Silverio 29

REPORTS
The Christiana Foundation by Robert Hickman 32
Somerset School by Todd Hilton 33
News from Child by Li Zhang 34

BOOK REVIEWS
Nurturing Children and Families: One Model of a Parent-Child
Program in a Waldorf Schoolby Sarah Baldwin 35
The Well Balanced Childby Sally Goddard Blythe 36

CALENDAR OF EVENTS 37

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Stephen Spitalny

Dear Readers, the demands of later life. It is posted as a pdf file on

The activity of gathering articles for this issue was their website at http://ww.allianceforchildhood.org/
very different from most of the other issues I have projects/computers/pdf_files/tech_tonic.pdf. Hard
edited. Many people sent in their articles, and copies can also be ordered. Tech Tonic and Sally’s
articles from their colleagues, as well. In fact, I article are wonderful complements for each other
received more than could be included. So, thank you and gifts for our work.
to all who submitted, and I truly hope this is the Also, Suzanne Down offers her thoughts and
beginning of a trend. Sharing our thoughts and experiences about two very different storytelling/
experiences with a wide audience can be a bit puppetry realms. We have a look at math in
daunting, but it is so important for all of us to find kindergarten as well. What? Leah Palumbo reveals
the courage and time for articulating what others how in a Waldorf kindergarten, math and number
may be thinking about. basics are indeed addressed. Glenda Moore gives
Each time, when I sit down to write an issue- insight into a home-based program in a town with
beginning Letter from the Editor, I am struck by the no other “Waldorf ” activities, a pioneering effort.
synchronicities I experience in terms of my recent Nancy Foster reports on some collective working in
experiences and thoughts in relation to the young the realm of festivals and shares some of her
children, and those of the writers of the articles that thinking on this topic. And that’s not all. We have a
make their way to me. This issue, three articles rich and full issue that I hope will offer each of you
address questions about mixed-age kindergarten nourishment and inspiration!
groups, both from the point of view of intention The late Mr. Fred Rogers said: “Play gives children
and values, and from a practical perspective. It a chance to practice what they are learning. . .They
happens that over the summer, my kindergarten of have to play with what they know to be true in order to
children ages four years and nine months through find out more, and then they can use what they learn in
six expanded to include three- and four-year-olds. new forms of play.”
The joy, innocence, and openness and imitative Of course, what they are learning is how to be
qualities of the younger children are a wonderful human, both socially and neurologically. Play is
reminder for me, as well as a source of joy and awe! I vital! Tragically, the realm of play is under attack in
am grateful to the spiritual beings that participated our world. It is becoming more difficult for children
in creating this opportunity for the children and me, to have the time and space for the play activities that
as well as for providing the inspiration for three they need. How can we support the child’s need and
wonderful writers, Barbara Klocek, Nancy Blanning right to free creative play? How can we become
and Susan Silverio, to share their thoughts on this advocates for play locally, nationally and globally?
subject. WECAN is looking into this question, as is the
In this issue, we have an article by Sally International Waldorf Kindergarten Association.
Schweitzer from England that takes up the theme of And many others are waking up to the critical
young children and nature. Thanks to Kindling, our importance of play for so many aspects of human
United Kingdom sister journal for this article of development. In recent years, a significant body of
deep and practical ideas and experiences of working research has been done about play and its
with young children in the outdoors. What a importance for the healthy development of children.
coincidence!? The Alliance for Childhood has just This spring the Goetheanum will host the World
released another important resource. It is called Tech Early Childhood Educators Conference, held every
Tonic: Towards a New Literacy of Technology, and it seven years. The theme is the role of play in
expresses how the young child needs unmediated childhood and its influence on later development.
experiences of nature in early life in order to meet More information on this conference was included

2
in the Michaelmas issue of the WECAN News. Play and others. Their website offers many articles and is
is in the air all around the world. worth a visit. http://www.playingforkeeps.org
Playing for Keeps is a national not-for-profit
organization that exists to help bridge the gap Play is the purest, the most spiritual product of man
between what researchers have learned about play, at this stage, and it is at once the prefiguration and
and what parents and professionals who impact imitation of the total human life-of the inner, secret,
childrens’ lives daily need to know to help support natural life in man and in all things. It produces,
the development of children toward their full therefore, joy, freedom, satisfaction, repose within
potential. This organization is a resource for and without, peace with the world. The springs of
parents, early childhood caregivers, teachers, cultural all good rest within it and go out from it.
leaders, pediatricians, librarians, and policy makers
Freidrich Froebel

The Shortest Day

Susan Cooper
Written for The Christmas Revels, 1977.

So the shortest day came, and the year died,

And everywhere down the centuries of the
Snow-white world,
Came people singing, dancing,
To drive the dark away.

They lighted candles in the winter trees;

They hung their homes with evergreen.
They burned beseeching fires all night long
To keep the year alive.

And when the new year’s sunshine blazed awake

They shouted, reveling.
Through all the frosty ages you can hear them
Echoing, behind us - listen!

All the long echoes sing the same delight

This shortest day
As promise wakens in the sleeping land.

They carol, feast, give thanks,

And dearly love their friends, and hope for peace.
And so do we, here, now,
This year, and every year.

Welcome, Yule!

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 RESEARCH

Barbara Klocek
How can we meet the different children in the began to draw back. Not all children are so sensitive,
kindergarten? Some children are four-years-old, for at the other end of the spectrum, some of them
some are six, and what a difference that makes! As are surrounded by a kind of dream aura, unaware of
well, even at this young age, they bring their home my movement and my mood. This has led me to
environments, their incarnating bodies and their being more active outwardly when I sense something
individualities. We multiply that times the number is not going well so that I do not get to the point of
of children in the class and it can indeed be a becoming irritated, disturbing everyone’s inner
challenging task for the teacher. landscape. This has also led me inwardly to strive to
Early in the year, the challenge lies in getting to be very peaceful and calm in the classroom so that I
know the children. As one little girl entered in with am perceived by the sensitive children as a safe and
a firm step and a social smile, I thought, here is a easy energy to be around.
strong, solid girl. This was confirmed a few days What a joy it is to have a child for a second year.
later when I saw her pinch the child next to her. The foundation of understanding and trust has
Firmly I said her name. She looked at me surprised already begun. They love to return to the rhythm of
and burst into tears. I had spoken too firmly to her, the kindergarten and help the new children find
for there was another very sensitive side that I had their way through the day. With these children,
not yet seen. I had jumped too quickly to the there is an opportunity to go deeper in the
conclusion of who I thought she was. I have taken relationship. A group of three boys comes to mind
that event into each school year as it starts and try to concerning this. The first year, they came in already
keep my thoughts of the child as open as possible. I knowing each other, and paying attention to the
also have a page for each child in my yearly teacher was not a skill that was in place. They
notebook in which I write observations starting with initially would not let any other new children play
the first day. I try to write in it at least every few with them and rudely turned them away. I tried
weeks. It is amazing to see what I had observed the drawing one of the group out by helping me with a
first week and then a few months later, for the task but met with little long-term success because
picture deepens and reveals many layers as the year the call of the pack was so strong. I suggested to the
progresses. I have also found it invaluable in parent parents to have play dates with the new children,
conferences to bring up specific incidents that might which was nice, but did not change the dynamic
otherwise disappear in my memory. I find the ebb when the three were together in the class. They all
and flow of time in the kindergarten and the dreamy had summer birthdays and were five-years-old before
consciousness of the children creates a mood that is starting their first year. I finally decided that they
not conducive to observation. The recording of my needed a vacation* from each other for a while. At
observations over time awakens me to my first, they were at a loss of what to do, but, before
perceptions as well as to who the child is becoming. long, they each began to find new friends. A new
What about meeting the different ages? This is a lightness came into each of the boys.
whole dance in itself. How gently and tenderly we After about a month, they asked if they could play
need to meet the younger children. We are like a together. I said they could if they included the other
wave to them, and sometimes we can be so children. What a difference it made to the whole
overpowering. Often before they know us, even our class dynamic, for they became much more joyful
looking at them is perceived as painful. I have come and inclusive. When they retuned for their second
to see how sensitive they are even to my mood, year, they welcomed the new children, both older
which I had thought was only being experienced in and younger, and the mood of inclusiveness and
my inner landscape. Several little boys were acceptance carried through the year.
becoming more and more rambunctious in the As the child becomes six-years-old, a new
classroom, and I felt my irritation growing. As I dynamic can appear. Instead of the adult (parent or
began to move towards them, the sensitive children teacher) being the center of his world, which is a

4
lovely characteristic of the five-year-old, the child children, and another teaching opportunity
becomes the center of his world. New capacities of presented itself as I reminded everyone how hard it
inner awareness in imaginations, memory and was when they were first learning, and how we have
feelings are developing. Out of this, play becomes to help each other as we practice. The tiny six-year-
more planned. Often they don’t even need to play old took it to heart and every day wanted to
but would rather sit and talk.This time is often practice. We all happily followed her progress.
referred to as the adolescence of childhood for the Kindergarten teaching requires a great mobility
teenager also often considers himself the center of of soul. With each child, as we turn our attention on
the world and has a strong inner life. With this them, we need to change our inner tone or
shift, there can begin a challenging of the teacher in landscape. One child needs to sense a quiet valley for
subtle ways. Indeed, this is the beginning of the their soul. Another child needs a warming fire with
consciousness change when, instead of learning which to be close. Another child longs for a clear
through imitation, the child learns through the fence that holds their boundless energy. It is through
loving authority of the teacher. This is usually a deepening our understanding of child development
tumultuous time at home as well, and the phrase, and by practicing both our outer observation and
“You’re not the boss of me!” echoes around them. our inner calm that we can sense what the child
We need to meet them with a different gesture. The needs and reflect it.
same child who, a year earlier, was an eager helper
now doesn’t want to help at all. This is the time for Barbara Klocek has been a kindergarten teacher at the
loving firmness and the gentle but firm words, “You Sacramento Waldorf School in California for many
may help.” years.
The child at six is much more awakened to his or
her feelings and identifies with them in a new way. * Author’s Notes: The three boys stayed in the same
Sympathy and antipathy become more pronounced. class. I told them that they were given a vacation from
I have found one of the tasks with these children is each other so that they could make new friends. For
to help them begin to do things that they do not several weeks they couldn’t play together. For a day or
want to do. We all have this as part of our life task two they were a little at a loss but soon began to have
that returns again and again to us. It has shown itself new friends and enjoyed their play in a new way. Then
earlier in the child at two, but at that point is more when they were able to play again, they were inclusive
related to the will. We can help them overcome their of these friends. I have done this also with social
antipathy with our warmth and enthusiasm. As we relationships where I thought the children could not
enter into the activity, from washing dishes or resolve the issues on their own. We had two very strong,
cleaning up the outside toys, we bring joy into our choleric girls who were draw together and had
mood and movements. Often this is enough to help wonderful times. However, sometimes they would get in
them, for they are still under the mantle of imitation a pattern when they were only able to quarrel with each
as well. other. With a vacation time, they could relax, relate to
Perhaps they need some one-on-one time to help other children, and come back to each other in a
them enter into activity. Our love and attention is different gesture.
healing. This time, one-on-one, may also reveal a I see the vacation as a opportunity for the child to
challenge that they are having with an activity. One be allowed time away from a difficult or unhealthy
six-year-old girl was not drawn into our enthusiastic relationship. This allows a breathing in relationships
activity of jumping rope outside. For a while, I let it that I have found that children are not always able to
be, but then, one day, said, “All the six-year-olds get do on their own. I try to bring it in a very calm,
to practice now.” How self-consciously she tried, for matter of fact way and use it to help them expand their
it was not easy for her to get off the ground, even social skills without judgment.
though she was tiny. What a wonderful teaching
moment it was as we all watched her try, and I
consistently told her how well she was doing. There
was an unkind comment from one of the skilled

5
Nancy Blanning

Last spring, I attended a six-person retreat focusing experiences from school. So here rises the issue of
on the topic of the older child in the kindergarten. protection.
Many deliberations confronted the working group
who were asked to look at the needs and challenges As for the older children, parents often state that
of the six-year-old in the kindergarten class. Among they do not wish their offspring to be “held back” by
these was the question of mixed age groupings. Does the class having to embrace the younger child and
it serve both the youngest (generally thinking of her/his needs. Parents may state, “I can see the
three-and-a-half-year olds) and oldest (our six-year- younger children learning from the competence of
olds, some turning seven before the school year’s the older ones, but what is in it for my older child?
end) students to have them together in one class? What benefit can the older children possibly receive
This consideration poses challenges of protection for from their little classmates? If you teach to the
the younger ones, freedom of expression for the whole group, won’t my child be bored?” And
older ones, and practical issues for the teacher of unspoken may hover the question, “Might my child
how to orchestrate each day to embrace the needs of be short-changed of the teachers’ time and attention
the entire group. because of all that is required for the younger
This is an interesting topic for me personally to children’s needs?”
ponder. I have never taught in anything other than a Each of the above questions and many others
three-and-a-half to six-year-old classroom and have that we could state from our personal experiences are
loved every minute of it. As one’s own personal valid. In the face of these questions, what are the
experience tends to create a baseline of “normal and supporting reasons for the mixed age grouping?
typical,” it is fascinating to see the wide range of In studying the intentions behind Waldorf early
opinions around this question, each of which has its childhood education, we find standing the picture of
merits. In Denver, the four kindergarten classes, the kindergarten being the extension of “hearth and
three at the Denver Waldorf School and one at home.” The kindergarten is a bridging step out into
Parzival Shield School, all enroll this age range. One the world from the intimacy of the earliest years at
class had for some years only enrolled four-and-a- home with the mother (which too few of our
half to six-year-olds but changed to the wider mix a children get to experience in our modern culture). In
year ago. The teachers report great satisfaction with the home, the children are all together, learning
this change and will continue with younger children through imitation as they observe the practical care
joining the class community. of the household and family. The family group has
So what are the issues that put this to question? no segregation of ages. Everyone learns to adjust to
With the little ones, there are clearly practical as well the give-and-take of family life. Each one learns that
as philosophical concerns. In the beginning, the personal needs will be met, but often we have to
younger ones need greater physical assistance. wait while someone more in need is cared for.
Working out how to provide this practical Waldorf education arose out of the ashes of the
support calls for creativity, flexibility, and even some First World War, bringing with it impulses for
genius from the teachers. The six-year-olds tend to creating a new sense of community. Thus, this
be more “worldly” and can bring some images and picture of a kindergarten family that mirrors real
behaviors to the little ones that are far from the ideal community family life is, for me, very compelling.
we wish to cultivate with all of our students. Parents Although there is the challenge of the practical
may complain about the “bad influence” of an older adjustments within this family constellation, there is
child as the young ones imitate all of their also the opportunity to draw out of the children

6
flexibility, tolerance, and generosity toward one potent vehicle for supporting healthy development
another and individual needs. of children of all ages.
Having younger children in the group may call for Three-and-a-half has proved to be the youngest
slowing down the pace for each day and simplifying age that works well in our groups. Each of our
our expectations around the contents of each classes has enrolled a younger three in exceptional
morning. This can be a plus for everyone. circumstances and, each time has reconfirmed for us
Even our kindergartens can become too frantic that three-and-a-half marks a significant step of
when we succumb to the anxiety to offer too much emotional and social maturity. The stimulus and
to keep the children engaged. The slower and steady social expectations of the mixed-age class can be
pace the little ones require can be a balm for overwhelming for the younger three.
everyone. The spirit of “everyone’s wants and needs will be
The step the six-year-olds will take into first met but not necessarily all at the same time” has
grade will call for all the social skills the kindergarten proved a good guiding motto. It has worked well to
environment can cultivate. The wider-age grouping dedicate especial attention to the youngest children
can provide an even stronger foundation for creating through the autumn up to winter break, making
class community over the next eight years. Years sure each finds a secure sense of place in the class.
later, on the grade school playground, the grade two This has been possible because the autumn months
children will know many of the grade one and three are so full of festival preparations and possibilities
children because they will have had many long hours that it is easy to have a wide range of activities to
of play with them in the kindergarten. keep all engaged. The little ones can stay close to the
Over the years, there has been the opportunity to teacher’s side if s/he is not otherwise playing. The
observe mixed-age groups in comparison with older older children are usually familiar with the activities
kindergartens at our school. The consistent and are eager to enter into the festival preparations
impression has been that the older group became with enthusiasm and experienced self-confidence.
more quickly self-aware than their age-mates in the After winter break, the focus shifts to the older
mixed groups. The older group was more conscious children. The younger ones by now should have a
of each other’s capabilities or lack thereof. A more sense of belonging to and familiarity with the class
competitive mood arose in the older group. This routines and can take a step of independence. The
suggests that having to adjust to and hold the pace can quicken a bit, if needed, and more
younger ones in mind, for both teachers and challenging activities directed to the big children
students, helps the older ones to stay sweeter and take the forefront. To do things that are big and
younger in consciousness for a little bit longer. heavy or precise and complicated feeds the six-year-
The question of protecting our children from the old hunger for real tasks.
rampant, negative influences of the world is In a mixed-age grouping, the little ones bring
overwhelmingly challenging for teachers and parents their sweetness and a wide-eyed admiration for the
today. Negative moods, attitudes, and behaviors are competence and achievements their older classmates
imitated by children of all ages, not only the older demonstrate. Their presence helps the kindergarten
ones. Whether littler children are in the classroom or retain its connection to real home situations with
not, we strive for ways to redirect and transform the children of all ages in the family, offering
images the children are bombarded with. That we opportunity for developing patience, tolerance,
strengthen, intensify, and potentize all of what we do flexibility, and generosity. The older ones have a
with the children is imperative; and the presence of subtle incentive to display their best, for the little
the younger children can help us to remain even ones to look up to. They can have the experience of
more vigilant. being older and more competent, seeing their
Movement; stories; festival experiences and images; accomplishments contrasted to the developing skills
and truthful, hard working, practical activities are all of their younger classmates.
therapeutic antidotes for the ills all the children A last question is how many of each age might
suffer. Parent education efforts become our most the class enroll. Some years ago, our kindergartens

7
decided to try to balance the age groups, having
equal numbers of three-and-a-half, four-, five-, and
six-year-olds. This looked great on paper. In reality,
it proved completely impractical because the ages of
children knocking on our door did not match our
mathematical figures. We must strive to assure that
there are enough of each age so that no child will be
socially isolated. Yet the clustering of children and
families who seek Waldorf education each year may
surprise us. An experience of visiting with Freya
Jaffke’s kindergarten many years ago gave me
confidence and permission to release expectation of
how a class should be precisely configured. She was
asked how she balanced the ages of the children in
the class. Her reply was that she did not; she simply
took the children as they came. If one year most
applicants were younger children, they are the ones
she enrolled in her class to join the ones already
there. This is a guideline that has served us well.
There is surely no single “right” way we must all
ascribe to on this question. For myself, teaching in a
mixed-age kindergarten was a joy and a pleasure.
The rewards of having many children for three
years, deeply building and cultivating something
with them, far outweighed the challenges and
practical inconveniences of accommodating littler
ones. The sense of family in a wider spread of ages
was enriching for everyone. I can’t imagine wanting
to do it any other way.

Nancy Blanning works at the Denver Waldorf School

as a remedial and therapeutic educator and was a
kindergarten teacher for many years.

8
Ruth Ker

From the results of the last North American survey, half to three years. This also helps the teacher to
30% of the groups surveyed contained children aged receive more accurate signals as to the proper
three or three-and-a-half to six or seven and 60% of placement of the grade one ready child.
the groups contained children aged four or four- 6. A first-born child in a family has the
and-a-half to six or seven. Here are a few more opportunity to experience what it’s like to be the
comments about the benefits of having younger younger child in a mixed-age kindergarten and the
children in the mixed age kindergarten from our youngest child in a family could be the older child.
colleagues in North America: In this way, children are able to expand their life
1. The older and younger children balance each experience, in relationship with others.
other out. When the older children go through their 7. The mixed age group benefits only if the
six year old change/crisis, the younger children re- activities can be structured so that there is enough
ignite the older children’s excitement for beautiful, movement and real meaningful work and adult
lively and fanciful play. authority presence for the older children. If these are
2. Mixed age groups provide children with the not strong, then the little ones can be overwhelmed.
advantage of staying with one teacher for more than At the same time, the teacher must hold the younger
one year usually. children in a reassuring, tender and close gesture. A
3. Younger children look up to the older children balanced age distribution is also important.
and aspire to future privileges. In their looking The advantages far outweigh the disadvantages.
forward to the opportunities to do these things
another year, they help to carry enthusiasm for the Ruth Ker is a kindergarten teacher from Duncan, BC
kindergarten curriculum. Yearning for future events and a WECAN Board member.
helps them to grow into the capacities to achieve
them.
4. Younger children can help the older ones from
becoming prematurely hardened. The wide-eyed
wonder and innocence of the younger children can
be the leaven for the group. They make things rise.
5. Mixed age groups provide greater diversity.
There is a great disparity between the developmental
stages in early childhood and children are more able
to find their equals in a group spanning one-and-a-
gh

The supersensible world impresses parts of our body differently. The ether body penetrates/impresses our
breast and upper leg more than it does our hands. Straight from our fingers go mighty beams of the ether
body. Because this is what happens in our hands, we can see that our hands develop a wonderful,
intimate relationship to the outer life. People who wash their hands often are in a finer relationship to
their environment, they are more open to their environment. . .The human being is organized in such a
way that he can have this intimate relationship to the outer world through the hands.” (Rudolf Steiner,
St. Gallen, 2/26/1911)

9
Notes from a Conference
Compiled by Nancy Foster

More than sixty early childhood teachers gathered in At one school, the full faculty held an in-service
Spring Valley in February, 2004 for a meeting discussion about festivals, pondering the question,
sponsored by the Pedagogical Section and organized “What can we do to meet the incarnating child?” It
by Susan Howard, Chair of WECAN. The purpose took courage to do this, agreeing to live with the
of this meeting, which preceded the annual East questions and forego immediate answers. They
Coast Waldorf Early Childhood Conference, was to found it to be a very productive process.
explore the nature of the festivals we celebrate with At another school, the faculty celebrates the
young children. seasonal Christian festivals together, with small
The meeting opened with a brief presentation by groups of the faculty taking turns in planning the
Nancy Foster, in which she delineated some qualities festivals. Each festival is preceded, the week before,
that she believes should characterize festivals for the with faculty study of a festival lecture by Rudolf
young child. Following this talk, the participants Steiner, to help deepen the relationship to the
took part in conversation groups facilitated by Susan festival.
Howard, Andrea Gambardella, Ann Pratt, and It is essential for the teacher to penetrate with
Nancy Foster; the session ended with reports from consciousness what she is offering to the children.
each conversation group. Traditions may have deep meaning behind them, but
Offered here is a somewhat informal, aphoristic they need to be re-examined, not brought out of
summary of both the introductory presentation and habit. Traditions can be “made new” through our
the conversation reports, with the hope that this will conscious work—for example, the Advent Garden
stimulate and encourage teachers to continue (given various names by various schools).
renewing and enlivening their own work in this The teacher/adults need to be immersed in the
realm and perhaps to contribute other thoughts to experience, not intellectualize. We should make the
share with Gateways readers. festivals affirmations, not just adult creations. The
The introductory remarks by Nancy are indicated teacher’s inner work helps reduce questioning from
throughout by italics. The rest of the summary is the children.
from notes of the conversation reports as they related
to the points made in the talk. 2. A festival should support the incarnation
process, helping the child experience the connec-
1. A true festival arises out of the teacher as a tion between his earthly and heavenly homes while
reality. becoming a citizen of the earth in this time and
place.
Werner Glas (co-founder of Sunbridge College and
initiator of the first US kindergarten training) said The child has chosen this time and place to incar-
we can’t rightly celebrate a festival with children nate, according to the pre-birth intentions formed
unless we adults are celebrating it. Children are with the help of spiritual beings (the birthday story
imitative, so we must offer something which is a gives this picture). A festival should enliven this
reality to us; otherwise it is superficial or even false. verticality (the connection of heaven and earth)
Are the adults, in their work with the festival, just and place it into the horizontal (the social realm in
following tradition, or are they actively seeking to which the child has incarnated), as John Davy has
create something “modern” in the best sense— written. The child’s world gradually expands from
something that is alive and evolving? Teachers the mother’s eyes to the family circle and gradually
should offer to the children only what they them- outward to include the early childhood group. The
selves can penetrate or are striving to penetrate, not young child does not yet experience the wider world
just what some other teacher is doing. in a conceptual way. The festival should belong to

10
 the child’s “here and now” in its connection with early childhood and adulthood. Joy and satisfaction
the heavenly realm. (For example, a Michaelmas give a sense of wholeness, roundness. (“Lachen macht
festival for the younger children might include dick!”—Laughing makes one fat! —is an old saying
picking and polishing apples—the here and now— quoted by Bronja Zahlingen.)
and a recognition that the child’s courage to climb
high for the apples comes from Michael—the In Advent, a story of birth supports these ideas.
heavenly realm. The star in the apple also represents Bringing in the four kingdoms and the four elements
the heavenly realm.) supports the child’s feeling of being at one with the
world of nature. There is the feeling of the whole
Festivals are celebrations of the earth, but they also
cosmos coming together to prepare for and greet the
acknowledge that we are in the service of something
Child, and later, to follow the star.
higher. They can bring a universal experience of
Too much explanation will interfere with the
what it means to be human. They can involve
child’s experience. The deepest educational experi-
meaningful work, done in service of something
ences happen when we lead the children, but then
higher.
stand by and silently witness.
Multigenerational observances help the child to
Meaningful physical activity at a festival may be
feel part of the social surroundings.
significant, expressing the bodily religion of the
Festivals should fit into the climate of a particular
child. Real work (such as gardening, tending bees,
place, taking into account the life of nature and
or making maple syrup) might be considered festivals
human beings in that place.
because they serve others and the work is for the
In Advent, stories and activities can reflect the
good of the earth. A participatory experience, rather
relationship of the elements to the heavenly world
than a show, gets the will involved.
and the birth of the child. One classroom had a
A festival acknowledges awareness of what the
nature table with a “Forest Family” with archetypal
children haven’t yet forgotten. The festivals may be
beings (family members, “professions,” etc.) who
the culmination of this acknowledgment. Festivals
came to visit in preparation for the birth.
acknowledge the cycle of the year and are thus
The image of the birth at Christmas is significant
reassuring.
to the incarnating child. Some teachers call the child
4. A festival for young children should be simple.
the “Child of Light,” to indicate the heavenly
connection.
St. Exupery, in Wind, Land, & Stars, wrote: “In
anything at all, perfection is finally attained not
3. A festival should take account of the “bodily
when there is no longer anything to add, but when
religion of the child,” and the fact that the child
there is no longer anything to take away. . .” We
from birth to seven lives in the realm of the Father-
want to avoid Waldorf sensory overload!
God: ex Deo nascimur. (Reference: Foundation Stone
Meditation)
In preparing the classroom for Advent, one should
start simply and build up gradually. Try to deter-
These thoughts tell us the importance of wholeness
mine what is essential; this is especially important for
for the young child. The healthy child, who lives so
the younger children.
strongly in the will, in the limb system, feels at one
Simplicity along with joy should characterize a
with the surroundings—supported by the creative
festival. Especially for Advent and Christmas, when
ground of the One, the Father-God. Thus a festival
there is so much awareness—music, the media,
should offer an experience with which the child can
commercialism, etc.—a sense of quiet simplicity is
unite itself fully, rather than a multiplicity of
important, along with awareness of what is behind
possibilities for experiencing the festival or the
what we do. Along with the simplicity, the adults
season. “Learning about” comes later in the child’s
need to be inwardly active.
development; “experiencing wholeness” belongs to the
Freya Jaffke spoke about a Michaelmas festival
young child. Remember that devotion and reverence
centered around simply polishing an apple, cutting it
are experienced and expressed very differently in
to reveal the star, wrapping it beautifully for the child

11
to take home. Sometimes festival names have Christian connota-
“Less is more.” Nursery festivals should not be tions even though the actual festival observance may
“watered-down” kindergarten festivals. be universal in nature. It is good not to create
Two other general topics entered the conversa- barriers with names. In some schools, the child is
tions: the role of Christianity and meeting the needs called the “Child of Light.”
of parents. Comments by Nancy from last year’s The Christ-Being has permeated the earth; thus
Pedagogical Section-sponsored meeting are in italics, celebration of the seasons and the world of nature is
as above, and notes from this year’s conversations a recognition of the Christ, whether named or not.
follow. In nature, we can find the universal. What is impor-
tant is that the teacher is working with the Christ-
1. What is the role of Christianity in the festival Being inwardly, and that parents know this. It is
life of a Waldorf school? important to know what lies behind the outward
symbols.
At Acorn Hill Waldorf Kindergarten and Nursery, We would like to create new traditions, not
our stated intention (always spoken at Information everything mixed together; also, not Advent dis-
Evenings which are part of our admissions process) is guised underneath the winter festival.
to observe the Christian seasonal festivals in a way
that speaks to the universal in the human being. We 2. What are the needs of parents in regard to
feel that “universal” means—not including every- festivals, and how can we meet those needs?
thing, but reaching deeply to find the essence of the Parents need:
human experience of the cycle of the year. This *nurturing of the soul life;
striving is a process. As a school, we make certain *information in advance about our festivals—what
school-wide agreements, within which individual to expect, explanations;
teachers are free within the classroom. For example, *to perceive that we are not blindly following
we changed the name of the Advent Garden to traditions, that we are in a process;
Midwinter Garden, but individual teachers may use *to be respected, yet met with firmness of integrity.
the word “Advent” in their classes if they feel it is
right. In addition, individual teachers may choose Simple pictures can be very meaningful to parents,
to include certain non-Christian festivals if it seems and we can model for the parents how to create
appropriate for their particular group of children festivals with/for young children. There will always
and parents. In our festivals we hope to create a be a creative tension between parent wishes and our
mood of reverence, which can then be carried into practices; this is not something one can ever “get
each family’s particular celebrations, whatever their right.” Communication is the key.
religion or culture.
Parents are hungry for spiritual observances.
It is helpful to give parents in advance a written
explanation of the meaning behind a festival obser-
vance and how it is geared to the young child. Let
them know what picture you are bringing, especially
at Advent.
One teacher offered parent evenings when
parents could share with each other what they do at
home with their families at festival times. She
encouraged families to establish their own traditions,
and encouraged simplicity to meet children at their
level. Another teacher asked parents, “How do you
celebrate festivals at

12
home?” before school started. It is important to
respect the background and customs of families. If
you honor other cultural celebrations, you see
parallels within different religions.
A teacher has a parent evening the week before a
festival. She tells the stories and sometimes makes
lanterns before the Lantern Walk. So parents arrive
at the festival already familiar with what will be
happening.
We need to discern the balance between what the
children need and the culture of the parents. How
can we meet the parents, yet not compromise the
children? Having the parents involved in the doing
builds up community and anticipation and gives
parents a way to be involved (an example was
creating the Advent spiral.)

Nancy Foster has taught at Acorn Hill Waldorf

Kindergarten and Nursery for over thirty years.

13
 PRACTICAL ASPECT

Sally Schweizer
When a pine needle falls in the forest, the eagle sees metabolic system, the sylphs and the rhythmic
it, the deer hears it, and the bear smells it. system, the firebugs and the nerve-sense system. He
Native American saying tells us how a spiritual music sounds forth from the
movement of birds in the air to the sylphs.
Many of our familiar indoor activities are just as How important it is, then, to be in this bird
relevant in the outdoors environment. In this article, world, in the butterfly world, around and about in
I will give many living examples of the outdoor nature! Children love nature stories; they find a
activities we have pursued over the years in our connection to the world of nature and the
kindergarten at Michael Hall. Tidying up outside, elementals. Singing bird songs and singing to the
for example, should be just as consequent as it is sun, moon and stars find an instant place in their
inside. Fetching someone else’s bowl for a second hearts. In speaking of singing with children, Steiner
helping is just as natural outside on a log as inside. It says in his Education of the Child:
is a rhythm, a natural habit, brought about by
imitation; no thought is involved, only joy in The more living the impression made on eye and
helping, doing and seeing the good. The six-year- ear, the better. Dancing movements in musical
olds, already living in good unconscious habits, rhythm have a powerful influence in building up
begin to repeat actions out of a recognition that they the physical organs, and this too should not be
have to be done. These are acts of devotion, a real undervalued.
impulse of will, setting the scene for their class
teachers to build upon. Hanging everything up Nature abounds with impressions for eye and ear,
properly after being outside, independently even if it and movements in musical rhythm for our children
is a struggle, becomes a necessary habit. “I can hear to imitate: leaves in the wind, dewdrops sparkling on
some boots playing around outside the door,” say I the cobweb, clouds playing in the sky, raindrops
when ready to start the story. The children jump to falling in a puddle, flames in the fire, crackling
it and sort it out. “Oh, I forgot!” “I put mine away!” wood, seeds rattling in their pods, frogs croaking,
“Mine were just lying down, they got a bit lazy and all the delicacies and differentiations of colour
because they were tired.” Dressing properly to go and form. All this is absorbed by the child’s etheric
outside should equally be a habit, not thought about body.
and done with time and care. Sight is the most used of all the senses, but
movement underlies all the lower senses. They are
The elemental beings are the intermediaries between penetrated by will activity, by unconscious will
the earth and the spirit-cosmos. forces. Think of the life sense: inner movements of
well-being and of jumping for joy! In touch, we
Rudolf Steiner, Man as Symphony of the Creative reach out to our own periphery, move to our own
Word boundaries to find outdoor space supports skills
practice and helps to create harmony amongst the
Steiner describes the particular relationship of each children. When creating or changing part of the
elemental to our world in the most fascinating way- garden, the children should be involved; otherwise,
for instance, the butterfly, whose wings on death it is an opportunity lost. They can help dig, pass
shed their dust into the warm ether of the earth, bricks, set stones, fetch wood-chips in a barrow, or
glimmering and shimmering, into which the fire watch. We are all familiar with how such meaningful
beings then pour themselves. And this is the world work is then imitated at the time and later re-created
around our children, particularly outside. He in play. Every day we adults should be working
describes the relationship between the gnomes and outside as an example: sweeping, raking, scrubbing,
our movement system, the undines and our weeding, compost making. A garden is never

14
finished because parts of it are in a constant state of sheep next door for most of the year, plus squirrels
growth and change. If parents are kept informed and (grey, not red, sadly), birds, the odd fox and deer,
consulted, a lot of involvement can ensue. Workdays rabbits and mice! Moles were secretive, but their
are fun and great social occasions. We need their help tunnels were an endless source of exploration and
anyway on the whole issue of clothing. excitement.

Clothing Small or Difficult Spaces

What are we ourselves wearing outside? Imitation! Some teachers only have a very small space for a lot
We know children must have warmth for their life of children, and asphalt on the ground that they
forces, and that they neither recognise nor can as yet may not dig up. Here, I would find old half-barrels,
regulate their own temperature. They should be tubs, sinks, and plant them up. Recycled logs do
dressed properly before they go out of the door, well for a bed, too, attached to corner posts. Put
tucked in, buttoned up, hats, scarves and gloves on, near a wall or fence, climbers can grow up from
extra pair of socks in winter and waterproof jacket them, and small trees can flourish too. Water when
and trousers when it’s wet. The latter are expensive necessary. Perhaps a part of the asphalt could be
but save on washing and mending. I explained to the covered with wood chips which can be swept up or
parents from time to time that it’s not necessary for a carpet. If there is a lot of mud, see how you could
the children to have lots of clean clothes and often to cover some of it with, for example, stones, gravel,
be washed themselves, because they don’t really get old carpet or wood chips. Have logs, planks, bricks
dirty; where it was appropriate I also said that the life and branches for creative play. Make a circle of logs
forces are washed away too from clothes and body; for play, picnics and story. Tie ropes to fences and
soap should be used only where necessary. After the hang clothes over them like tents.
winter hats come off, the children should wear sun-
hats. I made a whole lot of bonnets with neck
protection of old pillowcases with pretty edgings, but Beyond the Garden Gate
the children could also wear their own. No one was We are woodmen carrying trees, carrying, carrying,
allowed to have bare shoulders. With regard to the carrying trees.
child’s lack of defence mechanism, Dr Victor Bott We don’t care about the wind or weather, we just
writes in Anthroposophical Medicine: keep carrying, all together.
We are woodmen carrying trees, carrying trees,
Exposure to noise, cold, heat, or too intense light can carrying trees.
give rise to disturbances. Temperature regulation is Sawing, Chopping, Hauling.
dependent on the ego, and therefore must be
supported by care of the adults around the child Rhythmical “sea shanties” help the work along; we
until the ego has taken hold of the body much later all use them to accompany activities, and outside
on. should be no exception. I used to make up rhymes
as we went along, to soothe a situation, but usually
Planting and Animals just on the spur of the moment anyway:
Seeds and berries for children and birds, herbs for
soup, tea and drying, vegetables, fruits, flowers Woosh, woosh, puddles, woosh. Slosh, slosh, mu-ud,
(particularly which are scented for bees, other insects slosh. Mind your boots, mind your nose, Hold your
and butterflies) or of interest, like snapdragon, hat, hold your toes Woosh, woosh, clouds, woosh.
winter-flowering shrubs, trees, as and where Plosh, plosh, rain, slosh.
appropriate. Have a compost heap and leaf mould,
and wood and sticks to rot for wildlife. I made this one up now as I wrote it. It often
Caring for animals helps to build up sociability encouraged the older children to add verses of their
and respect. We couldn’t have animals at Michael own. They loved it!
Hall because it was too exposed and vulnerable, with
no one anywhere near, but we had the gift of cows or

15
 helps to rekindle the flame of curiosity, the ability to
Ringtime Outdoors discover and invent. Time is of the essence: “Hurry
What about ringtimes in and beyond the garden? up, or we’ll miss the shops.” Not having time for the
Why not, as long as it holds its rightful place in the child may be depriving her of vital experiences;
morning’s rhythm? Magical things happen, too, like those who saunter and dawdle may be seeing
birds singing with us, and finding the daisies we’re something we have missed. We have the power to
singing about. We can use the natural landscape to give our children time.
enhance our ringtime (e.g. the molehills become the
seven hills in Snow White). Stories are lovely Water and Healing Forces
outside, under the tree, under the bush, on the Playing with water is very important for children;
hillock, under the sky. The same rhythm, rituals and inside they can wash up, paint, wash dolls clothes
reverence accompany them. and paint pots. I recently saw a boy stand under the
Creative playtime in woods and field is so rich: drips from the ceiling (leaky roof ) “I’m having a
nothing gets in the way, and Mother Earth’s shower.” Water is especially helpful for precocious,
playthings are rayed out for us. It is also quieter than hardened children. Although what comes out of the
in the kindergarten. I worry a lot about the noise tap no longer has all the healing properties it should,
our children have to suffer today. and rain is polluted (“Mummy says you mustn’t eat
ice. It’s got pollution in it.”) none-the-less, water is a
All learning associated with speech in these years healing force. Dew, a stream, the pond, puddles,
should be especially by imitation. Children will best dripping gutters, mud, rain, mist: all are gifts for our
learn to speak through hearing. children, and we can seek ways to bring it to them.
Joan Marcus once told me she had water in the
Rudolf Steiner, The Education of the Child room in some form, and if it wasn’t possible, one
could have a blue veil.
The child’s whole body is also an ear. Where better The healing forces of music, ritual, warmth,
to hear than outside? Our songs, games, stories told colour and beauty are all found outside. Music gives
outside, birds, wind, rustling leaves, creaking us bird song, our own song, sounds of nature; “The
branches. These experiences will later become leaves are clapping their hands!” Rituals are the
concepts, and these will be the basis on which the movements of sun and moon, the seasons, growth
child later responds to the world. and dying, our grace before the picnic and thanks
afterwards, lighting the candle (reverent gesture to
The joy of children in and with their environment the sun.) Warmth comes from the fire, the sun, our
must therefore be counted among the forces that clothing, the ruddy glow in the cheeks, happiness
build the physical organs. They need teachers who and our love for each other and the world. Color in
look and act with happiness, and, most of all, with nature is like a breath of fresh air for many children
honest, unaffected love. who suffer from today’s harsh untrue colours. There
is beauty in a bird’s eye flowers, the big oak tree, and
Rudolf Steiner, The Education of the Child the clouds, in everything in nature.

Wonder How Long Outside?

The environment outside is a rich treasure, however How long should one be outside? A growing
modest, to fill us adults with happiness, especially if number of kindergartens and playgroups on the
we see how fulfilling it is for the children. My continent, and now also here in Britain, spend
children felt deprived if they hadn’t had enough time whole days out, and even have no building, just a
outside. Wonder (of a daddy long legs: “What do shelter somewhere. Margaret McMillan had
they eat?”) and reverence (of a squashed worm at the “shelters” in the city, not “classrooms.” One April, in
road, “We’ll make him a grave.”) help to build up, the snow, I visited a state forest kindergarten in
through imagination, the powers of original thought Switzerland and asked the teacher about the things
and feeling for one’s fellow human beings. Wonder one could hardly do outside. He replied that you

16
had to let some things go: it depended on what you Water: Blowing walnut boats across a disguised
thought was important. In fact, there is almost paddling pool. Fishing little fish parcels of dried
nothing you can’t do outside, especially if you have a fruit in blues and greens off a blue cloth. The
shelter. Experience of permanent forest kindergartens parcels have wire loops, rods have wire hooks.
is that the children are less ill and generally stronger, Air: Throwing little sand bags with streamers
healthier and more harmonious. I’ve thought a lot into a basket. Throwing a ball through a decorated
about it all, and, when I retired, I was still at the hoop to hit the bell hanging from it. Blowing tissue
stage of being outside for a total of about three days a or fleece balls about.
week, because I still needed to have the balance of the Fire: Playing with a tissue paper butterfly on a
indoors for the children: not for the activities, but for stick. Making a candle in the sand (wick tied to a
the being. stick placed across the top of a small hole, wax
poured in).
Trips and Expeditions Earth: The sand pit has been brushed and
When we were out, we went to the same places for combed the day before, and on the morning is
repetition, and also to new ones for wonder and decorated by many eager fingers drawing special
surprise. This is not possible for some, but with a bit pictures in it, prior to the streamers they made (of
of imagination one can do it within a small area, too. sticks and strips of red, yellow, orange crepe paper
Sometimes I invited the parents to come with us to tied to the top) being placed in it for hoopla. Boxes
see what we do; that was very popular, and people of different materials for an obstacle course in bare
even took days off for it. One can arrange bus trips or feet: grass cuttings, pebbles, sand, shingle, wet mud,
car trips if there’s not much possibility at etc.
kindergarten; then you need to have new risk
assessments, comprehensive insurance policies and General Outdoors Activities
clean driving licences along with parents’ permission. Water: Flow form, pond, leaf, paper or bark
We had many happy expeditions. Three miles is boats, waterfall, waterwheel, (two small paddles of
not too far for the children to walk once they are rectangular board crossed in the middle on a piece
used to it; it is strengthening for the will forces. of dowelling, supported either side of the stream by
Once, our reward for walking the long way to a farm forked sticks), washing steps, watering plants, sand
was seeing two lambs being born. Watching builders pit after rain, watching clouds, an old boat to play
on a roof with a bucket on a pulley for tiles was in.
exciting. “I’d like to do that when I’m older. I’d like Earth: Frost painting (put painted papers still on
to be a real workman when I grow up. Do you have boards out on frosty ground; wait; bring in dry as
to pay to do that?” To be around the campfire is to be normal). Mud pit, clay, gardening, collecting
as if in nature’s kitchen, a cup of warm herb tea crystals from the ground (in gravel paths, even),
(herbs collected and dried ourselves) in one hand and sand pit, play with real bricks.
a hot potato or chestnut in the other (rain didn’t Fire: Play with beeswax, birthday cake candles if
bother us): bliss! Cheeks glowed, social life outside day (protect from the wind with an
blossomed: squeezing up on the log for others, umbrella), bread oven, sand candles, watching
sharing our food, sharing the odd story, talking butterflies and bees, visiting beehives (not too
together: idyllic! Food for the senses and power to the close!), bonfire, spoons and saucepans for
will, underlined through activity. I was blessed with “cooking.”
assistants who supported me in all this, who didn’t Air: Skipping, throwing balls, running after
mind getting a bit grubby and fire-smelly. The hoops, making windmills and whipper whoppers,
parents were wonderful, too; I explained to them leaning on wind, watching clouds, climbing hedge
why I was doing this, and how they could help me. or tree to the top.

The Elements Winging through the Year:

Suggestions for Games Outdoors Festivals Outside

17
A teacher once reported on a nursery that had not with the normal grace, beginning together, passing
been outside for five months because of the mud. round and sharing, followed by thanks at the end.
Amazing! But we can really only appreciate the joys Parents may need help in supporting us with this,
of spring and summer if we take part in the dying but are only too pleased to fit in and do “the right
and secrets of autumn and winter. thing” for their children. The picnic can be on rugs
under the tree, on the grass, on logs. I don’t
The earth’s soul sleeps remember its ever raining for this festival,
In summer’s heat; threatening, yes; actually raining, no.
Then the sun’s mirror blazes Michaelmas: Some people celebrate this together
In the outer world. with the Harvest festival, some separately.
Whichever way, both can be outside. Michael stands
The earth’s soul wakes there, the pedagogical companion of humankind, as
In winter’s cold; a picture for the children of everything we have
Then the true sun shines gathered and harvested to put in our basket for
Spiritually within. winter’s dark and cold. An element for Michaelmas
can be a lot of hard work in the garden or amongst
In summer’s joyful day the older children if attached to a school, or a walk
Earth sleeps deep; in a “difficult” place with brambles, squeezy places
In winter’s holy night in bushes, up steep hills and so on.
Earth rouses, wakes. Courage and activity are certainly the main
aspects at this time. I used to do both together:
Rudolf Steiner, translated by Matthew Barton Michaelmas and harvest. We had a lot of work to do
inside and outside on the morning prior to
If rhythm and habits live in the children well, celebrating in a circle in a mood of quiet reflection,
festivals can be celebrated outside. Maypole dancing with music and a story at the end. Work included
is the most obvious. Sometimes we had to do it in sweeping outside, apple polishing, apple-juice
raincoats or hang on to the blowing ribbons tightly, making, harvest loaf baking, raking, herb cutting,
ending up in a glorious colored knot! But this is all a lavender picking, weeding and soup making. Parents
will-developing experience that the parents enjoy were invited for as much of the morning as they
and laugh through because of our own enthusiasm. liked, and were shown how they could help.
Whitsun, the late spring festival, is of blossoming Everyone shared in the well-earned little meal.
pictured by the compositae (daisy, dandelion, etc.) Martinmas: We celebrated out of doors with a
family. How beautiful, then, to bring the picture of walk in the darkening night visiting old people, or
the impulse of Christianity into the wide world those who still worked for the school, bringing a
when surrounded by blossom and insects. This is the lantern and biscuits to each. We would have earthly
alternative to having lots of candles inside: one can food, as a balance to the spiritual food, in some
have them on a wind-still day, or a white one in a prepared place, in the yard, at friends’, under the
glass lantern. Music can be made outside just as well trees, somewhere, whatever the weather: hot tea
as inside. (cinnamon plus ginger infusion with apple juice
At St John’s tide , we can celebrate with songs and added) and biscuits. Parents were well prepared with
a story and music outside, followed by the fire. songs and details beforehand, such as extra socks. At
Midsummer with food galore for the senses is some point, where the children could sit down, e.g.
celebrated by some after the St John’s festival, and by a low wall, I would produce a little puppet play out
some separately. Dancing, song, honey, games and a of my pocket. In the dark, in the lantern light, the
picnic can belong to this: food for the senses, mood was beautiful.
entertaining all the elements. Advent: My main thought was to kindle the
Parents love to help and look after different games, wonder which escapes many of our children today,
and to provide for a bring-and-share picnic: a delight and to keep it alive in those where it still lives in
of colors, smells and tastes. It must be well organised order to make a space for the advent of the Christ

18
child. Sometimes I made a spiral garden, sometimes As the turn of the century passes, humankind is
not, but at least a part, if not all, was always outside. engaging in some soul-destroying education, and we
It would take too long to describe it here, but it was are destroying the very ground upon which we walk.
always a surprise, and wonderful things happened in Rudolf Steiner told us that these are times of hard
the children. Sometimes we went for a walk on a tests for human beings and that they would become
normal morning and found candles in apples under even harder. Yet there is hope! I become very
the bushes, with parents helping, well hidden, and distressed and worried about so much I see and
making music to lure us there. When we returned, experience, but hold before me the healing
we found a beautiful spiral garden of twigs and possibilities offered to us by four Archangels:
crystals, and stars that definitely weren’t there before! Gabriel, Raphael, Uriel and, of course, Michael, the
(I had it down to a fine art, with or without help, to leader of our age, to guide us in morality to stand up
create a festival centrepiece in five or ten minutes as individuals and not be afraid to do so, and to be
while the children were getting ready for outside or as worthy guides to our children as we can possibly
so, having everything ready behind the curtains.) be.
One of the nicest things I did was to tear up little Michaelmas is the Festival of Strong Will. Times
pieces of sheepskin on the third week of Advent and of sacrifice, but therefore also healing, can be ahead
put them on the grass in the field some distance for us all. Describing how to make an attractive
away before kindergarten started. When we went out garden for our young children, and doing something
for our walk (lured again by magical music about making sure there will be a world garden for
glockenspiel or so), we found so many little sheep in them and their children to walk in, are not one and
the meadow, and could “hear” that they wanted to the same. Our inner, awakened selves, with eyes, ears
come back with us to the children’s own Advent and hearts everywhere, must be active to perform
gardens at home. Again, the parents were well outer deeds. There are many organizations working
informed and sworn to secrecy! Sometimes I did to save and heal the planet for the children whom
similar things for other festivals, e.g. hanging so we are educating. There are other groups that can
many little shell cradles with babies in them in the give advice and practical help on living with nature
bushes in early morning a mile away, which we and the creation of a harmonious landscape for the
found later before the story of Briar Rose in the young.
forest with the parents. One could say this sort of All that we bring about through meditation and
thing is a trick, but what about St. Nicholas and action changes the world; every deed has
Father Christmas? Children should have magic. repercussions, whether greatly moving or a drop in
Candlemas: In the flowerbeds, we planted the ocean. Teachers create ripples in the pools of
candles we’d decorated or made and sang to Mother their work with children, resonating out into the
Earth. wide world. I am convinced that there is nowhere
Easter or Spring Festival: New planting would richer for this sparkling water than under the sky.
be a part of it by making Easter gardens outside to And all our groups’ back gardens may bear a
take home in flower pot saucers or on bark: cress, heavenful of playthings, of fruit for the future, of
alfalfa or wheat sown a few days before. Egg magic.
decorating is more of an inside task.
This article is excerpted from a larger article that was
What Lies Ahead? A New Beginning published in Kindling, the United Kingdom Journal
for Steiner Waldorf Early Childhood Care and
The plant-seeds spring in the womb of Earth, Education.
And waters rain from Heaven’s heights;
So does Love spring in human hearts,
And wisdom water the thoughts of men.

Rudolf Steiner

19
Leah Palumbo

The foundation for learning math lives in the body Shine into everything I do in the world,
in the rhythm of the breathing and the heart. This Sun above me shining,
“math genius” lives in the body of each individual Shine into my heart so good.
human being through the rhythmic system. Of
course, children see their parents doing activities The children experience the concept of two: day and
that they want to copy and these activities may relate night for example. There isn’t a kindergarten child
directly to math through computation, sharing of who could start the day without wearing two
resources or with direct relationship to currency by slippers. The children experience the four seasons
watching mother purchase groceries, for example. and the four elements. Early in the year the children
Children begin to count through imitation. learn that five children fit comfortably on the
Watching mother divide the potatoes onto plates for “ready” bench near the door. On bread baking day,
dinner is a mathematical experience. By watching each child receives one bun. We touch lightly on
and copying others, children begin to understand fractions when a child requests a second helping and
the outward manifestations of simple mathematics. receives a bun divided in half.
So, as you can see, the world of math is already a One of the tasks of early childhood is to master
part of their natural experience of the world. body skills: finger plays and movement games that
The foundation for beginning to teach math in help develop physical coordination and form the
the elementary grades begins in nursery and basis for the formation of speech. Matching
kindergarten classes with social and practical rhythmical counting with body movements forms a
experiences, simple number rhymes, games, songs, basis for later mathematical learning and forms a
and stories. During the course of a child’s valuable foundation in the body through the
kindergarten experience, children learn math mastery of number and rhythm. During circle
concepts through their experience of the world time, the children imitate rhymes that incorporate
around them. They learn through movement, the gesture of counting on their fingers. The teacher
making things and playing. The children play brings math imaginatively, through the use of games
“store” using shiny chestnuts to “purchase” items. A and seasonal rhymes, both which bring math
group of children may build a train and sell “tickets” concepts in a creative way. The children are
for the ride. A basket of small puppets is distributed essentially unaware that circle time presents an
among a group of children before the beginning of a opportunity to begin to learn to count, add,
puppet show. Social concepts such as sharing with a subtract, divide and multiply. The children may
friend are learned early in the Waldorf classroom. imitate these rhymes, finger plays and other games
There is a natural expression of equality and division learning to count to five, ten, twenty or higher in
when they learn to take turns and share. games of skill such as jumping rope.
Through singing and rhythmic activity, the Number representations are a natural part of the
children begin to experience math as mathematical nature stories and fairy tales that we tell in
reality permeates the world. We sing, clap, and kindergarten. In the Brother’s Grimm story, “The
dance to the rhythm inherent in number. They Queen Bee,” for example, two brothers set off on an
experience themselves, as one, first through adventure and fall into disorderly ways when they
separation from their parent. Then they experience are joined by their third brother known to them as
the “oneness” of the sun shining down upon them in simpleton or “simple one.” Simpleton, with help
a verse such as: from three different animals, releases the castle from
Sun above me shining, enchantment after completing three tasks. His
Shine into my golden crown. deeds, with the help from the animal kingdom, free
Sun above me shining,

20
the three beautiful princesses from their sleep. In
the end, the three brothers marry the three
princesses. This brief outline illustrates how fairy One little, two little, three little witches,
tales succeed in bringing mathematics to children on Fly over haystacks, fly over ditches,
a subtle level. Slide down the moon without any hitches.
In the forward to Ron Jarman’s book, Teaching
Mathematics in Rudolf Steiner Schools for Classes I-
VIII, Chris Clark states that “As a child beholds the
universe, it looks for connection with the elements One, two, three, four, five
of that universe as well as with the contents of his Once I caught a fish alive.
own mind and soul: a connection with the Six, seven, eight, nine, ten,
innermost self.” Children experience math in the Then I let it go again!
world around them. Because arithmetic arises out of Why did I let it go?
the rhythmic system of the body, it is natural that in Because it bit my finger so!
kindergarten we bring the unfolding of math Which finger did it bite?
through rhymes, songs and stories. However, direct The little one upon the right.
intellectual teaching does not take place. The child
is encouraged to take in the world with his senses.
The teaching of mathematics, reading and science
happens organically with the child whose natural Five little peas in a pea pod pressed,
inclination is to explore the world. One grew, two grew, so did the rest.
Five little leaves so bright and gay They grew and they grew and they did not stop,
Were dancing on the tree one day. Until one day the pod went POP!
Brother wind came into town,
O-O-O-O
One little leaf came tumbling down!
Two little beaks went tap, tap, tap!
Four little leaves so bright and gay, Two little shells went crack, crack, crack!
Were dancing on the tree one day, Two fluffy chicks peeped out and, Oh!
Brother wind came into town,
They liked the wide world so,
O-O-O-O
They left their homes without a fret,
One little leaf came tumbling down!
And two little shells are now to let!
Three little leaves so bright and gay,
Were dancing on the tree one day,
Brother wind came into town,
Here is the beehive, Where are the bees?
O-O-O-O
Hidden away where nobody sees!
One little leaf came tumbling down!
Here they come creeping out of the hive,
One, two, three, four, five,
Two little leaves go bright and gay,
ZOOM, ZOOM, ZOOM, see they’re alive!
Were dancing on the tree one day,
Brother wind came into town,
One little leaf came tumbling down!
Games and Stories
One little leaf so bright and gay,
Stepping over stepping stones, one, two, three,
Was dancing on the tree one day,
Stepping over stepping stones come follow me,
Brother wind came into town,
The river’s very fast and the river’s very wide,
One little leaf came tumbling down!
So we’ll step across the stepping stones,
To reach the other side.

21
Finger Plays and Rhymes

Five tiny fairies hiding in a flower.

Five tiny fairies caught in a shower,
Daddy Cock-a-Doodle standing on one leg.
Old mother speckle-top lays a golden egg.
Old Mrs. Crosspatch comes with a stick,
Fly away fairies, quick, quick, quick!

Five Little seeds a-sleeping they lay,

A-sleeping they lay,
A bird flew down and took one away;
How many seeds were left?
Four little seeds a-sleeping they lay, et cetera.
There were five little buns in the bakery shop,
The kind all sweet with the honey on the top,
Along came a child with a penny to pay,
She took one bun and then she went away!
There were four little buns in the bakery shop,
Etc…

Jump Rope Songs

Tell me, tell me, tell me true,

How old, how old, how old are you?
One, Two, Three…
My old Granddad made a shoe, How many nails did
he put through?
One, Two, Three…
Bubble gum bubble gum in a dish,
How many pieces do you wish?
One, Two, Three…

My mother made a chocolate cake.

How many eggs did she break?
One, Two, Three…

22
Suzanne Down

I grew up in the countryside where my brothers and from wire and hand-made felt. They were every
I spent hours every day in outdoor activity, running wonderful assortment of color! We strung them on
through the woods, making forts under and in the long branches with long strings, creating bigger than
trees, building igloos, sledding, and riding bikes. life size birds with a large range of movement. The
When my children grew up in rural British children climbed trees and had them flying through
Columbia, it was much the same for them. It then meadows.
expanded to include skiing, snowboarding, We improvised nature stories, as well as
backcountry hiking, horseback riding, lots of yard performed short pieces from songs and poems about
and garden work, shoveling snow and chopping birds. We encouraged the “will” development with
wood! Country life is a gift to childhood. the children by using large limb movements, while
But the overall sign of our times is that people at the same time were embracing the unfolding
have reached an all-time low in physical movement imagination and fantasy forces. The children
and are inactive. Many children live in suburbs and became airy and almost flew themselves as they
cities where parents are afraid to let children play in enlivened the puppets in the element of air. The
front yards. Young children are strapped into car weaving of puppet arts, connecting with the
seats for endless errands, and, as they get older, sit in elements, the seasons and delicious physical
front of the television, computer or video games. movement was enthusiastically taken up.
This, of course, contributes to a host of childhood You can encourage the quality of children’s own
ailments. This inactivity is an illness of the will. larger movement woven with the magic of puppet
The organs of the metabolism (home of the will) activity. Try adding the four elements to your puppet
need to be strengthened, or the human will becomes stories.
weak or damaged. Its cure is activity, or more Air – birds flying in the tree tops
importantly, meaningful, purposeful activity, Earth – gnomes crouching and digging in caves
especially with movement of the limbs. Fire– fire fairies flickering, or a large Michaelmas
The young child develops his nerve-sense system dragon manipulated by several children
through physical movement. Dr. Michaela Glöckler Water – fish flowing along the stream, dolphins
states, “Until nine years, children should move and leaping over the waves
be active as much as possible in order to develop Work with the children by crafting puppets from
their thinking. The kindergarten teacher relies upon found objects in nature. Add movements that
movement in order to teach young children, and it is connect the children truthfully to the four elements.
movement that helps the child develop the nerve- The world of nature becomes a large story stage! In
sense system. Movement is the best education for Lighthouse Park, a coastal park in West Vancouver,
stimulating the brain.” British Columbia, there is an outdoor amphitheater
Puppetry can support the child in large movement perfect for giving puppet plays. It is found in the
that carries with it the added meaning of story and midst of ancient moss covered trees, and the sound
social artistry. I have long been interested in of the ocean sets a magical mood.
outdoor puppet theater, using natural settings as the I have also found a different forest place in
stages and employing large and small puppets that another part of British Columbia where there is a
children move with bigger movements than indoor circle of tall, tall pine trees that encloses a small
puppetry allows. forest meadow. We call it the “Chapel in the
I periodically give an outdoor puppetry summer Woods.” A group of first grade children made large
camp for children. One year, we created big birds simple marionettes and presented a Christmas play,

23
called, “The Little Shepherd Boy,” for their parents.
It was just turning dark (though it was 4:00 p.m.);
we had lanterns hanging in the trees and a circle of
snow candles, and the stars above were our stage
lights. The stage was the meadow, and the children
walked the large puppets, as tall as their waists,
through the story. Everyone had a nice forest walk
to get there and back. It was a memorable and
vigorous puppet adventure for all.
We can create these outdoor puppet experiences
in many places. I have a group of children that go to
a park with me every Monday, and we create puppet
stories there. There is a bridge over a streambed that
is dry right now until the mountain snows melt. We
have made large, very simple marionettes for the
“Billy Goats Gruff ” story out of burlap and
branches. The children take turns being the
characters, and play the troll under the bridge
themselves. They want to play it again and again,
with space to run in the “meadows.” We end it after
a couple of hours of puppet play with a long walk
back to my house. There is lots of movement
sparked by the creativity of the puppet story.

Suzanne Down, founder and Director of Juniper Tree

School of Story and Puppetry Arts has now returned to
British Columbia and lives on Vancouver Island. She
will be traveling extensively, giving workshops all over
North America, and will be offering her Puppetry
Training course on both the East and West Coasts,
Summer, 2005.

24
Glenda Moore

I am now entering my fifth year of teaching a small schools, I have been surprised at times at the
home kindergarten for three- to five-year-olds in unexpected and more challenging situations that
America’s heartland, St. Louis, Missouri. The joys of have arisen in the home setting. This past year, for
such an intimate program are myriad, coming down instance, I had two children who had significant
the stairs while still in my nightgown on a frosty developmental delays. Both parents, who were
winter morning to begin setting my bread sponge, friends, were distressed and in deep denial when
knowing I will not be fighting rush hour traffic concerns about the children were brought to them;
before beginning my teaching morning, having such both parents abruptly withdrew their children in
a small group (eight children) that I can afford mid-year that, in turn, was distressing to me since
prolonged and multiple home visits with each family they were making real progress under my care.
and the joy of witnessing the very young child Again, in the home setting, there is no reassuring
blossoming in a group setting that is, in my opinion, large community of adults to help allay the fears of
just the right size. I teach three mornings each week an anxious parent; there are no other professionals to
in the four-hour rhythm that I used when I taught support your view of the child and the
in larger schools. Since my health does not permit recommendations you are making.
me to teach full-time, this part-time schedule allows In response to this difficulty, I formed an
me to continue serving in a meaningful way. I Advisory Board of past kindergarten parents and
thought that it might be helpful to share a few of the professional people to help advise me on creating
lessons have learned upon my journey. policy and for general support. Two of the Board
First, I am grateful for the years I spent teaching members offered to be present for challenging
in two pioneer Waldorf schools in California. parent-teacher conferences to act as witness; I
Without the form that became a part of me, I do accepted gratefully since I had found a parent in
not feel I would have been able to create my deep distress is capable of behaving in a threatening
kindergarten as it now stands. This may not be so manner. I had felt uncomfortable meeting two of the
true for home kindergartens that stand under the situations I have encountered in the last four years
umbrella of a thriving Waldorf school, but for those by myself.
who are working in truly pioneering programs, some These situations have highlighted a weakness in
years of experience are invaluable. Since the school is my program which I hope will be helpful to
in your home, it may appear to be only a home others: my kindergarten was so small and cosy, and I
(although a warm and inviting one) to your felt so confident in what I was offering that I began
prospective parents. There is no formal edifice to it with virtually no written policy. Did I truly need a
impress and reassure new parents; there is mainly parent handbook with only eight families? Yes,
your inner experience to attest that you are indeed a indeed, I did. I began with only a discipline policy
school and offering a genuine educational statement that was required by my licensure. When
experience. issues arose over an aggressive child who was being
Second, I would only recommend the home exposed to a great deal of media, I added a television
kindergarten work to teachers who have deep and media policy tied to the discipline statement
confidence in their parent work. In a home which basically recommended no media but did not
kindergarten, I have not had colleague support when insist unless there were significant behavior
a challenge comes along; one truly is drawing upon problems, especially aggression toward other
inner resource and experience and the well should be children. In my situation, I gather families who have
deep. And even though I felt largely successful in never heard of Waldorf education before and
my communications with parents while teaching in attempt to meet them where they are and draw them

25
along, step by step. I do give them Marie acknowledgement from the parents that the child has
McClendon’s two books about media at the initial issues to resolve and that I have the parent’s full
interview that lasts about two hours. Following are support in working with me upon them. This past
a few essential highlights from my new handbook year, I tried to work with the previously mentioned
(completed this last summer): children without open discussion with the children’s
1) Television and Media Policy: I recommend parents because the topic was too painful for them. I
no media; I clearly state that I feel Waldorf do feel like I helped the children, but I am unwilling
education, which keeps the children more open, to attempt the experience again without the open
does not mix well with the sensory bombardment partnership with the parents; it was simply too
of the media. I inform the parent that I will be difficult. The first month of school is a trial period
presenting information about the effects of media after which the parents and I will assess the child’s
and attempting to persuade them to protect their needs and whether together we will be able to meet
children until they are older; however, I leave them them in my program. This allows me an opportunity
free unless there is a significant problem with to experience the child in the classroom setting and
disruption or aggression toward other children. create some guidelines from the beginning of the
Then I ask for full support or withdrawal of the year.
child from the program. 4) Parent-Teacher Communication: I have two
2) Parent Meeting Attendance: I have made the formal parent-teacher conferences each year, one in
decision to require parental participation at parent the fall and one at the end of the year. I encourage
evenings and even have them sign an agreement to parents to call me if they have concerns in between,
that effect at the initial conference. I found I had but I have decided to limit the telephone
several families who seemed to want a drop-off conversations to about fifteen minutes. If the issue
program and were not interested in finding out cannot be resolved in that time, then I arrange a face-
more about what I was doing philosophically. I now to-face conference where we can sit down and address
explain at the initial conference that this education the concerns. I feel this makes for a more conscious
has some significant differences from mainstream communication and allows me time to prepare
early childhood education, and I would like them inwardly for a true meeting with the parent. In the
to be aware of the ideas, although I do not expect past, I have spent hours on the phone with anxious
them to adopt them all as their own. parents; I feel I have to set firmer boundaries in a
3) Parental Screening: As the administrator and home setting than I did in the schools. The situation
teacher of a program, I have been tempted to accept feels more intimate, and it is easier to cross into a
families that I had initial concerns about simply friendship with the children’s parents, but I find it is
because I needed the enrollment. Since these better to keep a bit of formality until the children
families have subsequently proven to be the most have “graduated.”
challenging, I have determined to cover several
topics in an initial screening to determine parental In conclusion, I would say that I have found this to
openness. The above two topics are covered: be a wonderfully viable semi-retirement plan for
willingness to consider working with media Waldorf teaching. I would highly recommend it to
questions and wishing to discover more about the experienced kindergarten teachers who find they
education through parenting classes. A third cannot keep up with the demands of full-time
question I have decided is crucial is, “All children teaching but still have the forces to work in a smaller
have struggles of one kind or another. Are you way. I find I spend about thirty hours a week between
willing to work with me on resolving your child’s teaching, preparation and administrative work, about
developmental issues?” If there is any hesitation on half of the hours I gave to my school week; this gives
this point, I do not accept the family into the me the three-day weekend I always longed for and
kindergarten. I have found in my years of teaching most of the summer off to regenerate.
that I am able to work with almost all children, but,
for the ones with higher need levels, I need

26
Glenda Moore has taught kindergarten at Davis
Waldorf School and Cedar Springs
Waldorf School, both in California.

SusanSilverio

For many years, the morning kindergarten, nestled day. I found an inner door opening to the LifeWays
between the woods and the family farmstead, Training.
seemed all that the children needed. But There seemed to be time to breathe. I was
increasingly, parents are seeking out afternoon reminded that my colleagues in remedial training
programs and looking for a place for three-year-olds, have for some time recognized the need for remedial
as well. How could we provide continuity of care in work for today’s children, and although I had
a way that could be nourishing to both children and participated in a number of courses and seminars,
teachers? How could a teacher carry the child there had never seemed time in the course of a
through the “grades” of early childhood? How could kindergarten morning for some of the individual
afternoons provide, as closely as possible, the best care and attention needed by children. Afternoons
elements of care found in a healthy family? now provide time for the nurturing arts of hair
Something new (or was it ancient?) was being brushing, lavender face cloths and warm lavender
called for. I embarked upon a journey to find a way foot baths that allow the possibility of close
of life that could carry a wider age range of children observation of the child, and the bodily care that
over an extended day. I found myself experiencing a meets two of the lower senses identified by Rudolf
shift in focus to relationship-based care with the Steiner as the sense of life and the sense of touch.
adult as curriculum, as well as an appreciation of The afternoons also allow a “siesta time,” when
ordinary life including the living arts of nurturing, my assistant and I frame a row of mats with colored
domestic, and social arts, with the creative arts cloths, so that each child has a little house somewhat
revolving around the seasonal festivals. The shift was like the ones that they build for themselves during
a re-visioning of the “morning program” to an 8:30 imaginative play time. Although this custom flies in
a.m.–3:00 p.m. day that allows time for the the face of our hectic “on to the next activity”
nurturing physical care of the children and includes culture, and has been met with some resistance by
children in the daily work and play of life. Rather some older or more wide awake children, in the
than the fairly intense three-and-a-half hour course of time, as their parents have grown more
program of structured, organized activities for comfortable with the value of this quiet time, the
children, framed with hours of adult-only afternoons have become a time for a true “out-
preparation, clean-up, parent contacts and breath” from the morning, with younger and
seemingly endless faculty meetings, the door was sometimes older children crooning the day’s songs to
now opened to living with and around children, themselves and often falling into a sound sleep. The
weaving in stories, games and verses throughout the ones who don’t sleep will rest very quietly as they

27
wait for others to sleep so that we can then sit on the basket of laundry, having a conversation with a
couch and hear the next episode of their “chapter parent, or setting up for the next day.
book.” The rosy cheeks of the sleepyheads as they Also gained are several children who could not
arise testify to their sense of life and well-being. have been accommodated in a more formal
Even a welcome change can mean the loss of the kindergarten morning. Some are young; others
familiar, and so also with this transition. Like a require a bit more adult interaction to find their way
caterpillar in a newly formed chrysalis, I found my through the day. The other children, some of whom
regular morning dissolving into a bit of chaos until have no siblings at home, gain the opportunity to
new rhythms and forms could emerge and hold a observe a younger child being cared for. The simple
wider range of daily life. I felt challenged as I acts of assisting a child in dressing and undressing
stepped out from my teacher role and closer to the for outdoor play nourish the sense of touch and can
parental realm. I even missed the familiar excitement be a nurturing activity if not rushed and perhaps
of the often-painful interminable group process of accompanied by a song. A child who has difficulty
faculty meetings. entering into social play in the morning becomes
But what has been gained? The slightly more quiet and observant as I brush his hair before he
relaxed rhythms have allowed the assistant teacher to enters the room. This nurturing touch seems to
emerge as a person in her own right, and she has bring him into his own body and allows a smoother
discovered a deep well within herself of stories and transition to the group.
vignettes that amuse and delight the children, and One of the many gifts of Rudolf Steiner to our
sometimes meet them in a curative moment. We search for wholeness in the lives of young children is
rejoice to see the children who were quiet and his recognition of the twelve senses of the human
withdrawn last year becoming more playful. being. In addition to the familiar ones of touch,
I sense a new feeling quality with the parents. If taste, smell, sight and hearing, he describes four
perhaps I have been a warm teacher, I now stand in lower senses as paramount for child development.
the place of a caring person in the lives of their These include touch as well as a sense of life,
children. Parents seem a bit more relaxed as well, movement and balance.
and I now notice them holding, nurturing and Together, the lower senses foster the development
playing with their children when they greet them. that in later life will be able to support the human
Because there are now two pick-up times (after faculties of the higher senses of hearing/tone,
lunch or after siesta) there is no longer one grand speech/language, thought/concept and the sense of
dismissal time. When parents arrive to pick up their the unique individuality of another human being.
children, there is a now bit of a “tidal pool” effect. Without the necessary grounding of the lower
At the end of the morning, one child might invite a senses, the higher ones may not be able to develop in
parent in to see his puppet play. At the end of the a truly human way. I feel that I am better able to
afternoon, someone might arrive a few minutes early cultivate all of the four lower senses of life, touch,
and offer to help us tidy up. I have at times felt movement and balance (as well as the fifth one of
defensive of our kindergarten mood, but now want warmth) in the course of the full kindergarten day
to cultivate an atmosphere of hospitality. Life that allows more time and a quiet afternoon. The
abounds at these moments, and I find that parents sense of life and touch are especially addressed by
are grateful and respectful. the nurturing arts. Brushing the children’s hair, such
What else is gained? In spite of my own a simple act of care after taking off wool caps or
resistance to being still for a while during siesta, I waking up from siesta, was an innovative reclaiming
am learning to have a full twenty-minute out-breath of an ancient practice. (I found small wooden
myself after the back rubs and lullabies, a moment brushes intended for cats that were affordable
of meditation or handwork that provides rest for my enough to provide one for each child.) A warm
soul, even while staying in-tune with the children. lavender footbath provides a soothing and warming
During the quiet time that follows, I can sometimes transition from a goodly portion of outdoor play to
weave in a few other activities that I would have a restful afternoon. After lunch, warm lavender
done ordinarily in the afternoon anyway: folding a

28
washcloths become wet napkins for face and hands, exclaims mightily, “This isn’t kindergarten, this is
nourishing the senses. SPINDLEWOOD!” Indeed, he is right; beyond all
Much has also remained the same in the life of categories and models of education, it is the living
our kindergarten that vitalizes the two other lower experience that is real and creates a foundation for a
senses of movement and balance: sledding down the meaningful future.
old woods road during several snowy months,
collecting maple sap buckets and sledding them to Susan Silverio is the Director of LifeWays Training,
the sugar shed, swinging on the swings that parents Eastern Region, who attributes all the changes she made
have hung from the peeled log that they lifted up with her program to the LifeWays training.
and pinned to two trees during a family work party,
hoisting buckets of water from the well for the sheep
and chickens. Our woodland paths are irregular and
“rooty,” and occasionally a city-dwelling child will
trip upon one as he makes his way along in the
beginning of the year. But during the subsequent
weeks, the children learn to feel their way over the
surface of the woods, letting their feet reach out as
sensors to maintain their balance as they move. The
little frog pond is a touchstone of changing life. In
the fall, the children are engaged body and soul in
the joy of catching frogs; throughout the winter they
observe and test the ever changing frost and ice; in
the spring, the children pump the hand pump to
create a waterfall over the flow forms to freshen the
water that is now teeming with frog eggs and
tadpoles.

Even indoors, there is opportunity for movement

and balance. Parents who advised me that their
active boy could not live without a “four-wheeler”
are amazed to see him create one out of a plank and
four short logs. In fact, his wooden board can do
almost anything–become a slide, a seesaw or a boat
(and he now takes a board to bed with him, as well).
A small “rock-a-boat” holds four children at a time,
or, when turned over, allows toddlers a safe climbing
structure, so important for development. The senses
of life and touch are nourished by the natural fibers
of the play cloths and toys, as well as by the hot
water bottles for cold days.
I am still learning to breathe into these new,
lighter rhythms and the nurturing arts. There are
still things that I want to hold onto and find a place
for, like fairy tales for the older children. But most of
all, I have the satisfaction of cultivating a place in
the world where children can grow, learn and thrive
that feels more like a neighborhood than an
institution. I still refer to this as “kindergarten,” but
whenever Elliot, who is four-years-olds, hears me, he

29
 REPORTS

Robert Hickman,
Board of Directors, Christiana Foundation

Christiana Marie Sullivan was born to a loving

· Do you currently offer parent-child classes
Waldorf family in Fair Oaks, California. She had a
at your school, and, if so, are your teachers
brief three months on earth. During her short life
in need of further training?
and in the experiences that followed after her death,
the whole community felt the presence of a special
We all know that childhood is under attack in the
being whose brief appearance in life was a gesture of
world and that the first three years of life shape the
beautiful love that transcends death.
children’s future lives in profound ways. Parent-child
Christiana’s parents and many friends in the
classes are counteracting these negative forces by
community were inspired to create the Christiana
supporting parents and promoting positive and
Foundation’s mission. In her memory, the Christiana
protective parenting practices. The Christiana
Foundation raises money to support the efforts of a
Foundation wishes to enhance the good work
wide array of anthroposophical initiatives around the
already being done in Waldorf schools in North
world doing good work with meager funds.
America.
Donations have been given to Waldorf schools with
Please let us know what you think! Questions
ethnically diverse student bodies; biodynamic farms
and donations can be addressed to:
offering hands on experiences for students; youth
empowerment programs promoting community Christiana Foundation
service; a project promoting reconciliation between 7741 Doneva Ave.
families in Israel and Palestine that have lost children Fair Oaks, CA 95628
in the fighting; Sophia House, which supports (916) 863-6051
homeless families; the Early Life Center at Rudolf or email at [email protected]
Steiner College and the Mother’s Support Network,
a program offering classes and support groups. Even The Christiana Foundation is a recognized 501©(3)
though the grants are small, they are embued with not-for-profit corporation. Contributions are tax-
the special blessing inspired by Christiana. deductible. Moreover, since all foundation related
The Christiana Foundation is currently looking activities are performed by volunteers and there are
for ways to raise funds directed at supporting the minimal administrative costs, almost all funds are
development of parent-child classes in Waldorf invested in the initiatives we support.
schools. We would like to provide scholarship funds
for birth to three Waldorf workshops, courses or
trainings. We are looking first to Waldorf-trained
professionals working in this field and other
Urgent appeal for Loczy! New government
supporters of early childhood education for
regulations in Hungary have made the costs
donations.
of operating the Emmi Pikler Institute
You can help us understand if there is an interest
prohibitive. Your help is needed now to keep
in this project by giving us feedback to the following
the Institute open so that this important
questions:
work is not lost. Call Elizabeth Stubbs at
· Would you be willing to make a financial
781-863-5959 to see how you can help.
contribution directed to this project?
· Do you know of supporters of early
childhood education who would be willing
to support the project?

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Todd Hilton

Autumn is upon us here at Somerset School, and At Somerset, we understand that there is a need
with the new school year comes a new program that to meet the challenges of our children at an earlier
we have started that is directed to the early years of age, and we have risen to meet that need. Many
childhood. We have created an Early Childhood children with learning challenges feel separated from
program that is specifically targeted for children of their peers, which can affect developing self-esteem.
ages four through six in need of special care. Here, we integrate spatial dynamic therapy, curative
Somerset School focuses on working with children eurythmy, occupational therapy and more within
with learning disabilities, developmental disabilities their classroom day so that the children are always
or behavioral challenges. Our program is designed to part of their peer group. The goal of our work is to
meet the challenges that our young children are help the children find balance so that they more
meeting today in the world, such as media, sugar, easily integrate back into the surrounding world. We
poor rhythmic schedules, and lack of proper at Somerset think the earlier these children receive
movement. We offer a Waldorf-based curriculum therapeutic support, the better. It is a model
that is added to with daily movement exercises, program holistically encompassing today’s beautiful
meals that are organic-based, and a daily rhythm children. It is exciting to watch the success!
that allows the child to breathe out and know that
they are in a safe, nurturing environment. All this is Todd Hilton is an early childhood teacher at Somerset
created in a beautiful setting. We are located on a School which was founded by Sunny Baldwin eleven
fifty-five acre farm that is nestled into the heart of years ago. For more information contact Charles
the Sierra foothills of California. Baldwin, 1175 Alpine Way, Colfax, CA 95713, 530-
Our children begin their day with a morning 346-9633.
circle where they are given movement exercises built
into stories and song. They also work on exercise
mats with rolling and crawling work that is vital to
the development of their young bodies. The children
participate in helping to prepare a healthy snack of a
daily grain (special dietary needs are all met
wherever possible). There is outdoor work to be
done (when the weather permits, of course) such as
gardening, or taking nature walks. There are
activities that allow the children to interact with one
another in a media-free environment. This allows Congratulations to Sunrise Waldorf
the child’s imagination to flourish to a new, healthier School, the Vancouver Waldorf School,
level. At story time, the children sit and listen to the and the Nelson Waldorf School for the
different fables and stories that are presented to opening of their new early childhood
them and take these stories into their own lives, centers. All three schools were able to
living with them at home and in their imagination, realize these new buildings by funds
and eventually the children are asked to act the generated from their respective school
different stories out for themselves. There are also communities and funds granted by the
crafts to help work on fine motor skills, and the British Columbia provincial government.
development of hand-eye coordination. Warmer
days are capped off with swimming in the pool,
which is always the highlight of the children’s day.

31
Li Zhang
Li Zhang spent several years in Spring Valley doing the Last Monday was a historical moment for
early childhood training and working in the Rudolf Waldorf education in China. We have written the
Steiner Fellowship Community. She and her husband, first page of the history with six children in the
Harry Wong, also a Sunbridge graduate, nurtured their kindergarten and four in the grade school. There are
dream of bringing Waldorf education to mainland a few more children who will join us soon. It rained
China. Over the course of the past few years, they the whole night before Monday, our opening day.
formed an initiative group and, together with other We were worried about the weather for the opening,
colleagues in China, were able to acquire land and but it turned out to be a beautiful day.
buildings and the dream began to become a reality. The rain helped clear the dust on the ground
After completing her early childhood training in July, that was left from the renovation and gardening
she returned with her young children to prepare for work. It also cleared the dust in the air. The sky was
opening day two months later. This article is compiled so blue, bluer than usual for Chengdu.
from recent reports and personal correspondence with Before 9:00 a.m., children and their parents were
Susan Howard. waiting outside the gate while all the teachers and
staff lined up in two lines waiting inside the yard.
Our kindergarten just started last week after almost Children were peeking through the bamboo door,
two months of solid hard work. I have six children full of wonder, their one hand holding a flower and
right now, but there are still numbers of parents who the other was holding their parents’ hand. The
plan to send children to our kindergarten as soon as children and parents were encouraged to knock on
we work out the transportation problems. I am very the door at 9:00 a.m. Teachers and staff started to
happy, though, to have a small group at the sing a Chinese song while the door was pushed
beginning. open. The Chinese song we chose is well known to
We have done a lot these last two months besides every parent and child. It means, “The sun shines in
very hard and endless renovation work; we are not the sky, the flowers are smiling at me, the birds say
only building a kindergarten, but also a little grade good morning, why are you carrying your school
school for four children so far, and a small bag? I am going to school and I will be on time
community of friends, parents and teachers. We had every day. Love to learn, love to work; I will be
organized a three-day Waldorf education seminar at helpful for others when I grow up.”
the beginning of this month. Our good friends and We also sang a song in Chinese called “Stone
teachers Ben and Thanh Cherry came from Australia Song” that was composed by Eckart Loew, who is a
and were the main speakers for the seminar. We also German Waldorf educator and has been working in
had some singing, movement and painting each day China for seven years and another song, “In the
during the seminar. I translated for the three days. Valley We Will Build a Home,” which was
More than fifty people came from all over China to composed by Ben Cherry for his school opening
attend the seminar, mostly parents or teachers. It was twenty years ago in Australia. The singing
an amazing and rich experience for everybody, accompanied the children and parents who were
especially on the last day, when Ben talked about the finding a seat in the yard.
spiritual world and how each human being is a After the singing, I welcomed the children and
spiritual being. It was so powerful to see how the parents. I gave a very brief introduction of our
attendees were really touched. A lot of people started school and how the school came to using the image
to think and review their lives and beliefs. As Ben of a baby’s birth. I thanked all the friends who have
said, he wasn’t surprised that many people came to supported us both spiritually and physically. After
this seminar, because there is a huge need for the my talk, one by one, each child came to the front to
spiritual life in China. put a flower in a vase and receive a flower crown on

32
his or her head. It was so special for all the children I am very happy to work with a small group at the
and their eyes were full of light. They turned into beginning. It gives me energy to build up the form
angels at that moment. Parents were very touched and to help children to settle into the new life. They
by our hard work, too. are very sweet children and enjoy the kindergarten
While children and parents were enjoying this very much. I have been trying to do everything as
wonderful mood, a drum started a rhythmical sound simple as possible. I feel the form getting better and
from somewhere out of sight. A dragon slowly came better, the rhythm is getting more consistent. The
out from the back of the building. The children’s children are very happy in the kindergarten.
eyes opened wide for they have never seen such a We finally have the school started, but this is just
lively dragon. Eckart and another friend made this a beginning of our journey, we still have a lot to do,
dragon. It was so creative and beautiful-a symbol of to learn and to grow. We still need your continuing
etheric forces. Everyone joined the dragon and support to help our school run and the Waldorf
danced with joy and wonder. The dragon slowly movement to grow in China. Both spiritual and
went through the whole school, blessing every physical support will be appreciated. Right at this
corner of our space, and then took all the children to moment, the financial needs are our biggest
their classrooms to start the first day of school with challenge. If you are interest in what we are doing
their teachers. The parents went to the common in China, please visit us at www.waldorfchina.org.
room to have some tea and socialize with others. The
ceremony lasted for an hour, but it was so special
that it will live in our hearts and memories for a long
time to come.
Right now, I have six children in the class, one
boy is five, one boy is four, three girls are three, and
Shihong is two-and-a-half. Only the boys have been
to the kindergarten before. There were two children
who visited for a day, but they are too young for the
kindergarten. I suggested that the parents wait until
the children get older. There are two other children
who will begin with us next month. They already
paid one month of fees to another kindergarten. But

BOOK REVIEWS

By Sarah Baldwin
Published by WECAN, 2004.
Reviewed by Stephen Spitalny

This newly published book from WECAN is a was a part of. There is a section on parent education,
wonderful resource for anyone considering creating a and the appendix is an invaluable resource filled
parent-child program, as well as for those who want with stories, references and resources for the reader
to re-envision their existing parent-child programs. to investigate. This is a wonderful reference resource
Sarah addresses themes such as why one might for every Waldorf school for this important and
choose to have such a program, what inner and often overlooked element of a total family-oriented
outer qualities that the teacher might need, and the approach in a school.
specific details of the activities in the program Sarah

33
The following excerpt gives a sense of the attitude
present throughout Ms. Baldwin’s wonderful book. Again, I chose to teach by setting an example,
She is not claiming to have the “one and only way,” making books and handouts available and offering
yet her warmth and open-mindedness can serve as advice only when asked, or when I sensed an
an example for all of us in Waldorf early childhood appropriate “teaching moment.” For instance, two
work. This section is entitled “Suspension of toddlers might be fighting over a toy; the parent
Judgment.” might then try to reason with her child, explaining
about “taking turns.” I might then step in and
This, I feel, is one of the most—if not the most distract one of the children by inviting her over to
important quality essential for a Waldorf parent/ the play kitchen to help me bake muffins. The
child teacher. I have heard too many stories from conflict is resolved, and I have modeled for the
Waldorf early childhood parents of how they felt parents how to use distraction to settle a conflict
judged by their child’s teacher and were made to feel without any discussion.
inadequate as a parent. They sensed (or worse, were
told) that the teacher thought their child was not This new book extensively covers every conceivable
dressed warmly enough; up too late the night before; aspect of parent-child programs and I, for one,
not fed well enough; breastfed for too long; tainted appreciate the depth and breadth of Sarah’s offering.
by television; or given the wrong kinds of playthings. Often those involved in the parent-child work feel
How can we earn a parent’s trust if we project these like they are all alone in the dark woods. This little
attitudes—even if they’re unspoken? book provides a brightly shining lantern to help find
the path through the woods, and a reminder that
One important lesson I learned from Susan Weber, this work is ongoing and necessary in all corners of
Executive Director of Sophia’s Hearth Family our movement.
Center in Keene, New Hampshire, is that it is
essential to accept parents who come to you where
they are, without judgment. I continually tried to
cultivate a sense of gratitude for each and every
parent who found his or her way to our program. In
order to humble myself I needed only think back to
my first two years as a parent, before I discovered
Waldorf education, and to remember all the
mistakes I made! Here is where being a parent can
be helpful.

By Sally Goddard Blythe

Hawthorn Press, 2004, 213 pages
Reviewed by Stephen Spitalny
Hawthorn Press has released another volume in their experience various types of neurological dysfunction
Early Years series, this time in partnership with the and “learning difficulties.” As is often the case, those
Alliance for Childhood. And it is another important who work with children not functionally “normal”
resource for our work with the young child in can offer insight into what activities and practices
today’s world. support healthy functioning and developmental
Sally Goddard Blythe is the director of the ripening. Sally Goddard Blythe’s book is an excellent
Institute for Neuro-Physiological Psychology in example.
Chester, England. She works with children who

34
In recent years, many Waldorf educators have the process of change, in our hurry to embrace new
become more interested in movement development, ideas and new inventions, we ignore the value of
early reflexes and sense development. This book is a traditions and customs that have grown up as a
significant contribution towards a deep result of generations of accumulated wisdom. In our
understanding of these subjects, and serves to enthusiasm to follow what is new, we are sometimes
deepen our work with young children through the too ready to discard the old, only to discover much
enhanced understanding that can be gleaned here. later that something of infinite value has been lost.
One can become informed as to the relationship The role of movement and music in education has
between movement and neurological development been a central theme in this book. This is not a new
and read suggestions of activities supportive of concept, but rather a revival of traditions that were
healthy movement development. This book is highly central to education for over two thousand years and
accessible, using images that make clear the concepts which have only recently been relegated to the back
described. It is so important to understand the role shelf. (p. 164)
of primitive reflexes, and how they become
integrated. More and more children seem to struggle The approach taken in The Well Balanced Child
with the integration of the early reflexes, and retain makes clear that the entire life of learning and
them longer than in the past. This little book offers developing rests on a healthy foundation of
a window into that realm with gifts of insight, movement development in the early years. Reading
understanding and practical tips. this book makes clear that relationship and offers
The “Sense of Balance,” “Music and the Brain,” guidelines for strengthening that movement capacity
and “Reflexes and the Developing Mind” are in young children.
sections worthy of particular note. One section that
I was overjoyed to read describes the relation of
nutrition to brain development. Ms. Blythe
examines fats and various minerals and how they
affect the brain in a way that is clear and direct.

All of life is about adaptation and change, and as

long as we are able to adapt to the demands of our
environment we can survive. However, sometimes in

Calendar of Events
Waldorf Early Childhood Conferences
Invitational Research Conference on the relationships puppetry with Suzanne Down, a performance by Eurythmy
among Waldorf early childhood education , the work of Spring Valley, many workshops and special interest group
Emmi Pikler, and RIE™ January 14-16, 2005, Sophia’s meetings. Contact Sunbridge College at 845-425-0055.
Hearth Family Center, Keene, NH. Second annual
research conference sponsored by WECAN through the February Teachers Conference on The Role of Waking and
Norton Foundation, by invitation; Susan Weber, 603- Sleeping in Education and in the Forming of Destiny , Feb.
357-3755, [email protected]. 20-24, 2005, with Michaela Glöckler, Dr. Johanna
Steegmans, Suzanne Down and others at Rudolf Steiner
WECAN East Coast Early Childhood Educators College, Fair Oaks, CA. Conference is open to early
Conference. February 4-6, 2005. Nutrition and childhood educators who are members of WECAN. Call
Nourishment for Body, Soul and Spiritwith Dr. Johanna 916-864-4864 for conference registration.
Steegmans, an anthroposophical doctor from Seattle,
Washington, and Gunther Hauk, bio-dynamic gardener
and beekeeper, and director of the Pfeiffer Center in
Spring Valley, NY. The conference will also include

35
World Early Childhood Educators Conference, March Early Childhood Teacher and Caregiver Training
29-April 2, 2005 with Dr. Michaela Glöckler, Dr. Heinz Programs
Zimmerman, Joan Almon, Dr. Peter Selg, and Christof
Wiechert in Dornach, Switzerland. This conference, LifeWays Introductory Seminar , January 15-16, 2005,
which takes place only once every seven years, is open to with Cynthia Aldinger, LifeWays Center, Milwaukee,
all who work with children from birth to school entrance Wisconsin. A chance to learn more about LifeWays early
out of the spirit of Waldorf education. We will explore childhood work and the practical living arts. Contact
the increasing pressures on the young child today, the role Mary O’Connell, 414-562-0818,
of play in childhood and its influence in later [email protected].
development, and the strengthening of the heart forces in
order to be able to perceive the individuality of others. Rudolf Steiner College Early Childhood In-Service
There will also be concerts, eurythmy, dancing and fun. Teacher Training. New program begins in July 2005.
There is a travel fund for those who need assistance and Two-year, part-time training designed for those with one
we are asking for donations. Contact WECAN at 845- year of Waldorf early childhood classroom experience.
352-1690 or [email protected]. Three weeks in summer, one week in fall and one week in
spring for two years. (thirteen weeks total) Call 916-
The First Annual West Coast Early Childhood 961-8727 to apply.
Therapeutic Education Conference: The Living Word-
Where Authenticity Meets Moral Authority-The Art of Sunbridge College Part-Time Early Childhood Teacher
Educating Therapeutically , April 9-10, 2005, with Education. New program begins June 2005. A two-year,
Claudia McClaren-Lainson of Wind Rose Therapeutics, part-time program, with three week courses each summer
and Suzanne Down in Sacramento, California. Join us to for three summers,plus a week each fall and spring
explore the ancient art of storytelling, which brings (thirteen weeks total). Certificate and Master’s degree
therapeutic resolves and moral authority, so necessary for options. Open to those working in Waldorf early
the spiritual health and well being of our children. childhood settings with a minimum of one year of
Contact Claudia McClaren-Lainson, 303-661-0927, teaching experience. For more information contact Matt
[email protected] Burns, 845-425-0055, ext. 24, [email protected].

11th Gateways Conference, The Seven Essential

Nutrients for a Healthy Child, April 15-16, 2005, Regional Workshops
Toronto Waldorf School, Canada, with Dr. Susan Arizona Regional Early Childhood Puppetry Intensive,
Johnson, a behavioral and developmental physician. We Jan. 22-23, 2005, with Suzanne Down, Mountain Oak
will explore the importance of sleep, warmth, harmonious Charter School, Prescott, Arizona. Explore the wisdom
movement, daily rhythms, breathing in and out, and enchantment of puppetry for young children-hands
nutrition and love. There will also be artistic workshops on, demonstration, lots of skill building and ideas. Create
in the afternoon. Contact Karen Weyler, 905-881-1611, a one-pocket, wet-felted story landscape with characters
ext. 726 or [email protected]. that tumble out of the pocket to tell a story. Contact
Sharon McFeely, 928-776-8014 or Suzanne Down, 1-
22nd Annual Magical Years Conference, 888-688-7333, [email protected].
Parenting through the Years, April 16-17, 2005, with Jack
Petrash, Director of Nova Institute and author of the new San Diego Regional Early Childhood Puppetry
book Navigating the Terrain of Childhood, and Linda Weekend, Jan. 29-30, 2005, with Suzanne Down,
Knodle, director of Community Education Toward a San Diego Waldorf School, San Diego California. See
Healthy Social Life (CETHSOL) and co-author of I Find description for Arizona Intensive above.
My Star Curriculum, at Sacramento Waldorf School. For
information contact Rahima Baldwin Dancy at 303-546- Puppetry, Storytelling and Supporting the Development
0070 or www.informedfamilylife.org. of Speech, March 18-20, 2005, with Suzanne Down and
Cynthia Aldinger, LifeWays at Rudolf Steiner College in
Fair Oaks, California. Contact Cynthia Aldinger at 405-
245-8033.

36
Early Childhood Teacher Creative Renewal Retreat , Therapeutic Puppetry Conference , June 24-26, 2005
March 21-25, 2005, with Suzanne Down, Annette with Adola McWilliam, Master curative educator.
Lampson (Verbeck Singer), Vancouver Island, B.C. Contact Suzanne Down, 1-888- 688-7333,
Immerse yourself in five days on healing Vancouver [email protected].
Island, with Verbeck singing, storytelling, puppetry, and
learn your seasonal songs and stories for spring. We will Other Training Opportunities
live into the Easter mood in the evening times. Contact
Suzanne Down, 1-888-688-7333, New Pedagogical Eurythmy Training, a two-year, part-
[email protected]. time pedagogical eurythmy training, beginning January
2005, with Sylvia Bardt, Anne Pratt and Brigida
Archetypes of the Feminine , April 9-10, 2005 with Baldszun. An option within the basic training; diplomaed
Nancy Mellon, sponsored by Sophia’s Hearth Family eurythmists and those already teaching in schools are also
Center, Keene, NH. A weekend’s exploration of the invited to participate. To be taught in a series of four two-
feminine in our lives through the window of the or three-week blocks, totalling ten weeks, including an
archetypes in stories; contact Bonnie Chamberlin 603- observation period and a practicum will also be part of
357-3755, [email protected] the program. Students currently in the basic training will
be able to simultaneously work towards teaching
Southern States Early Childhood Puppetry Intensive , certification. Other students can join for one, several or
April 23-24, 2005, with Suzanne Down in Gainesville, all of the blocks; a diploma granted upon completion of
Florida. See description for Arizona Intensive above. the full course. The first block begins January 3-14, 2005
at the School of Eurythmy in Chestnut Ridge, New York,
The Therapeutic Wisdom and Art of Nursery Rhymes with a basic grounding in child development and
in Circle Time and Puppet Story , April 30-May 1, 2005, Waldorf curriculum. For further information or to
with Nancy Blanning, educational therapist, and Suzanne register, call Marcia Rulfs at Eurythmy Spring Valley,
Down in Seattle, Washington. What is the deep wisdom 845-352-5020 ext. 13 or [email protected].
that lives in the nursery rhyme? We will explore the
healing gifts of rhythm, rhyme, repetition, and how that East and West Coast Puppetry Trainings , beginning
serves as the foundation for our young children’s healthy Summer 2005. Contact Suzanne Down, 1-888-688-
immune system, circulation, deep breathing, sensory 7333, [email protected].
integration, and accquisition of language. Contact Nancy
Blanning, 303-534-3462 or Suzanne Down, 1-888-688- Waldorf Remedial Education Program now with
7333, [email protected]. Master’s Degree option, with Dr. Dee Coulter, Joan Ingle,
and MaryJo Oresti. Currently accepting applications for
The Hope Puppet Project: A Weekend Course on new cycle beginning June, 2004. Sunbridge College and
Puppetry for Underserved Children , May 7-8, 2005, the Association for Healing Education co-sponsor this
with Suzanne Down and guest TBA, Vancouver Island, program, with certificate and M.S.Ed. options. For
BC, Canada. Explore healing methods of using puppetry information contact Joan Ingle at 845-425-0055, ext. 31
for children in traumatic settings, which will include or [email protected].
hospital bedside, hospice, grief counseling, homeless
shelters, safe houses, children living in violence. Contact gghg
Suzanne Down, 1-888-688-7333,
[email protected].

The Magical Years with Puppetry and Music , May 7,

2005, with Connie Manson, Sophia’s Hearth Family
Classified Advertisement
Center, Keene, NH. A weekend with puppetry and music
for the young child; contact Bonnie Chamberlin, 603-
Earthsong Fibers - spinning, felting, knitting, dyeing,
357-3755, [email protected]
weaving supplies. 5% discount for Waldorf
Schools. Catalogue $2. Earthsong Fibers, Dept. G, 5115
Michigan Regional Early Childhood Puppetry Intensive .
Excelsior Blvd., #428, Minneapolis, MN 55416, 1- 800-
May 14-15, 2005, with Suzanne Down,
Ann Arbor, Michigan. See description for Arizona 473-5350, www.earthsongfibers.com.
Intensive above.

37
 Editor: Stephen Spitalny
Editorial Advisors: Susan Howard
Barbara Klocek
Managing Editor: Lydia Roberson
Administrator: Melissa Lyons
Copy Editor: Sandy Milczarek
Cover Art: Michael Howard
Art Work: Erika Merkling
Production: Frank Costantino
Graphic Artist: Pamela Weidel

Special Thanks

We would like to thank everyone who contributed articles for this issue directly,
or indirectly through other publications.

Past issues of Gateways are available online with many articles posted at
http://www.waldorflibrary.org/gateways.html. The most recent issues will not be posted online. Hard
copies of current issues and back issues can be ordered from WECAN.

Seeking Your Contributions

*Articles based on your experiences, observations or research.

*Practical activities such as stories, circle times and crafts.
*Book reviews of books that are resources for our work as early childhood educators.
*Suggestions of books to review.
*Articles about or interviews with the elders in the Waldorf early childhood movement.
*Websites that support early childhood work.
*Your comments and questions about Gateways and past contents.

Annual individual membership, which includes subscription, is $30.

Deadlines for articles and advertisements are September 15 and March 15.
It is preferable that articles be sent on disk or emailed as an attachment to
[email protected]

Gateways is published twice yearly by

the Waldorf Early Childhood Association of North America, 285 Hungry Hollow Road,
Spring Valley, New York, 10977. Telephone (845) 352-1690, Fax (845) 352-1695.

38
 Gateways
A Newsletter of the
Waldorf Early Childhood Association
of North America

Fall/Winter 2004
Issue 47

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