A note from Jamie: While not technically a homeschooling day, this post provides a helpful look into an early childhood Waldorf classroom, largely based on a home atmosphere. Many popular homeschooling curricula spring out of this philosophy, so I greatly appreciate Sarah sharing her expertise with us!

It’s “Soup Day,” in my Waldorf kindergarten class. My assistant and I arrived early to don our aprons and prepare for the day. A basin full of water has been set on the table. Vegetable scrub brushes lay nearby.

A small wooden cutting board, wooden bowl and “crinkle cutter” have been set in front of each chair.

At 8:10, the teachers gather to read the morning verse. We end with Rudolf Steiner’s words, “Receive the children with reverence, educate them with love, let them go forth in freedom.” We are ready to start our day!

A Day in the Life of a Waldorf Kindergarten

At 8:15, the children begin to arrive, each one proudly carrying a vegetable to add to our “stone soup.” Lucy brings a potato, Aidan brings a carrot. Frances brings broccoli, and Max a beet. It takes a village to make stone soup!

Each child finds her symbol above her hook – it might be a bunny, an apple, the moon, or a squirrel. She hangs up her coat, takes off her outdoor shoes and puts on the soft pair of slippers that is kept at school.

Children then put on a small apron and come to the table where I am seated to help chop vegetables. The conversation is lively as we chop. I begin to sing, “Stone soup, stone soup, cook a pot of stone soup,” as we work.

Photo by Sarah Baldwin

As each child finishes, he brings his bowl of chopped vegetables to my assistant, who adds them to the big pot on the stove. Now it is time to play!

Play Time

Free play is the heart of the morning in a Waldorf kindergarten, and the children waste no time. A trio dons silk capes and crowns, the leader declares “I’m the king, you’re the knight, and you’re the bishop!” They’re off to slay dragons.

One boy pulls out a log stump, and soon others are lined up to take turns jumping off it.

Photo by Sarah Baldwin

Another pair pulls out two wooden playstands, and begin draping them with silks and play cloths, fastening them with chunky wooden clips to create a cozy little home.

The two teachers finish lunch preparations, while two children set the table.

At 9:30 I sing:

Tick Tock goes the clock, what does it have to say?
Time for us to pick up our toys, and put them all away.

The children gradually transition from their play, and begin to fold silks, put shells and stones back in baskets, and move the playstands back to their places. We gather on the rug in the center of the room for circle time.

Circle Time

During circle time, I lead the class through a series of seasonal songs, verses, gestures and movement. The children imitate me. We repeat the same circle every day for two weeks, until the children know every song and gesture by heart, taking pleasure in their mastery.

We end circle with the following verse:

Now the sun has gone to bed,
The stars are shining overhead.
In their nests the birds all sleep,
Into their homes the snails will creep.
Children now no more will roam,
It’s rest time now and we’re safe in our home.

Rest Time

The children lie down on the rug for rest time. I sit in a rocking chair with one child on my lap, who gently strums my kinder lyre. The soothing notes of its pentatonic scale help create a restful mood.

When all are settled, the “wake-up fairy,” a silk marionette, comes to the resting children, one-by-one, to kiss them on the cheek and tell them it’s time to get ready to go outside.

Outside Time

We go outdoors every day – rain or shine, snow or mud. Living in Maine I’ve learned that it’s possible to enjoy being outside even on the coldest of days if one is dressed properly.

In the winter that means wool long underwear covered by lots of layers, down jackets, a warm wool hat and insulated mittens. In the spring (or, as it is known in Maine, “mud season”) it means rain pants and rain boots every day.

Out on the playground, a group of children dig tunnels in the sandbox, others climb a tree, some build fairy houses, a pair sit and talk on top of the big boulder making plans. I rake leaves.

At 11:15, I sing, “Come and follow, follow, follow, me!” The children line up like little ducks behind me as we make our way back to our warm and cozy classroom.

The children hang up their coats, put their slippers on and find a seat in the circle of chairs my assistant has set up. It’s story time!

Story Time

As with circle, I will tell the same story every day for two weeks. Today the children hear the story of “Mother Holle,” a Grimm’s fairy tale.

Throughout the year, the children will hear a variety of fairy tales, folk tales and nature stories (sometimes with puppets), which they listen to with rapt attention, never tiring of the repetition.

Lunch Time

Now it’s time for lunch! We sit at the table, light a candle and say the following verse:

Earth who gives to us this food,
Sun who makes it ripe and good,
Dearest Earth and Dearest Sun.
We’ll not forget what you have done.

And finally we get to enjoy our stone soup, which has been simmering on the stove all day. One lucky child finds the stone in her bowl and gets to make a wish. She then passes it to her neighbor, and all of us around the table will get to make a wish with the magic stone.

Photo by Douglas Mott

After lunch, two children help do the dishes, while the others get dressed to go back outside.

Goodbye

At 1:00, parents have arrived. Children, teachers and parents gather in a big circle, hold hands and sing:

Dear friends, goodbye
Dear friends, goodbye
Now is the time of day
When we all go our way
Dear friends, goodbye
Dear friends, goodbye

We’ll see each other again tomorrow on “Bread Day!”

Find all of Sarah’s Waldorf-inspired posts on Simple Homeschool here.

Are there any elements of my Waldorf kindergarten morning that are similar to your homeschool mornings? Any ideas you’ve gleaned here that you’d like to incorporate into your days? I’d love to hear!

What’s Your Homeschool Mom Personality? Take Jamie’s quiz now and receive a free personality report to help you organize your homeschool based on what your personality type needs most!

Written by Donna Ashton of The Waldorf Connection

Waldorf is a living, breathing form of education that Rudolph Steiner, its founder, wanted to provide as an antidote to modern times.

Waldorf honors the whole child – body, mind and spirit – through music, arts, handwork, sculpture, stories and movement. It educates the child’s mind, nourishes their soul and meets their spirit at developmentally appropriate stages.

Through these arts, a child first experiences information physically and soulfully. The morning lesson incorporates many different subjects all based around the same theme. Children learn their letters through movement, first by walking the shape of the letter before writing or painting the letter strokes.

The letter is then reinforced through rhymes with actions, stories, and music. By first doing, children come to a concrete, tangible understanding of a concept before they are expected to apply it intellectually.

It isn’t that your child copies only your outer movements, but that they also experience your inner attitude of devotion, care, focus, sense of purpose, and creative spirit.

Make everything into a picture

There is great power in using imagery with your child. It enables the child to see or imagine concretely the topic at hand. For every concept taught let there be imagery.

For example, when teaching the letter “T” you might have your child draw it in the shape of a tree in their lesson book. When teaching multiplication, you can tell a story about a gnome who is saving apples for winter. Each of his storage sheds holds four apples, so our gnome will need four storage sheds for his 16 apples.

Rudolf Steiner suggests that we use images to grow on. It’s important that the imagery we’re teaching inspires the imagination and sparks the joy and adventure in learning. Static imagery produces static thinking.

Photo by Renaud Photo

Relate everything to practical life

In Waldorf education learning is applied to “real” life. Each day unfolds in a predictable, rhythmic manner.

In the pre-school/kindergarten years, the child is learning primarily through imitation. Most of the child’s day consists of meaningful work and activities with a purpose such as cooking, baking, gardening, doing laundry, cleaning and taking care of art supplies and the homeschool learning area.

Learning through stories

Storytelling seems to be a lost art, but you’ll soon recognize the life it brings back into teaching and your relationship with your child.

The opportunity to look into your child’s eyes and gauge their feelings and reactions by watching as your story unfolds is amazing! It brings an essential part of you into the mix, which is the key to Waldorf- inspired homeschooling.

Waldorf ’s lack of pre-made textbooks doesn’t mean your child will not get a full rich dose of literature. Children create Main Lesson Books to document their progress through drawing, painting, writing and form drawing.

Natural toys and materials

Waldorf encourages natural materials and beautiful surroundings. Wooden toys, silks, pinecones, acorns and other items from nature are preferred for a child to get the feel of real materials.

Art and school supplies are also high quality to give the best and truest experience. While these may cost more up front, the quality and value of these items is well worth it. We still have crayons from when my girls were four! The materials last and the wooden toys can be fixed instead of discarded. And they feel and look amazing.

It may seem daunting to acquire everything you need, but start small and work items in as you go. Make a wish list for birthdays or holidays.

Waiting for academics

Steiner felt that academics should not be taught until the change of teeth. A child is born with a set of teeth, but now that he is making something of his own (permanent teeth), he becomes a more grownup human being. He’s on the path.

There are many physical factors that indicate a child might be ready for academics. Examples include:

• A child who has been living for seven spring seasons.
• Successfully hopping on one foot.
• Reaching a hand over the head and touching the opposite ear (indicating longer limbs).

These indicators all point to physical readiness. The child has had a chance to master these movements, these physical things, before starting work on the head.

Photo by Scott Leslie

Handwork

Waldorf education encourages children to develop in a well-balanced way. Handwork develops pathways in the brain, strengthening the understanding of math and expanding complex patterns and thoughts.

Handwork also develops a child’s sense of color, form, visual tracking, and numeracy.

Knitting, crocheting, sewing, felting, cross-stitch, woodworking, and wet felting are taught as specific subjects. Each craft honors the fact that our hands are learning tools that have refined capabilities.

Handwork uses both sides of the brain. Tracking skills, for example, are greatly enhanced by handwork. Visual tracking is instrumental in developing reading skills.

As your child creates their handwork they are also developing self-reliance, creative self-expression, and a sense of caring, as many handwork projects become gifts for family members and friends.

Waldorf homeschooling was the homeschooling “method” I chose when my girls were four. But what it ended up being was a lifestyle of educating through body, mind and spirit.

I am not the same person I was before stumbling upon Waldorf.  The rich experience of music, the arts and nature has provided a foundation for my girls that they will take with them forever.

Have you incorporated any Waldorf principles into your homeschool?

What’s Your Homeschool Mom Personality? Take Jamie’s quiz now and receive a free personality report to help you organize your homeschool based on what your personality type needs most!

When my twin girls were three and a half my husband and I decided we would homeschool them.

I had no idea what curriculum I would use and had never heard of Waldorf Education.

I attended a homeschool fair in my state and purchased a book called 101 Top Picks for Homeschool Curriculum. The book contained a short quiz, designed to help determine what educational style would be best for me and my family.

As a Type-A over-achiever, I was shocked when my results ended up in a tie between unschooling and Charlotte Mason.

I discovered I wanted something that didn’t look or feel like traditional school. Something that would give my girls real life knowledge and a love for learning.

Neither of the recommended curricula seemed to be the ‘right’ solution for us.

Meanwhile, through reading a few books on mindful parenting and moving forward on my own spiritual journey, I heard the word “Waldorf” mentioned a few times. When I began doing some research, I knew this was exactly what I had been looking for!

And much to my surprise it was a lot of what I had already been doing with my girls.

Things like spending time in nature, playing outdoors and celebrating the seasons, using natural toys, limited (or no) media, eating organic, whole food and living in a simplistic environment.

I saw the potential for offering an amazing education that meets my children where they are developmentally, paired with the arts, music, movement and so much more.

That was it, I was hooked.

My love for Waldorf only grew from there as I continued to gain knowledge in the philosophy behind the method, learn new skills, and open a creative part of myself that I now share with my kids.

I started this journey thinking it was going to be about my girls and what I could offer to them.

Somewhere along the way it became about me as well. And I wouldn’t change a thing.

Waldorf Homeschool U

My passion for Waldorf led me to create Waldorf Homeschool U: A six week e-course that prepares you for understanding Waldorf concepts, shows you how to set-up your homeschool space and daily rhythm, and guides you to plan and present the material that your child needs to thrive.

Wherever you may be on this path, Waldorf Homeschool “U” will meet you there with practical nuts-n-bolts solutions, guidance and a supportive community.

An overview of the course:

• 6 week immersion
• six modules
• weekly summary workbook containing all of the week’s info – easy to download!
• templates, exercises, resource lists, & more
• weekly giveaways of  supportive mp3 workshop audio’s/pdf’s
• email support as you need it
• threaded comments for interactive support
• video lesson with me each week
• self-paced (you do not need to be in class at any specific time)
• virtual classroom remains open for 30 days post workshop
• a practical, step-by-step map to homeschooling with Waldorf

The e-course begins Tuesday, April 29th. Find out more information and register here.

Can you remember how you first discovered the educational philosophy your family adheres to?

We are eight years into homeschooling and having “tweens” is a bit different than when I was schooling seven-year-olds.

Also, running a business from home definitely has its challenges and rewards.

We are not perfect, but we get to what needs to be done, most of time. I have an established rhythm/schedule to our days so things ebb and flow nicely now.

Here’s my life today.

8 a.m. — It’s rainy and dark so we all slept in. Hubby works from home some days, but today is off visiting customers.

9 a.m. — Handwork. We all started crocheting beanie hats last week. This has been so much fun! We each did a round before I started breakfast. When it is not raining we take a morning walk before school. Instead, I made cheddar muffins and one of the girls unloaded the dishwasher.

10:30 a.m. — Circle & Lessons. Our circle has become less sing-songy and more mental math, word problems, music practice and yoga. We still say our opening verse and light our candle most days. Today the girls wrote story summaries in their main lesson books and worked on fractions.

Lunch: They ran off to play while I prepared lunch. I also checked email, put laundry in the dryer and gave my elderly dog eye drops. Not glamorous, but needed.

1 p.m.- 3 p.m. — Work time for Mom. This is my dedicated (mostly) time to work on my business.

Today, I will drop the girls at our local library for “Homeschool Bookworm Club.” Another benefit of older children is being able to drop them off at activities in the afternoon. They love the librarian and get to check out some cool new books.

4 p.m. — Back Together: This is our afternoon in-breath activity.

Sometimes we paint, or maybe run errands. Reading has become a favorite pastime for Brooke. This is her reading chair and don’t even try to sit in it. She usually has two or three books going at once.

Lily practices her cello in our school room. We actually use this as our “craft room/school room” and we love it. It’s the busiest room in the house.

6:30 p.m. – 8 p.m. — Dinner & Bedtime. I like to eat by 6:30 so we have time for Family Time. We play cards, music, games or take a walk. It is such a great time connecting all together after a busy day.

The bedtime ritual has evolved to them snuggling into bed around 8:00 and then reading quietly until lights out at 8:30 p.m. Then, it is free time for me to read a book, do more work or watch a movie with my husband.

By having an in and out rhythm, it breaks up large chunks of sitting still for hours or running and playing so long that they won’t come back down to relax. It helps me as mom connect with them for a little while, then I get some time to do what I need to do.

Two days a week we have music lessons/library and homeschool co-op in the afternoons, but the remaining days I try to be home to keep a balance.

We may have dirty dishes in the sink, but we connect and share our lives and schooling each day.

Interested in learning more about Waldorf homeschooling?

Donna has recently released an educational guidebook that specifically caters to the homeschooling family.

The Waldorf Home School Handbook is a simple step-by-step guide to creating and understanding a Waldorf-inspired homeschool plan.

This comprehensive 122 page manual guides parents through the Waldorf method and reveals how to educate their children in a nurturing and creative environment.

Find Donna’s book at her website or through Audrey Press.

When we started this homeschool experiment, I had a pretty good idea of how I wanted to approach learning.

I think I swore up and down that I wouldn’t be sitting at a table doling out lessons, but I also had a voracious appetite for inspiration and validation.

With only one other child, who was a year old, I enthusiastically followed my 4-year-old son’s every whim, with field trips and stacks of books from the library.

After a year, I began to feel a little overwhelmed. There were a lot of hours in the day, and my son’s interests seemed to change faster than I could switch out the library books.

So I ordered a few curriculum materials.

I was drawn to Waldorf for its gentle, delayed approach to academics, and its story- and arts-based foundation.

The plan was to use this very loosely, as a means of inspiration for those times when we needed a bit of guidance — or just something to do.

Around the same time, I met some wonderful homeschooing mamas who used a different Waldorf curriculum. As I listened to them talk about it, I thought, “that sounds better than mine,” and before I knew it I had that on my shelf too.

Funny thing about these guides though — once I started reading them, I quickly slipped into the mind state of needing to complete the program to a T.

We spent a couple of years happily learning letters, interpreting stories with crayon drawings, and meeting a family of squirrels who stored up their winter provisions using the four processes of math. All good stuff.

But into grade two, the cycle of story, artistic output and finally academic practice became tedious and the tears began to flow.

I was letting the curriculum, bought to ease the overwhelm, turn learning into the struggle I was trying to avoid by homeschooling in the first place!

Along the way, that second baby grew, and another was welcomed into the fold. Life got busy and the things I started out homeschooling with as priorities began to take a back seat to getting through these weekly lessons: things like reading aloud well-written books everyday, actively exploring their interests with them, spending a lot of time together in nature, and welcoming them in the daily running of the house.

Then one day, while trying to keep his attention on a lackluster story illustrating different resources, my son dropped a bomb on me:

“Mom, I don’t like learning through these stories. If you want me to learn something, I wish you would just get to the point.”

Oh. Excuse me for a moment while the entire framework of how I wish to educate you shatters around me and I regroup.

It makes sense –he is a fact loving kid, preferring stacks of non-fiction to my own inclination towards stories, and this is about him, right?

And so, while offending my own alternative education sensibilities, I bought a couple of workbooks, and made a deal: We can toss the curriculum for a while if you are willing to practice your skills in these books on a regular basis.

His face lit up, “Thanks Mom!”

I never thought I’d see my child excited over a workbook, but that just goes to show, we may have the best of intentions and a beautiful vision, but that doesn’t mean it will work for our children.

I had intended to follow those lessons to the end of the program, clutching on to the comfort of control they gave me. Instead, we are getting back to what inspired our homeschooling days at the start.

It has not been easy for me to let go of the hows, whens and shoulds of educating, to trust that my child’s own innate desire to learn will lead him to practice those basic skills I want him to master, but it is happening!

I see it when I slow down and engage with him in his interests, even when robots and Legos and science don’t interest me.

I have had to take a different approach to my checklist, watching closely for moments when instruction is meaningful. When it truly is, I see him happily learning in leaps and bounds.

I am reminding myself constantly that the relationship I have with my children is more important than staying on a prescribed path of learning.

We have a long stretch ahead of us, and I’m realizing its important to stay open to the many different paths that will get us “there” in the end.

These days we are all exhaling with relief.

We are finally finding that sweet spot of inspired learning that satisfies both kid and parent goals, with the curriculum books relegated to their original purpose: as one ingredient in the stew of their education.

Written by Kara S. Anderson.

For three years I had been wondering about joining a particular local weekly homeschool co-op.

And, then, last winter, I got my sign — they were offering a Waldorf preschool class, taught by a trained Waldorf teacher.

We try to be Waldorfy, I thought, as I recalled all the failed circle times and the fact that despite following the “rules” my son started reading at 3.

As we entered that beautiful classroom on the first day, I was so excited. Finally, I will get to see all this Waldorfness in action and transfer it to our life.

While it is true that I learned a lot (I was invited to observe and at times pitch in a bit) the lessons were unexpected. But bringing what I learned home has helped us find a balance that truly works.

Lesson 1: Not everything has to be totally Waldorf every second.

I had been interested in Waldorf education from the time my son was born. I filled my head with book passages, and we filled our home with wooden toys, block crayons, and baskets of pinecones.

So I was surprised when I learned where the teacher got some of her supplies like tiny glass mugs (a restaurant supply store); aprons from Goodwill and cardboard looms from a discount art warehouse.

The goal is to find materials that are useful, real, and beautiful, and that appeal to children. Such items can certainly be found through many wonderful Waldorf sites and catalogs, but with a careful and discerning eye, some great items can be found in other places as well.

Lesson 2: Just because it is Waldorf, doesn’t mean it is right for your family. (At least not right now)

A few years ago, my wonderful Waldorf-loving friend Rebecca taught a felting class. I loved every minute of it, bought far too much roving, and spent a lot of time making tiny creatures for two impressed kiddos.
So imagine my surprise when I asked the teacher when felting is taught in Waldorf schools.

“Not for a long time,” she said kindly, glancing at my newly 4-year-old little girl.

“Oh, no!” I said. “I was thinking of my son, who is older. He always wants to try when he sees me felting, but the needles make me nervous.”

Again, with kindness, she explained that many Waldorf teachers believe it is important for a child not to even see needle felting until they are older because they can misunderstand the motion used (a needle being repeatedly poked into the felt).

Whoops.

Rebecca came to my aid later and said she was sure I hadn’t scarred my children, and reminded me that wet felting can be a wonderful (and safe!) sensory experience for little ones.

Lesson 3: Waldorf teachers are not perfect people. (And you don’t have to be either)

They seem like it, don‘t they? But they are just normal people, deep down, which I learned the first day when a little girl entered the beautiful classroom and began turning over every basket in sight.

“We have a dumper,” the teacher said to me with a grin that said she would rather be screaming into a pillow.

Still, she took a deep breath and the next time the little girl dumped a basket, she handled it, calmly, gracefully … respectfully. They cleaned it up together as she explained that we want to keep the classroom neat and lovely.

What I saw was that she was not perfect — she had been momentarily irritated. But she still handled things like the adult. She set an example, and won a little girl’s trust and respect.

Lesson 4: The teacher keeps it together.

I can’t emphasize strongly enough the POWER OF THE APRON.

When the teacher tied her apron, she was in business-mode. Granted, the business was watercolor painting and fingerplays, but her whole demeanor became professional and IN CHARGE.

This is not to say that she stopped being loving. If anything, she became more so. She was focused, and her focus was 150 percent on the children in her care. This showed me the power that comes from mindfulness, and that you can bring that power to anything from playing with blocks on the floor to scrubbing a table.

This also meant that her attitude (positive, upbeat and on the task at hand) dictated how each day went.
It was remarkable how she led that classroom in a way that looked like she wasn’t even trying. It is something to aspire to — that’s for sure.

Lesson 5: Some aspects of Waldorf are easier in a group (So again, be kind to yourself)

Waldorf education was originally intended to be taught in a group setting. It wasn’t meant to be one mom, alone with 2 or 3 kids, trying to get siblings who 5 minutes ago were arguing over the last muffin to hold hands and sing like they are in a meadow of flowers.

So I have come to think that it is okay to use the ideas that work for you. Sure, there are some things that kind of make Waldorf Waldorf. But just because one or two “pieces” of Waldorf education do not work in your home, does not mean you have to give it up completely.

If Waldorf, or any educational philosophy, speaks to you, then use what works — and cut yourself a little slack. Do things well and with intention, but don’t get wrapped up in perfection.

Because the most important lesson I was reminded of in that classroom is that it all starts with caring deeply for the children you teach.

And that one, I’ve definitely got covered.

Have you learned how to embrace certain aspects of a philosophy while being able to discard other aspects that don’t work?

This post originally published on March 30, 2012.

Homeschooling Preschoolers: Life Is the Curriculum ~
Written by Sarah Baldwin of Bella Luna Toys

When I am asked by those who are homeschooling preschoolers to recommend a curriculum for their 3- to 6-year olds, I tell them, “Relax! Life is the curriculum for the young child.”

Young children will learn everything they need to know and be prepared for formal learning later by participating in family life, household tasks and receiving nurturing care.

Being conscious of what children need to grow in body, mind and spirit, allows you to provide them with everything they need during these early years through daily living.

Ideas for Homeschooling Preschoolers from Waldorf Education:

Domestic Arts

As homeschooling mamas, you know how challenging it can be to get dishes done, laundry washed, meals made, and the house cleaned. It’s easy to feel like these chores need to be done in addition to homeschooling, which can feel overwhelming.

Children love to imitate the work of the adults around them. By understanding the imitative need of young children, we can include them in our daily tasks.

• Allow time for your preschooler to help prepare meals, wash dishes, hang laundry, sweep the floor and so on. Many parents don’t realize how capable young children are of doing real work for a real purpose.
• Provide them with real child-sized cooking and cleaning tools, so they can really help, and not just pretend to.
• Cook with natural, healthy whole foods. In doing so, you have the opportunity to teach them about nutrition and where food comes from.

Not only are children learning practical life skills, but they also gain self-confidence through helping. Chores like chopping vegetables help develop fine motor skills, and big jobs, like sweeping, develop large motor skills.

Realize that children are learning math when they practice measuring and counting ingredients. They are introduced to scientific concepts like substance transformation and chemistry through baking.

Imaginative Play

You’ve probably heard it said that “play is a young child’s work.” In Waldorf education, it is believed that imaginative play in early childhood leads to creative thinking later in life.

In a Waldorf early childhood classroom, ample time is allowed each day for imaginative free play, which is considered the heart of the morning.

Studies have shown that children who attend preschools where imaginative play is emphasized (think playing house, dress-up, and role-playing) actually perform better when they reach grade school – both academically and socially – than children who attended more academic preschools which emphasize reading and math.

Natural toys that are open-ended will encourage children to play imaginatively. For instance, a basket of shells or wooden tree blocks can become money, dishes, play food, and so forth.

Music

Not only does singing bring joy and lightness to our days, but learning songs also helps develop vocabulary and language skills.

Singing through the day is a wonderful way to ease transitions, and to use while working.

For a wonderful collection of songs to sing while cooking, cleaning and so on, I highly recommend This is the Way We Wash a Day by Mary Thienes Schunemann.

Movement

Photo by Phil Romans

The importance of movement for young children cannot be over-emphasized. Brain research has proven the direct connection between movement – both small and large – and a child’s brain development.

Allow plenty of time outdoors every day for active play. Activities like jumping, climbing, swinging, sliding, climbing trees, and building snow forts may look like play, but it’s important to understand that these activities are actually strengthening your child’s brain and preparing him for lifelong learning.

Nature

Photo by nicoleta gramada

Spending time outdoors through all seasons observing nature provides your science “curriculum.” There is no need to give a child scientific explanations of the processes of nature, which are abstract and meaningless to a young child.

• Encourage your child’s sense of wonder, awe and reverence for nature. Let him marvel at the changes she notices throughout the season.

• Collect items found on your nature walks and display them on a “nature table” at home.

This sense of wonder will lead to curiosity about the natural world and a desire to learn more, as he gets older.

Games

Games are fun, but there is so much to be learned through game playing!

Classic physical games such as jump rope not only help develop a child’s body and brain, but through reciting rhythmic jump rope rhymes, a child is also developing memory and language skills.

Traditional circle games such as “Ring Around the Rosey,” or “Duck Duck Goose” help children develop social skills, like learning to take turns.

There are many great cooperative board games to help develop logic, language, sequencing and so on.

Competitive games with winners and losers are very difficult for children under five to handle, and often lead to crying or cheating because of a preschooler’s strong desire to win. On the other hand, cooperative games allow everyone to work together toward a common goal.

Artistic Activities

Painting, drawing, handwork, and crafts help develop a child’s fine motor skills.

Again, neurological science has shown us that the nerves in the fingertips are directly wired to the brain, and by developing a child’s small motor skills through these activities, neurological pathways are being formed and strengthened, which lead to an increased capacity for learning.

By living life consciously and with purpose, and by including our children in daily living, “Life” has more lessons to teach our children than even the most prestigious packaged curriculum could ever hope to provide.

Are you homeschooling preschoolers? What activities will you fill your days with this coming year?

Originally published on September 9, 2011.

While my two boys, Harper and Will, spent most of their schooling years in a Waldorf school, we spent two years homeschooling. I am a trained Waldorf teacher and prior to this I had been teaching at the Waldorf school that my boys attended.

I spent years in graduate school studying education and had many years of teaching experience, but I learned more about how children learn during those two years than I did from all my teacher training and the plethora of books I’d read on the subject.

The Challenge

Being devoted to Waldorf education, I was determined to give my children a true Waldorf experience at home, so when we started, I did what I knew. I created a mini-Waldorf school at home, complete with lazured walls, wooden desks, and a large blackboard. It was beautiful!

Since I had also agreed to homeschool my niece, I was committed to offering the curriculum to three different grades, as it would be taught in a Waldorf school.

During the first couple of months, I would routinely stay up until midnight, sometimes later, preparing three different lesson plans and drawings that I would expect my students to copy into their “main lesson books” the next day. I had a curriculum and a daily schedule and I was determined to stick to it.

Our first day was a success!

We got through the first month. But as the weather grew cooler, I was getting a little stressed and sleep-deprived. I noticed that my students seemed to be growing restless and resistant to my lessons.

By Christmas I was ready to have a nervous breakdown.

Letting Go

I knew that in order to preserve my sanity, something had to change. I was going to have to relax and let go of my preconceived notions of what the children needed to learn and when. We started planning more field trips, which were a welcome change of pace.

We attended a talk with a naturalist about eagles and owls. The presenter informed us about how many eagles have returned to our home state of Maine, and told us that if we made a point to look up in the sky, we would likely see them.

It was true! In the coming week we spotted three bald eagles, one of which dramatically swooped down to capture a snake from the ground. This sparked an interest in birds of prey. Now “Birds of Prey” was not one of my lesson plans, but we went to the library to get books about owls and eagles.

Then I turned our newfound interest into Waldorf-inspired activities. We drew pictures of owls and eagles with colored pencils in our main lesson books; we memorized a poem about owls; we learned a Native American song about the eagle and played it on our recorders; and we wrote essays about owls and eagles and copied them in our main lesson books.

Our learning became more inspired by the children’s interests, and our days became much lighter and joy-filled.

My A-ha Moment

Then it dawned on me that the prescribed Waldorf curriculum was designed as an institutional model. The curriculum, which Rudolf Steiner brilliantly devised to meet children’s needs at each stage of their development, was intended for a class of 25 or more students of the same age.

It would not be practical for a teacher to create individual lesson plans to meet the interests of 25 different students, but at home we had that freedom. I began to discover that we learn best when learning comes out of our own curiosity; when we feel the desire to know more about something.

After our “Birds of Prey” block, our further studies were inspired by other field trips and from books we read. In choosing books, I looked to the Waldorf curriculum: fairy tales for my first grade niece; Native American stories and fables for my second grader; and stories of the Middle Ages for my sixth grader.

Photo by Geoffrey Hammond

Naturally, a child may never have a burning desire to learn all about long division or solving equations, so we spent a little time every day working on math skills. We worked with Singapore Math and Harold Jacobs’s excellent textbook Elementary Algebra, which really made algebra (never my favorite subject) fun. Harper and I problem-solved together and checked our answers against one another.

Back to School

After two years of learning together, there was an unexpected need for an early childhood teacher back at the Waldorf school. While I loved the time we spent homeschooling and was reluctant to give up the freedoms we enjoyed, I felt called back to the work that I often feel I was born to do, and the boys looked forward to rejoining their friends and the social life of the school.

Upon their return, I worried that their teachers might find them to be “behind,” not having followed precisely the curriculum their classmates had. To the contrary, their skills were at or above those of their classmates, but most importantly, their teachers noticed how enthusiastic they were about learning.

When Harper’s teacher shared that his newfound enthusiasm for math and science was having a positive affect on the rest of the class, he gave all the credit to homeschooling.

“Before we homeschooled,” he said, “I never knew that math and science could be fun!”

Do you follow a set curriculum? Do you unschool, or do a combination of both? I’d love to hear what works for you!

As a Waldorf early childhood teacher, and the mother of two young musicians, I have been asked many times over the years what the ideal age is for a child to begin music lessons.

I’ve been asking myself the same question for as many years. In my quest for an answer, I have asked many music teachers and experts.

Waldorf Education and Suzuki Music Instruction

As a young mother I became familiar with the Suzuki method of music instruction, in which children as young as three or four begin to learn an instrument. When my children started music lessons—older son Harper played piano, young son Will played cello—I chose Suzuki teachers for both of them, and as a result have become a strong supporter of Suzuki methods.

Because I am also a Waldorf teacher, I was struck by the many similarities between Suzuki and Waldorf education.

What is Similar?

Suzuki students are taught to play beautiful music by ear before they are able to read music. They start with real music and simple classical pieces. In a similar way, Waldorf students are taught to recite beautiful poetry by heart before they learn to read or write.

Just as speech precedes reading in language development, Suzuki students learn to play music before learning to read notes. Learning to read music should not be attempted before the child is able to read language, since the same skills are needed and may not yet be developed in a young child.

In his book Nurtured by Love, Dr. Shinichi Suzuki describes a philosophy of education very similar to that of Rudolf Steiner, founder of Waldorf education.

Dr. Suzuki stresses that it is more important for a child to strive to become a beautiful human being, than the most perfect musician. When a child is experiencing beautiful thoughts and feelings, he will produce beautiful music.

Steiner also felt that developing a child’s inner life to become a full human being, was more important than filling a child’s head full of knowledge.

In both methods, process is more important that product.

Another similarity in approaches is that both Suzuki and Steiner felt that being able to play music was the right of every human being–not just for those with “talent.” In Waldorf education, all students learn to play music, starting with a pentatonic wooden flute in first grade, graduating to a stringed instrument (usually violin or cello) by fourth grade, and, in some schools, brass or woodwind in the upper grades.

What is Different?

The primary disagreement between the two philosophies is about the age at which a child should begin music lessons.

Suzuki students sometimes begin violin lessons as early as age two or three. By contrast, students in a Waldorf school do not begin string instrument lessons until the age of nine or ten.

My personal feeling is that Suzuki, for many children, starts too early, and that Waldorf schools start too late. Based on my own observation and research, I have come to the opinion that the age of seven is a good time for most children to begin private music lessons.

Photo by Nathan Russell

Why Seven?

Seven is the ideal age for a child to begin formal, academic learning. The first seven years of a child’s life are a period of intense physical growth. After this period, all the energy that has been previously used to help the child body and organs to develop are now freed up for more cognitive learning.

A child of seven is better able to sit, focus and do desk work than a younger child. So it makes sense to be that a child over the age of seven would also be better able to focus on formal music lessons, and to practice.

It is unnatural for a child under seven to be asked to sit and practice an instrument daily, even if the practice sessions are short and playful. Children under seven need to be moving, playing and engaging their imaginations without the pressure of practicing, or even worse, performing and feeling the need to please others.

Deciding for Yourself

I recommend waiting until a child starts showing an interest in learning to play an instrument before offering private music lessons. Children are more likely to be motivated when there is a genuine interest. For most children, this rarely occurs before the age of 5-7.

Of course, there are some children who are musically gifted, and may prove to be prodigious musical students. If your younger child is insistent on learning a particular instrument, listen to them and take advantage of her interest!

If you do decide to pursue musical instruction for a child under age seven, I strongly suggest you find a Suzuki teacher who, like Waldorf teachers, will teach out of imitation, use repetition, and present lessons in a playful, imaginative way.

How Can I Encourage My Child’s Love of Music?

The most important thing a parent can do for a young child at home is to expose them to lots of music, especially the human voice. Sing with them and to them all the time–even if you think you can’t. Your child will not be critical, and will appreciate your effort more than you can imagine.

Photo by Abby Batchelder

It is also important for children to hear live music being played. In this way they will learn that music is something that human beings make, and are not just sounds that come out of an electronic box.

Research indicates that listening to music early in life is what develops a child’s musical ear. So no matter if or when a child starts lessons, having been exposed to many types of music and tonalities early in life will develop his ear and make it easier to learn to play an instrument later.

Sera Jane Smolen, Ph.D., a cellist who has taught music in a Waldorf school and wrote a thesis comparing Waldorf and Suzuki, told me that no world-class musician (think, Yo Yo Ma or Emanuel Ax) ever started lessons later than the age of five. This statement may give you pause. But then she asked me, “Is our goal to raise world-class musicians, or Martin Luther Kings?”

Do you want to produce a prodigy, or do you want to nurture a love of music in a child who may fulfill Dr. Suzuki’s vision of bringing world peace through music?

You decide.

Are your children taking music lessons? What instrument, and at what age did they start?

When one discovers Waldorf education, there can be a wide variety of first impressions. My own introduction was hearing that “the arts are incorporated into every subject.” That resonated with me, and I was eager to learn more.

Others may be introduced to a Waldorf craft activity, learn about Waldorf dolls, or attend a seasonal festival. These are all important elements of Waldorf education, but there is so much more to it beyond the art on the walls, silk curtains, or beeswax crayons.

What stands behind Waldorf education is a worldview called anthroposophy (an-thro-POS-o-fee) developed by Rudolf Steiner, an Austrian philosopher and founder of the first Waldorf School during the early 20th century.

Anthroposophy means “knowledge of the human being.” Central to Waldorf education is Steiner’s view of child development and recognition of the human being as an individual consisting of body, soul and spirit.

Waldorf schools aim to teach not only the intellect, but rather to educate the whole child: “head, heart and hands.”

When I decided to become a Waldorf teacher, I requested information on teacher training. Among the material I was sent were two brochures: one on the Foundation Year in Anthroposophy, the other on Teacher Training.

I put the first brochure aside, thinking, “I’m not interested in that philosophy,” (whose name I couldn’t even pronounce). “I want to work with children!”

At the time, I didn’t understand that the foundation year was not only a pre-requisite to teacher training but also essential to it. This amuses me now since over the course of my journey, I have learned how inseparable Waldorf education and anthroposophy are.

My experience in foundation studies was a turning point in my life. Through study and artistic activities, my eyes opened to a new, enlivened view of the world and an appreciation of the life purpose and potential of every human being.

Steiner stressed that self-development and the inner work of a teacher are essential to Waldorf education. Anthroposophy is not a religion (there are Waldorf teachers of all faiths), but rather a path of spiritual development.

Now after all my years of teacher training, studying Rudolf Steiner, and teaching in a Waldorf school, I can tell you that there are so many deep layers to Waldorf education that cannot be grasped in a nutshell. Or in a year, or a decade, or even a lifetime!

What does this mean to a homeschooling parent?

Should you give up the notion of Waldorf homeschooling because you lack teacher training and can’t pronounce anthroposphy?

Absolutely not!

Photo by Bella Luna Toys

Even though elements such as handwork and seasonal festivals may be the outer manifestations of the Waldorf tradition, they are activities that children will benefit from and that families can enjoy together.

I encourage you to incorporate any elements of Waldorf education that have meaning for you. If something doesn’t make sense or resonate, don’t offer it simply because you’ve heard that it’s “Waldorf.”

Must one enroll in teacher training and spend years studying Steiner before attempting to educate one’s own children?

Emphatically, no!

The most essential rule of Waldorf education is also the simplest to grasp: Teach with love and joy. No one loves your child more than you. Who could do a better job at that? It’s also important to bring joy to our days with children, so that means taking time for self-care and renewal.

How do I choose Waldorf homeschool curricula?

In this electronic age, there has been an explosion of information available to Waldorf homeschoolers through websites, blogs, and discussion groups, not to mention the vast number of books and articles that have been published during the past decade.

There are many quality books, guides and websites created by teachers that demonstrate a deep understanding of Waldorf education and knowledge of child development. There are also materials that have been created by others with varying levels of knowledge and limited experience. Some are true to the ideals; others may be more eclectic or mainstream with a “Waldorf flavor.”

How can one determine which resources are true to the heart of Waldorf education?

In education there is no one-size-fits-all, so it’s fortunate that there are so many choices. At the same time making a selection can be confusing. There are books, guides, e-books, and whole curriculum packages.

For those interested in Waldorf homeschooling, I recommend asking the following questions when deciding what to use:

• Who is the author?
• Does the author have a degree in education?
• What is his or her background in Waldorf education?
• Has the author completed Waldorf teacher training?
• Does the author have classroom teaching experience? How many years?
• Does the author have homeschooling experience? If not, does he or she understand what it’s like to juggle daily household activities with teaching one’s children?
• How familiar is the author with the work of Rudolf Steiner? Does he or she have a living relationship with anthroposophy and work out of its insights?
• How long has the curriculum provider been in operation?
• If it is a curriculum package, what kinds of support are available beyond the printed resources?

These questions should help you choose quality materials that will give your child a true and meaningful experience of Waldorf education, and bring light and joy to your own journey!

Are you familiar with Waldorf education? What are the elements that resonate with you?