Article about kindergarten next year

Dear Families,

     What follows is an article Kim, Dyanne, and I wrote together.  You may also receive this in a kindergarten newsletter or the school newsletter.  Please contact me with any questions.  I apologize about the formatting.

Exciting programming changes in early childhood next year.....

 

As a Waldorf school and as Waldorf early childhood educators we are constantly looking at the question of how to meet the needs of children and families in our community and times in a healthy and sustainable way. Every day, as teachers we ask, what do the children need from us? What would help them in their development? How can we as a school best serve the needs of all the children, build strong programs and make changes that will build a strong foundation for the future of the school and all the children that attend here? How can we assist them in healthy development? How can we engage them in activities that will help grow and build strong imaginations and strong will and life forces? How can the children in our care build social relations and skills that will give them growing tools for their life so they can better communicate and potentially love each other more?" We live with these questions, consult with mentors, research programs at other schools, meditate, and ask questions.

This fall we had the honor of a mentoring visit from world renowned Waldorf early childhood educator Helle Heckman. We used our time together to review the programs we offer at our school and engaged in pedagogical conversations around the changing needs of today's children. We contemplated the basics of Waldorf early childhood pedagogy including a healthy rhythm, food, sleep, warmth, movement, spiritual intuition, mixed aged programs, full day and half day programs, protection and over protection of children, adults as role models, the importance of domestic and real willful work, story, care taking, play and continuity of care. Her insights were very enlivening and inspiring, and we were very grateful for our time with her.

We contemplated Helle's observations, ideas and comments, and then we began the work of looking at our community of children and what would serve them best. What changes could we make to enrich the children's experience? So we reflected on the experience of our current and previous kindergarten children, and it was clear to us that the children who stay for a full five days have a richer school experience than those who only stay for three days. The social connections and ease is stronger, the play richer as the week progresses, the children penetrate the rhythm of school fully. They seem to relax and breathe into our rhythm and they seem ultimately more "filled". The change in the play happened on the fourth day of school and then by the fifth the day we saw real penetration. We wondered why we had not considered a four and five day program before and were excited about the possibility of offering this to the children next year. We considered offering a three day, four day and five day option but after much consideration we chose simplicity and continuity as a priority for the children.

The kindergarten experience is such that a community is formed throughout the week, the seasons and the year.  This "community" is an essential element of the necessary socialization that is so age appropriate.  Through 20 combined years of teaching experience, as well as numerous sources from wise mentors along the way, we have learned that this "community" grows itself with the core strength of the teacher and the rhythm he/she provides.  This community is tender, in that its skin can be weakened by too many transitions, too many changes, and too many alterations in the "groupness" from day to day.  We might say that it is out of our desire to protect the children and their growing community that we would choose to offer two options for enrollment, and not more.  In other words, when the constellation of children changes too often throughout each week, the community skin becomes more fragile. We also considered only offering a five day option as most of the other established Waldorf schools do and decided this would be ideal but that this was too much change too soon for our community and that we would look at that question down the road.

We also are excited to continue our model of mixed aged kindergartens. The gift of having the older and younger ones together has many benefits and we have seen rich rewards from beginning this model four years ago. Our kindergarten will welcome 3 1/2 - 6 1/2yr old (some turn 7) children next year. The continuity of care and the long relationships that are formed between the children, parents and teachers is very rewarding and enriching for the child, teacher and parents.  Currently this relationship begins in the parent child and nursery classes with William and over the next year we will look at the question of ways to offer more of a mixed age experience, a longer school week to the younger 2 1/2 - young 3 year olds and possible ways to keep one teacher through the whole early childhood program, there is more work and research for us to do here. In the meantime we will continue with our strong nursery rhythm and program next year.

We believe that we have a strong early childhood program at our school, and our desire is to develop and change and be flexible with what will best serve the children. Sometimes change is uncomfortable. We need to adjust.  It will be a change for us as teachers, too, but we see the change as a positive step for the children, the community and our school. We will continue to reflect, tweak, study, observe and integrate all we continue to learn from others, the inspiration the spiritual world has to offer and look at what the children are asking from us. Annie Gross (WECAN board member) recently just visited our school and commended us on our ability to adjust, change, develop and remain open and flexible to what is being asked from us from the children, and we hope that you will join us in this endeavor to build the strongest, healthiest and vibrant early childhood program that will be ever moving and developing to meet the needs of the children and our changing society.

Please feel free to talk to an early childhood teacher if you have any questions regarding this programming change that will begin next fall. Pass on the word to friends, family and those you do not know yet.

Below is a list of all the early childhood programs available next fall at WIWS.

Blessings

Kim, Dyanne and William

Rosebud and Dewdrop Parent child classes

Schedule coming at a later date

Robin Song Extended Care For kindergarten aged children and "ready" nursery aged children.

 (To determine readiness for nursery extended care a conversation would take place between the nursery teacher and parents).

7:45am - 8:30am Morning Care (Four children need to be enrolled to make this viable)
12:30pm - 1:15pm Lunch Bunch (For siblings of first grade students)
12:30 - 3:00pm Extended Care
1:30pm - 3:00pm First Grade Extended Care

Butterfly Nursery 2 1/2 - 3 1/2 yr old's (must be potty trained)

 

For Children close to the age of 3 1/2 teachers will consider carefully the most appropriate placement.

Monday - Wednesday 8:30am - 12:30pm

Sunflower and Golden Forest Kindergartens 3 1/2 - 6 1/2 yr old's (some turn 7) (

 

For Children close to the age of 3 1/2 teachers will consider carefully the most appropriate placement. children near the age of 3 1/2, teachers will work to find the most appropriate placement)

8:30am - 12:30pm Monday - Thursday (4 days)

8:30am - 12:30pm Monday - Friday (5 days)

We ask that all children who are six or will turn six during the school year attend five days.
Once in a while an exception is made for the older child to attend less days because of the child's needs.
The teacher and parents work closely together to look at what is best for the child and typically a plan is

formulated which would include the child moving to five days after winter break if this better serves the child.

Homework for March 17 Meeting

Dear Families,

     Again, I look forward discussing topics of interest to you during our meeting on March 17.  As I wait for ideas or interest from you, a couple of topics have come to mind.  One of them involves homework.

Looking Toward Home Visits for 2010-2011 for next year's nursery class

      I have had some wonderful, opening, transformative conversations with former nursery parents in the past month, and from these conversations I have a question about how I can change as a teacher and in my interactions with parents to make myself more approachable.  Specifically, parents confessed the terror or fear they felt when I was coming over to their house for a home visit or other event, that if things are not perfect, I might. . . (and here is where I need to the work, because I am not sure what they were afraid of:  that I would hold it against their child, hold it against them, consider kicking their child out of class, be angry--I am not sure what I was projecting, but I would like to stop projecting that).

      In any event, I would like to talk about home visits.  If they cause more stress than joy, I would prefer to dispense with them for next year's nursery group.  To do something because this is "what we always do" or "this is what all Waldorf early childhood teachers do" is not helpful; rather, I would like to create forms and norms that are nourishing.  To be honest, I revel in dismissing Waldorf traditions that are no longer helpful, because Waldorf education is not about confining traditions but about being present in the moment, observing the children, and creating the form that nourishes the children in your care.  One idea I had was for next year to have home visits involve inviting all the nursery children and parents in small groups or one by one to my cottage to lay open all my imperfections--my 7 year old blasting Beethoven on the CD player, non-organic food, clutter, and the like.  In Broken Open, Elizabeth Lesser writes fondly of Wavy Gravy the clown, who is known for saying something like, "We are all bozos on the bus, so let us sit back and enjoy the ride."  I would love to convey to next year's group of parents that I, too, am a bozo without making them lose all confidence in me.  I would appreciate your input at our class meeting on the 17th.

"I Had it First!"

      Even as our nursery children experience long periods of complex, cooperative, nuanced, and dynamic play where teachers need do nothing else but bear witness to the sacred work going on (and remain calm and open ourselves), conflicts still arise, especially over toys and play objects.  Lately I've noted how often a child will say, "I had it first!" as a justification for grabbing a toy a way.  "I had it first!" has come to mean "I really want it, and I don't care that the other child has it" rather than at all portraying a judge's picture of reality:  a child who has not touched a toy all morning may grab it away declaring, "I had it first!".  Now it is true in a child's mind, she or he may have had it first because the imaginative picture is so strong (or a child might be referring to a time 3 months ago when she had the toy).  In any event, this gave me an idea for homework for me and you, and we can discuss it at the meeting.

      For the next few weeks with our children, in all their conflicts and interactions, let us as adults try to avoid serving as judges with the phrase, "Give it back to your brother.  He had it first" and the like.  We can still be observant and protective (if one sibling is always taking a toy away from or needling another, it is our job to free our children from this stuck pattern), but let us rack our brains to come up with any other approach than being a judge and trying to determine who had a toy first.  I will be curious to see what you have come up, and I will share what I have tried (but I want to hear from parents because there is no official or right answer here).

With warmth and light,

William Geoffrey Dolde

Glorious Weather, Fruit Reprieve

Dear Butterfly Families,

While we should be prepared for cold weather to return, I remember last year on glorious spring days some of our nursery children became too warm in their snow clothes. When dry, I would let them take off a jacket. It would be good, for this reason, to be prepared to have spring rain clothes ready. That being said, we are outside first thing in the morning; I would be tempted to dress for the 60 degree sunny afternoon weather, so please avoid my enthusiasm for the sun and provide enough warmth first thing (layers are good).

Our class continues to thrive outside and inside in the play--many children playing with many others, complex and sustained scenarios, children who were less talkative at the beginning of the year now speaking freely in their imaginative roles--all in all, it is a blessing to be with the group. On a number of occasions, I have experimented with holding back a second, informal fruit snack: to me it seemed it would interfere with the robust learning through play that was occurring; I noticed no complaints about hunger. Children seem to enjoy the form of the sit-down snack more when they are a little hungry (again, no child has complained of being hungry). Anything I can do to help us toward freedom is something I want to do, so I want to free you from bringing fruit to the nursery class. Please continue to bring a plethora of soup vegetables; our children love to help peel and chop.

With warmth and light,

William Geoffrey Dolde

Assurances

"TO MY FELLOW SWIMMERS"

"We have been telling the people that this is the Eleventh Hour
Now you must go back and tell the people that this is the Hour
And there are things to be considered

Where are you living?
What are you doing?
What are your relationships?
Are you in the right relation?
Where is your water?
Know your garden.

It is time to speak your truth.
Create your community.
Be good to each other.
And do not look outside yourself for the leader.


There is a river flowing now very fast.
It is so great and swift that there are those who will be afraid.
They will try to hold onto the shore.
They will feel they are being torn apart and they will suffer greatly.
Know the river has its destination.

The elders say we must let go of the shore, and push off and into the river, keep our eyes open, and our head above the water.

See who is in there with you and Celebrate.

At this time in history, we are to take nothing personally.
Least of all ourselves.
For the moment that we do, our spiritual growth and journey comes to a halt.

The time of the lone wolf is over,
Gather yourselves!

Banish the word struggle from your attitude and your vocabulary.
All that you do now must be done in a sacred manner
And in celebration."

"WE ARE THE ONES WE'VE BEEN WAITING FOR..."
Hopi Nation, Oraibi Arizona

September, 2001

Dear Nursery Families,

A friend suggested that I read the book Broken Open: How Difficult Times Can Help Us Grow by Elizabeth Lesser. As I read Lesser's book, received nourishment from it, and found myself opening up, I also noticed how much in concert her words are with so much of what he have discussed and written about in our parent & child and nursery classes. The Hopi Message to the Elders, for example, which I was given as a gift by Rena Osmer at a conference for Waldorf Early Childhood teachers, seems as if it could be an epigraph for Lesser's book. Osmer, and powerful teacher of children and teacher of teachers, was offering strength and courage (which Steiner offered his teachers at the first Waldorf School in Stuttgart) and helping us realize that just because we had lots of pink walls, silks, and soft toys, we did not need to be soft ourselves. Indeed, Osmer believes that parents and teachers of today need to look not just to Gabriel (the archangel of birth) but also to Michael as we nurture children in the challenges of today (remembering, of course, as Kim Payne will remind us, the way we will be effective teachers and parents is to love the times we live in). She described the model of the warrior-nurturer to us and exhorted us to use this as our image.

(A few friends and I had a grand time creating a skit about the warrior-nurturer [complete with sword to battle grades teachers or board members or administrators if a meeting got testy] as a gift when we graduated from Rudolf Steiner College, which Rena appreciated very much. Children and adults need humor and laughter as well as form and protection and strength).

In the middle of Broken Open are a few well-written chapters on children and parenting. You may be able to get a taste of these chapters and the entire book from this google book preview. Lesser's ideas work very well with Katrina Kenison's Mitten Strings for God (a book written by a writer turned mom who translates gifts of Waldorf education for her home life) and Polly Berrien Berends' Whole Child/Whole Parent (which is not about Waldorf education but works well in concert with the principles and practices of Waldorf education). While Mitten Strings for God is written for "mothers in a hurry" (Kenison's subtitle), Berends' work, as with writings by Steiner, takes time to digest. I really only began to understand the book on my 3rd time through or so. That being said, there are gifts we can receive from her book even if we dive in and dive out. Her assurances for new parents, for example, can give clarity and comfort to all of us, whether we are parents of infants or tending to ourselves and other adults. We have copies of this book in the Kathrine Dickerson Memorial Library; I recommend giving the book a try when the time seems right.

With warmth and light,

William Geoffrey Dolde

Calendar Preview

Dear Nursery Families,

It occurs to me that there a few times coming up in which my schedule will differ from the school schedule you received at the start of the school year, and I want to give you a heads up.

Our Nursery Class Parent meeting occurs on March 17 from 5 - 6pm (the EC teachers yielded the 24th to the middle school so they could put on their class play). This will not be a lecture, so I would love your questions, comments, and ideas for what you would like to talk about in advance. Please email, call, or talk to me.

Nursery children with their parents (and/or grandparents and caregivers) are invited to join our parent & child families and community for our young child Spring Festival on Friday, March 19, from 9 to 10:30am. This will be similar to last year's event, during which we will meet Mother Earth, Father Sun, Sister Rain, and Brother Wind.

Nursery families only need one conference a school year. For families seeking a conference, know that I will likely hold conferences on Saturday morning, April 3 (rather than Thursday and Friday the 1st and 2nd). This greatly simplifies my childcare situation. If you would like a second conference this school year, I ask your patience; please let others sign up for that Saturday, and perhaps we can arrange a meeting on a Saturday morning in late April or May.

The boys and I will be visiting my grandparents in Virginia and Florida over the Spring Break. I will not be in school on Monday through Wednesday, April 12 to 14. Lynne will work with a substitute for those 3 days.

As always, please ask me to clarify if anything I write is confusing.

With warmth and light,

William Geoffrey Dolde

Re-enrollment Intention for 2010-2011

Dear Current Butterfly Nursery Families,

I'll give details and discussion below, but here is the brief recommendation from the early childhood faculty. When filling out your intentions for your current Butterfly Nursery child for next year, please consider your child to be kindergarten ready for next year and select a 4 or 5 day option (with the option of extended care).

Some Details

Many of you attended Helle Heckmann's presentation in the Autumn. There, and in her work with the teachers, she made a good case for the value of a 4 or 5 day rhythm in school over a 3 day rhythm, and the value of having very mixed age kindergartens (her program mixes children ages 1 to 7; it would take quite a licensing change to go that far here). Next year we are taking a first step in this direction. Golden Forest and Sunflower will be parallel 4 or 5 day kindergartens with children from age 3 to 6. For a variety of reasons--largely because of my other teaching roles in instrumental music and parent & child--we are maintaining my nursery class at 3 days for next school year, even though we are believing more and more that a 4 day program would be better pedagogically even for our youngest of students.

As many of you know, we had a waiting list for the nursery class this summer, and we want to make sure to be able to welcome new nursery children next summer (several of you enrolled over the summer) so that our school can remain strong and grow stronger. By some past ways of sorting children, 11 of our 12 children could return to Butterfly next year, which would be very easy for me (to have the same class a second year) but not in the best interest of the school. We want to assure you that we are not sending our young 4 and 3 year olds next year as orphan young children in a sea of older children; Dyanne and Kim will make sure their curriculum meets the age of your child, and it will feel like a healthy group because there will be such a strong presence of young 4 and older 3 year olds in next year's kindergarten. My younger son, for example, will attend school 5 full days with Kim or Dyanne next year. (On a side note, this year's kindergarten is particularly old; a number of children were 6 before the school year started; next year's kindergarten, even without all our families, will be on average quite a bit younger). As your child begins this new journey, it is likely she or he will be able to stay with Kim and Dyanne for 3 years to receive benefits of that continuity.

That being said, there could be a compelling reason why we would make an exception next year. If you feel 3 days is the right option for your child, please find a time to talk to me before filling in your enrollment intentions--or mark your desire and plan to have a conversation with me or the early childhood faculty before contracts for next year come out.

This seems a big and exciting leap for all of us (it is a little scary, to be honest, to think that as of now I have 0 children enrolled in my nursery for next year), but many of the current 6 year olds in kindergarten began 3 years ago when they were young 4 year olds or older 3 year olds, so in sense this is a return to what was our normal practice in the past.

We can discuss your joys, hopes, concerns, wishes for this year and next at our upcoming parent meeting from 5 to 6pm on March 17 (the date has been changed from the original calendar).

With warmth and light,

William Geoffrey Dolde