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What are some of the Waldorf methods in a pre school setting?
A child’s capacity
for fantasy and imagination are intentionally encouraged and protected in a Waldorf methods preschool. This capacity is recognized,
again, in the toys and play equipment, where their simple forms and lack of definition allow the children’s imagination
to determine the use and fill in the details. Examples are the simple doll, the large play frames, the wooden crate or the
colorful cloth which can be transformed into an endless variety of structures.
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| Photo by Nadya Novitchenko. |
Indoor Activities
This
teacher-led program is very nurturing and rhythmical in nature. Activities are planned at the same time each day, rotating
through the week. This rhythmical element ensures a strong sense of consistency, order, and security – essential to
the healthy development of the young child. Everything that is done in the class has a purpose, instilling a sense of joy
and care for every task. The atmosphere is homelike and the focus is on play. The preschool room is structured to offer a
variety of play activities, both individual and group.
Outdoor play time
Outdoor playtime
is scheduled every day and is alternated with the indoor activities in a very predictable weekly schedule. Children play outside
even in rainy weather. Two classes will alternate the use of the outdoor space to promote the continuity of relationships
in different setting. This assures that children are relaxed and engaged in the play. During the morning and afternoon outdoor
play time children have ample opportunity to move their bodies - they run, jump, dig sand with shovels in the sandbox, sweep
the floor and play with water and buckets. In schools that use Waldorf methods everything is intentional. For example, the bicycles are not
used in this program as they do not facilitate interaction and cooperation. Instead, we provide German wooden push wagons
so the children are encouraged to play together (someone is pushing and someone is riding, etc. ) For the same reason, prefabricated
play structures are not used.
In play, children create the world anew each day, and try on every imaginable situation within it. They build houses and ships, rockets and fire engines. They explore life in homes and farms, forests and mountains, underwater and in outer space. All of this is initiated by the children, with occasional help from the teacher. They create their play worlds using the simplest of materials, such as logs and stumps, stones and shells, cloth and play stands. In the course of play their growth in all areas is stimulated – physically, emotionally and socially, mentally and spiritually. The sloped garden area has a “forest” on top of the hill where gnomes and fairy tale creatures hide and children’s imagination power is strengthened. General cultivation of a sense of wonder, engender in the child an unconscious appreciation for the sciences which the child will discover later. Seasonal garden provides opportunity for sensory exploration and introduction to the idea of sustainability without being overly intellectual about it. Children with their teachers and parent volunteers simply grow lettuce and eat it later. Everything presented must be true in its essence.
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