Education & Faculty

Early Childhood

The Waldorf Early Childhood program truly and uniquely speaks the language of the young child. It does so by being keenly aware of the child's inner and outer growth and development.

One of the fundamental elements of a Waldorf Early Childhood education is rhythm. Attention to rhythm relating, for example, to the repetitive words and actions of a particular game, the pattern of activities within the day, or the cyclical elements of the natural world helps to develop a feeling of security in the child, allowing him to move through the world with ease and confidence. When he knows what to expect, he feels comforted and supported. The daily and seasonal rhythms, which are so reassuring to young children, are emphasized through such activities as songs, storytelling, painting, baking, nature walks, and creative play.

Imitation is the primary mode of learning at this age: in the first seven years of a child's life, he learns through doing. He wants to move, explore, and create. Hence the Waldorf teacher strives to build an environment worthy of the child's imitation, and to value and nurture the child's innate capacity for wonder, reverence, and awe. The classroom is a pleasing and inviting space filled with warm colors, natural materials, simple toys, and objects from nature, and the children are encouraged to use this space and these objects to imitate the world around them through imaginative play. The seeds planted in the Early Childhood Program will spring forth in the child's later life, manifested as a love of learning, ability for creative thinking, an appreciation for beauty and the arts, and a connection to the world in which he lives.

The Children's Garden

A Program for 2 and 3 Year Olds

The WSSS program for two to three year-olds allows children the time and space to explore their surroundings at their own pace. We provide an environment that enhances the development of large motor skills, sensory awareness, social interactions, and language.

A typical day begins with outdoor play, songs, and verses. We go inside for snack, indoor play, and attention to the childrens' personal needs and the care of the classroom. The day ends with songs, finger games, and a goodbye.

The Preschool

A Program for 3 and 4 Year Olds

The pre-school child's morning is slightly longer than that of the 2-year-old. Children and teachers come together for a morning greeting, seasonal songs, and movement at circle time. The children then move into free indoor play where they also participate in the daily snack preparation and/or artistic activity. The Children grind grain and knead dough for the bread, or help to make the soup. They paint with watercolors, and are often found working on many long term projects in preparation for a festival day. The longer morning allows for ample outdoor play, and after snack the children are led outside to explore the elements. The day often ends with the teacher presenting a simple fairy tale or puppet play, and a goodbye song.

The Kindergarten

A Program for 4, 5 and 6 Year Olds

The Kindergarten meets five mornings per week. The teacher participates in practical and age appropriate activities which the children are free to imitate and participate in. Examples of activities include baking, cooking, cleaning, drawing, painting, and handcrafts.

A typical day in the Kindergarten includes circle time, free play, group activity, clean-up, rest, snack, story time, outdoor play, and a good-bye circle. In addition, a sense of seasonal rhythm is stressed throughout the year by integrating festivals and seasonal stories into the curriculum, inspiring a sense of wonder and appreciation for nature. In this environment the children acquire the foundations for future academic learning in a peaceful and warm way:

~ Songs and nursery rhymes help cultivate an intimacy with language

~ Listening to stories, watching puppet shows, and engaging in dramatic play strengthen the memory, imagination, and vocabulary

~ Games and rhythmical activities build a solid foundation for balance and gross motor development

~ Practical work activities develop coordination and the ability to concentrate

~ Artistic activities assist the development of the senses, develops and hones fine motor skills

~ Free play time allows the child's imagination to flourish and strengthens social skills

 

The importance of storytelling, of the natural rhythms of daily life, of the evolutionary changes in the child, of art as the necessary underpinning of learning, and of the aesthetic environment as a whole – all basic to Waldorf education for the past 70 years – are being "discovered" and verified by researchers unconnected to the Waldorf movement.”

– Paul Bayers, former Professor at Columbia Teachers’ College