| Care and Education of Young Children |
An Unhurried Environment
Rudolf Steiner Kindergartens take an unhurried approach to childhood by providing a safe and secure environment that is homely and nurturing. We believe that each stage of a child’s development has unique qualities that should be experienced fully before embarking upon the next stage. Imitation and Play
Teachers create experiences that will meet the holistic needs of all the children. The curriculum encourages children to play, as it is through active imaginative play that children develop almost all the skills required for this stage of development, including cognitive and problem solving skills, creativity, imagination, self expression, concentration, investigation, language, numeracy and social skills. Through playing wholeheartedly, children gradually over time learn to direct their own impulses and will, which means they can work with others co-operatively, collaboratively and with initiative. Most playthings and resources are from nature or are hand-made from natural materials. This enables children to experience directly the beauty of the natural world calls upon their capacity for fantasy and creativity and nourishes healthy sense development. During play the adults in the kindergarten work at real tasks, joining in with the children when a need is expressed and to facilitate healthy interaction. Children have real activities to imitate and they see that work is necessary and that work is fun. Children can join in if they wish, and after a time, may go back to play. An activity may take place during this time, e.g., drawing, Eurythmy (stories in movement), painting, cooking, handwork etc. Participation by the children may be voluntary or encouraged, depending on the teacher’s expectations. Rhythm and Routine
Repetition of stories, songs and rhymes for example, give children opportunities to deepen their understanding and relationship to introduced content. Te Reo Maori is incorporated sensitively into routines and experiences.
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Contemporary life puts children under increasing pressure to grow up as quickly as possible. Despite current research, which shows that children pressurized into early academic learning suffer from high levels of anxiety and stress, the drive towards fast-tracking children through childhood continues.
Young children are naturally open to every impression in their environment. Their capacity to live deeply in all that surrounds them, we call, imitation. It is through imitation that young children learn, and we strive to provide an environment worthy of imitation.
Rhythm is important for children as it allows them to expand out into the world and then to come together in a more focused experience. Rhythm protects and supports their life energy and brings a feeling of wellbeing and joy that helps them feel secure, relaxed and eager to play. Kindergarten rhythms are simple and unhurried. There are routine and familiar events each day, with variety and change carefully woven in. Teachers plan their work, yet there are always opportunities for spontaneous events, which arise out of momentary needs - of a child, a good idea or request, the weather, nature or an unexpected happening. During the session, active and more passive elements alternate such as with child directed play and teacher directed activity, e.g., morning song and storytelling. Rhythm and routine is a secret key to working with our very active young children who clearly have a different consciousness to that of adults. They are not yet ready for reasoning, choices, questions and decision-making, all of which will come later.
Mealtimes
The curriculum provides a variety of domestic, artistic and creative learning opportunities, as well as plenty of time for adventure and discovery in the garden – life cycles, the elements and the seasons.