Parenting With Steiner/Waldorf in Mind (and questions to ask).
Like so many new parents, I have found myself researching parenting trends and the science of child-rearing. Why not share?
During interviews conducted during my graduate studies with experts on experiential learning there was commonly a referral like: "Well if you look at the utopian experience that Steiner/Waldorf Schools advocates create...". The expert would go on painting a description of a learning style striving to develop a complete human being. Where music, movement and theater, writing, literature and nature are not simply subjects to be read about and tested. They are experienced.
During interviews conducted during my graduate studies with experts on experiential learning there was commonly a referral like: "Well if you look at the utopian experience that Steiner/Waldorf Schools advocates create...". The expert would go on painting a description of a learning style striving to develop a complete human being. Where music, movement and theater, writing, literature and nature are not simply subjects to be read about and tested. They are experienced.
The skinny: a Steiner/Waldorf ethos demands questioning of an experience or reaction to a behavior. What could be some nuggets that parents could utilize in home life?
This post is just some Q and A's whipped together.
Is electronic media as bad as research says it is for children? [1]
Yes, Steiner/Waldorf training programs argue. Electronic Media affects child development regardless of the content.
The ethos does not mince words:
“The passive condition and the electronic stimulation of these activities cannot be reconciled with the rhythms of nature. Electronic media lacks the human presence so vital to the nourishment of the child, replacing it with electromagnetic forces that inhibit healthy sleeping and eating patterns.” [2]
Simply put, this particular media actually suppresses creative play and abilities to create images. Experience at Waldorf schools shows that individuals who are shielded from media at home are more likely to experience, and contribute to, a positive learning and social interactions.
What objects are the best for a child to play with? What stirs creativity the most?
The prominent Cedar Valley Waldorf School provides parents with a comprehensive handbook and states: “Present children with potential, and they will fill it out of their own unlimited fountain of creativity. Present them with finished products, regardless of how beautiful, and we will have unwittingly limited their own resourcefulness.” [3]
This learning style is definitely particular about what children should learn and play with. Commonly referred to as open-ended play, if we whittle that term down, three key points surface: less pressure, no errors and liberty.
Less pressure: With no predetermined outcome, open-ended play eases off the gas pedal of achievement and allows children to focus on creating based on inner inspiration. During play, children have choices and decisions to make. This format offers great potential for self-discovery.
No errors: Since trial and error is part of open-ended play, unintended mistakes cause children to pause and wonder. ‘Errors’ produce fascination and foster new creation. Self-initiating behaviors are developed.
Liberty: Open-ended play gives children a sense of freedom and autonomy to develop initiative and self-confidence. They enjoy making choices themselves, affirming their ability to be responsible and self-directed.
Many Steiner/Waldorf documents cite ‘open-ended object’ examples from the work of early childhood educator Magda Gerber:
“What is an ‘open-ended’ object? Anything that inspires your child’s imagination in more than one way". Her legacy continues in the RIE organization (Resources for Infant Educators). They explain, in other words our active infant manipulates passive objects. In contrast entertaining kinds of things, such as mobiles or windup toys, cause a passive infant to watch an active toy. This trains the child to expect to be amused and entertained, and sets the scene for TV watching. [4]
Top 10 open-ended toys from Whistler Waldorf [5]:
1. A stick 2. A box 3. A rope/piece of string 4. A cardboard tube 5. A spade, a bucket, and some sand/dirt/snow 6. A ball 7. Wooden Blocks 8. Large pieces of fabric (silks are lovely: anything will do!) 9. A doll 10. Jars with lids
How can a parent avoid 'imposing intellect' on a child and rather 'engage a voyage of discovery'?
More often than not, no direct instruction is used. Waldorf teacher, Jason Child, profiled in a recent New York Times article lays it out: “It’s not about meeting goals society feels would make the child a more productive member of society.”[6] In other words, a focus on relationships, the arts, imagination and nature educate the whole child (often referred to as a ‘head, heart, hands’ approach). [7]
“Learning becomes an engaging voyage of discovery, both of the world and of oneself. The curriculum is carefully designed to ensure that the academic and artistic lessons are appropriate to each child’s stage of development” [8]
What is the quick answer how best can this translate when parenting?
...rhythm...
“Just as the child lives in a rhythmical life of waking and sleeping we also work with a regular rhythm for our daily and weekly activities: music and verse, accompanied by movement and gesture, stories, practical activities of gardening, cooking, sewing; and artistic activities of drawing, water color painting.”[9]
In Steiner/Waldorf schools, rhythm allows the children to expand out into the world through play and then to come together in a more focused activity such as the morning circle or story time. Rhythm brings a feeling of well-being and joy, a balance between playing out of their own initiative and working together in other activities. The daily and weekly rhythm fits into the wider rhythm of the year with its changing seasons and their festivals.
“This rhythm and routine is a secret key to working with our very active small children who live in such a different stage of consciousness from adults. They are not yet ready for reasoning, choices, questions and decision-making all of which will come later. Rhythm and repetition are keys to working with this age. An example of this is how the children love to hear the same songs, and stories over and over again.”[9]
How can parents reclaim the space and freedom kids need for their attention to deepen and individuality to flourish?
Waldorf literature is steeped in proactive approaches to reduce anxiety within children. For parents to claim space and freedom kids need for their attention to deepen and individuality to flourish look to a handful of key points. In Kim John Payne’s Simplicity Parenting (commonly referred to a Waldorf Guide to home life) “Today's busier, faster society is waging an undeclared war on childhood. With too much stuff, too many choices, and too little time, children can become anxious, have trouble with friends and school, or even be diagnosed with behavioral problems.” [10]
The blueprint for change contains all that one would expect with the simplicity moniker, such as de-cluttering and “soothing violent schedules”, rhythm and unplugging.[11]
The deep dive steps into the realm of:
Food: the purpose of food is to nourish not entertain, food should be grown not designed, food should not be unnecessarily complex.
Rest: children need a daily quiet time that allows them to rest: “A quiet rest time during the day is something to hold on to for as long as possible”. Although schooled children can take advantage of weekends and the summer, an after-school transition ritual is also an opportunity to help children unwind.
Keep things simple: “non complex food” and simple toys. He advocates parents to teach their children to learn to appreciate the simple pleasures that can be found in ordinary days and to avoid striving to make every day extraordinary.
Stop overparenting: children need unstructured time. Unstructured time facilitates creativity and resourcefulness boredom included). Reduce parental involvement and stop over-monitoring and over-involving.
Let kids be kids: children are exposed to too much information about the adult world and parents should “filter out the adult world” by limiting the information and stimulation their children are exposed to. “Speak less and to question whether what they are about to say is true, kind and necessary.”[11]
Sources:
1: https://www.apa.org/pi/about/newsletter/2015/06/electronic-media
2: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
3: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
4: https://www.rie.org/educaring/ries-basic-principles/
5: http://whistlerwaldorf.com/wp-content/uploads/2013/10/What-is-a-toy.pdf
6: https://www.nytimes.com/2020/04/19/parenting/waldorf-school.html
7: https://www.brightwaterwaldorf.org/about-bright-water
8: Sunbridge Institute, Waldorf Teacher Development
9: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
10: https://www.simplicityparenting.com/the-movement-an-overview/
11: https://raising-independent-kids.com/book-review-simplicity-parenting/
This post is just some Q and A's whipped together.
Is electronic media as bad as research says it is for children? [1]
Yes, Steiner/Waldorf training programs argue. Electronic Media affects child development regardless of the content.
The ethos does not mince words:
“The passive condition and the electronic stimulation of these activities cannot be reconciled with the rhythms of nature. Electronic media lacks the human presence so vital to the nourishment of the child, replacing it with electromagnetic forces that inhibit healthy sleeping and eating patterns.” [2]
Simply put, this particular media actually suppresses creative play and abilities to create images. Experience at Waldorf schools shows that individuals who are shielded from media at home are more likely to experience, and contribute to, a positive learning and social interactions.
What objects are the best for a child to play with? What stirs creativity the most?
The prominent Cedar Valley Waldorf School provides parents with a comprehensive handbook and states: “Present children with potential, and they will fill it out of their own unlimited fountain of creativity. Present them with finished products, regardless of how beautiful, and we will have unwittingly limited their own resourcefulness.” [3]
This learning style is definitely particular about what children should learn and play with. Commonly referred to as open-ended play, if we whittle that term down, three key points surface: less pressure, no errors and liberty.
Less pressure: With no predetermined outcome, open-ended play eases off the gas pedal of achievement and allows children to focus on creating based on inner inspiration. During play, children have choices and decisions to make. This format offers great potential for self-discovery.
No errors: Since trial and error is part of open-ended play, unintended mistakes cause children to pause and wonder. ‘Errors’ produce fascination and foster new creation. Self-initiating behaviors are developed.
Liberty: Open-ended play gives children a sense of freedom and autonomy to develop initiative and self-confidence. They enjoy making choices themselves, affirming their ability to be responsible and self-directed.
Many Steiner/Waldorf documents cite ‘open-ended object’ examples from the work of early childhood educator Magda Gerber:
“What is an ‘open-ended’ object? Anything that inspires your child’s imagination in more than one way". Her legacy continues in the RIE organization (Resources for Infant Educators). They explain, in other words our active infant manipulates passive objects. In contrast entertaining kinds of things, such as mobiles or windup toys, cause a passive infant to watch an active toy. This trains the child to expect to be amused and entertained, and sets the scene for TV watching. [4]
Top 10 open-ended toys from Whistler Waldorf [5]:
1. A stick 2. A box 3. A rope/piece of string 4. A cardboard tube 5. A spade, a bucket, and some sand/dirt/snow 6. A ball 7. Wooden Blocks 8. Large pieces of fabric (silks are lovely: anything will do!) 9. A doll 10. Jars with lids
How can a parent avoid 'imposing intellect' on a child and rather 'engage a voyage of discovery'?
More often than not, no direct instruction is used. Waldorf teacher, Jason Child, profiled in a recent New York Times article lays it out: “It’s not about meeting goals society feels would make the child a more productive member of society.”[6] In other words, a focus on relationships, the arts, imagination and nature educate the whole child (often referred to as a ‘head, heart, hands’ approach). [7]
“Learning becomes an engaging voyage of discovery, both of the world and of oneself. The curriculum is carefully designed to ensure that the academic and artistic lessons are appropriate to each child’s stage of development” [8]
What is the quick answer how best can this translate when parenting?
...rhythm...
“Just as the child lives in a rhythmical life of waking and sleeping we also work with a regular rhythm for our daily and weekly activities: music and verse, accompanied by movement and gesture, stories, practical activities of gardening, cooking, sewing; and artistic activities of drawing, water color painting.”[9]
In Steiner/Waldorf schools, rhythm allows the children to expand out into the world through play and then to come together in a more focused activity such as the morning circle or story time. Rhythm brings a feeling of well-being and joy, a balance between playing out of their own initiative and working together in other activities. The daily and weekly rhythm fits into the wider rhythm of the year with its changing seasons and their festivals.
“This rhythm and routine is a secret key to working with our very active small children who live in such a different stage of consciousness from adults. They are not yet ready for reasoning, choices, questions and decision-making all of which will come later. Rhythm and repetition are keys to working with this age. An example of this is how the children love to hear the same songs, and stories over and over again.”[9]
How can parents reclaim the space and freedom kids need for their attention to deepen and individuality to flourish?
Waldorf literature is steeped in proactive approaches to reduce anxiety within children. For parents to claim space and freedom kids need for their attention to deepen and individuality to flourish look to a handful of key points. In Kim John Payne’s Simplicity Parenting (commonly referred to a Waldorf Guide to home life) “Today's busier, faster society is waging an undeclared war on childhood. With too much stuff, too many choices, and too little time, children can become anxious, have trouble with friends and school, or even be diagnosed with behavioral problems.” [10]
The blueprint for change contains all that one would expect with the simplicity moniker, such as de-cluttering and “soothing violent schedules”, rhythm and unplugging.[11]
The deep dive steps into the realm of:
Food: the purpose of food is to nourish not entertain, food should be grown not designed, food should not be unnecessarily complex.
Rest: children need a daily quiet time that allows them to rest: “A quiet rest time during the day is something to hold on to for as long as possible”. Although schooled children can take advantage of weekends and the summer, an after-school transition ritual is also an opportunity to help children unwind.
Keep things simple: “non complex food” and simple toys. He advocates parents to teach their children to learn to appreciate the simple pleasures that can be found in ordinary days and to avoid striving to make every day extraordinary.
Stop overparenting: children need unstructured time. Unstructured time facilitates creativity and resourcefulness boredom included). Reduce parental involvement and stop over-monitoring and over-involving.
Let kids be kids: children are exposed to too much information about the adult world and parents should “filter out the adult world” by limiting the information and stimulation their children are exposed to. “Speak less and to question whether what they are about to say is true, kind and necessary.”[11]
Sources:
1: https://www.apa.org/pi/about/newsletter/2015/06/electronic-media
2: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
3: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
4: https://www.rie.org/educaring/ries-basic-principles/
5: http://whistlerwaldorf.com/wp-content/uploads/2013/10/What-is-a-toy.pdf
6: https://www.nytimes.com/2020/04/19/parenting/waldorf-school.html
7: https://www.brightwaterwaldorf.org/about-bright-water
8: Sunbridge Institute, Waldorf Teacher Development
9: https://www.squamishwaldorf.com/wp-content/uploads/2018/10/Parent-Handbook-SWS_05-October.pdf
10: https://www.simplicityparenting.com/the-movement-an-overview/
11: https://raising-independent-kids.com/book-review-simplicity-parenting/
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