Our Rhythm- Rainbow Children Playgroup

Rainbow Children Playgroup

Somewhere over the rainbow
Way up high,
There's a land that I heard of
Once in a lullaby.

Somewhere over the rainbow
Skies are blue
And the dreams that you dare to dream
Really do come true.

Our rhythm

The basic elements that make up a Steiner Playgroup can be listed and described quite specifically in terms of guidelines for the environment, mood, routine, rituals, toys, songs stories and such.  However without an understanding of “why “ things are done in a certain way, parents are unable to make the most of their playgroup experience and “take home” with consciousness what playgroup has to offer.

Kim Billington

Creating a Steiner Playgroup

The following information is not intended to be accepted as a dogma, but are guidelines to assist us meet the needs of our children based on Rudolf Steiner’s indications of early childhood development.

We must be sensitive to those children who often wish to be observers only.  That is fine!  Participation must only be by free choice without coercion.  Hand holding is also quite a difficult experience for some children.  Inappropriate behaviour which is disrupting the play of others or the story etc is best handled by the calm removal of the child from the situation, do this with the knowledge that others in the group have an open warmth of heart for you and your child!

Arriving at Playgroup

We meet at 10.15am for a 10.30am start.  

This arrival window

©       assists with a timely and ordered transition into circle time

©       leaves an opportunity for the family setting up for the day to arrive around 10.00am and have 15 minutes to prepare for the session and then come back outside to meet with everyone

©       gives time to undertake day treasurer business and any other business requirements including the choice of shared tasks for the day

©       however most significantly these few minutes gives the opportunity to centre and calm, leaving the hustle and bustle of daily life behind.  If we care to practice we may even be able to meet with our children in a dreamy consciousness similar to the one they live in!

Morning Circle

There are many treasures that can be brought to the young child in the circle time in song, movement and rhyme.  The young child has an innate musicality, love of movement and sense of rhythm – these qualities warrant protection and nourishment.   Shared songs and interactive rhymes can create a very special intimacy between parent and child. 

Our circle songs are carefully prepared to follow the rhythms of the seasons and the cycle of the year, they are also appropriate for the ages of the children in our group.  Songs and rhymes are presented in clear voices, gestures, mood and humour.  We keep the written word to a minimum to avoid disruption to the children.  Both adult and children alike learn by repetition of the circle songs.

Bread Baking

Baking bread with children is such a rich experience.  In a gentle and rhythmic way it fosters, manual circulation, fine muscle development as well as attuned fine and gross motor co ordination.

Rudolf Steiner’s observations led to the view that human beings have 12 senses which evolve through out a person’s life.  The physical senses of touch, well-being, movement and balance are the realm of the young child.   Our bread baking activity presents a lovely opportunity to build on these senses.   

A description of the kneading process in the book Bread Baking with Children gives us a picture of what a rich experience our morning bread baking activity can be:

The rhythmic motion of kneading soon finds a harmony within the breath.  Heart and lungs, hands become united in a common motion.  The warmth in the dough, in your energetic kneading and of course from the oven all engenders a sense of growing vitality.

 Children warm to a task that is warming to them.

The physical activity of kneading the bread coupled with the chance for the children to engage with the other children and adults in a communal preparation of food and song has the potential to touch the soul of both children and adults alike.

Free Play

The time for indoor play is a most important feature of Steiner Playgroups because this is a precious time for the child to enter into true, free, creative play.  Indoor play helps the child’s will forces to find healthy channels.   Care from adults to keep their conversations mindful and not to crowd the children’s play space would be beneficial.

Tidy up time is a beautiful activity if approached with a feeling of devotion and reverence towards our toys, space and children’s play.  We have a tidy up song, this is generally lead by one or two adults who slowly and gently pack away,prior to morning tea., when done by all the parents, this activity demonstrates to the children how adults can work together with joy, in time the children will also find joy in the activity of tidying up

Parent Craft

Parents are invited to undertake simple craft activities while the children enjoy creative indoor play. This allows the children to play in the presence of their parent whilst observing their industrious activity. Many craft activities may reflect the season or may simply ensure the toys remain in good repair

Morning Tea

“Sharing food is the beginning of sharing life, laughter and love” Veronika van Duin

Each family brings along a piece of seasonal fruit or other wholesome treats and a spirit of sharing takes place at our table.  A candle is lit with a little song, everyone around the table links hands and we share a blessing for our food.  There is generally a mood of stillness, followed by the social coming together as a group.  The sharing of food and conversation around the table naturally creates a sense of belonging and community.

Outside Play

Outside play generally happens rain, hail or shine (well maybe not hail).  It’s best if children are dressed appropriately for the weather.  This play is quite often running from here to there, climbing or playing in the sandpit.  Dangerous games and wresting are quietly diverted, however it is a myth that only “gentle” play goes on in a Steiner Playgroup.  We rejoice in the liveliness of our young and use our intuition to guide our actions when responding to undesirable behaviour.

Story and Home Time

Our Stories are chosen to reflect the seasons and are told in cycles of three, it is believed that it takes 3 times for the child to assimilate the story into their body, mind and soul.  Our stories are not read instead they are presented by simple scenes, made of hand made characters and gifts from nature. 

The soul of a young child is deeply nourished by stories and archetypal themes that are recounted in simple everyday stories about the natural world      

Following the peaceful pause that almost always follows the story, a short goodbye song is sung and our bread is handed out to take home.

And now it’s time for us to all go to our own sweet homes…………………

Reference included:

Dot Male - The Parent and Child Group Handbook – A Steiner/Waldorf approach

Warren Lee Cohen – Baking Bread with Children

Kim Billington – Creating a Steiner Playgroup

What makes Steiner based childcare different?

What makes a Steiner based centre different from other childcare centres? (Summarised and adapted from Dot Male - The Parent and Child Group Handbook – A Steiner/Waldorf approach)

The main principles underlying Steiner based education stem from the understanding that:

• In the first seven years children are in the process of growing healthy bodies and developing the skills of every day living.  In order for this process to be carried out fully, the focus at a Steiner day care is on every day activities rather than stimulation of the intellect.
• Children’s developmental progress varies from one child to another.  In order to accomplish the huge task of gaining control and agility of the physical body they require time, and in a Steiner day care children are not rushed in their development just for the sake of moving to the next stage.  When children are allowed to move at their own pace it sets a strong foundation for later in life.
• Children need play.  Large amounts of time during the day are set aside for free creative play.  This is vital for all healthy development.
• Children “soak-in” every thing in their environment.  The child needs to experience the world as beautiful and full of goodness, and to know that we care for our everyday surroundings, for nature and each other.  This is modelled to the children, rather than dictated. The adults/staff involved in a Steiner day care will constantly be striving to be worthy of imitation by the child.  The physical environment at the centre is very carefully attended to, ensuring an atmosphere of inviting warmth.
• Rhythm and repetition are fundamental qualities in a young child’s life.  They bring security and containment and help to build a strong physical body.  Celebrating cycles and rhythms of the season, the month, the week, the day, the activity helps to create a sense of wonder and reverence.  In a Steiner based setting this is done through seasonal crafts, songs and festivals, and activity in the centre is accompanied with songs, verse and storytelling.
• Children are nourished by real interactions with other human beings.  At a Steiner based centre the meals are shared, just like a big family. 

What is a Steiner School?

Here is a link to fantastic film that explains- What is a Steiner School?

http://www.waldorftoday.com/2012/01/what-is-a-steiner-school/