“True play is not outcome-based. The fun is in the activity, not the end result. Free play is one of the irreducible needs of childhood.” ~Gabor Maté

“We used to think that schools built brains. Now we know that it is play that builds the brains that school can then use.” ~Gordon Neufeld

GARDEN SCHOOL’S GUIDING PHILOSOPHY

Our work with early childhood is informed by a wide range of training and experience, including conducting first-grade readiness assessments and teaching first and second grade. We know how important it is to wait until first-grade readiness to over-emphasis cognitive engagement and individuality. The tasks of early childhood are primarily physical, but they also include the well-being and social/emotional growth that comes from unity with community and nature.

Our programming supports the following pillars of child development: movement, free play, nature and communal participation.

1. MOVEMENT

Physical developmental is perhaps the primary task of early childhood, including proprioceptive, vestibular and sensory systems, fine and gross motor skills, integration of primitive reflexes and integration across midlines in the body. Successful growth in these areas provides the foundation for later formal learning environments.

A wide variety of movement is ideal, through self-directed, open-ended play, purposeful work, creativity, traditional arts, and developmentally appropriate toys and play equipment.

Purposeful work includes chores of all kinds, such as yard work, gardening, wood work, building, etc.

Creativity and traditional arts include movement stories, singing, weaving, sewing, fiber arts, painting, drawing, modeling, seasonal crafts and more.

2. SELF-DIRECTED FREE PLAY AND EXPLORATION

Free play is acknowledged as essential to child development in its own right.

Children benefit from every opportunity to explore, test and process their environment on their own terms, using their imagination without being goal-oriented or adult led. This is supported by open-ended space, toys and activities.

3. NATURE

As the best place to move, play and explore, nature is not only the best playground, but the best classroom for childhood! Children thrive outside in all but the most inclement weather. As the old adage goes: There is no such thing as bad weather - only inadequate clothing.

Natural materials that change throughout the year to reflect the seasons are healthy and alive for children.

Gardening, tending plants and intimately knowing a place cultivates a sense of care and love for the natural world.

4. COMMUNAL PARTICIPATION

Childhood is very much expressed by the circle; of family, community, seasons and rhythms. A communal environment guided by modeling (rather than instruction) and loving warmth naturally carries children along. Songs and games guide children through transitions. Rhythm and repetition in the day, week and seasons move children through time and connect them to nature. Festivals mark seasonal transitions with joyous community celebration.

Rhythm and repetition in community life supports many aspects of childhood, such as a regulated nervous system, social/emotional development and a sense of trust in healthy authority.

EXPLORE MORE

Essentials of Waldorf Early Childhood Education, by WECAN (Waldorf Early Childhood Association of North America).