Blog Post
Play-Based Kindergartens, a place where children thrive?
Apr 12, 2018
Photo credit: Waldorf School at Moraine Farm
| "Waldorf teachers understand the now scientifically-proven importance of unstructured free play for the developing young child. They understand children need, and are given, large segments of time for play both indoors and outdoors. Free-play is an opportunity to stretch the child’s imagination, a time to explore the boundaries of the social experience, to process what they’ve seen, heard or thought in a healthful, full-body way. It is where the foundations of creativity are built.
With free play as the main stage for social skills development, the teachers actively work with the children on enhancing their social graces throughout the day. Much time is devoted to working through conflicts and allowing other children space to feel their feelings. It is important for every child to feel heard and seen. Waldorf teachers see conflict as a healthy opportunity to brush off rough edges and to learn more about one another’s feelings." Read more at The Chalkboard - March 19, 2018 |
Have you ever wondered what is the right age for academics? Surely, a four-year-old who is taught to read will become a fourth grader well ahead of her peers in reading. Research, however, indicates that the opposite is true.
This quarter we spotlight Marisa Merritt from the class of 2004. Learn what our graduates do after Live Oak.
Every quarter we feature an alumni of Live Oak Waldorf School. Learn what our graduates do after Live Oak.
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"Two Sides of the Fence" What is it like transitioning from the Waldorf Kindergarten to the 1st grade? Part three explores the first grade.
"Two Sides of the Fence" What is it like transitioning from the Waldorf Kindergarten to the 1st grade? Part two explores the emotional struggle and why it is a good thing.
"Two Sides of the Fence" What is it like transitioning from the Waldorf Kindergarten to the 1st grade? Part one explores the kindergarten teacher.
What happens when we hear a story? If our inner wills are strong, if our feeling life is flexible and rich, then we engage in a very important "thinking" activity: we imagine. This is not the same as fantasy or whimsical fancy. This is not mere creativity. Nor is this the same as intellectualizing. Thinking is not the means to simply acquire knowledge.
Soon we will celebrate a national holiday recognizing the remarkable life and achievements of Dr. Martin Luther King, Jr. It is fortuitous that we should have this to contemplate at this time, when we see so much social strife and tension around us.
For the young person, this mystery can be overwhelming. If we do not endeavor to help young people learn about their feelings and how the feeling life works, then we leave them like rudderless rafts on a rising river. Teachers and parents can help children learn how to affect their feelings so that they can strive toward equilibrium when they need to do so. This starts at the very beginning.
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