In May, I wrote a post about “preschool” planning here: http://theparentingpassageway.com/2014/05/25/notes-for-preschool-planning/, plans for fourth grade: http://theparentingpassageway.com/2014/05/22/plans-for-fourth-grade/, and this post about planning: http://theparentingpassageway.com/2014/05/05/may-time-to-plan/
I think, finally, I have the blocks for my seventh grader mapped out. It was a lot of wrestling with the curriculum, which I shall write about at some point. In the meantime, while I was wrestling with what blocks and where, I wrote out a general flow for six of the blocks, knowing the order and such would evenutally come.
I haven’t done much for fourth grade yet, other than to lay out a general flow to the school year, but I have planned our Local Geography block and started to put together a flow for math for the entire year. Continue reading
As a physical therapist, I am very concerned about the impact of competitive sports on growing bodies (you can see more about that in this back post). However, I am equally concerned with the rising rates of obesity, Type II Diabetes, and lack of exercise in our youth. Statistics from the Center for Disease Control and Prevention show that less than half of children ages 12 to 15 are aerobically fit. You can see more in the National Public Radio news article entitled, “Are American Teens Becoming Even Wimpier Than Before?”
In the past, I have also wondered about the physical fitness levels of many homeschooled children. There was a study done recently regarding physical fitness levels of homeschooled children versus children that attended school. It was published in The Old Schoolhouse Magazine and posted on Facebook sometime during this spring, but I cannot find a link to it. The research had a small sample number as I recall, so it may not be completely conclusive, but the results were that the homeschooled children were NOT as physically fit.
Why would this be? Continue reading
Within the pedagogical literature of Waldorf Education, there seems to be a lot more press about the developmental changes at ages six/seven and nine than there is about the developmental changes at twelve. This is unfortunate, I believe, because some of the biggest changes within the first two seven year cycles take place at age twelve.
Ages six and seven may be more of a “you’re not the boss of me” age, and nine may be an age of sensitivity and tenderness as children often seem to experience an underlying realizations about loss, life cycles, and separation, but twelve, to me, has the most dramatic changes and unfolding out of these three transitional periods.
A good deal of separation of the child’s own personality really begins at this age, and shows in the will of the child. The child may set now set goals, especially in learning, and may work at activities to really conquer something in the outside world that they are interested in intently. The will shows up coming from a place of inner individual moral development and personality.
The social element awakens; there can be a grouping off, especially after grade six. You start seeing this generally as early as around age ten, which is where fractions is introduced into the Waldorf curriculum in grade four, and this grouping off continues to progress. Many people remember this about the middle school years. It is important to make sure the children are in a group in a healthy way at this point – trekking, hiking, kayaking, caving and other bodily will exercises in a group is stimulating for this group and age.
You start seeing development that looks more based upon gender at age twelve than ever before. Girls tend to band together socially in a way that can be different than the boys – more hanging out, daydreaming, talking. The boys can be brimming with activity. Physically the girls are different than the boys. As the girls approach puberty, Continue reading
Here are some lovely links for the end of May.
This one from Sheila over at Sure As The World for second grade: http://sureastheworld.com/2014/05/20/the-canticle-of-the-sun/
Homeschooling children who are adopted: http://simplehomeschool.net/adopted-child/
Kara’s post about the joys of older children: http://simplekids.net/lets-hear-it-for-the-big-kids/
An interesting article here (scroll down) by Dee Coulter about Montessori and Steiner: http://www.waldorfresearchinstitute.org/research-from-waldorf-education/
Please share the blog posts and articles you have been finding inspirational lately in the comment box below. I would love to hear from you!
“I also did not like the word “preschool” since it implies that somehow the learning done before age 5 is not valid. In my mind, there is no such thing as “pre” school. In most European countries, there is not even such a word as preschool. The children attend daycare until age 6 and then start formal education at age 7. When I attended an international conference, the European participants thought it was quite humorous that I kept referring to our young preschoolers as students. This showed my cultural bias in that we think of even our youngest children as responsible for measurable learning.
- From “Forest Kindergartens: The Cedarsong Way” by Erin K. Kenny
If you are planning for preschool, (and you can see more about what I think about “preschool” here: http://theparentingpassageway.com/2009/11/11/waldorf-101-waldorf-preschool/), focus on a strong component of rhythm to your days being present together at home. The things that preschoolers are working on – washing themselves, using the bathroom, the gentle rhythm of setting things up for a snack or lunch and then washing dishes and clearing plates – those extraordinary moments of everyday life is what the core curriculum for preschoolers should be. Continue reading
I am planning fourth grade for our second go-around now and have worked out a rotation for blocks. I thought it might be helpful to some of you who are planning.
I want to start the year with Continue reading
I am finishing up third grade for the second time right now. The two children that have completed third grade are very different people.
Our first child was reading and writing in three languages at this point. Very, very language oriented.
Our other child had definite talents in movement, science and the natural world, and music.
All children are individuals, and although there is a “curriculum” in Waldorf education, such as laid out in the schools and on the chart published by AWNSA, the main thing we are prescribed to do as teachers is to OBSERVE the child, UNDERSTAND child development, be interested in the world around us (keep learning) , to not go stale (in other words, what worked before may not work again!). The template of the school and the secondary pedagogical literature of Waldorf education has been helpful to me personally, but I also have read an awful lot of Steiner’s lectures and work. I steer a lot by my strong philosophical orientation of Christianity, attachment and Waldorf.
This year, I started the year with a block Continue reading