Hi all!  This is a primer for those of you preparing for Waldorf Grade One next year and the math portion of it, and a few hints for those of you doing Waldorf Grade One right now.

First of all, I think math as very, very important.  I think it is almost more important than reading at this early age because  1 – our society in general is more geared toward alphabet literacy rather than numeral literacy (unlike countries such as Singapore) 2 – the eye fully develops for tracking around age 8, so many of you have time in the future for neural maturation that will improve reading between the ages of eight and ten (and I am not saying do not focus on reading or writing, I am just saying we tend to put math on a back-burner) 3 –there does appear to be a drawing of teachers and homeschooling mothers to Waldorf Education who are artistic, creative, readers and writers but who do not love math and science.   This should make us doubly aware to include math and science in our Waldorf homeschool experiences.

For more regarding Math Phobia please see here: https://theparentingpassageway.com/2010/03/15/math-phobia-in-the-waldorf-homeschool/ 

Here are a few suggestions for planning:

–For those of you planning Grade One for fall, here is a suggestion:   I like to put the Quality of Numbers block in November before Thanksgiving (that is introducing the qualities of numbers 1-10 or 12), and move into the four processes the week after  Thanksgiving and throughout December.  So, approximately a six-week block on the Quality and Quantities of Numbers.

Then, once you come back from a Winter Break, jump into that third Math block early in the Spring to really practice those four processes.  You could even add a short fourth block somewhere in later spring.  I really do like Donna Simmons’ last math block in her First Grade Syllabus.  It uses fairy tales from different countries to practice the four math processes.  At the very least, it may stimulate your own thought process! 

Another good thing about  introducing the four math processes in the fall is that one can then  practice math every day during non-math blocks during the Spring.  Counting, skip counting, and estimating can be done every day after the qualities of numbers are introduced.

For those of you in Grade One who are  just introducing the four processes this month,  (and I do hope you have another math block to go to really work with a deepening of the four processes), I have some ideas for you:

-Daily math practice for the remaining time you have if you have any non-math blocks left.

-Make your Second Grade math heavy with more blocks based around math than language arts, and to really accelerate math practice.  Practice estimating, counting, the four processes in life, in everyday activities.  There are many resources for integrating math into everyday life.

-Here are Math Goals from Ron Jarman for Grade One:  https://theparentingpassageway.com/2009/03/29/ron-jarmans-math-goals-for-waldorf-grade-one/

Jamie York says these are Grade One math goals:  (this list is much simpler, Jarman tends to be more advanced.  For greater details as to York’s math goals, please do see his First through Fifth Grade Book that actually has a great deal of detail in it as to progression of learning addition and subtraction facts and more.  It is not nearly as simplistic as laid out here):

“– First Grade — 

Quality of numbers.

Counting forward and backward up until 100.

Number dictations.

Rhythmical counting.

Estimating.

The four processes – introduction.

Learning the “easy” addition facts.”

So, I think the main goal for you between now and the end of the school year would be the two, fives and tens times tables and addition facts at least up to 12 to know cold  (and introduce them up to 20!)  Subtraction facts are  usually the goals that hang children up, so put some extra attention to those facts as well.  Movement and games are important.

Feel free to leave me a comment and agree or disagree (pleasantly, LOL) with me!!

Love to all and happy math!  I will post the math goals for Grades Two and Three soon!

Blessings,

Carrie

Planning away yet? It is that time of year!   For those of you with six- year- olds who are considering starting Waldorf first grade in your  fall homeschool, this is an important decision.  The standard “rule” in Waldorf education is that your child should have been alive for seven springs/seven Easters  before starting first grade.  I highly recommend starting first grade when your child is as close to seven as possible, so that your child is seven for most of first grade.

There are several reasons I recommend this, and you can agree or disagree.:)  Homeschooling is much different than Waldorf school, as there is no group or older children in the class to “carry” the younger six-year-old at home.   The second  issue with starting first grade at an early age  six, then second grade at an early age seven and third grade at an early age eight  means that you are basically off a year in the Waldorf Curriculum.  The Third Grade’s Old Testament stories are really for a nine-year old, that whole third grade year is to speak to the nine year old change.  The Norse myths of Fourth Grade are pretty dark and are really  best for a child past the nine year change or pretty darn  close to it.  I think the children who are past the nine year change handle the Norse myths better than the ones who have not…just my limited experience.

The last reason for starting first grade at six and a half at the earliest and as close to seven as possible, is that, I hate to see the end of this cycle “cheated” out for lack of a better word.  The first seven years of really being in  the body will lead to greater academic success later on…If parents need help for more ideas for the six year old year, I am sure we can all contribute ideas!

Here are some articles regarding First Grade readiness:  http://www.waldorflibrary.org/Journal_Articles/firstready.pdf

And here:  http://www.waldorflibrary.org/Journal_Articles/Gateways56FINALDRAFT.pdf

And here:  http://www.christopherushomeschool.org/learning-more/articles-on-aspects-of-waldorf-education/articles-by-donna-simmons/first-grade-readiness.html

http://www.christopherushomeschool.org/learning-more/articles-on-aspects-of-waldorf-education/first-grade-readiness-help-your-child-by-getting-the-timing-right.html

Here is a whole book on the subject: http://www.steinercollege.edu/store/product.php?productid=18362&cat=845&page=1

Here is a list and I cannot figure out where I originally found it, so I can’t link you to it; I hope it is okay to reprint it here……

First Grade Readiness Guidelines

Bodily Proportions and Characteristics

• Head to body ratio of 1:6
• Loss of baby fat and the “pot belly”
• First stretching growth of legs
• Waist and neck incisions in the trunk
• Visible joints (knuckles) and kneecaps instead of dimples
• Arch in foot
• Individualized facial features instead of baby features (a child who has not been able to undergo childhood diseases may be hindered in this development)
• S curve in spine

Second Dentition

Usually a first grade child should have at least one loose tooth.  (If both parents, however, were very slow in reaching dentition, this factor should not be weighed as heavily for this particular child)

Physical Abilities

• Walk a beam, log (or line) forward
• Catch and throw a ball
• Hop on either foot
• Bunny hop (both feet together)
• Habitually walk in cross pattern (i.e. swing opposite arm when stepping out with one foot)
• Climb stairs with alternating feet on each stair
• Tie knots and sometimes bows; button and zip own clothing
• Use fingers dexterously (sew, finger knit, play finger games, etc.)
• Have established dominance (eye/hand dominance most important) though this may not be firmly established until age 9
• Not be unduly restless or lethargic
• Shake hands with thumb separated from fingers rather than offering the whole hand

Social/Emotional Development

School ready child develops feelings for others’ needs – social awareness, doing things for others, goal oriented play – planning, thinking things out; does not need objects in play (can now visualize play rather than needing to collect many items as younger children did; this shows separation of concept – the inner world – from precept – the outer world); begins long term friendships; play of horses and dogs (shows readiness for authority of first grade, obeying a master”)

Other social/emotional abilities:

• Ability to join in offered activities
• Ability to look after own eating, drinking, washing and toileting needs
• Ability to share a teacher’s or parent’s attention and wait for a turn
• Ability to follow instructions and carry through a task or activity
• Not unduly dependent on a security item (thumb sucking, blanket, etc.)
• Not regularly the aggressor or victim; accepted by most other children

Drawing and Painting

Conscious goal in drawing pictures

In painting becomes goal conscious, attempts forms or special effects such as dots; paintings become stiffer, less beautiful for a time but may free up again a child consciously discovers how to mix and blend colors and develops designs or forms appropriate to the medium; symmetrical designs similar to crayon drawings may appear

Content of Picture (Primarily Drawings)

Two-fold symmetry, indicating that two-fold function of the brain has come about; symmetrical houses, often with a tree or flower on each side; symmetrical designs in which the paper is divided into halves; symmetrical color arrangements

Change of teeth pictures, containing horizontal repetitions such as birds flying, rows of mountains, etc. reminiscent of rows of teeth

Strip of sky and earth, showing child’s awareness of above and below, rather than the child’s feeling of wholeness

Use of the diagonal (related to perspective).  Frequently seen in triangle form of roof or in drawing of stairs

Square form in base of house

Windows with crosses

Chimney with smoke (birth of the etheric)

People and houses resting on grass at bottom of the page

Soul Life

Signs of First Grade readiness in the WILL

Conscious goals appear in play, drawing, handwork; consciousness of self as creator results in awareness of the distinction between inner (desire) and outer (result).  At “first puberty” this leads to characteristic feelings of loneliness and inability which may be expressed as “I’m bored.”  This is an important stage, as it leads to the basis for natural respect which is to be found in the grade school years – the realization by the child that there are some things he can’t yet do as well as an adult.

Use of limbs is vigorous, active; the child likes to move furniture and heavy stumps and use all available play cloths

The child likes to run errands (again, goal consciousness)

Signs of First Grade Readiness in the FEELING LIFE

• Stormy period of first puberty proceeding to more calm; can handle feelings better, needs less adult intervention
• Wrapping of objects as gifts (child “wraps himself around the object”)
• Loves humor, limericks, rhymes, play on words, silly words
• May say verse faster than the rest of the group, or hold note longer at end of song (is beginning to grow aware in the realm of rhythm)
• Likes to whisper, have secrets (distinction between inner and outer)
• May like to tell of dreams (souls has made a step inwardly), awareness of inner and outer life.  (Be careful this isn’t imitation of adults or just telling a story; don’t question children about dreams.)

Signs of First Grade Readiness in the THINKING/COGNITIVE REALM

• Development of causal thinking (use of “if”, “because”, and “therefore”, for example).  “If I tie these strings together, they will reach the play stand.” Also shown in the wish to tie things together with yarn (signs of tying thoughts together shows causal thinking)
• Correct use of verb tense (“I stood”, not “I standed”)
• Enjoys cunning, planning and scheming
• Enjoys humor and making up or repeating simple riddles (typical for this age mentality is “Why was the cook mean?”  “Because he beat the eggs and whipped the cream.”)  It is best that the teacher not introduce real riddles at this stage; they are appropriate for older children 
• Memory becomes conscious; children can, at will or upon request, repeat songs and stories with accuracy
• Speaks fluently and clearly and can express ideas easily and fully
• Can concentrate on a chosen task for 10 to 15 minutes
• Image formation is no longer dependent on objects in play, but can visualize (e.g. may build a house and then, instead of collecting dishes, food, etc., may simply talk through the play).  Conversations and discussions among the children become important to them.
• Appearance of “real: questions (not the typical younger child’s constant asking of “why” or other questions for the sake of asking)

                                                                                                                                Detroit Waldorf School, 1999                                                                                                                               

My personal  rule is that a child should be seven for most of first grade, eight for most of second, etc and if one must start in January, then aren’t we glad to be homeschooling? LOL.

This is such a really important question, so please think about this carefully.  If you need help, I suggest you arrange a phone consultation with one of the national Waldorf homeschool  consultants  – I recommend Christopherus Homeschool Resources or A Little Garden Flower.