Waldorf In The Home With The Five-Year-Old

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MY CAVEAT TO THIS POST:  I write these posts from the perspective that the one-year-old, the two-year-old, etc is your OLDEST child in your homeschool, without older siblings to carry things… that may help explain my perspective on wet-on-wet painting and other such animals.  You can see the comments below as well…

We talked a bit about planning for fall in a recent post, and I wanted to make sure my mothers with under-7 children didn’t feel left out.  We are up to the five-year-old now!  I still hold some maverick views compared to much of the Waldorf community, so please take what resonates with you and leave the rest from this post.  If you are searching for the other posts in this series, here is the one- and two-year old in the home:  https://theparentingpassageway.com/2010/01/06/waldorf-in-the-home-with-the-one-and-two-year-old/      and here is the three- and four-year-old in the home:  http://www.theparentingpassageway.com/2010/01/13/waldorf-in-the-home-with-the-three-and-four-year-old/ .  If you review those back posts, you can see life is focused on rhythm, bodily care, singing, work around the house, being outside – no curriculums needed, although you may like some sources for verses, Mother Goose rhymes and songs.  I did do a review of one Kindergarten source here:  https://theparentingpassageway.com/2010/02/13/a-review-kindergarten-with-your-three-to-six-year-old-by-donna-simmons/

So here comes five!

Five can be such  an odd age.  It is the age that is considered a “golden” age by traditional perspectives, but many mothers of five-year-olds tell me they are pulling their hair out over their child’s behavior.  I think this is mainly because some five-year-olds are still in the four-year-old “out of bounds” stage, and some five-year-olds are beginning that six and seven-year transformation.  Here are some back posts about the five-year-old in general if you need some developmental help: https://theparentingpassageway.com/2009/02/10/the-fabulous-five-year-old/ 

Here is what I think a five-year-old should be working on with Waldorf In The Home:

RHYTHM!  Here is a lovely article detailing a rhythm in a Waldorf Kindergarten by Ruth Ker:  http://www.waldorflibrary.org/Journal_Articles/blessingker.pdf

Meal times.  Think unhurried, unrushed, singing, having your child help with preparation and clean-up.  Use your meal time now to  work on things to develop their movement – kneading bread, using a rolling pin, sweeping the kitchen floor, scrubbing a countertop, etc.

Rest Times.  I honestly don’t know many five year olds who still nap, and that is a shame.  If your child is not a  “napper” at this age, you can still have a quiet time each day.  Your child  may not be able to do this well  on his or her own (although some will happily play with a play scenario you have set up), but this may be a time to read a story, a time to tell a story, a time to sing soft songs whilst massaging their hands or feet, and just dim the lights and be together and rock in the rocking chair for a bit.  You may also catch some down time for yourself at this time or during outside time if your child gets engaged.

Bath times.  Singing, finger plays and toe plays, gentle rub downs with the towel (those textures again).

Outside time.  Being outside is of extreme importance and to provide opportunities for physical movement outside.  If your child is a reluctant woodsperson, try the following posts:

https://theparentingpassageway.com/2009/09/25/nature-day-number-8-of-20-days-toward-being-a-more-mindful-mother/  and this one:  https://theparentingpassageway.com/2008/11/24/connecting-your-children-to-nature/

I think really three hours a day outside is not too much, and you could do more.  It is important.  Some homeschooling mothers arrange to hold almost their entire school day

Participation in household life.  Your very gesture is so important, it should not be you rushing around trying to get the whole house clean in one day!  It really  is about  taking each article of laundry and smoothing it out, folding it tenderly, putting it in the pile to be put away with love for your family. What is important is not only that the child sees the work being done, but imitates that gesture of love and care.  That extends into caring for plants and animals, this is the very first “environmental education” that a child gets with you, right at home.

To this we add the thought that physical work is very important, not only outside, but inside as well.  Can your wee one help you wash lettuce?  Peel carrots?  Peel an apple? Grind wheat? Knead bread?  These experiences are the first form of handwork for the young child.

Music – as mentioned many times, music and rhymes and verses should take precedence at this point over any written word. 

Inner Work/Personal Parenting Development:  The most spiritually mature people should be the ones coming into contact with the youngest children.  This is a very important time for your own work and  development.  If you are anxious, practice being calm.  If you are impatient, practice being patient.  If you talk in a stream of conscious way, practice being silent.  This is a time to develop your spiritual and religious beliefs.  It is a time to become more aware of the things unseen. 

We continue to  work on building up the first four of the twelve senses:

The Sense of Touch: Holding, cuddling, taking baths together, swimming, piggy back rides, games that involve holding hands and singing, wrestling and roughhousing, tickling games if your child likes that, rolling around on the floor together,  being outside in nature, natural materials to touch and play with and wear

The Sense of Life:  RHYTHM, humor and joy!

The Sense of Movement:  crawling, any sustained movement over time such as learning to ride a bike or swim,

The Sense of Balance: RHYTHM again, swinging, rolling, and now working toward more complex gross motor skills – riding a bike, trying the monkey bars and climbing structures,   skipping

If you need to know realistic expectations for a five-year-old, please see here: 

https://theparentingpassageway.com/2009/09/29/more-realistic-expectations-day-number-ten-of-20-days-toward-being-a-more-mindful-mother/

PLAY.  In the imitative phase of the first seven year cycle, your child may very well need some help from you in play without a group around to carry it.  You can see the back posts on fostering creative play and the progression of play by age and suggested toys.

People ask about play dates for this age.  I think play dates need to be structured with the adults doing something that requires taking turns and modeling the behavior you would like to see, and then moving into free play with the adults really in tune as to what is going on with the children (not off chatting in a corner ignoring the children).    I think play dates should be kept short.  If you would like to see more about social experiences, here is a post about the four-year-old I like:  https://theparentingpassageway.com/2009/09/09/more-about-social-experiences-for-the-four-year-old/  I think much in this post holds true for the five-year-old.  Five-year-old boys also may really not be ready for group situations until they around are seven years old.

Preparation for Festivals. This is a great time to help children participate by DOING, not explaining in words.  There are lots of posts on this blog about individual festivals. 

Art/Creative Experiences

  • Painting –  Some five year olds may do well doing wet on wet watercolor painting  and some may have much difficulty in this  area.  I personally like the idea of starting wet on wet painting during the six-year old kindergarten year, as something special and new for that final year of kindergarten.  Wet on wet painting, to me, should have a very quiet, contemplative and meditative quality. 
  • Coloring with crayons  — you can see this book about Drawing with your child here:  https://theparentingpassageway.com/2009/04/04/drawing-with-your-four-to-eleven-year-old/  And here is an article about block or stick crayons in the Kindergarten from the “Gateways” Journal:  http://www.waldorflibrary.org/Journal_Articles/GW3606.pdf
  • Carding wool – can be a hit as it is repetitive sensory movement.  You can buy fleece to wash and dry and card it with little dog brushes.  This is great.   You could also consider dyeing with plants…here is an article from the “Gateways” journal here:  http://www.waldorflibrary.org/Journal_Articles/GW57grant.pdf
  • Sanding wood might be good as well.  Any thoughts?
  • Modeling – I like the idea of modeling with sand, salt dough, snow, kneading bread.  I would save  beeswax modeling  for the six-year-old children myself.  Again, this differs from Waldorf school.
  • Sewing – I disagree strongly with the kindergarten aged child using a needle to penetrate cloth.  I  know that is not especially popular opinion right now, but oh well.   🙂 
  • Wet felting is a fun activity for five year olds.
  • Finger knitting – can try with the OLDER  five and six year old.  
  • Other Arts and Crafts – some can be successful, especially in preparation for a festival, but I think for the  most part recommendations in books such as “Earthways” the age range is always put lower than what I would put it.  Why be in such a rush to do all this? Six, seven and eight are still good ages for crafts.

Storytelling and Puppetry – If you have not had a time where you light a candle and tell a story, now is the time to begin.  Pick a story, memorize it, and tell it at least three days a week for two weeks to a month. 

Here is where you can start bringing in some traditional fairy tales.  See here for a list of recommended fairy tales by age, but pick one that that resonates with you: https://theparentingpassageway.com/2010/03/20/fairy-tales-books-and-storytelling-with-the-little-ones/  and here:   https://theparentingpassageway.com/2008/11/20/the-importance-of-fairy-tales/

You could also make your five year old year your Nature Tales year (there are many on http://www.mainlesson.com ) and then bring in more fairy tales in your true Kindergarten year (your six year old year).  And don’t be afraid to repeat stories from year to year – your children will ask for them!  That repetition is wonderful!

My other thought is to create those stories to address challenging behavior.  There are several examples here in this article from the “Gateways” Journal:  http://www.waldorflibrary.org/Journal_Articles/GW55brooks.pdf

Circle Time is the heart of the Waldorf Kindergarten, but can be a complete flop at home.  I love the book “Movement Journeys and Circle Adventures” (see this post for the review: https://theparentingpassageway.com/2009/12/29/favorite-waldorf-resource-5-three-resources-to-help-you-get-more-movement-into-your-homeschool/ ), but at home it can really flop.  Still, I think it is worth a try if you can convince your five-year-old to “teach” your younger child, LOL.  Still stick to the verses and songs you have in daily life, and add seasonal finger plays and seasonal songs.

Hope this helps you as you plan.  Please do take what resonates with you.

What concerns or challenges are you facing with your five-year-old?  Please do feel free to leave a comment below. 

Many blessings,

Carrie

Some Quick Autumn Ideas For Waldorf Homeschool Kindergarten

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I wrote a post some time back regarding tales for Autumn for Kindergarten here:  https://theparentingpassageway.com/2009/09/03/favorite-fall-tales-for-waldorf-kindergarten/

I was thinking about that post, and thinking about things I personally associate with Autumn.  It seems as if almost every Waldorf-y resource includes squirrels, chipmunks, leaves and acorns.  But here are a few other ideas:

  • How about a mouse and an apple house?  My homeschool group is getting ready to do some wet/dry felting to make a little apple house with two mice.  I also like the verse in Suzanne Down’s “Autumn Tales” book about  a mouse and  a spider who live in a little snug pumpkin house.  How cute is that for October!  You could turn that into a whole story – practice those storytelling skills!
  • How about something to do with deer in the forest?
  • For those of you at the beach, what is changing with the color of the water or the animals you are seeing?  Perhaps you could reflect that in your homeschool tales or nature tables.
  • I love geese and turkey for November, and notions of bears getting ready for a long Winter’s nap.
  • How about a groundhog (woodchuck) eating apples from the orchard and getting ready for Autumn and Winter?  I saw this idea in this sweet little book:  http://www.amazon.com/BLEST-CELEBRATION-Mary-Beth-Owens/dp/0689805462/ref=sr_1_1?ie=UTF8&s=books&qid=1282352427&sr=8-1   There is essentially just a short poem to go with each month of the year.  I think you could easily turn this into a sweet little story. 

What do you associate with Autumn in your part of the world and how will your homeschool reflect that?

Many blessings,

Carrie

Some Thoughts on Waldorf Homeschool Scheduling

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One of the things that mothers become the most anxious about with Waldorf homeschooling is how to create Main Lessons for multiple ages, and what to do about outside activities.

I recently saw this post from over at Christopherus regarding “Devising a Schedule That Works”:  http://christopherushomeschool.typepad.com/blog/2010/08/devising-a-schedule-that-works.html

This post was really something I needed to hear (again).  It is very easy to get caught up (at least in my area) with all the wonderful activities available to homeschoolers, plus all the extra things that life brings such as going to a place of worship, running errands, having play dates with friends. 

I am still working it all out for my family and I don’t have all the answers yet, but I wanted to share with you all some of my thoughts as I work through this.

1.  I have thought long and hard about sports.  I personally think around fourth grade that some sports really can begin (and yes, even sports where one loses and one wins on a smaller scale), but some folks put the times to start competitive sports later.  You can see one perspective here:  http://www.movementforchildhood.com/sport.pdf    I do think one thing sports help with is learning not only how to be a gracious winner, but also a gracious loser.  I think it also helps develop the will to not quit the minute you are not perfect at something on the first try!

The other side of sports though, even just sports through the local recreation program,  is that most of the grades-aged sport practices are at dinner time.  In this regard, one has to be really mindful of the trade-off of dinner time as a family, and the drain bringing one child to sport practices and such is on the smaller children.  On the other hand, some nine and ten year olds may be ready to “do something” and I think sports is a nice thing to set up before the twelve-year old change, when children become more heavy and often more sedentary. 

2.  Music typically branches out into a second instrument other than recorder during the Third Grade (typically a stringed instrument).  Steiner talked a bit about picking musical instruments in relation to temperament in “Discussions With Teachers”.  An interesting read there!  Again, the benefits of musical instrument practice has to be weighed against the needs of the whole family. 

3. I have said this before, but will mention it again here:  the nine-year change is a VERY important time for laying a foundation of spiritual practice and for really helping to shape a child’s beliefs as they struggle with the feelings of isolation, of difference, with questions of life and of death at this age.  Please, please, please consider how you will bring this to your child in an active way.

What activities are your children involved in?  How do you balance the needs of  all of your  family members?

Many blessings,

Carrie

Interesting Study Linking ADHD and Maturity

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I caught this yesterday on msn.com’s Science page and thought it was worthy to share with you all (my bolding, not in the original on-line article):

“How mature a child is compared to his peers may partly determine how likely he is to be diagnosed with attention deficit hyperactivity disorder (ADHD), according to a new study. This finding validates concerns that the condition is misdiagnosed, researchers say.

North Carolina State University researchers found that children born just after the kindergarten eligibility cutoff date were 25 percent less likely to be diagnosed with ADHD than children born just before the cutoff date. Children born just after the cutoff date are among the oldest in their class, and those born just before the cutoff date are among the youngest in their class.

For example, in schools where the cutoff date is Sept. 1, children born on Aug. 31 make the cutoff and are the youngest in their class; children born on Sept. 2 will wait an additional year to enter school and be among the oldest in their class.

Children born just a few days apart should have the same underlying risk of having ADHD, according to the researchers, so this significant difference in diagnosis rates is strong evidence that medically inappropriate diagnoses are being given.

“We believe that younger children may be mistakenly diagnosed as having ADHD, when in fact they are simply less mature,” study researcher Melinda Morrill said in a statement.

The characteristic behaviors associated with ADHD are inattention, hyperactivity and impulsivity, according to the National Institutes of Health. Rising rates of ADHD and large differences in diagnosis rates have led to fears that the condition is not accurately diagnosed.

Accurate diagnosing is crucial, the researchers say, because stimulant medications are often prescribed as a treatment for ADHD. The stimulants have side effects, including insomnia, stomachache, headache, dizziness and decreased appetite, and they have been shown to increase heart rates and blood pressure. Little is known about their long-term effects.

Youngest are 50 percent more likely to get ADHD diagnosis

 
The new findings are consistent with those of another forthcoming study that suggests children born just before the kindergarten cutoff date are 50-percent more likely to be diagnosed with ADHD than those born just after, Morrill and her colleagues write in a forthcoming issue of the Journal of Health Economics.

The findings indicate that there are children who are diagnosed, or who are not diagnosed, because of something other than underlying biological or medical reasons, according to Morrill.

“We are not downplaying the existence or significance of ADHD in children,” Morrill said. “What our research shows is that similar students have significantly different diagnosis rates depending on when their birthday falls in relation to the school year.”

In the study, the researchers examined data from two national health surveys and a national private health insurance claims database to evaluate rates of ADHD diagnosis and treatment in children. The data sources covered different time periods ranging from 1996 to 2006.

The findings will be published in a forthcoming issue of the Journal of Health Economics. “

Interesting find, don’t you all think?

Many blessings,

Carrie

More Regarding Children and Chores In The Waldorf Home

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Some mothers really did not grow up with chores, and are working to develop their own sense of practical work and de-mechanizing their homes so there is actually something else to do besides push the button on the dishwasher, push the button on the vacuum cleaner, etc.  A general reminder for children up to seven years of age is to think about what YOUR rhythm for the nurturing and care of your home is and how you can involve your children in your tasks. Think how you could do some things differently and do them by hand if you do not do that already.  Could you wash dishes by hand?  Hang clothes out to dry?  What part can the children do?

Here is a list of different chores for different ages, perhaps this will provide a starting point for those of you thinking about this topic:

Up to Age Three:  turn off lights whilst being carried, carry in newspaper, an older toddler could get own snack from low pantry shelf if you are comfortable with small child in the pantry, wipe tables and counters with damp sponge, wash vegetables or tear lettuce, help provide water and food for pets, help clean up after play and meals, water plants outside, pick up toys and books, throw things out for you, help clean up spills and messes, help with dusting or sweeping, help setting table…Again, you are doing these things and they can help.  Think about your tasks and how your child can help you, and what would hinder you and not be helpful.

Ages Four to Six:  all of the above, help fold laundry items and put them away, help find items at the grocery store if you bring your children shopping with you, give you a hand or foot massage, help measure ingredients for cooking and help you pour and stir, water plants, help you sort clothes for washing, hang things on a clothesline, help with sweeping and dusting, help plant a garden, put dishes in the dishwasher or help wash or dry dishes by hand, empty dishwasher and stack on counter or do just the silverware tray with no sharp knives if using a dishwasher and not washing by hand, rake leaves, help take care of pets, help wash car, help younger siblings, carry groceries,  set table, clear table after eating

Ages Seven to Ten:  all of the above, get up in the morning on their own, wash dishes, cook light meals or pack snacks, help read recipes, run washer and dryer or hang things out to dry, change sheets, address and stuff envelopes, read to younger siblings if reading, help younger siblings, clean bathroom,

Ages Eleven to Fifteen:  perhaps in the older ages  babysit younger siblings, cook meals, buy groceries from a list, make appointments, mow lawn, help in a parent’s business

Ages Sixteen to Eighteen: run errands for family, balance family check book or their own checkbook, handle their own checking account, help with family budget, maintain car, take care of house and yard, help younger siblings,

All children go at their own pace, most can start to work toward doing a task independently after you work with them around the age of nine. 

Add your own suggestions in the comment box below!

Many blessings,

Carrie

Ideas For Field Trips For Waldorf Third Grade

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I have been tossing around some ideas for field trips for Waldorf Third Grade.  Perhaps my list will spark some of your own ideas for your family!

  • Obviously, working on farms if that is possible is a biggie.  The point with farming is not so much to visit farms but to WORK on them, to have that experience of building the will when you must do something and see it to the end.  So, that is not so much a field trip but an experience to plan…
  • But, for field trips involving farming, I have also been thinking of orchards, cow dairy farms and goat diary farms, beekeeping operations
  • State Agricultural fairs
  • Native American pow-wows or visits to Native American reservations
  • Perhaps a visit to one of those museums where the people dress up and re-enact how things were done in pioneer days
  • Visits to a working quarry, building sites
  • Visit to see wildlife rehabilitator who deals with injured owls, birds or a visit to a falconer  (it seems as if someone I know was telling me they had a family member who was a falconer, if only I could remember who that was!)
  • Thrift shop/fabric store during textile block
  • Sheep shearing to washing to dyeing to making yarn

 

What experiences or trips are you planning for Third Grade?

Many blessings,

Carrie

Self-Control

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I think one of the most important things we can develop as a parent and model for our children is self-control. 

Self- control shines in so many areas of life:

  • In Our Words.  How can we use our words like the pearls they should be? 
  • In Our Actions.  Our actions reflect what we are louder than anything else and become the foundation of what our children think is right and wrong.
  • In Our Thoughts.  How do we expect our children to be positive when all we are thinking are grumpy, negative and complaining thoughts?
  • In Buying.  When we have the “gimmies” and nothing is ever enough, our children pick up on this attitude.
  • In Work.  How lazy are we?  How many hours a day do we spend on the computer compared to how many hours we do practical work with our hands?  What do our children see us doing all day long?
  • In Eating and Exercising and Taking Care of Our Bodies. 
  • In Being Home and Being Out.   Must we do everything, be everywhere, make sure our children experience everything before they are fifteen?  Is this healthy?
  • In Flexibility. Can we be flexible or do we fall apart when things don’t go as we planned?
  • With Boundaries.  Are we good boundary-setters for our children, and for ourselves with other adults?  It is one thing to be polite and kind  and it is quite another to just offer ourselves up to be torn apart by others.

In what other ways can you  think of issues of self-control impacting your life?

Many blessings,

Carrie

Children and Chores

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Yes, I am still here in Little House mode, LOL.  When I was growing up, “Farmer Boy” was my absolute least favorite in the series of books about the Ingalls/Wilder family.  In fact,  I think I mainly skipped it when I was younger.  Well, I just went back and re-read it and boy, was it interesting to me!  What a wonderful coming –of- age story about Almanzo and his increasing responsibility within the family farm as he approaches age nine. 

Have you ever thought about chores in relation to your own children?  This is a pretty classic Waldorf article you may have already read regarding chores: 

http://www.waldorflibrary.org/Journal_Articles/klocekchores.pdf

Here are a few back posts on chores and homemaking and housecleaning:https://theparentingpassageway.com/2009/12/08/children-chores-housecleaning-and-homeschooling/    and here:   https://theparentingpassageway.com/2009/05/11/housecleaning-and-homeschooling/

I find many mothers I meet come from one of two camps:  one where they were responsible for caring for younger siblings and many responsibilities were dumped on them at an early age or that no responsibility was given to them at all.  This makes it very difficult for mothers to figure out how they feel about chores and how to present this to their children!

I believe children do  need consistent chores.  They should be contributing to the welfare of the family, there should be something that they do that is bigger than themselves, and there should be increasing responsibility as they mature.

For those of you with children under the age of  nine:  I remark here that rhythm in the practical work of the home and working TOGETHER in joy is what lays the foundation of wholly independent work beginning around the nine-year-change.   IMITATION is also another way to help children learn about chores when they are young.  What do you do every day that involves more than just pushing a button that they can imitate?  What can you “de-mechanize” in your home so your child can take part in what you are doing?

Children around the age of 9 can certainly take on chores for the family; many mothers start with cooking for both boys and girls. 

Next post up will include a list of possible chores by season and/or age to get your creative juices going regarding this important subject.

More to come,

Carrie

Layout of Blocks For Waldorf Grade Three

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Well, I am almost done planning for my Third Grader. This is the order of blocks I chose with some brief notes and resources.  I am not saying this is how YOU should do it, LOL.  The joy of homeschooling is to be able to pick what resonates with your family, your child and choose what works best for you.  However, perhaps seeing this layout will spark some ideas for your own family from this list!

Also, please note, my daughter is fully nine for this entire school year, so if you are doing Third Grade with an eight-year-old who turns nine during the  school year, you may consider placing the Old Testament Stories later in the year.  I think children should be fully nine  and in the throes of that nine year change in order to hear these tales and really have them resonate with them on a soul level.

If you would like to read what my overarching theme for this year is, please see this short post here and then come back:  https://theparentingpassageway.com/2010/07/26/a-brief-note-about-waldorf-third-grade/

The idea for Lessons A, B and C did come from Donna Simmons’ Christopherus Homeschool Resources Third Grade Syllabus (see here:  http://www.christopherushomeschool.org/bookstore-for-waldorf-homeschooling/curriculum/3rd-grade.html) and I am incorporating it into our rhythm this year.  I am hopeful it will work out well!

So here is the layout I am in the midst of crafting, completely subject to change as I see fit:

3 weeks Old Testament Stories (A:  Form Drawing; B Math  C (after lunch): Painting alternated with  Modeling 1 week, String Games 1 week and Cooking 1 Week)

1 week  Farming (types of soils, worms, the “perfect farm”)  (A: Handwriting  with Poetry B:  Music C:  Games)

3 weeks Math from Noah’s Ark (A:  Grammar; B Music;  C  Cooking or Crafts/Festival Preparation)

4 weeks Farming (including Farm Animals  with poetry and grammar, some of Farmer Boy, types of wood, weather) (A:  Math with focus on Time ;  B:  Music;  C: Hand-sewing)

3 weeks Old Testament Math  (A:  Grammar; B – Birds, Bats with poetry (goes with farming, in my opinion and Old Testament); C- Hand-sewing and Crafts for Holidays

3 weeks Textiles (A:  Form Drawing B;  Cooking; C: Crafts)

Break for Christmas, The Twelve Holy Nights and Epiphany

1 week textiles to finish up (Lessons A; Form Drawing B cooking; C Crafts)

3 weeks Old Testament (A:  Math B: Music or Grammar C:  Painting alternated with modeling or drama or crafts)

3 weeks Math (A: Form Drawing; B:  Grammar or possibly occupations of different people/social studies; C- Crafts or Free Play)

4 weeks Native Americans (A:  Handwriting  or  Math ; B:  Movement or Music C: Crafts)

2 weeks Building (Building Projects)

Break for Holy Week and Easter

1 Week Bees (using Jakob Streit’s book) (A:  Math B:  Music C: Gardening)

3 Weeks Insects. with lots of poetry (A:  Form Drawing B:  Math or Music C: Gardening)

3 Weeks Old Testament ending with David/Testing during this time; we will actually review a bit of this ending time in the beginning of  Fourth Grade starting with the death of Moses..I really just wanted to highlight some of the faithfulness of God in some of these stories and end with some of the Psalms attributed to  King David’s  that suggests fulfillment of our lives through community and connection with God.  My child will be close to ten by the time we do this and I think this idea of our life being spiritually fulfilling and in close intimacy with God will really speak to this particular child; when we backtrack a bit in the fall with Fourth Grade with some of these stories we will look more at the moral ambiguity and human failings part of these stories in preparation for Fifth Grade.  This will not be highlighted when I cover these stories in Third Grade.  Probably clear as mud to those outside of my mind’s ramblings… Donna Simmons talks about the reasoning behind saving some of the tales for Fourth Grade here:  http://christopherushomeschool.typepad.com/blog/2009/06/ot-stories-again.html   Although I stopped in a slightly different place than her syllabus, I will be backtracking those last stories with the Fourth Grade Syllabus and looking at those stories in a different way.

My other note about this layout:  I really wanted to get in Farm Animals, Birds, Bees and other insects in Third Grade  so I can clear up room in Fourth Grade to do a block on Ocean Animals.  As I mentioned above, I will also have some more Old Testament to finish up in Fourth Grade. 

Hope that helps some of you in your planning.

Many blessings and peace,

Carrie

Getting Ready For Back To School!

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Well, we are counting down toward the first day of school (homeschool or otherwise!).  Here are a few fast tips for getting the school year off to a successful start:

1.  I personally think the physical environment of the home is very important.  Does everything have a place?  Hopefully you have had a chance to go through and de-clutter things this summer.  Do your children know where things go?  Do you know where things are?  What is beautiful in your environment for your children to notice?

2.  How is your basic rhythm – resting, sleeping, eating?  Are you allowing enough time to get ready for things and to wind down from things?

3.  How many days a week are you going to be out of your home?  The smaller your children are, the more you should be at home, and even older children need plenty of time to rest and relax, to plan and to dream and to putter.

4.  Have you thought about the practical care of the home?  Some mothers have told me the hardest transition for them was switching from doing Waldorf Kindergarten, where such a large part of the day is spent upon practical tasks, to doing Waldorf Grades – less time for practical tasks!  How will your home be cared for?  When?  By whom?  What is the responsibility of your children? 

5.  If you are homeschooling, what lesson plans and resources do you have and what do you still need?  If your whole year is not planned out, what time will be YOUR time to plan each week in order to get the whole year laid out?

6.  What is the spiritual foundation of your home and family?  What is your Family Mission Statement?  How is this expressed in your family?  What actions do your children see that expresses this?

7.  What will you do to have FUN as a family?  When?  How?  Sometimes that can get lost in the “busyness” of the school year. 

Many blessings,

Carrie