Summer Reading: Set Free Childhood- Screens and Temperaments

This last post in this series talked about Chapter Three; today I wanted to finish up the last little bit of this chapter.  The very last section talks about screens and how children sometimes react based upon their temperament. (If you need more information about temperament, I suggest this back post.)

Choleric Children, also noted to be “active children” in this chapter:  they may soon tire of screens as it is not active enough for them, but they may be very attracted to computer games and such. It is noted that these types of children need very strong boundaries and structure so the child can feel safe and secure in these limits.

Melancholic, also noted as “sensitive children” in this chapter:  sensitive children need their parents to hear them, they need a lot of empathy and as they are often full of feeling and sometimes vulnerable, screens can increase their isolation. Not only that, program content can also be overwhelming for their level of sensitivity.  They often cannot just shrug off what they have seen on a TV show or what happened in social media.

Sanguine children, also called “responsive children” in this chapter:  these children usually like change, have many interests, and are outgoing and very social.  They are easily distracted and can “flit” around.  From page 47, “They enjoy reacting to life’s experience and need stimulation, but can throw tantrums if they don’t want to move on.  If left to the screen, they can be caught by the ever-changing images – and this can really over-stimulate them.”    These children need help turning the screens off – usually some sort of even better distraction will do the trick.  Since the early years are noted to be a time of sanguinity, I find this description applies to many small children.

Lastly, phlegmatic children, called “receptive children” in this chapter are the children who need a regular rhythm, who like repetition and routine and like to know what is coming up.  They often enjoy just sitting and being dreamy.  Since these children often enjoy comfort, they may get into a rhythmical habit of screen time that is difficult to change.  They need help from their parents as well – they need tasks to do, and they need help to develop their own interests.  They need a rhythm to the day and week that capitalizes on other things than screens!

Of course, every child is a UNIQUE individual.  However, the temperaments can be a helpful, loose guide of what some children need from their parents regarding screen time and what would be helpful in the pursuit of balance.

Many blessings and on to Chapter Four.  Who is reading along?





A Month of Michaelmas

A beautiful month of Michaelmas is upon us!  Don’t you love the call of the spiritual path that this time of year brings forth?  Let us engage in this longing and searching for the good to triumph over evil, for our inner light to shine over our baser passions, for our love for the world to expand in our deeds and responsibility toward all of humanity?

Here are some ways to prepare. If you have older children and ESPECIALLY teenagers, they should be part of preparing these things for younger children and I have included some suggestions for older children and teens directly.

1-   Make a little dragon for your nature table or place to display in the house.  My favorite little dragon pattern/kit is here at Mama Jude’s Etsy shop.  It is called Little Dragon Friend.

2 – Create shooting stars for Michaelmas.  Rhythmic Silence blog has suggestions as to how to dye and wet felt some beautiful balls for this (and add a tail!).  Perhaps you could make them and then hand them out on the day of the special festival celebration.

3 – Learn Michaelmas verses.  Here are a few of my favorites:

Michael the Victorious

Thou Michael the Victorious,

I make my circuit under thy shield

Thou Michael of the white steed

And of the bright, brillant blade!

Conqueror of the dragon,

Be thou at my back.

Thou ranger of the heavens!

Thou warrior of the King of all!

Thou Michael the victorious

My pride and my guide!

Thou Michael the victorious

The glory of mine eye.


I rise through the strength of Mi-cha-el

Light of Sun

Radiance of Moon

Splendor of Fire

Swiftness of Wind

Depth of Sea

Stability of Earth

Firmness of Rock.


4- Find depictions of St. Michael the Archangel in art to display.  Some show St. Michael as a dragon-fighter or holding a  balance scale.  Different works of art show different aspects of St. Michael.

5- Stress doing good for others during this four-week period.  In the book, “Festivals With Children,” Brigitte Barz talks about bringing a balancing scale into the children’s space with dark stones on one side and helping the child choose a task each day to  help the archangel.  In this way, different stones can be added to the other side of the balance and hopefully by Michaelmas, the scale will be in complete balance.

7 – Make kites to fly.  This has been associated with Michaelmas for some time.

8 –  Make a dragon out of clay or modeling beeswax

9 – Decorate a candle with a Michaelmas theme with the thin modeling candle wax.

10- Tell fairy tales to the grades-aged children that fit into Michaelmas:  The Devil With The Three Golden Hairs, The Drummer, The Crystal Ball, The Two Brothers, Sleeping Beauty are all suggested.

11 – For children ages 9 and up, find Christine Natale’s story “The Golden Soldier”.  You can find Christine’s work here.

12 – For even older children, Parsifal is read in eleventh grade, so those 16 or so may enjoy this tale.

13 – Tell stories about St. George, a brave knight, who is a human symbol of this conflict of slaying and taming dragons; the personification of carrying inner light at a time when the outward light is diminishing

14 – For tiny children, try Suzanne Down’s story “The Brave Little Knight” or  the story “The Far Country” in the back of the book “All Year Round” for those five and up.

15 – Make plans to make “dragon bread” or a Michaelmas Harvest Loaf.  There is a story to go with this in the book “All Year Long”

16 – Learn Michaelmas songs.    There are some good ones in the Wynstones Autumn Book and yes, also on You Tube!

17 – Gather Michaelmas daisies.

18- Build an obstacle course that requires courage and bravery.

19 – Make a Calendula Courage Salve.

20 – Gather flowers to dye silk capes yellow for the big day.

21 – Make wooden shields or swords; have a knighting ceremony.

22 – Create a community gathering.

23 – Meditate on how we bring imagination, creativity, and fearlessness to the colder months ahead.  How do we overcome anxiety or fear? How do we bring more love into the world and how do we help others?

24 – Angels can be a lovely theme for this month.  I like the Paraclete Treasury of Angel Stories for reading aloud.

25 –  Make a Michaelmas drawing for your chalkboard

26- Learn a Michaelmas fingerplay for the littles.  See this post over at Little Acorn Learning

27  – Make a window transparency.  You can see an example on my Michaelmas Pinterest board.

28 – Make shadow puppets of St. George or the archangel and the dragon.

29  Michaelmas Day – shape your celebration in the way that feels most fitting to you and your family or community.  Over the years we have done simple soup and bread sharing; puppet shows; obstacle courses that involve courage, bonfires and singing.  I think it just depends who you have with you and what wonderful gifts you can share with each other.

Many blessings on this time.


These Are A Few of My Favorite Things: September

September, I love you so!  Cooler weather, harvest, leaves turning colors, long walks and bike rides, apples and pumpkins, acorns, getting the house organized for fall, searching for things to make for the holidays, fall decorating!  So many wonderful things to love about September!

September often seems to be about new beginnings.  Here in the South, the school children have been back to school about a month, so perhaps it is not “new”, but  it still has that feel to me and my Northern upbringing (where we always started school the day after Labor Day) , that it is a time of possibility and change.  Things are full of fun and new life over in our house as well.  We  recently got a brand new cute little rescue puppy, and she has energy and fun in her, but is also pretty calm.

We are three weeks into school, and finishing up our first blocks of first and sixth grade, with our first block of ninth grade planned to take about six weeks.  We have been going on a few field trips, (and I hope to talk in another post about field trips!)

This month we are celebrating:

September 5 – Labor Day – I have written before about trying to find a Labor Day parade or going to take your small children where something spectacular was built and finding out the history of how it was created and built.

September 8- The Nativity of St.Mary, the Theotokos

September 21 – The Feast of  St. Matthew

September 29 – Michaelmas

There are a host  of wonderful Celtic Saints to celebrate this month in Anglican tradition as well – really to many to choose from. St. Cyprian, St. Hildegard, and St. Theodore of Tarsus, Archbishop of Canterbury.  I hope to at least read about some of these Saints to our children.

Some of our Field Trips this month may include:

  • Apple Picking

Ideas for Celebrating this Month with Littles:

Ideas for Celebrating this Month With Older Children:

Ideas for Celebrating this Month With Teens:

  • Find great theater, museum, and festival events to attend
  • Longer hiking, camping, and backpacking trips
  • Bake and cook fall dishes
  • Work on fall organizing and cleaning
  • Stargazing
  • Find new activities outside the home that your teen will adore
  • Find  new knitting, crocheting, sewing, woodworking and woodcarving ideas to try


  • Getting our rhythm down. I often have to make changes and tweak things a few weeks into school.  This year has been busy with some outside things ( judging events in 4-H, taking care of a puppy down the street, etc) so once some of those things  have ended, I think it will be simpler.  You all know how it goes – hard to garner a fanstastic rhythm if the time is just being broken up.
  • I have plans to really go through the children’s toys.  Some things need to be refreshed and moved around for our soon to be seven year old, and some things just need to be weeded out.  The Konmari In The Waldorf Home group on Facebook has been very inspiring to me.
  • Planning landscaping.  This house had the bushes planted during construction and we would like to do something more and get back into having a fall garden.  Not a lot of this has happened since we moved into this house.


  • I am feeling pretty settled into what we are doing, other than my children in general move rather slowly when it comes to the “doing” part of putting anything in our Main Lesson Books (but that isn’t new).  It can be a real juggle to teach three children, and I find I am often teaching fairly non-stop between 8:30 and 2:30 or so.
  • One thing I have been contemplating so much is the loss of people homeschooling in general as children grow older; the loss of older children in Waldorf homeschooling in particular and the development of academic skills within the Waldorf curriculum that children around the fifth grade and up mark really and truly need to be successful at the high school level.  I just don’t think there is enough emphasis regarding the HOW to develop skills in the upper Waldorf curriculum and Waldorf high school  – whether that is increasing artistic skills or academic skills – for homeschooling parents to really sink their teeth into.  More on that at some point in the future!


  • School starting has really thrown off my self-care routines, but I feel it coming back to the surface after several weeks of putting myself on the back burner.
  • Spiritual studies are taking on a new life for me.  I took part in a really wonderful prayer event for homeschooling, and am  looking forward to adult Sunday School beginning at church next week.  I have been rather inward focused this summer, and feel a new period of growth coming on.  There is also a study I am taking part in through our local Waldorf School, and another one on-line.   I like to feel my knowledge of Waldorf Education expanding.  Even things as small as picking out new verses for the children’s grade to open the day and picking out verses for me to focus myself for this school year has seemed significant.

I would love to hear what you are up to  this September!


My Top 5 Tips – Thriving in Homeschooling and Homemaking

We are starting our third week of homeschooling this week and I was reflecting on the fact that I have been homeschooling for ten years (I am counting my oldest child’s six year old kindergarten year forward to ninth grade this year).  I was trying to think the other day of what really helps hold everything together for me as a homeschooling mother in terms of also being a homemaker, since as homeschooling families we are moving in both overlapping circles continuously.   When children are smaller, the academic demands are less and I think easier to work into homeschooling, but as children get older these arenas become more separate in some ways.  After some thought,  I found five things that help me homeschool and make a home:

  1. Accept some mess will happen…If you look at my house on a homeschooling day, yes, it may have papers and colored pencils and clay and main lesson books and projects in both our homeschool room and in our breakfast nook. Our high schooler tends to work in the breakfast nook, and the other children tend to work in our homeschool room so that is why we have two places.  The garage, where we do a lot of movement, can also get messy.  However….
  2. Accept that mess can be cleaned up within a half hour window.  That is sort of my barometer.  Can everything be tidied up within half an hour?  If it can, then the part of me that is extremely sensitive to visual clutter rests a little easier.  Everything everywhere just doesn’t work for me.
  3. Do things as promptly as possible and have a rhythm.  For me, the prompt part means doing dishes after we eat, sweeping up when the puppy drags in mud and grass on her paws, throwing in a load of laundry every morning, etc.  Of course, having a rhythm really helps with many of these pieces. What day do we change the sheets on the bed, clean the bathrooms, dust?  At what points during the day do we tidy up and clean up?   I cannot always free up hours on end to these things consecutively, but all of  these things can get done within in the course of the week.
  4. Elicit help. All members of the family can help, and i notice the more upper level grades I am teaching and the more subjects I am teaching, I  simple need more help because I am spending more time teaching and then older children may have activities they need to be driven to after teaching is done. I need everyone to pitch in and help, and at this point, our older two students are adept and independent in many areas of housemaking.
  5. Think ahead and streamline. For me,  things such as menu planning; sitting down and figuring out doctor and dentist appointments and field trips for two to three months at a time; deep cleaning at various points in the school year actually ends up saving me time in the long run.

I would love to hear your best tips for homeschooling and homemaking together.


The First Week of Homeschooling High School

…..and what I learned…

This is the first time I ever been through homeschooling high school, and it is definitely a learning curve when you are putting together your own materials for the most part.  I talked a lot about planning this grade in this back post. , and many families have homeschooled children with strong interests that they can creatively mix into their child’s first high school year.  We are following more of a traditional Waldorf School kind of high school path modified for the home environment and what I can feasibly do.

Our first week was a mix of homework for an outside Algebra I class that is a mainstream class,  a year-long biology class that I created, and our first block of the year which is Native American and Colonial History which includes not only a main lesson book but a literature study on the book “Last of the Mohicans” (hint: the book was not as easy as I thought it would be!) (block also created by me).  These are the things I learned along the way this first week of homeschooling high school from a sheer weekly/daily structure kind of standpoint:

If your child takes an outside class, the child will have a good amount of homework to do if the class meets only once or twice a week.  We figured this going into it all, but I am so glad I put time in our rhythm every day to field homework questions.  And I am so glad I totally remember my high school algebra for whatever odd  reason!  Seriously, though, homework is an independent endeavor, but your student still needs time to ask you questions and you need to have a plan of how your child can get help if it is a subject you are not as familiar with or don’t remember well.

For year-long classes that you are creating, particularly science, do make sure your child knows how to take notes from what you are saying and from what you assign for reading for the class.  I learned I really needed to break things up more by day  and into  much  smaller chunks than what I anticipated in the original syllabus I created, and also that I needed at first to give a little guidance how to pick out the most major ideas and key phrases, etc. We had done some of this in middle school, but reading technical and scientific things can be quite different than other types of reading.

It is a delicate balance between track and block classes and the amount of work.  It is important to look at it all and really plan longer for the blocks than you might normally.

The artistic end of the high school work is so very important.  I know in the Waldorf Schools there are specialists in these areas, and I consider myself so NOT a specialist.  Of course we have been drawing, painting, and modeling just like in previous grades, but I also have been relying on some kits to help us  and am searching for some outside teachers or classes as I locate them for the artistic skills our high schooler wants to learn. For this particular history block, I tied in Native American basketry (kits), Native American beading (already knew how to do but working on more complext patterns and such) and soapstone carving (kits).  For biology, we are tying in block printmaking (experimenting on our own with the help of books from the library) and the art of gyotaku, Japanese fish printmaking (kits and experimenting on our own – the fish are plastic replicas in the kits).  Music, drama, and speech are also important.  We are fulfilling these things outside the home but also tying in music and speech in with our history block.

Nature and exercise – has to be up there on the priority list.  Ninth graders really cannot sit still well and need those healing balms of movement and nature.

For those of you going through homeschooling high school, what have you learned that would help a first time high school homeschooling mom as far as the day to day scheduling and priorities?

Many blessings,


Regulation of Emotions In Children – Part Two

Back in the fall of 2015, I  went to a course for my physical therapy licensure renewal  that focused on the regulation of emotions in children who have anxiety, anger challenges, ADD/ADHD, or who are on the autism spectrum.  It was geared toward teachers, therapy providers, and principals in the school setting.  One thing that was emphasized over and over is that a calm child who is not feeling stressed by the environment can learn better than a child who is stressed. Part of education is to understand ourselves as teachers and therapists (why do we do what we do in the classroom or with the children we are with?), to empower children to understand who they are and why they do what they do,  and to help children develop emotional regulation.

I talked about the first part of this course in this  back post about the things some schools in the United States are doing to try to keep things calm for their students, including:

  • Understanding the brain
  • Ryhthm, including the use of photo books to show the child doing each daily activity and using accommodations to make certain children do not get over-stimulated
  • Using connection and love to calm the child
  • Use of movement, art, hydration, music, art, time in nature to all help increase learning and memory and keep children as even-keeled as possible.

The question I posed at the end of Part One of this post (linked above)  was what are the schools doing in the moment, when things are going really badly?  Children with these kinds of challenges can throw desks, they can really fall apart, and it can be difficult for not only the student, but the teacher and the other students in the class when all of this is happening.

The approach in some schools and as modeled in this course I attended is a three step process involving  to  take notice, to intervene, and to plan ahead.   I don’t know if this would appeal to parents in the home environment or not, but I place it here as food for thought and for you to decide how it fits into your philosophy of education and development.  This course was absolutely NOT geared toward Waldorf Schools, and again, I place it here for thought.

Notice – in this course, this meant to empower children to understand emotional states and triggers.  For small children under the age of  9  I am a fan of using stories, music, little circle time activities, modeling, sharing good things in circle time, etc.  I think this can be empowering in the feeling life for the purpose of “noticing”.    For older children, discussion as they need to start to learn to function in the real world may be necessary.  Children with challenges may need very well to start these “noticing” strategies before the nine year change in development, and I think what this entails  is really  up to the family and the health care/educational team.   Remember this course was geared toward those working with children who had challenges with anxiety and anger, which is different.  Some children especially  need real help in  noticing other people’s behaviors, body language, tone of voice, etc.  and again, I think we have to look at the child in front of us whilst keeping in mind development.

Intervention:  This may include  a proactive phase. For example,  what are the child’s triggers?  What is the environment doing (or not doing) for the child?  How do we prepare the child? For example, some children need serious help with groups. Some need serious help with transitions.  How do we anticipate the problems that might come up? In a school setting, this might require a team conference involving almost all staff present.

The early intervention phase might include redirection, and moving into proximity to the child to help, and to use calming strategies.  If a child is past early intevention and is melting down, then steps might include removing the child to a safe environment, not engaging in a power struggle, distracting, offering a safe activity, allowing time to calm down, and then addressing the situation but more in an informational gathering way, not in a way that immediately goes into the negative behavior of the child for that setting.

Note to families reading:   Remember, these are grades aged children. From a Waldorf persepctive for tiny children under the age of 7, I wrote a post about time in for tinies that might give you some ideas about how to create a “meltdown plan” for your littles.

Plan:  The plan part of this is to know that this behavior is cyclical (most likely).  Most likely it WILL happen again.   A plan is helping to empower the child (and I have to say I think this is much more appropriate for older children than younger from a Waldorf perspective) and using a classroom behavior plan.  Role-playing, drawing the scenario and how it would be a happier ending for all parties can sometimes help, and for older children, journaling can be helpful.

Practice: There are many other very cognitive-based approaches that were mentioned that I think could be useful for middle school and up for the normal course of health class or whatnot ( to me personally.  I am sure in some school settings these techniques are being used with much younger children and especially for those who desperately need these tools to try to self-regulate).  These include things such as introducing the parts of the brain and functionality (which in one sense I am for in that children should learn correct parts of their body just like other bodily names but this is applying the names and functionality in a pretty cognitive way that might be better for interested middle schoolers); introducing a “circle of control” (ie, what is in the child’s control and what is not in the child’s control), scales of emotional intensity, scales of importance of events and comparing to the emotional scales.  Other things mentioned were breathing techniques, (which could be used younger than middle school ages obviously )   and using post-incident interviewing techniques.

Here are some ideas for searching techniques that could be helpful for your child (I am not endorsing any of these per se except ones we have used personally); these are just repeatedly mentioned in courses I have taken:

  • Brain Gym (which we do use, I have taken a course in it, and I would endorse)
  • Heart Math
  • Ready Bodies, Learning Minds
  • Play Attention (this might be computer based, I am not sure?  Has anyone out there used it?).
  • Under the Thinking Cap, which is the company of the person who presented this course
  • MindUP Curriculum (has three levels – grades K-2; grades 3-5 and grades 6-8) (I am currently looking at the level for grades 6-8 and hope to have something to review about it soon!)

Are there any products, programs, or techniques you have found for emotional regulation that you have loved?  Have you found a better age to introduce some of these things than other ages?  What did you find worked best for your child?  What about those of you with children who do struggle with anger, anxiety, or other challenges?  Did starting earlier help?

I would love to hear from you.











The Milestone Every Child Needs to Reach

II really loved this article entitled, “The Milestones That Matter Most”.  One of the things this article brought up was the cultural biases we have that play into our parenting.  I have long been fascinated with this subject; when my older children were tiny I read and re-read Meredith Small’s “Our Babies, Ourselves: How Biology and Culture Shape the Way We Parent”.

What is interesting to me is that, of course, different things are valued in different cultures.  Our one milestone that we might feel every child needs to reach may not be the same in another culture.  One of the ways we may combat bias in parenting is to consciously examine our own biases in regard to development and culture.  Do we, for example, assume that babies have to sleep through the night by themselves?  Do we assume that babies should be able to “self-soothe”?  Do we assume that toddlers will have a “terrible two’s” period?  Do we think children have to go to school to be “educated”?  Do we assume that children  will be “defiant”?  Do we think that children should have a lot of responsibility for themselves or no responsibility?  Do we assume that children should be able to self-regulate by a certain age?  Do we assume teenagers will battle against their parents and be rebellious?

Some of these questions have an inferred bias that we must examine consciously and continually as we go through our own life changes.  Some of the biases we enter into in parenting may change over time as we are in the ttrenches of dealing with our own children and watching other parents.   Human development, growth , and change is never done for the parent or the child.  It is part of being human, especially if we are trying to live in a conscious manner and we take responsibility  for our own throughts and actions.

IOne thing that can really assist us as parents is to have a family mission statement.  In our family, we have had  the same family mission statement – KIPPA  (Kindness, Integrity, Patience, Positive Attitude, Adventure) – for several years now.  Acronyms can make things easier to remember.  The process of creating a family mission statement can help us see where our biases are, what our values are, and what we think will be a course that will sustain us through parenthood and our children into a connected, happy adulthood. Have a personal mission statement in connection with your parenting and what you want to model in life is also a great conscious step.

Things I find that can carry  through many years of parenting includes connection, rresolving conflict,  setting boundaries in a healthful way , and  taking responsibility for one’s actions.  Kindness is always a modeled value.  So perhaps the milestone your child most needs to reach isn’t learning to read, or learning any other academic skill, but instead the milestones of being able to offer and accept love from other human beings, being able to assimilate into a humanity and offer goodness and kindness.  Perhaps those are the best milestones a human being can reach.

Please share with me your family mission statement, or the values you have found that have carried you through many years of parenting that you try to model for your own children.