Kindergarten
3 to 6 years – Teacher and Child group
25 children - 3 teachers

The mixed-age group kindergarten with more complex work activities provides the opportunity for intellectual growth, the building of self-esteem and social responsibility in a nurturing environment. The older children assist with the daily chores including cleaning the room, setting and clearing the table, preparing the room for story time and helping the younger children throughout the day.

The Kindergarten classes are 3 hours, 5 days a week. Perhaps the best way to exemplify the integration of our educational aims is to describe a typical morning session. The following description is taken from the guidelines produced by the Steiner Waldorf Schools Fellowship in the UK. This example, of course, only highlights one range of activities. Normally each day of the week would have its own main focus and these vary with the changing seasons.

As the children begin to arrive, the class teacher is already busy so that the children, having changed their shoes, can be given a homely welcome. At first there may be a period of free play with small groups of children choosing their area, perhaps getting the dolls up and dressed, building with small logs or driving a bus made from an upturned chair. The adults are usually engaged in some task, such as preparing the beeswax if it is modelling day. There is conversation and some of the children may prefer to be around the adults, as children traditionally have been, watching and 'helping', while adults work, asking questions and so on. These informal moments are vital, not least in a world in which everyone is often so busy.

Each day of the week has its own artistic or handicraft activity, such as a baking day. We offer water colour painting and drawing with wax crayons, beeswax modelling and other handicrafts which vary according to the facilities or the particular skills of the adults concerned. In all these activities the children learn by example, finding their way in to the experiences at their own pace. In this way the children learn to explore and be creative whilst acquiring a love of work. This manifests itself in an increasing mood of self-reliance and calm industriousness when the children are engaged. The same mood is carried over into creative play. A strong and lively rhythm helps give the children a deep sense of security. Learning to solve problems and compromise with others through play are valuable skills for the later learning of more complex concepts.

The adults initiate the next phase by beginning to clear the things away and the children join in helping each tool or object to find its place on a shelf or in a basket. The forces of imitation are strongest at this age and can be most easily directed when the adults perform their tasks in a conscious and careful way, repeating the gestures of each action in a rhythmical and natural way. Children can learn to do quite complex practical tasks, even involving sharp or awkward tools or equipment, if they see them regularly performed with love and care.

Tidying up is an important task and it is done in such a way that it does not occur to the children that this is something which spoils their fun or is a tedious chore. Once things have been put back in their places, the children gather for circle time during which traditional songs are sung, rhythmical verses are spoken and acted out. These activities help focus the children's attention and especially strengthen their linguistic skills. Listening and clear articulation can be exercised through this kind of rhythmical recitation. The Mandarin teacher may also visit at this time for songs and games. Afterwards, the children visit the washroom. Some of the older ones who are first back help lay and set the table with place-mats, cutlery and perhaps a vase of flowers. Bread is cut and everyone gathers to say a blessing. There is no deliberate effort to teach the children in any formal sense.

The conscious activity of the teacher is imitated by the children. Following the morning snack, some of the children help clear up. This is then the time to go outdoors into the garden. Outside they assist teacher with gardening, weeding and tending to the plants and flowers, dig in the sand box and feed the bunnies. Once more everyone returns and then all gather, perhaps around a chair in the 'story corner'.

The morning concludes with the teacher telling a story. By then the parents are waiting outside to collect the children whilst others prepare to go home on the bus.

Those children remaining for extended day get ready for lunch which is followed by a short rest time. The afternoon continues with art and craft, Mandarin or a class for older children preparing for entry to primary school.