newsletter iaswece

Volume 2009
ISSUE 1
International Association for
Steiner/Waldorf
Early Childhood Education
Worldwide Waldorf
movement on
behalf
of the young child
newsletter iaswece
Inside this
issue:
What is a
WaldorfKindergarten?
Meeting the
needs of the
child today
Crisis in the
kindergarten
- why children
need to play in
school
1500 Peace
Initiatives:
The Waldorf
kindergartens
around the
world
Dear Reader,
Greetings from the International Association (IASWECE)! In this issue of our newsletter, we invite you to read about upcoming conferences and events, our work with other organizations on the question “What is a Waldorf Kindergarten?”, research into the crisis in today’s kindergartens where play is being replaced by academic instruction, and some glimpses into the work of the IASWECE and our projects around the world. With warm wishes on behalf of the Council, Susan Howard, Peter Lang, Janni Nicol and Philipp Reubke 2009 is an Anniversary Year! 40 Years of the International Waldorf Kindergarten Association 90 Years since the founding of the first Waldorf School Celebrations are planned throughout Germany this year, culminating in a special all‐day event on October 10 at the Waldorf School in Hannover, with keynote speakers and a plenum discussion on Waldorf education and education in the wider world. For further information, contact pr@waldorfkindergarten.de. June 21 – 26: International Confer‐
ence in Moscow: Childhood in today’s world – the meaning of the first seven year period for the whole of life, with Wolfgang Auer, Michaela Gloeckler, Svetlana Efremova, Rainer Patzlaff, Peter Lang, Vladimir Sag‐
wosdkin, Elena Schnapir and others. Sponsored by the Russian Anthropo‐
sophical Society and Waldorf Kinder‐
garten Association. Further info: peter.lang.halfing@gmx.de July 6 – 10: Australian Vital Years Conference in Brisbane, Australia: The Gentle Awakening of the Child through the Arts, with Renate Long‐
Breipohl, Eleanor Winship and Michael Howard. Sponsored by the Australian Association for Rudolf Steiner Early Childhood Education. For further information: conniegrawert@optusnet.com.au October 17th: UK National Early Childhood conference, Ringwood, Hampshire, England. Moving with Soul. How can we support the development of move‐
ment in the young child? with Renate Long‐Breipohl and others, sponsored by the Steiner Waldorf Schools Fellowship and the Early Years Group. For further information: jannisteinerey@aol.com What is a waldorf kindergarten?
2
As Waldorf education grows and develops around the world, we are often asked by parents, government authorities and initiative groups to define what a Waldorf or Steiner kindergarten is. This is not an easy task, as there is great freedom in this art of education and each early childhood centre and kindergarten works with its own unique geographic and cultural circumstances. Our IASWECE council members, together with the international Hague Circle of the Pedagogical Section and also with the European Council for Steiner/
Waldorf Education, are currently engaged in describing the essential qualities of a Waldorf kindergarten. Our work is still in progress, but we share a few key elements of our work in progress below, prepared by Brigitte Goldmann from Austria, our representative to the Hague Circle. Waldorf kindergarten in California Steiner/Waldorf kindergartens and early childhood educators base their work on the following education principles: •
Protection of the forces of childhood is essential in our times. •
Respect for the unique individuality of each child strengthens the educator’s capacity to relate the child. •
The educator nurtures the child’s relation to nature, wonder and gratitude. Her task is to provide trust, inner values and meaning for life. •
Learning and development of intelligence of the child takes place through example and imitation, a variety of sense impressions, movement and will experiences. •
The educator’s task is to make it possible for the children to be creative, and outwardly and inwardly active. •
The little child needs the human being as a bridge to the world. Real life experiences rather than virtual ones are needed to build a healthy relationship to the world, and therefore there is no use of electronic media. Story telling and singing are brought through the adults rather than through technology. •
Educational activities include movement experiences through rhythmical games, imaginative free play, handicraft and housekeeping activities, nature experiences, and artistic activities involving colors, forms, speech, music, story telling, eurythmy, sculpturing, puppet plays, etc. •
Free play supports the healthy development of social relationships. Simple toys of nature materials and handmade dolls, animals, etc. stimulate the child’s imagination. •
A rhythmical form of the day, the week and the year supports healthy development. •
Strength, equanimity and imagination are needed in order to provide the conditions for the children’s bodily development as a foundation for later learning. Care for the children includes healthy nutrition. •
An atmosphere of warmth, love, joy and inner peace is essential for the work. Our council members continue to work with this description and it will be published on the IASWECE website at www.iaswece.org when it is complete. We hope that it will be helpful worldwide both to individuals who are inter‐
ested in becoming Waldorf educators and to groups who are developing Waldorf/Steiner early childhood centers. Meeting the needs of the child today
3
2008 SUMMER CONFERENCE
LECTURES NOW AVAILABLE IN PRINT
“Meeting the Needs of the Child Today” was chosen as a theme for our first world conference in Wilton, New Hampshire, USA last August. The conference was attended by nearly 300 Waldorf educators from 33 countries. Keynote speakers were Dr. Michaela Glöckler, Renate Long‐Breipohl, and Dr. Johanna Steegmans. The fruit of their years of intense study and experience in the fields of medicine and education is shared in these lectures. To order copies of the lectures, contact the Waldorf Early Childhood Associa‐
tion of North America at info@waldorfearlychildhood.org or IASWECE Council member Janni Nicol in the UK at JanniSteinerEY@aol.com. Dr. Michaela Glöckler, from Dornach, Switzerland, represented a European voice as she spoke of the archetypal roots of Waldorf education. To educate properly we have to be aware of archetypal physical stages of development, of the unfolding of consciousness and learning capacity through time, of the development and importance of relationship, of the unfolding of ego development, and of the spiri‐
tual orientation of the human being. Each of these is fundamen‐
tal in educating the child and in educating ourselves as well. Dr. Johanna Steegmans from From Sydney, Australia and the Seattle, Washington, represented southern hemisphere came Renate North America as she spoke the Long‐Breipohl, Ph.D. She reminded following two days on sensory de‐
us that healthy education for the velopment of the young child. Using child depends upon continuous the autistic child as guide through and intentional self‐development this bewildering landscape, she by the adult educator. She brought described how the tender nature of cosmic images from the zodiac to the young child is bombarded and illustrate virtues toward which the even traumatized by the over‐
adult must strive. Other images whelming onslaught of sensory from the zodiac described arche‐
demands. This bombardment affects typal human activities—hunting, everyone, child and adult as well. farming, trading, for example—
Looking to the deep sources of an‐
which still manifest in our lives but throposophic spiritual science, she now in transformed, subtle ways. also provided sources for practical Understanding these impulses and tools and meditative insight to help activities in ourselves and the us meet these challenges. children can help us guide Waldorf education more sensitively, intentionally, and joyfully. This collection of lectures is a rich feast that calls to be shared with a wider audience than the early childhood edu‐
cators who were able to gather in New Hampshire. May these thoughts reach out to invite others into the circle of inspiration created at the conference, and encourage those who are striving valiantly to love, protect, and educate young children. Nancy Blanning, USA Crisis in the kindergarten
- why children need to play in school
4
NEW RESEARCH REPORT FROM THE US ALLIANCE FOR CHILDHOOD
Our International Association has been active in the Alliance for Childhood in both Europe and North America since its founding in the late 1990’s. The Alliance has recently released a new report – “Crisis in the Kindergarten” – the result of three impressive research projects in the USA. This report provides valuable research for those who are working for the protection of childhood against the growing trend toward the introduction of formal instruction and academic learning at younger and younger ages worldwide. A few excerpts from the report are below: “Kindergarten has changed radically in the last two decades. Children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. Many kindergartens use highly prescriptive curricula geared to new state standards and linked to standardized tests. In an increasing number of kindergartens, teachers must follow scripts from which they may not deviate. These practices, which are not well grounded in research, violate long‐established principles of child development and good teaching. It is increasingly clear that they are compromising both children’s health and their long‐term prospects for success in school.” “The latest research indicates that, on a typical day, children in all‐day kindergartens spend four to six times as much time in literacy and math instruction and taking or preparing for tests (about two to three hours per day) as in free play or “choice time (30 minutes or less).” “….Kindergarten is in crisis.” Research comparing 50 play‐based classes with 50 early‐learning centers found that by age ten the children who had played excelled over the others in a host of ways. They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence, oral expression, and “industry.” “New evidence from research shows that didactic instruction and testing are pushing play out of kindergarten. Kindergartners are now under intense pressure to meet inappropriate expectations, including academic standards that until recently were reserved for first or second grade. These expectations and the policies that result from them have greatly reduced and in some cases obliterated opportunities for imaginative, child‐initiated play in kindergarten.” “Research shows that children who engage in complex forms of socio‐dramatic play have greater language skills than nonplayers, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self‐control and higher levels of thinking. Animal research suggests that they have larger brains with more complex neurological structures than nonplayers.” Susan Howard CRISIS IN THE KINDERGARTEN is available through the website of the Alliance for Childhood at www.allianceforchildhood.org 1500 Peace initiatives:
The waldorf kindergartens
around the world
5
Report from the work of the IASWECE Council The Council, 32 people from 26 countries, most of whom are Steiner/Waldorf educators or trainers, met in October 2008 in Copenhagen and in May 2009 in Oslo.
The tasks of the Council: •
To perceive the dynamics in Waldorf education for the young child around the world (Where does something want to arise? Where are there particular needs or concerns?) •
To stimulate, coordinate and support the training and ongoing professional development of Waldorf educa‐
tors in individual countries and worldwide. NEW FULL MEMBER ASSOCIATIONS IN THE IASWECE Three new Council members reported on the work in their countries: Joli Kiss from Hungary described how quickly Waldorf education grew there after the founding of the first Waldorf kindergarten in 1988. Today there are about 60 kindergartens and many are facing financial difficulties and growing regulations from the government. As in many other parts of the world, communication among colleagues, between kindergartens and schools, and with outside authorities is a challenge. The Hungarian kindergarten teachers meet each year in the spring to discuss their questions and deepen their work. Waldorf kindergarten in Hungary Maria Chantal Amarante and Silvia Jensen from Brazil reported on the work of over 50 Waldorf kindergartens in their country. Half of these kinder‐ gartens are integrated into Waldorf schools, and the other half are independent. Each kindergarten attempts to open its doors to families from all social classes. Educators from 7 regions in Brazil meet regularly for conferences and workshops. Together with the IASWECE, our Brazilian colleagues would like to invite early childhood educators from around the world to a large international conference on July 4‐ 7, 2010, outside Sao Paulo. Waldorf kindergarten in Brazil Stefanie Allon from Israel described in a very moving way how a dynamic Waldorf movement with strong social and spiritual foundations has developed in this region: today there are about 100 Waldorf kindergarten groups. There is no umbrella organization for them and a lot of “positive anarchism”. Each particular initiative has developed in an independent way out of its own unique circumstances. In recent years several Arab/Jewish kindergartens have been founded. Arab language Waldorf kindergarten in Shfar’am, Israel
EUROPEAN EDUCATION REFORM
We have discussed the question, how we could work more effectively with other organizations that are concerned with quality in the education of the young child. In recent years a series of research colloquia has taken place in Brussels, with the goal of raising awareness among members of the European Parliament and officials regarding the needs of the young child. It is this research group’s intention that in the future, not only economic but also educational perspectives will be considered in shaping new legislation for Europe. Clara Aerts from the IASWECE Coordinating Group participates regularly in these meetings. 1500 Peace initiatives:
The waldorf kindergartens
around the world
6
PROJEcts
We had extensive conversations in the Council about the process of decision‐making and the levels of financial support that the IASWECE can offer for international projects. Here two considerations are important: decision‐ making should take place in a collegial way as a group process within the Council, without laming the initiative of individuals. For each project application, the uniqueness of each particular country and its cultural background must be taken into consideration and honored. Such considerations should also affect the choice of visiting faculty and the development of guidelines for particular training courses. We discussed specific ways to support training projects in the Ukraine, Kyrgyzstan, India and Ethiopia. Waldorf kindergarten in Kenya The budget
Our expenses in 2008 came to 245,000 €. Of this, 17% was for activities in eastern Europe, 5% for Asia, 12% for Africa, 12% for research and conferences, 24% for administration and outreach, 6% for meetings, and 24% for the activity of the coodinating group. WORKING TOGETHER
In the face of growing social conflicts on all levels, where the Waldorf movement is also not immune, we are very concerned with maintaining a healthy worldwide collegial working within the Council. At our recent meeting in Copenhagen, we studied aspects of the social dimensions of Waldorf education. Rudolf Steiner often said that well thought‐out educational quality assurance systems in the social realm will lead to nothing, unless in each individual two forces are cultivated in a living way: “loving devotion to one’s own activity and an understanding living into the activities of the other.” Admonitions and abstract rules do not allow human beings to find a strong enough relationship to these forces. In early childhood, a time where growth forces are still active, this can be fostered particularly well: when the adults cultivate in themselves and in their life with the children an atmosphere of gratitude. In this way, we can consider each and every Waldorf kindergarten a dynamic peace initiative. The Council would like to make a contribution to the creation and development of this culture. Philipp Reubke Council and Board Member Waldorf kindergarten in England How can you help?
7
BECOME A SUPPORTING MEMBER OF THE IASWECE! Supporting Members ‐ individuals, kindergartens or organizations ‐ provide voluntary financial support for the activities of IASWECE. If you become a Supporting Member, you will receive mailings and further information on our Association. The level of contribution is determined annually by each Supporting Member. For further information on becoming a Supporting Member, contact the IASWECE Office in Stockholm at info@iaswece.org or tel. +46 8 51 702 50. PARTNERSHIPS AND SPONSORSHIPS Through a long‐term commitment, direct relationships can be formed with colleagues around the world. A group of kindergarten parents, a school or kindergarten community, or a training college can develop a real connection to a particular initiative or project, receiving reports and possibly even arranging for exchange visits, over a period of years. Partnerships allow long‐term relationships of brotherhood/sisterhood to develop, and warmth and apprecia‐
tion stream in both directions. For further information on partnerships and sponsorships, contact Coordinating Group members Geseke Lundgren at g.lundgren@iaswece.org or Clara Aerts at c.aerts@iaswece.org. DONATIONS A donation or unrestricted gift to IASWECE provides support for general activities, such as following: •
Two major gatherings of representatives from our 23 member country associations each year •
Collaboration with other organizations such as the European Council, Hague Circle, Pacific Round Table, Freunde der Erziehungskunst •
Development of infrastructure for our new organization, including the activities of the Coordinating Group and Board and the office in Sweden •
Development of our world directories, e‐newsletter and website. General donations and unrestricted gifts can also be used to support our special projects as needed, and allow us to respond to urgent situations that arise around the world. RESTRICTED GIFTS The IASWECE currently supports training projects and mentoring in the following countries and regions of the world: CONTACTING US: Africa: Ethiopia, Kenya, South Africa, Tanzania and east Africa Office and Information: info@iaswece.org Asia: China, India, Kyrgyzstan, Nepal, Taiwan and Philippines Eastern Europe: Armenia, Bulgaria, Czech Republic, Estonia, Hungary, Country Projects, Partnerships and Sponsorships: Lithuania, Poland, Romania, Russia, and Ukraine. Clara Aerts c.aerts@iaswece.org For further details, please visit our website at www.iaswece.org Please indicate the project you wish to support! Geseke Lundgren g.lundgren@iaswece.org We will see that your gift is used to help the project to realize its goals. Membership, Working Groups, Gifts can be sent to the following IASWECE account: Conferences and Publications: NORDEA BANK AB Susan Howard s.howard@iaswece.org IBAN: SE07 9500 0099 6026 1681 8841, BIC: NDEASESS Postal Address: Box 34 OR through the following member country associations: S‐ 16126 Stockholm Sweden NORTH AMERICA: Please make checks payable to WECAN and send to: Tel +46 8 551 702 50 WECAN, 285 Hungry Hollow Road, Spring Valley, NY 10977 USA Fax +46 8 694 93 50 Website: www.iaswece.org UK: Please make cheques out to the Steiner Waldorf Schools Fellowship and send to: Jane Avison, SWSF Office, 2nd Floor, 11 Church Street, Stourbridge, W.Midlands, DY8 1LT.