Kindergarten

ERO Report

The Kindergarten is an integral part of the whole school. The focus is on the development of skills through imitation and play rather than formal learning. Play is the child’s work.

The Programme is based on the child development theory or philosophy of Rudolf Steiner, also known as Anthroposophy.

In a child’s first seven years it is the physical body which is the focus of growth and development. Any demand for premature intellectual or academic achievement can result in a weakened foundation for later healthy development of the whole individual. Through play and story telling, the teacher stimulates the child’s imagination. An early respect for the person, both self and others is encouraged. Play and guided activities are developed by a teacher worthy of imitation who actually uses the child’s propensity for imitation to lead him or her into activities. All this is in an environment of simplicity and harmony.

The following are key principles of Rudolf Steiner Early Childhood Education:

To protect the child’s right to a healthy and appropriate childhood, for instance, formal academic learning is first introduced when the child enters school.

To work with, rather than against, the child’s natural inclination to be active, for instance, the daily rhythm which encompasses free play and outside play allows time and space for movement.

To use imitation and example as educational approaches, for instance, throughout the morning the adults in the room will continue to be busily involved with work that needs to be done, avoiding abstract activity which has no real significance for the child of this age.

To support the child’s well-being, and their learning experiences, with the use of rhythm and repetition, for instance, the programme has a daily, weekly and seasonal rhythm.

To provide sufficient time, space and the right equipment for creative play, for instance, equipment where possible is made of natural materials, the daily rhythm provides space for creative play.

To be aware of the impact of sensory experience in early childhood, for instance, the kindergarten is presented in an aesthetically pleasing way, and children experience music directly.

To respond to the specific needs of the child’s social environment and the times in which we live, for instance, learning respect for the needs of others through interactions such as meal times where the young child learns to serve others before serving themselves, and at circle time where the teacher models a positive way of interacting with others in a more formal setting.

Dunedin Rudolf Steiner Kindergarten is an integral part of The Dunedin Rudolf Steiner School, hence it lays the foundation for further Rudolf Steiner education in the School.

Each day has its rhythm and the children come to know that each day also has its own activity, rather than all activities being available ‘on demand’. For example, Monday may be painting day, Tuesday preparation of a vegetable soup, Wednesday baking day, and so on. Sometimes there is a special time for a particular activity as with painting, sometimes the activity arises out of free play.

The daily rhythm may start with morning circle, including some singing or dance and move on to a period of free play or involvement in that day’s special activity. Then the children may come together again for a more reflective, inward moment in the day before washing hands before morning tea at the table. A couple of children help to serve this to the children at the table. After morning tea it is time to go outside, to swing, build in the sandpit, to climb or to help care for the garden. Children will then come in for a story told – and not read – by the kindergarten teacher, before getting ready for lunch. Parents will collect their children after lunch, unless they are staying for the afternoon, in which case they will have a period of rest before afternoon play or other activity.

Not only does each day have its rhythm, and each day of the week, but the rhythms of the year – our seasons – are reflected in the work at the kindergarten. Seasonal influences or festivals are woven into stories and activities.

Some useful information

Our morning sessions run from 9 am - 1 pm.

Children usually start after their third birthday, attending around three morning sessions a week to begin with.

Each group has a mixture and balance of ages of both boys and girls aged from three to six years.

Children need to bring:

• Lunch (no chips, sweets or chocolate please)
• Indoor shoes/slippers, these may be kept at kindergarten
• Sunhat or woollen hat, depending on the season
• Appropriate warm clothing and wet weather gear including gum boots

We ask that the child’s own toys stay at home. Sometimes there may be an occasion where it is appropriate that a soft toy accompanies the child.

Children remain in kindergarten until after their sixth birthday and finish the year together before entering Class One the following year.

We strongly discourage television viewing for children