Nurturing Children and Families: One Model of a Waldorf Parent/Child Program by Sarah Baldwin

Introduction

This book was inspired by what I learned teaching parent/child classes at Ashwood Waldorf School in Rockport, Maine, for three years. I began teaching parent/child classes in the fall of 1999, immediately after completing my Waldorf early childhood training at Sunbridge College. While parent/child work was mentioned occasionally and briefly during my training, nothing had really prepared me for the unique aspects of working with parents and children in this new and growing trend within Waldorf early childhood education. Even though it is estimated that over 90% of Waldorf schools presently offer parent/child classes, I discovered, much to my dismay, that few written resources (a few articles and no books) existed for the parent/child teacher.

I thus began by just diving in headfirst, piecing together what I had learned from my training; from my experiences attending two different parent/child classes with one of my children; from attending workshops; and from mentors. Much of what I learned was gained through trial-and-error and observation. During my first year at Ashwood, I was determined to document what I had learned and what worked for me, for use by teachers, schools or individuals wishing to create a similar program—to give them a framework, at least, from which to start. My goal with this book is to help fill the void that currently exists in written material for parent/child teachers. It is my hope that much more will be written about this important work within Waldorf education in the years to come.

I offer here one model of a parent/child program—the model I used—but will attempt to offer alternate ideas that I have gleaned from colleagues teaching similar programs where I can. My model may be considered as one possible way to set up a class for parents and children. One thing I cannot emphasize strongly enough is that there is not one way or one "Waldorf-correct" model of offering such a class for parents and toddlers. I am continually awed and inspired by colleagues who are creating new and innovative ways of working with 0- to 3-year-olds, and am frequently envisioning things I might add or do differently with such a class in the future. One thing I've loved most about this work has been the creative freedom it affords, while working within a framework of Rudolf Steiner's views on child development and with the inspiration of anthroposophy.

This book presumes a certain familiarity with Waldorf early childhood education and anthroposophy. It is not intended as a guide for someone seeking to start such a program without having done at least some initial research into the methods of Waldorf early childhood education. Excellent books for someone seeking such introductory information are You Are Your Child's First Teacher by Rahima Dancy Baldwin and Beyond the Rainbow Bridge by Barbara Patterson, herself a Waldorf parent/child teacher. Rather, this is intended as a practical guide peppered with personal insights, designed to inspire individuals to explore new ways of working with young children and their families. You will find very few "Thou Shalts" or "Thou Shalt Nots" in this book.

Finally, one last note of explanation. While the "parents" who attended my parent/child program were usually mothers, other caregivers—such as fathers, grandparents or nannies—were equally welcome. Whenever I refer to the "parent" in the "parent/child class," the parent participant referred to could just as easily be any of those adults.

Sample Chapter

Why Offer a Parent/Child Class?

I will never forget my first visit to a Waldorf kindergarten. I brought my then four-year-old son to the Pasadena Waldorf School for a kindergarten interview. I remember being enchanted by the beautiful, home-like room. I was impressed by the emphasis on the seasons, gardening and nature; the sense of reverence that was almost palpable in the room; the natural materials everywhere; and the smell of freshly baked bread. I remember feeling deeply moved by the archetypal images present in the room: the print of Raphael's "Sistine Madonna" and the crèche figures set up in anticipation of Advent. I remember the sense of knowing in my heart that this was absolutely the right environment for the young child. My heart quickened with excitement. Then I remember feeling absolutely crestfallen when I remembered that it was my son who would get to come here everyday, not me. It dawned on me then that I needed to be in this environment as much as my son did—if not more!

Since the birth of my first child, I had been considering a career change. I had long felt drawn to teaching, and had gone so far as to request catalogs from various teacher’s colleges. I hadn’t found many of the program descriptions terribly inspiring. I wasn’t sure what or who or where I wanted to teach. But it was during that initial visit to the Pasadena Waldorf School that I had an "a-ha" moment. “This,” I thought, “is where I was meant to teach!” I realized that if I were to become a Waldorf kindergarten teacher, I could come here everyday too! At that moment, I asked the teacher, Amy Allesandri, about teacher training options. I enrolled in part-time foundation studies at the Waldorf Institute of Southern California within three months—before my son was even ready to start kindergarten!

Years later now, after my experience first as a parent in parent/child programs at two different Waldorf schools (with my younger son), and having taught parent/child classes myself for three years, I am aware that my initial experience at the Pasadena school was far from unique. Many parents are looking for exactly the same thing, often without realizing it. Some parents have a similar experience to mine—instantly recognizing something true as soon as they set foot in a Waldorf kindergarten classroom. For others it is a vague feeling that deepens over time. Soon after I began teaching parent/child classes at Ashwood, I overheard a statement quietly made by one of the new moms to another mom, after attending her first class: “I can see now that I need to bring more of this into my home life.”

In these times of frantic schedules, non-stop activities, being bombarded by conflicting information from so-called “experts,” and being faced daily with endless choices, parents— striving to provide the “best” for their children—are frequently left feeling dazed and confused. There is usually not enough quiet time in their lives to allow them to relax and breathe and listen to their intuition. A Waldorf parent/child class can offer parents this rare and precious gift. One of the mothers in my program told me that our Friday class was the highlight of her week—the thing she looked forward to most. It was the one time during the week when she felt herself relax, and she admitted that she probably needed the class more than her child did. We can provide quiet time accompanied by simple activity—time for mothers and children to simply be with one another; opportunities for mothers to listen to their hearts.

 

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Copyright © 2004, 2005 Max Alexander and Sarah Baldwin

We can provide quiet time accompanied by simple activity—time for mothers and children to simply be with one another; opportunities for mothers to listen to their hearts.