2. SFS Mission
The Sustainable Farm School’s mission is to
help students and families of all backgrounds
develop a deeper understanding of and
practices for sustainable living through
natural curiosity, rigorous academics, and
critical thinking in real-world contexts.
Our school takes a unique approach because
we focus on teaching children to learn
independently, to be self-sufficient, and to
collaborate with people of all ages and levels
of ability. We believe this will prepare
students for their futures as creative,
effective, democratic, and sustainablyminded community members.
3. Waldorf Educational
Philosophy
Waldorf schools are based on the ideas of the Austrian philosopher,
artist, and educator Dr. Rudolf Steiner (1861-1925). Through his work
in the fields of philosophy, science, religion, agriculture, art, medicine,
and education he created a new form of pedagogy that focuses on the
whole child: hands, heart, and mind.
All students go through 12 school years; the whole curriculum of
Waldorf schools is based on the development needs of the pupil, taking
their emotional, intellectual and personal abilities and needs into
account. The curriculum is integrated, inter-disciplinary and artistic.
Thus imagination and creativity which are most important for the
individual as well as for society are awakened and developed. (http://
www.waldorfschule.de)
4. Waldorf History
In 1919 Rudolf Steiner founded the first Waldorf School for the children
belonging to the workers of the Waldorf-Astoria cigarette factory because
he believed that quality education should be afforded to all children. The
school quickly gained international recognition and hundreds of Waldorf
schools sprung up all over the globe. The number of Waldorf schools
worldwide has more than doubled in the last decade, making it one of the
fastest growing educational movements in the world. Waldorf schools are
committed to academic excellence and offer a challenging classical
education that prepares students for the most demanding universities. They
were the first school to put the principle social justice in education into
practice. Young people are educated together, irrespective of social
background, abilities and vocation. At the core of the Waldorf philosophy
is the belief that knowledge is best acquired experientially as well as
academically. Education is an artistic process.
5. To be a Waldorf Teacher
(AWSNA)
!
AWSNA video on being a Waldorf teacher
http://www.youtube.com/watch?
v=pMzc5dW0hfw
6. Beyond Waldorf
Inspired by the Waldorf philosophy, the Sustainable Farm School takes a step
beyond with two key examples. Like Waldorf, we believe individuals prosper in a
simple, beautiful, and natural environment. Therefore, we hold our school on
organic farms and homesteads and include all aspects of tending to the land and
animals into our curricula. Our students participate in daily farm and garden chores.
Learning to successfully interact with the land and animals prepares them with
advanced survival skills and a love for nature.
Additionally, we place specific emphasis on forward thinking ideologies including
social, cultural, environmental, and economic sustainability. Our educators value the
academic tradition, many of them holding the highest degrees in their field, while
maintaining a natural connection to the earth. With a student to teacher ratio of 5:1,
students will get the attention and guidance necessary for a comprehensive and
enjoyable education.
7. Eco Justice Theory
“Critical examination of modernity,
underpinnings of anthropocentrism, root
metaphors, and mindsets that uncritically
advance Industrial Culture, and Western
Colonization” (Kurt Love)
8. Eco Justice Theory Says…
Humanity is a part of Nature (it does not rule
over nature)!
Therefore Environmental Justice is equally as
important as Social Justice
9. Honoring the Natural
Rhythms of the Child
The rhythm of the child is the first thing we consider. What are they ready for
and when are they ready for it? Imagine if you are playing in an orchestra and
you have a drum that is playing out of beat. Will it help the orchestra? Will it
be effective? The same happens with a child. A child is a complex being that
has many systems working in synchronicity. To be able to be effective and in
harmony with that child you need to synchronize the beat of your drum (their
lessons) with the appropriate age. (Kristie Burns)
10. Being able to meet a child’s needs according
to their natural rhythm will:
!
1.
Foster connection, interdependence, compassion, respect, teamwork and
community awareness.
2.
Will create natural opportunities for conflict resolution as there will be fewer
conflicts.
3.
Will help the child connect with their natural rhythms in nature and spirit.
4.
Will free their minds to be more creative and will encourage creativity when
they
most need to be encouraged.’
5.
Will help you create a rhythm for your family that is “just right” – not too busy
and not too slow. It will help you connect with the rhythms of nature, the day,
the week, the months and the year. (Kristie Burns)
11. Little Sprouts
program description
The Little Sprouts Program (ages 3 to 5) cultivates imagination,
friendship, and a connection to the natural world.
The Little Sprouts’ morning begins with creative free play and farm or
garden chores. Circle time involves music, story-telling, verse, and
movement. Children learn to care for the natural world by exploring
local plants and wildlife and working in their own garden. In this stage,
the curriculum is a gentle exposure to understanding our relationships
with each other and the earth with authentic, natural contexts for
learning that enhance imaginations and build excitement for learning.
The instructor’s goals are to provide a safe climate for exploration,
cooperation, and creativity.
12. Preschool Themes: Rhythm,
Repetition, and Modeling
A toddler longs for rhythm, repetition and activities which feel safe. As a Little
Sprouts teacher, you include the children in the daily activity of caring for self,
others, home, and garden. The key is that these are natural events. Being a part of
regular activities, which the child is used to is calming to the child. This makes
everyone a lot more comfortable, and when you are more comfortable and stress
free, you enjoy the time more.
Up until about 20 years ago, most children this age spent all of their time at home
with mother and siblings. The age appropriate behavior for a child this age is to
observe and learn by modeling YOUR behavior. Toddlers don't want friends, they
want to do what you do! They enjoy hanging on their mother’s hip or standing along
side of you doing the dishes, the laundry, going to the market, etc. These daily
activities are learning experiences and a joy for children of this age to participate in.
(Kristie Burns)
13. Teacher as Role Model
In the way we go about taking care of home and
garden!
How we speak with and take care of others!
How we take care of ourselves!
14. "Doing work that has to be done over and over again
helps us to recognize the natural cycles of growth and
decay, of birth and death, and thus become aware of the
dynamic order of the universe" -Fritjof Capra
15. A Bridge between Family and
School Life
The Little Sprouts Program is the bridge between family
and school life. At this stage the child learns through
imitative and creative play in a warm, homelike
environment, using cloths and simple natural materials.
Social skills are developed as children play side by side,
listening and sharing and helping one another.
16. Rhythm
The classes are structured on a rhythm and the rhythm
flows. There is not a time-set schedule but a motion of
“in” and “out” movements. We go from active to quiet
and from community to inner play. This teaches the
child rhythm on a daily basis. Seasonal activities and
world holidays emphasize rhythm on a yearly basis.
17. Little Sprouts Rhythm
Rest and circle time follow morning free play and cleanup. The teacher
leads games, poems, seasonal songs and little dramas, which work in the
children to integrate their whole being. A snack at the lovely table set with
candles is preceded by a blessing, then everyone moves outside for
playtime.
!
Each day has an artistic activity which creates a soothing weekly rhythm
for the child. Activities include watercolor painting, drawing, beeswax
modeling, seasonal crafts, sewing and finger knitting. Hearing a fairy tale,
acting it out, or seeing a puppet play completes the morning. Capable and
loving teachers specializing in education for the early years plan the
school life with the child's special talents and needs in mind.
!
18. Our Environment
Nurturing and protecting childhood in a beautiful, warm, homelike
setting is a key element of the Little Sprouts early childhood program.
Reflecting a deep belief that children's natural creative play contains
the cornerstones of academic ability, the rhythm of the school day
flows between lively social and quiet individual activities.
Our classrooms are:
•
•
•
•
•
•
!
!
Calm, peaceful!
Beautiful!
Natural!
Safe, protected!
Without artificial noise (t.v., radio, etc.)!
A single calming color, rather than many bright colors and patterns!
19.
20. Learning by Doing
In the first seven years, the child seeks to see that the world is a
place of goodness. These early years are a period of joy and
exuberance during which the child will absorb and imitate
everything he or she sees, and during which learning will flow
through the movements of the child. Therefore, the teacher seeks to
lead the work of the class in a kind, conscious, loving manner that
is worthy of imitation ... and the child learns by doing. (Kristie
Burns)
21. Fostering Wonder and Joy
Great care is taken in planning and providing an entry into
school life that fosters wonder, joy and possibility ... the
early foundations for a life-long love of learning. The
Waldorf preschool and kindergarten experience is meant to
enliven the imagination and lovingly guide each child
toward an understanding of the world ... to plant the seeds
for a successful school career and adult life. (Kristie Burns)
22.
23. Character Building Themes at
School
Harmony & Developing Balance!
Mindfulness!
Being of Service!
Fostering Self-reliance!
Appreciating Beauty in Nature!
Nourishing Compassion!
!
Living in Joy!
24. Our Materials
Exposure to nature and natural materials is essential. All
toys in the toy room and crafts are made from natural
materials. Candles are made from beeswax and not
paraffin, tablecloths are cotton and not plastic. Cups are
ceramic and not plastic, dress-up costumes are silk,
wool and cotton and not packaged.
25.
26. Reverence for Nature pt.1
This is done by taking nature walks and pointing out
things in nature a child may not see. Children are
welcome to add objects to the nature table and the
nature table is designed by the teacher to reflect what
is happening in the outside world around them in that
season.
27.
28. Reverence for Nature pt. 2
"The more children can just be out in nature soaking it in, the
better. The stories and projects are intended to help the
children sink more deeply into nature - not for nature to
connect them to projects! There is no greater science
learning at this age than direct experience of nature.” (Enki)
!
29.
30. Reverence for Nature pt. 3
“Part of choosing is honoring the natural material as it is,
rather than making it into a cute something else. For
example, making and flying windsocks heightens the Child's
connection to and understanding of the power of wind, in its
natural state. On the other hand, painting little faces on rocks
is a game or cartoon in which the natural world becomes a
tool for manipulation - and it is not something we do…" (Enki)
31. Reverence for Nature pt. 4
"...we are looking to cultivate a deep sense of reverence for
nature while the children are still in the heightened Body and
Speech Awareness when connectedness is a deep and driving
force, so that this will be their ground. When the children move on
to the period of heightened mind awareness, they can work with
their thinking more independently. If they have a strong base in
the sense of the natural ecosystem, they can perform
experiments without undermining the sense of connectedness.
Then, hopefully, even their analytic work will take place in the
context of being touched by and not separate from nature. It is
still - and hopefully always will remain - a delicate issue.” (Enki)
32.
33. Music
Music awakens the brain in the younger child. Math abilities,
language abilities and more have been shown by researchers and
many studies are awakened by exposure to music at a young age. I
also integrate education into the music itself by following a formula
of learning skills in each month’s verse selection. I include: one
math song, one movement (coordination and left-brain, right-brain
coordination) song, one language song in Spanish, sign-language,
and songs having to do with the season or holiday that month.
Some songs include information about nature. (Kristie Burns)
34.
35. Ritual and Respect
Making bread and/or preparing snack at the
beginning of the day and eating it for snack help
teach the child that food is work and deserves
respect. So do other things in life. Real cloth and
ceramic utensils are used to teach a child to be
careful with the breakable items. Candles are lit
and a blessing is said to nurture the child with
ritual and respect. (Kristie Burns)
36.
37. “Blessings on the blossoms!
blessings on the fruit!
blessings on the leaves and stems!
and blessings on the root.”
-Little Sprout snack blessing
38. “Earth who gives us all our food!
Sun who makes it ripe and good!
Dearest Earth!
Dearest Sun!
We won’t forget what you have done.”
-Little Sprout lunch blessing
39. Useful and Purposeful Work
Crafts done by teachers and children alike can all be used for a
purpose. Crafts are always done by the children or teacher and
are not pre-prepared or done for the purpose of “hanging on
the wall”. Each craft has a deeper purpose. Items like kites,
candles, necklaces, and pots are formed by the children. Toys
are knitted or made by the teachers. Even the painting
experiences are done for the purpose of color therapy, learning
and coordination. Children learn the beauty of having a skill
that they can use to create purposeful and useful things.
(Kristie Burns)
40.
41. Creative Free Play
Toys and activities are designed so the children can use their
imagination and creativity. Stories are told and not usually
read from a book. This gives the child more room to imagine
and even if props are used the child can later manipulate these
own props to re-create the story. Dress-up clothes are usually
plain and leave room for creative usage. A piece of silk could
be a skirt, a dress, or a pouch. It could be many things!!
Creative toys are used and electronic toys or toys that only do
one thing are discouraged. Even using stones and shells and
nuts as toys is encouraged.
42.
43. Spirituality
Waldorf does not promote a religion but it does encourage
reverence of “god” or the “universe” or “Nature” in a spiritual
way by telling stories of saints, saying blessings before a meal,
and other things. All expressions of spirituality are encouraged
and a child is never told to “be quiet” about it. If they have
different beliefs than the other children they are encouraged to
explain or share. !
The traditional Waldorf birthday story tells the story of each
child as they come down from heaven where they lived with
the angels to be with their mother and father. (Kristie Burns)
44.
45. Art
!
All kinds of crafts stimulate a differentiated development
of the will and a practical orientation of the student
towards life. (http://www.waldorfschule.de)!
Much learning in the Waldorf school is done through the
art of plays, storytelling, crafts and painting. Learning is
integrated INTO these activities to make for a more
holistic learning experience. The alphabet is learned
through art in the Saplings program (ages 5 to 7).!
46.
47. Diversity
World languages, myths, stories, holidays and much more are
explored in the Waldorf schools. Additionally, children are
evaluated and “typed” by the teacher (silently – not out loud)
and directed in the best ways of learning for their type. They
are also encouraged to accept all types that are like them and
not like them in ways of thinking. They are encouraged to
learn respect for diversity of personality. (Kristie Burns)
48. Movement
Mindful movements and yoga are learned in all
the classes as a tool for each person to grow and
heal physically and mentally their entire life.
Yoga and mindful movements also help the
brain to develop and a person to remain more
centered and balanced. The alphabet is also
learned through movement in Saplings.
49.
50. Little Sprout Supplies
Toys from nature (handmade, purchased, collected from nature i.e.; dolls, acorns, wool roving,
pretty stones, pinecones, silk scarves, felted toys, wooden figures, modeling beeswax)!
Nature basket (for collecting)!
Proper outdoor clothing (modern society tends to keep the kids indoors when it is raining
and snowing but children need to experience nature on a daily basis. Make sure they have
proper attire so they can go outside every day)!
Crafting supplies (when a child is this young they do not have a standard crafting curriculum.
Rather, they are being slowly introduced to some of the materials you are using and ones they
will be using later on. Most of these crafts involve the following materials: Flour, Water, and
other food items, natural soap, red, yellow, and blue watercolors, watercolor brushes, watercolor
paper (minimum 11” x 14”), beeswax for candles, block crayons, drawing paper)!
Birthday circle!
Picture books!
51. Morning Rhythm
Morning Free Play (breathing out) 9 to 10 a.m.!
Playing with natural toys, fantasy play, seasonal artistic activity, snack preparation, housework
(indoor or outdoor)
Finger rhymes and verses are very important for pre-math and pre-language abilities
Followed by toilet and washing hands for snack
Snack (breathing in) 10 to 10:30 a.m. !
herb tea, fruit, bread, oatmeal, cereal!
Morning Circle (breathing out) 10:30 to 11 a.m.!
songs, verses, mindful movements, games, story!
Late Morning Free Play 11 to 12 p.m.!
catching, running, jumping games, seasonal activity: gardening work!
!
Followed by toilet and washing hands for lunch
52. Afternoon Rhythm
Lunch (breathing in) 12 to 12:45 p.m.!
Quiet Play & Rest 12:45 to 1:30 p.m.!
books, blocks, dolls, lacing, beeswax!
Afternoon Circle 1:30 to 2 p.m.!
songs, verses, games, story!
Afternoon Free Play (breathing out) 2 to 3 p.m.!
53. Breathing In: Shaping Bread
“Breathing in”!
This is the beginning of EVERY day. The children
are allowed to slowly ease into the day and focus
their energies on the shaping of the dough and
start conversations. This is a time of transition, an
analogy to the shaping of the day, a way the
children can feel involved in the creation of the
school and a wonderful ritual they enjoy eating
later on during snack.
54. Breathing Out: Nature Walk/Table
“Breathing out”!
Nature Walk/Table: The nature walk allows the child to notice
the weather of the day, of the season and where they are, thus
becoming in touch with the environment around them and
centering them and connecting them with the universe around
them. Objects are placed on the table as an ever-changing
display that keeps the classroom in touch with the outside
world so children do not become isolated in an artificial
environment.
55.
56. Breathing Out: Snack Time
“Breathing in” !
Children are called to snack after using the toilet and washing
hands. The table is ALWAYS set nicely with cloth napkins and
cups and bowls made of natural ceramic or wood. Sometimes
children will want to help set the table with the teacher during
Morning Free Play. There is always a candle lit and a blessing
before every meal.!
57. Breathing In: Circle Time
“Breathing in”!
This is a time for teaching both songs and finger rhymes of a
Waldorf nature. Usually rhymes that are seasonal and dealing
with nature are used. There are many books filled with rhymes
and songs. Usually 3-5 songs/ finger plays are used for each
circle time. !
Sometimes children will want to play instead of doing the songs
and that is OK. Some children take a few times to get used to the
idea and will eventually join in. As always teachers are expected
to make sure their children are either participating or at least not
disrupting.
58. Breathing In: Story Time
“Breathing in”!
At the end of circle time children then change from
sitting in a circle and instead sit facing the
“storyteller” demonstrating visually and mentally
that now is the time to sit and listen and not to play.
Instead of sitting in a circle for the story, children are
sat in front of the “storyteller” in rows. From ages 1
to 5 stories are rarely read but only “told” using
finger puppets, wooden figures or hand motions or
other natural tools.
59. Breathing Out: Afternoon Free Play
Breathing Out!
Children have afternoon free play while teachers do a short
craft or work on a continuing project. This can be knitting a
bunny, Hand sewing a felt shape, Making a felt animal,
making a doll, making a small quilt or any handiwork at all.
Older children are sometimes interested in “helping” and they
are allowed to do so. This is a good time to teach the older
children a craft while the young kids play.
60. Modeling: Clean Up
Teachers sing a clean up song and clean up, inviting the
children to participate. Remember, we are simply “modeling”
behavior and should not expect the children to fully
participate yet. Just picking up one toy is a good start. Toys
should always be put in the same place, on a shelf or in a
basket, with respect and never thrown or tossed or buried in a
toy box. (Kristie Burns)!
"Tick Tock goes the clock, what does it have to say? Time for us
to pick up our toys, and put them all away."
61. The Yearly Cycle
Some activities are scheduled over the year based on seasonal
or holiday themes. You may want to add or subtract from this
list. Steiner recommends honoring all members of our
community – that is why we have so many extra holidays
listed.
62. The Yearly Cycle: January
Main Holidays and Themes!
Western Calendar New Year
Three Kings Day
Themes
Animals (Chinese Calendar Theme)
Moon
Lunar and Solar Calendars
Snow & Ice (Western World)
Other Holidays and Themes
Mozart’s Birthday
Islamic New Year - January 20
Dia De Los Reyes - Mexico
Martin Luther King Day
Handiwork Lesson Blocks for this Month
Candle Basics
63. The Yearly Cycle: February
Main Holidays and Themes!
Valentine’s Day
Shrove Monday (Mardi Gras/ Fat Tuesday)
Themes
Love
Animals (Chinese Calendar Theme)
Additional Holidays
Chinese Lunar New Year
Setsuban in Japan
Copernicus’ Birthday
President’s Day
Handiwork Lesson Blocks for this Month
Candles Part Two
Paper
Felt Basics
Mother’s Craft of the Month
Felt Animals
64. The Yearly Cycle: March
Main Holidays and Themes!
Saint Patrick’s Day
Spring Equinox (New Year in Persia)
Additional Themes
Wind
The Irish
Picnics
Additional Holidays
Women’s Day in China
Robert Frost’s Birthday
Van Gogh’s Birthday
Houdini’s Birthday
Earth Day
Handiwork Lesson Blocks for this Month
Candles Part Three
Herb Basics
Felt Part Two
65. The Yearly Cycle: April
Main Holidays and Themes!
Easter
Themes
Recycling
The Earth
Water and Mud
Growth and Growing/Renewal
Additional Holidays and Themes
Miro’s (Artist) birthday
Audubon (Bird Artist) birthday
Kepler’s Birthday
Thomas Jefferson’s Birthday
DaVinci’s Birthday
Handiwork Lesson Blocks for this Month
Herbs Part Two
Sewing Part Two
Woodworking
Mother’s Craft of the Month
Knit rabbits or felt chickens
66. The Yearly Cycle: May
Main Holidays and Themes!
Mayfair
Additional Themes
Song & Dance
Mothers and Mentors
Joy & Dancing
Flowers
Additional Holidays
Mother’s Day
Cinco de Mayo - Mexico
Handiwork Lesson Blocks for this Month
Crochet
Drawing
May Baskets & Maypole weaving
Sewing Part Three
Soap & Handicrafts with flowers
Embroidery Part Two
Mother’s Craft of the Month
Felt dolls
67. The Yearly Cycle: June
Main Holidays and Themes!
Summer Solstice - 21
Additional Themes
The Sun
Additional Holidays
Father’s Day
Rueben’s Birthday (Artist)
“Summer Camp” Lesson Blocks for this Month
Week 1: Rocks
Week 2: Movement
Week 3: Carving
Week 4: Sand
68. The Yearly Cycle: July
Main Holidays and Themes!
Themes
Campfires and camping
Travel and saying goodbye
Good Friends
Additional Holidays and Themes
Independence Day (USA)
Bastille Day
Pioneer Day in USA,
Aephelon Day (Earth is the farthest distance from the Sun today)
Rembrandt Birthday
First moon landing 20
“Summer Camp” Lesson Blocks for this Month
Week 1: Weaving
Week 2: Survival Skills
Week 3: Making Games
Week 4: Publishing (handmade books)
69. The Yearly Cycle: August
Main Holidays and Themes!
Crops and Harvest Coming
Prepare for Fall
Prepare for School
Other Themes and Holidays this Month
Opening of Panama Canal Anniversary 3
rd
of Aug.
Hiroshima anniversary
Neil Armstrong (first man on the moon day- birthday)
Amelia Airhart completed her legendary flight on the 25
!
Handiwork Lesson Blocks for this Month
Week 1: Nature games
Week 2: Woodworking projects
Week 3: Cooking
Week 4: Organizing
70. The Yearly Cycle: September
Main Holidays and Themes!
Michaelmas
Autumn Eqinox is September 23
Additional Themes
Angels
Dragons
Leaves & Apples
Bees & Honey
Additional Holidays
Shel Silverstein and Tomie DePaola were born in this month
Carivaggio’s birthday was in this month (painter)
Johnny Appleseed was born
Native American Week in the USA
Harvest Day in China
Respect for the Aged Day in Japan
Independence Day in Mexico
Hippocrates Birthday is in this month (famous healer)
Handiwork Lesson Blocks for this Month
Introduction to Waldorf watercolor painting
Introduction to finger-knitting and knitting
Mother’s Craft for the Month
Knit a nature bag
71. The Yearly Cycle: October
Main Holidays and Themes!
Halloween
Saint Francis
Additional Themes
Harvest
Additional Holidays
Thanksgiving in Canada
Ramadan
Mother Theresa won the Nobel Prize in this month
Picasso was born in this month
Statue of Liberty dedicated
UN Day
Ghandi was born
Handiwork Lesson Blocks for this Month
Watercolor painting
Spool and French Knitting
72. The Yearly Cycle: November
Main Holidays and Themes!
Martinmas
Thanksgiving
Advent Begins
Other Themes
Peace
Giving Thanks
Additional Holidays
Georgia O’Keefe has a birthday
Suez Canal was opened in Egypt
Mark Twain has a birthday
Advent continues this month
Handiwork Lesson Blocks for this Month
Embroidery and Cross-Stitch
Mother’s Craft for the Month
Weave a placemat for Thanksgiving
73. The Yearly Cycle: December
Main Holidays and Themes!
Christmas
Winter Solstice
Santa Lucia Day
Themes
Snow & Ice (Western World)
Heroes and Saints
Fairies and Gnomes
Additional Holidays
Matisse (Artist) has a birthday
Kwanza
Hannukah
Handiwork Lesson Blocks for this Month
Grinding Grains
Sewing Basics
Mother’s Craft of the Month
Knit slippers for the winter months!
77. Discipline or Working Towards Peace
and Justice at SFS
Sometimes children will want to play instead of doing circle
and that is okay. Some children take a few times to get used to
the idea and will eventually join in. As always teachers are
expected to make sure their children are either participating or
at least not disrupting.!
As a rule, in Waldorf, a child’s talking and whispering and
playing alone quietly or with soft noises are ALWAYS
accepted. However, shouting, running, pushing or any
behavior that brings attention to them instead of the group
should be stopped by the teacher with a gentle reminder and
re-routing of the child’s attention.
78. Little Sprouts teachers will have access to the
following books and resources:
Games &
Movement
Song
Story
Verses
Crafts
Other
Games Children Play
Sing through the
Seasons
Storytelling with
Children
Barefoot Book of
Blessings
Magical Window Stars
Supporting Selfdirected play
Yoga Bear (yoga cards)
A Day full of Song
Why the Setting Sun
Turns Red
A Felt Farm
You are Your Child’s
First Teacher
Planting Seeds
This is the way we
Wash-a-Day
Healing Stories for
Challenging Behavior
Waldorf Schools:
Kindergarten
Mindful Movements
Singing Games
Stories and Poems for
Extremely Intelligent
Children
Seven Times the Sun
Yoga Pretzels (yoga
cards)
The Children’s Year
Gesture Games for
Spring and Summer
Festivals, Family, and
Food
Gesture Games for Fall
and Winter
All Year Round
