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Celebrating Birthdays the Waldorf Way

Birthdays are always a cause for celebration in a Waldorf early childhood classroom, and were one of my favorite traditions as a Waldorf kindergarten teacher.

Rituals and traditions allow children to experience the “rhythm of the year,” and celebrating a birthday honors the child’s place in the family and in the world at large.

In this week’s Sunday with Sarah video, I share my version of the Waldorf birthday story and demonstrate how to use a Waldorf Wooden Birthday Ring with the story. While the birthday story can vary from teacher-to-teacher, the story is usually about a child looking longingly down on the earth from the heavens and choosing to cross the “rainbow bridge” to join his or her parents on earth.

Another version of this story can be found in the book Beyond the Rainbow Bridge by Barbara Patterson. The picture book Little Angel’s Journey offers another version of the story with beautiful illustrations by Dzvinka Hayda.

A transcript of the birthday story I tell in this video can be found below.

And if you want to be sure to catch all future videos, be sure to visit my Sunday with Sarah YouTube channel and SUBSCRIBE!

Happy Birthdays!

TRANSCRIPTION:

Once upon a time, more than six years ago, Abbie wasn’t here on the earth at all. Oh, no. She was up in heaven with her guardian angel. She had a lovely time there. She could roll around, she could dance, she could hop first on one foot and then on the other without falling at all.

One day, Abbie’s angel gave her a ball made of real gold. Abbie loved to play with her golden ball. She would throw it high up into the air and catch it again and she could toss it from one hand to the other without dropping it even once. Then, one day, when Abbie was in a very strange and curious sort of mood, she wanted to see how far she could throw that golden ball. So she picked it up, felt its weight in her hand at her shoulder, aimed, and threw that ball just as far as she could. Well, she threw it so far that it disappeared right out of sight. Abbie searched here, there, and everywhere, but the ball was nowhere to be found.

But then suddenly, Abbie saw something shining among the clouds, and lo and behold, there was her golden ball. As she reached for it, the clouds parted and Abbie saw something beautiful. She caught sight of the earth and there she saw oceans and mountains and blue sky and trees. And as she looked even closer, she saw a little red farmhouse with a woman working in the garden and she saw a man with kind and loving eyes busy fixing things around the house. The woman was singing “Oh, how happy I would be if a child would come to me.” And she saw three little Corgi dogs barking happily and running around the yard. And as soon as Abby saw the man and the woman she wanted to go down to earth to be with them, to be their little daughter.

“Look!” said Abbie to her Guardian Angel. “May I go and visit them?”

“Yes,” said her Guardian Angel. “Yes, you may, but first we will go on a very long walk. Take my hand and we shall go.”

First, Abbie and her Angel visited the house of the Sun. The Sun gave Abbie the gift of courage and tucked it into her heart. “This courage,” said the Sun, “will give you strength when life is difficult.” Abbie thanked the Sun.

Next, they visited the house of the Moon. The Moon gave Abbie the gift of wisdom and tucked it under each of her feet. It felt just like a pair of soft slippers. Abbie thanked the Moon.

Next, they traveled past many, many Stars and each one winked at Abbie as she passed by. Then one Star, Abbie’s own very special Star that still shines in the heavens every night, touched her lightly on the eyes and said “Here is the gift of the twinkle in your eye, that you may always see the joy in life.” Abbie thanked the Star.

Then Abbie’s Angel led her through the Starry Gates to the Rainbow Bridge. The Sun and the Moon and the Stars sang her name. “Remember, I will always be with you during your journey on the earth,” said her Angel. Then Abbie slid over the Rainbow Bridge, down, down to the earth.

A kind and gentle lady with a beautiful smile and warm brown eyes took the tiny child and tucked her in a special place under her heart where she carried her for many days and many weeks and many months until one day she held a beautiful baby girl in her arms.

“Oh, look!” said her Mother and Father. “She is the most beautiful gift of all. We shall call her Abigail Lucy Reed, for that is the very best name for her.”

During her first year on earth, Abbie learned to do many, manythings. She learned to smile and to roll over, and then she learned to sit up by herself
and later pull herself up to stand. She loved music and her favorite toys were a little wooden rattle with a bell in it and her favorite teddy bear. And then the baby, who wasn’t quite tiny anymore, had her first birthday and she turned one year-old.

Well, during the year that Abbie was one year-old, she learned to do many more things. She took her first steps when she was 13 months-old and walked right over to her Grandpa. She also said her first word which was “horse” but it came out sounding more like “herse.” Abbie’s grandparents came to visit from Florida that year. And then, after another trip around the Sun, Abbie had another birthday and turned two
years-old.

Well, during the year Abbie was two, she took a big family trip to a wedding in Vermont. While Abbie and her family were in Vermont, they visited the Morgan Horse Farm and Cabot Cheese Factory. Abbie loved the garlic cheese and happily munched. While she was two, Abbie spent much time with her Mom, playing, drawing and reading, but Abbie especially loved playing with her horses. She took care of her riding rocking horse, lovingly grooming her and shoeing her every day. Then Abbie had another birthday and was now three years-old.

During the year that Abby was three, she rode her first horse, Mercedes. It was love at first sight. Abbie placed daisies in her hair and in the mane of Mercedes while riding her. That was the year she started ballet lessons which she still loves and continues. Then, Abbie had another birthday and turned four years-old.

When Abbie was four, she was able to lead a miniature horse named Midnight to her grandparent’s camp from a neighbor’s house, with her Mummy following close behind. Abbie continued to love horses and her ballet lessons. Then, Abbie had another birthday and turned five years-old.

Well, during the summer that Abbie was five, she learned to ride her two-wheel bike with training wheels. She also learned to climb a tree all by herself. And in the fall, when she was still five, she joined Miss Sarah’s kindergarten class and met Miss Sarah and Miss Jess and all of you, her friends here, for the first time.

Now, today is February 20th and Abbie is again celebrating a birthday and today Abbie is
6 years-old.

[SUNG]

We wish you a happy birthday
A joyous and celebrated birthday
To our dear Abbie
May you have a long, long life!

February 20, 2019 by Sarah Baldwin

Archives, Childhood, Education, Natural Toys, Outdoor Play, Parenting, Play, Sunday With Sarah, Toy Safety, Waldorf Education, Wooden Toys

Children and Weapon Play: Should Parents Be Concerned?

Parents often become concerned when their child learns about guns for the first time and starts playing shooting games.

In this week’s “Sunday with Sarah,” video, I address the topic of kids and weapon play: why children (particularly boys) pretend to play with guns, ways it can be addressed, and how to meet a child’s need for weapon play in a less threatening way.

Click the image above to view.

As always, please leave your comments and questions below, and I may answer your question in a future video!

Have a week full of safe and healthy play!

PRODUCTS FEATURED IN THIS VIDEO:

P.S. If you’re enjoying these videos, be sure to visit the Sunday with Sarah YouTube Channel and click SUBSCRIBE!

CORRECTION: I’m afraid that there is some outdated information in this video. In it, I mention a surge in testosterone that occurs in boys at around the age of four, however recent research has questioned this previously accepted theory. For more information, see this recent article on the subject: Do Boys Really Have a Testosterone Spurt at Age Four?. Whether or not it is caused by a surge in testosterone, what is clear is that at around the age of four, it is not uncommon for preschool boys to start becoming interested in more active, physical play.

VIDEO SYNOPSIS:

Healthy kids are often drawn toward violent gunplay. Guns are fascinating for young boys and, considering the massive amount of media dedicated to the weapons, it’s no surprise that kids emulate the violence they observe in their own play.

As the parent of two grown boys, I completely sympathize with parents who are concerned when their children develop this fascination. It can be concerning when your kids are pretending to shoot imaginary (or real) enemies. Does this mean they’ll grow up to be violent? Should we allow our children to indulge in such play?

Over my 20+ years as a Waldorf early childhood teacher, I can first and foremost assure you that this kind of play is completely normal. All boys participate in it to varying degrees and, unless your child has taken the additional step of actually committing physical violence toward others, you can rest assured that you’re simply witnessing normal behavior.

So why are kids, boys especially, so drawn to guns? It’s a complicated question with no easy answer, but one reason I would suggest is that guns give children a feeling of control. Kids are rarely in control of anything; their parents, teachers and older siblings all exert authority over them. Pretending to fire a gun satisfies a child’s urge to be in control of something.

While I would strongly discourage providing toy guns for children, I would also caution parents against trying to completely eliminate gun play. The most compelling reason for this is that it’s nearly impossible! Children’s imaginations are simply too strong to combat: a stick, a wooden spoon, even a finger can become a make-believe firearm.

Ground rules regarding gun play should be enforced, however. In my classroom, the rules were that children could pretend to fire guns but they must do so outside and they must never point it at another person. Trees, rocks, imaginary foes and other non-living targets were fine. Not only did this keep gun play from becoming too menacing, threatening or non-inclusive, it actually followed some of the basic safety precautions of real firearm handling.

All this being said, there is one way of discouraging gun play: by providing the alternative of sword play.

Sword play might seem, at a glance, to be no different from gun play. They’re both lethal weapons, right? While that’s true, there are some important differences in the way children play with them and I’ve found that sword play is much more productive.
The single biggest difference between guns and swords are the stories they evoke. When children engage in imaginative play, they’re really telling stories. As all storytellers do, they borrow from the stories they’ve already heard.

So when a child plays with a gun, they’re going to imitate the gun-related stories they’ve heard or seen before. Flip through the TV channels or watch an action movie and it becomes quite clear that guns are most often (not always, of course) associated with stories involving massive amount of indiscriminate violence.

Swords, on the other hand, are more likely to be portrayed within the context of chivalry and honor, in stories about knights, dragons and castles. While there’s no denying that these weapons could be just as deadly and used just as indiscriminately as a gun, the simple fact is that the stories we pass on about them are much more gentle and focus on good triumphing over evil. And that’s the kind of play they inspire!

Swords can still be hurtful and dangerous, so it’s equally important to treat them with respect. In my classroom, children could only play with toy swords after completing a knighting ceremony. They would wear a rainbow cape and a crown and sit on a special branch. Then I would recite and they would answer:

MISS SARAH: John Andrew Young, have you been good?

CHILD: Oh, yes.

MISS SARAH: Have you been true?

CHILD: Oh, yes.

MISS SARAH: Have you heard the stars singing in the sky?

CHILD: Oh, yes.

MISS SARAH: Here is your sword. Use it for right, to carry the light, not for some silly quarrel or fight.

At this point I would tap the child with the sword on each shoulder before handing it to them. This ceremony really helped the children understand that wielding a sword was a privilege and responsibility.

While I did allow children to mock sword fight, I strictly enforced the rule that sword blades could never be used against another person. The swords could hit each other, but not a human.

I hope this helps. Leave your comments and questions, and I’ll see you next time!

July 22, 2018 by Sarah Baldwin

Archives, Childhood, Education, Parenting, Reading, Storytelling, Sunday With Sarah, Waldorf Education

Are Waldorf Schools Anti-Reading?

One of the biggest misconceptions about Waldorf education is that children can’t read and that Waldorf schools are anti-books.

In this week’s Sunday with Sarah , I try to dispel some of the myths and describe how reading is approached in Waldorf education.

I’m sure this topic will raise lots of questions, so please a comment below, and I will do my best to answer them all!

And if you want to be sure to catch all future videos, be sure to visit my Sunday with Sarah YouTube channel and SUBSCRIBE!

Warmly,

TRANSCRIPTION:

Today I’d like to dispel one of the biggest myths you may have heard about Waldorf education: that Waldorf kids can’t read. I’m here to tell you that is not true and to share with you some information about how reading is approached in Waldorf education.

Now, it’s true that Waldorf kindergartens and nurseries don’t formally teach reading, writing, and other academic subjects, but that doesn’t mean that the children aren’t gaining valuable development in those areas. In the early years, they’re developing so many pre-reading skills and language skills. Children in a Waldorf preschool environment—nursery or kindergarten—are hearing verses, they’re learning songs, they’re hearing stories and fairy tales. They’re hearing rich language and they’re hearing it repeated over and over. They might hear the same story every day for a week or two weeks or repeating a circle play with the same songs and verses until they really memorize them and learn them by heart.

They’re building mature vocabularies. If you meet a Waldorf kindergarten student, who might not be reading any words yet, you may notice that they have a very advanced vocabulary and spoken language skills.

One of the reasons Waldorf schools don’t push reading at a young age is that children’s brains are all wired differently and some children are predisposed to read early while others are not. Other children might be developing their physical skills first, and the decoding ability necessary to read will come later. Most children under the age of seven will be more advanced in some developmental areas than others.

Some children can get really frustrated when reading is introduced too early, before they’re ready. It can turn them off to reading for a lifetime, convincing them that reading is a chore and not inherently rewarding or fun. In Waldorf we choose to allow these skills to develop naturally at the individual child’s own pace. It’s similar to walking: kids learn how to do it on their own, at different ages, without us having to teach them how!

I always give the example of my two children. My older son, Harper, didn’t start to read fluently until the middle of 3rd grade. My younger son, William, taught himself in kindergarten. Nobody taught him, he just started reading one day. I, like a lot of parents, was really worried when their cousins were their age and reading way ahead of them, but both boys grew into very voracious readers with excellent literary skills. When it happens, it happens.

Around the age of seven, all those different developmental areas should be more or less caught up. Rudolf Steiner, the founder of Waldorf education, believed around seven, or the year the child is turning seven, is the ideal time to start first grade and academic learning.

When they do get to first grade, letters are introduced in a very imaginative and living way through stories and art. For example, the letter “M” might be introduced as a drawing of a Mountain in the shape of the letter.

By third grade, most children in a Waldorf school should be reading competently. Some children do develop learning disabilities, such as dyslexia, so when they do get to grade school it’s important to keep an eye on them and to be in touch with a child’s teacher. If by third grade they’re still struggling, you may want to consult with a learning or reading specialist for analysis because the earlier a problem like dyslexia is diagnosed the more can be done to help the child.

I can assure you that Waldorf schools are not anti-reading and they’re not anti-books. Being concerned that your child is falling behind can be a natural reaction, but I’m here to tell you to relax and let it happen when it happens.

As always, your comments and questions are always welcome! Please leave them below and I will do my best to respond.

July 15, 2018 by Sarah Baldwin

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