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Guidelines for Working with Parents and Being with

Very Young Children (Under Fives) -

By Kim Billington

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From Steiner Schools in Australia
(www.steiner-australia.org)

Notes from a lecture by Kim Billington December 1991, Warranwood, VIC.

The basic elements that make up a Steiner Playgroup can be listed and described quite specifically in terms of guidelines for the environment, mood, routine, rituals, toys, songs, stories and such. However, without an understanding of ‘why’ things are done in a certain way, parents are unable to make the most of their playgroup experience and ‘take home’ with consciousness what playgroup has to offer.

This paper will describe both the ‘what’ and the ‘why’ of some aspects of Steiner Education with 1 to 4 year olds and their parents. Indications about the nature and needs of the small child set out below are drawn from several years work with families in Steiner Playgroups, from study groups of books and lectures, and from various workshops and conferences specifically about Steiner Education with the very young. Elisabeth Moor-Haas and Joan Almon are two experienced Steiner educators who have helped clarify for me and put into practice some of Dr Steiner’s Anthroposophical understanding of the small child. However, it is up to each individual to renew this knowledge for themselves, to read more about things not intuitively obvious, and to try out these indications and feel the benefits. Only with effort will understanding follow.

A Steiner Playgroup is fundamentally a place of heightened adult consciousness. The adult is fully awake, the child is in ‘dream consciousness’. The adult’s nature is to experience the world through the intellect with such ponderings as, "How can I improve life?" and "What does this child need to grow into a healthy older child?" The young child’s nature is to experience, explore and come to know the world through the senses and by physically ‘doing’. To grasp this premise and use it as a guide in our work is essential to the practical application of Steiner’s Philosophy.

At playgroup, the environment is prepared to meet the child’s nature and needs. There is no intentional teaching, which will prematurely stimulate the intellect. Their dream-quality and timelessness is nurtured in a rhythmic and joyous environment, together with other families who are also striving for a more wholesome and quality space for their children.

The following guidelines are not to be accepted as a dogma, but as suggestive possibilities based on Rudolf Steiner’s indications of early childhood development and their needs. In freedom they are offered and it is hoped that each playgroup leader will develop their own qualities based on the eternal human quest: Who am I? What are my gifts? What can I do to help those around me?

The aim of Steiner Playgroups is to develop a sanctuary of safe play for children and an oasis of peace and friendship for parents. The child needs to experience and live in an environment where goodness is personified - where adults can carry the child with a kind of reverence, where the child senses, "I can trust this adult. It is safe to be here. I do not need to fear and withdraw."

Parents

The creation of a joyous playgroup comes out of a striving by parents to understand their children, themselves and others. This is the beginning of a process of self-education that Dr Steiner believed is vital for those working with young children.

There is a tendency at playgroup for parents to let go too much, as the need to make the most of the adult company is often strong. However, we must strive to find a balance between our adult social needs, and an awareness of what is happening around the children. This consciousness is what creates a nurturing, safe and warm mood. The songs, stories or the venue are secondary to the influence of what we as adults through our self-discipline, bring to the group.

It should be remembered that to bring 2 to 4 year olds together in a structured group setting is not natural, and thus any child who finds such arrangements unpleasant should not be encouraged to come. When the primary motivating need is for a parent to have social contact, casual ‘coffee mornings’ can be arranged, where just a few children attend, instead of 7 or 8. These families can be invited to end of term picnics or other outings so that no one feels left out.

Venue

Young children are best in a "home like" environment, which means a building that the adults care for like their own home. The adults need to love and embrace the building. Honest, simple and homely activities such as sweeping, cleaning, dusting and gardening, done with care and devotion, certainly help foster good feelings about most venues.

Unattractive walls or corners can be draped with pastel dyed muslin cloth to ‘soften’ them. Posters or other wall fixtures are better avoided. Plain and simple decor with a soft, warm feels are best. Too high ceilings can be ‘lowered’ with draped muslin lengths, and large glaringly bright windows softened with the same materials. Wooden floors may need rugs to reduce noise and create a warmer feel, which enhances sustained creative play.

Fresh flowers and plants are just wonderful gifts from nature to help create the right mood of life, love and joy. They are especially good for the story corner, where a table and the storyteller’s chair may be found. On the table can be a candle and snuffer (blowing out is not advised a~ it disperses the mood created by the story). Different cloths for each season can help develop our adult sensitivity to the changing rhythms in nature. Some add a shell or a gemstone to represent the animal or mineral kingdoms. Others have a print of Raphael’s Sistine Madonna which Dr Steiner felt was a special picture for those working with the young. It gives an artistic image of the celestial joy of angels with the birth of a child and so much more. Unfortunately, this is often misinterpreted as some kind of religious statement. However, it could well be brought out on a child’s birthday and during Advent without adults feeling uncomfortable.

Administration

We strongly recommend that groups belong to their State ‘Playgroup Association’ as they offer excellent insurance cover for around $18 per family per year. Subscription to ‘Star Weavings’ is also recommended. ‘Star Weavings’ is a very informative newsletter produced twice a year by the Australian Association For Rudolf Steiner Early Childhood Education. This magazine contains valuable resources of songs, stories, articles and information about conferences, books and such. Subscription is $30 for 4 issues over 2 years. Please make cheques payable to ‘Star Weavings’, c/- 288 Inkerman St, East St Kilda Vic 3183, Phone 03 9525 8335 email This e-mail address is being protected from spambots. You need JavaScript enabled to view it

The Australian Association for Rudolf Steiner Early Childhood Education welcomes membership - contact Heather van Zyl, P 0 Box 449, Bowral 2576, enquiries to the secretary Renata Long-Breipohl, 44 Manor Road, Hornsby 2077, Telephone 02 9476 6222.

Playgroup leaders who also have their own toddlers with them can be nurtured by creating a ‘mid- term break’. I have found 8-week terms to be essential for my mental and physical well being! Wages and rent too need to be seriously regarded, and a commitment by parents to pay for a term, in advance, to cover costs. As an example, in 2002, I consider $80 an adequate fee for an 8 week term which covers venue, song sheets, tea and coffee, wages, rent for a 7 to 8 family group.