Kindergarten is a warm homely environment providing physical and emotional security through the rhythms and routines of the day and through self-directed play. It is the first 7-year cycle of life, when the will predominates and doing is the essential feature. The rhythms and routines of the day provide structure and security and allow the child to ‘live in’, what is for this age a naturally dreamy and relaxed state. The mood is directed away from anything intellectual. Imitation is the key feature of the Kindergarten experience. The Kindergarten environment supports and fosters the child’s natural inclination to imitate. These features in themselves have a therapeutic element.

The children are given the chance to experience genuine childhood. True free play, inside and out, is self-initiated and leads to total engagement for prolonged periods. It provides natural ‘resistance’ and challenges both physical and emotional. This whole process allows each child to meet these challenges at their own level and in their own time. These activities demand the development of gross motor and a high level of manipulation skills. Children access fine motor skills at their own paces.

It is the experience of teachers and parents that this activity is developmental, supporting and encouraging at the child’s own pace without pressure or expectation of outcome. Adults are engaged at a level of observation, which is not critical or judgemental. Within this mood, the aim of intervention is to be minimal and only to the extent that it is productive to the child’s development and confidence. Themes are generated by the children themselves e.g. house, shop, train, story etc.

This is an adult-led activity, involving seasonal songs, rhymes and social games inspired by nature. Children participate through involvement, sharing and imitation. They experience a whole range of expression and language through movement, finger games, stepping, jumping as well as music and drama. There is a continual changing mood of activity between stillness and tranquillity to vigorous action. There is no pressure for a child to do more than they are ready to do.

Activities include baking, painting, gardening, bread-making, wax modelling, drawing and seasonal cooking. Woodwork is also an occasional feature. These activities are prepared by the adults but can be freely observed by, and when appropriate, shared with the children. The children experience the whole process. These activities involve a varying range of motor control. They provide a natural interface for a growing development of knowledge and understanding of the world.

Children sit in a circle, a candle is lit, and the mood is set. Stories are told not read. This activity reflects the aural traditions that are embedded in all world cultures and are inclusive.

The Statutory Early Years Foundation Stage (EYFS) from birth to 5 years, applies to all settings including ours. It sets out both learning and development requirements and safeguarding and welfare requirements for children from birth to 31st August following their 5th birthday.

You can find out more about the EYFS in the Guide to the EYFS in Steiner Kindergartens, which you will find in our Kindergarten or at www.steinerwaldorf.org. You can also find a Parent’s Guide to the EYFS on the government website at www.foundationyears.org.uk.

Because there are areas that conflict with the Steiner Waldorf early childhood principles and practice, we have received some ‘Exemptions and Modifications’ to the EYFS Learning and Development requirements and assessment regulations under the ‘Established Principles’ route. These are mostly to do with the introduction and in some cases formal teaching of reading, writing, mathematics and use of IT/media and electronic gadgetry. There is no exemption from the safeguarding and welfare requirements. (See list of Exemptions and Modifications in the Kindergarten).