MWS Preschool Packet 2024-2025

Dear Preschool Parents,

We are joyfully looking forward to beginning our new year together and would like to welcome all preschool families into our 2024-2025 community.

Creating a bridge between home and school through a common picture of what is important for a healthy childhood is essential to Waldorf education. It is our hope that we can all work together to deepen our understanding of how to provide nurturing support for your children in their first seven years of life. This packet provides you with information about preparing for the first day of school, a packing list, articles for you to read over the summer, and a calendar for the year, among other important information.

If you are new to Waldorf education, you will find that we strive to provide and promote a quality environment for the young child. We hope that you will use these summer days as an opportunity to take up or renew restoring healthy habits of connection with nature, the outdoors, each other and making family memories that will last you for a lifetime. Summer is a wonderful time for outdoor work and play, and to discover the wonders that the world has to offer for the young child.

We encourage our preschool parents to read books and/or articles on Waldorf education. A really good source is from Waldorf Early Childhood Association of North America ~ WECAN (waldorfearlychildhood.org). In addition, we offer parent-evenings and series of talks year round and we encourage parents to not miss it as it is very educational and a wonderful way to meet new parents and build relationships.

If you have any questions over the summer, the office staff will do their best to provide an answer. Please contact Wing Choi, front office manager, at office@marinwaldorf.org with general questions, or Cyrus Thelin, registrar, at registrar@marinwaldorf.org, for questions about immunizations, aftercare, and school records.

We wish you all a restful, playful, healthy summer and truly look forward to being with your beautiful children in the fall.

Warmly,

Daniella Baker Early Childhood Director daniellabaker@marinwaldorf.og

What to Know About Preschool

Getting Ready for the First Day of School

Going to school is exciting and can be an adjustment for some children. You can help your child prepare for this by telling or creating a story. Let your imagination create a story of reassurance and warmth. Telling a story like this each night for two weeks before school starts will help bring a feeling of trust. If you aren’t ready to make up your own story, The Kissing Hand by Audrey Penn is a sweet book that families have found helpful to prepare for the start of school.

If you prefer to create your own story could be something along the lines of a little bunny (pick an animal your child loves) who lives with their loving parent/caregiver. One day mama/papa, parent or caregiver takes the bunny to a little grove by a bubbling brook where many little animals are playing. They tell her that soon she will get to play with all the animals and the parent/caregiver will come back when she is all done playing.

Arrival Time and Saying Goodbye

We are ready to receive the children at the classroom door at 8:15am. Punctuality is important, as children benefit from the rhythmical experience of starting the day together.

A short, sweet, simple farewell is best; a hug and a kiss, a reassuring statement of “I will see you soon.” The teachers will lovingly help your child transition into the room and the activity of the day. If your child is crying at drop-off time, rest assured, we will call you if we can’t help them settle in. We have many ways to engage the children into the classroom. Usually, once all the parents have left, the children have relaxed into the routine.

Snack and Lunch

Every day in the preschool, we prepare a fresh, warm snack in the classroom and then we eat together. If your child has allergies or special dietary needs or restrictions, please let the teachers know in writing as soonas possible. Depending on the foods that are restricted, it may be necessary to provide alternative snacks for your child to eat during our shared snack time.

Please send your child’s lunch in a backpack or basket (preferably with a lid). Delicious leftovers and healthy lunches are recommended, and with minimal packaging are recommended. Please pack food in reusable containers, with a napkin, place mat, and utensils. (Be sure your child can easily open and close their lunchware by themselves, though we will assist them if needed.)

Keep lunch and lunchware simple. Avoid sending numerous little containers or too many choices. Children are satisfied with 2 or 3 lunch items: A sandwich or main course, a vegetable and a fruit. Young children need protein and whole grains, plenty of vegetables and minimal sugar. Sandwiches, dinner leftovers and soup in a thermos are some good ideas for lunch.

We ask that you not pack any sugary or dessert items, as fruit is a delicious dessert. Please send only water to drink in plain reusable bottles.

Food Restrictions and Allergies

The early childhood classrooms are peanut-free. Sunflower butter and other nut butters are generally allowed; however, in the case that there is a child with a very serious allergy in our classroom, we may ask you to refrain from packing food that may pose a risk to that child.

Potty Training

Children must be fully potty trained before beginning preschool. This means that they need to be able to wipe themselves as well, but if they need assistance, we will provide it while wearing gloves. The summer before entering preschool is a good time to work on these skills, it will ensure that your child is comfortable with this level of self care.

Please send your child to school in elastic waist pants or tights that are easy to get off and on. We will, of course, help the children who are still developing this skill; however, it’s best for the young child to be as independent as possible in their ability to care for themselves. Being able to do things on their own helps them to feel capable, confident and increase their self-esteem.

Pick-up time is 12:45 pm

Children should be picked up promptly at 12:45pm near the front office. Once you have signed your child out, please keep them in hand and be mindful that the aftercare rest time has just begun in the classrooms.

If you are going to be more than 10 minutes late and you have not found another parent to watch your child, please call the front office right away. Your child will wait in the front office until you arrive.

“The Nest” Extended Care Program

Our extended care program is designed with the young child in mind, continuing the rhythm of the school day with rest, snacks, outdoor time, and free play.

Our aftercare program operates Monday-Friday every day school is in session except the last day before winter break and the last day of school. There are two aftercare program options:12:45-3pm and 12:45-5:20pm, Monday through Friday.

Please note aftercare is only available to students on a contract basis. There is no drop-in care. Children who are not picked up at dismissal time will wait for their parents in the front office. For more information about aftercare, please see the enclosed aftercare information and handout.

Parent Evenings

Parent evenings are a foundational part of teacher and parent communication. It is one way that our families and the school maintain a good and healthy partnership. These are good educational evenings where teachers learn more about the families and parents learn more about what is happening in the classroom as well as about Waldorf education. It is essential that at least one parent from each household attends.

Birthdays at School

For our school celebration, we celebrate birthdays as close to the actual day as possible and summer birthdays are honored at the end of the school year. Parents/siblings are invited to participate in the celebration and share highlights/milestones from each year of the child’s life and a wish for the year ahead.

If you would like to bring a treat for our snack time, fresh seasonal fruit for the class would be appreciated. As much as you would like to preserve this moment, we ask that no photos be taken during the ceremony so we can maintain the mood of reverence for the young child.

Birthday Celebrations Outside of School

Birthdays are a time of celebration. To minimize social challenges, please have arrangements for non-school parties handled outside of school. Personal gift giving among the children should also be done outside of school. We recommend keeping birthdays small and simple (i.e. 5 friends for a 5 year old, as a general guide) as larger celebrations can be overwhelming to young children. When organizing birthday parties which do not include the whole class, we ask you to be sensitive to other's feelings.

Wellness Policy and Health Practices

The early years are a time of protection and thoughtful tending. We adhere to and likely surpass state licensing mandates for the education and care of young children and are committed to providing this healing education to our youngest students.

We are diligent in ensuring best methods to support your children’s, your family’s and our own best health. Staples of cleanliness such as frequent hand-washing and daily cleaning of the classrooms are just two important ways we strive to maintain health. We also adhere to the Marin Department of Public Health guidelines on “When to Keep Your Child Home from School” to inform how we handle when students are ill.

In an effort to keep all members of the community healthy, plan to keep your child home from school if they are ill or present any symptoms that could be contagious, such as fever, cold, cough or flu symptoms, nausea, diarrhea, rashes and any other communicable symptoms. If your child becomes ill at school, we will call you promptly and ask that you pick them up as quickly as possible.

Our illness policy is in place to protect the health of everyone in the preschool. Additionally, updates or changes from our state licensing agencies may come into effect and could override MWS policies or practices regarding illness. We will adopt the policies as they arise.

Communication

As caregivers outside of the home, we are in communication with parents frequently. We are available to meet with parents at a mutually convenient time throughout the year. Formal parentteacher conferences are scheduled before our November recess, and during the Spring season for a Spring chat.

We strive to practice direct speech at school. Questions concerning issues in the preschool should be brought to your lead teacher as clearly and promptly as possible. If you would like to schedule a conversation, please send an email to arrange a convenient time for an in-person or phone conversation.

At pick-up time, the teachers will share any important information about your child’s day. If you havequestionsor concerns,pleasedon’thesitateto makean appointmentwithyourchild’steacher.

Lisa O'Callaghan, Lead Teacher, Sunflower: lisaocallaghan@marinwaldorf.org

Fernanda Fuga, Lead Teacher, Buttercup: fernandafuga@marinwaldorf.org

Any communication meant for the entire preschool parent body must be approved by the class teacher. You can bring it directly to your teacher or go through the class parent. Class parents will check with lead teachers prior to sending group emails.

Cell Phones and Photos

Finally, an important note that the Early Childhood wing is a cell-phone-free zone, so please check messages before coming to campus for pickup and drop-off.

Supporting Our School

Our faculty, administration, and Board of Trustees are deeply committed to keeping Marin Waldorf School's tuition as affordable as possible, in addition to providing needs-based financial aid to families who qualify. Our indexed tuition model does not cover the school’s full operating expenses. We expect all families, preschool to 8th grade, to make a financial contribution to the annual Community Fund campaign, which helps us close the gap between our income and our operating budget.

Getting Involved

Our community is Vibrant and Active! The best way to meet and get to know other parents is to contribute to our school community by volunteering, helping prepare for and attending annual festivals, participating in development activities, and attending other special events on campus.

All Marin Waldorf School parents are members of the Parent Association. The association is coordinated by a parent chair or co-chairs who meet regularly with representatives from each class. The Parent Association’s main roles are supporting the school's fundraising endeavors, community-building activities, and annual festivals. An active Parent Association is vital to our school’s functioning!

We are looking forward to working together with you to ensure a healthy, smooth, and joyous year!

Items Needed for Preschool

Throughout the year, your child will need the following items, in addition to sturdy play clothes for school.

IMPORTANT: Please label all items with your child's name. (When you have 16-20 children, you would be surprised howsimilar children’s jackets, hats,backpacks,water bottles, etc. look)

● Sturdy outside shoes

● Indoor shoes

● Sunhat

● Wool or winter hat

● Rainwear: raincoat, rain pants, hat or hood, boots

● Warm winter jacket

● Backpack (plain and simple) or a Lunch basket, and reusable containers for food

● Water bottle

● Cloth napkins and place mats (sewing instructions included)

● Clothes bag labeled with your child’s name and a small pillow (sewing instructions included)

● A full change of clothes, which will remain in your child’s clothes bag in the classroom, including: short-sleeved cotton shirt, long-sleeved cotton shirt, 2-3 pairs of socks, 2-3 pairs underpants, pants, shorts and a lightweight fleece or wool pullover or sweater

Sturdy Outside Shoes

We run, jump, climb and play. Our ability to move freely is of utmost importance in preschool. Children should wear socks and closed-toe shoes. Shoes need to be easy to get on and off, as well as sturdy enough so that your child can comfortably participate in activities. A basic, sturdy sneaker with velcro straps is ideal.

The children’s shoes play a crucial role in supporting motor development, so please choose them with care. Light-up shoes, shoes with commercial characters, sling-backed sandals, clogs, dressup shoes, and anything flimsy are not supportive for the active school day, and we ask to please keep it in the home life.

Indoor Shoes

The children must have a pair of warm, form-fitting and slip-resistant slip-on shoes to wear inside the classroom. The Soft Star Roo Moccasins from softstarshoes.com or Wesenjak Slipper Moccasins (Boiled Wool) from sierratradingpost.com are good choices.

It is better that the shoes are not too big as it is important that the shoes feel secure and freedom of movement where children will not trip if there is too much room.

Clothing Bag and Pillow

We ask all parents to complete a small sewing project, which includes a clothing bag & pillow, before the first day of school. The clothing bag will hold an extra set of clothes that will be kept in your child’s cubby.

Full Change of Clothing

Please put an entire change of labeled clothes in the clothing bag, including multiple underwear, multiple socks, pants, T-shirt, a long-sleeved shirt, and a sweatshirt or sweater. Although we have “borrowing” clothes, most young children prefer to wear their own things.

Rainwear: Raincoat, Rain Pants, Hat or Hood, Boots

Our daily rhythm provides ample outside time, even in the rainy season. Rainwear should fit properly and snap or button comfortably. Please label every item. Many hooded raincoats don’t fit well around the neck so check when purchasing. *Please don’t send umbrellas to school with the children.

We have found that snow boots are not good rainy weather protection for the children’s feet. Rubber or plastic rain boots are essential on rainy days. These can be found at REI, www.atoygarden.com and www.puddlegear.com.

Plain Backpack or Lunch Basket

To support their developing autonomy, preschool children begin carrying their own lunch to school. A simple, plain backpack with no shiny patterns or mainstream characters is best. A small wooden lunch basket with a lid or any other plain, easy-to-open lunch container can be used.

Lunch Containers

We also ask that you send food in minimal packaging, without much recycling, utilizing reusable containers.

Water Bottle

Please send a small water bottle with your child’s name on it.

Cloth Napkins and Place Mats

With their growing independence and self-care, the children will set their own lunches onto a place mat with a napkin every day. You can make this with the same fabric you use for the clothing bag. (See the pattern included.) When filling their baskets at home, place the mats on top or in an easy-to-access pocket as this will help them be more successful when spreading out their lunch.

Choosing Clothes for School

Labels and Name Tags

Please label everything that comes to school in a place that is easy to find. All the children’s clothing and necessities must be properly labeled, especially rain gear and rain boots as many look alike. A Sharpie, waterproof marker, or printed labels work well. We thank you in advance for this!

The micro-climate at Marin Waldorf tends to be chilly in the morning, warming up by noon. Even when the late afternoons are hot, our mornings can still be cold and windy. Please send your child to school in many light layers that can be put on and off throughout the day.

Sturdy, comfortable clothing is essential. Pants are best for all kinds of play. If your child is wearing a dress or skirt, they should start the day with leggings or pants in cool weather and shorts underneath in warmer weather.

We recommend the following items for use throughout the year.

● Wool, silk undershirts or cotton undershirts. Two long-sleeved; two short-sleeved. An added layer provides core warmth for their developing organs during the colder months and assists in maintaining a healthy immune system.

● Easy-on, easy-off pants. Elastic waist pants work best and give your child the quick independence they need, especially in the bathroom.

● Complete rain gear: pants, lightweight coat with hood, boots. A rain hat adds extra protection.

● Warm leggings or pants for children wearing dresses or skirts. Bike shorts in warmer weather.

● Sunhat.

● Winter hat a soft winter cap is essential almost every morning, even in the spring.

● Sturdy closed-toe shoes.

● Fleece or boiled wool vest.

● Hooded winter jacket with room for layers underneath.

Logos and media characters on the children’s clothes are not appropriate at school and best saved for home days. In addition, we request you refrain from sending your child to school in jewelry, watches, nail polish or tattoos. These things do not add to the quality of play and can be a distraction. In the preschool, it is especially important that the children have freedom to explore and develop their own imaginations so please leave all valued items at home. Even a special rock or shell that could get lost or broken, should stay at home or in the car waiting for them.

A reminder that with their developing individuality, preschool age children can be quite assertive about what they will and will not wear. As adults, wecan guide them with simple, assertive phrases such as “We put on our coat before we go outside,” “We wear socks to school” or “That’s a stay home shirt.”

Preschool Festivals and Events

Through seasonal festivals and events, we acknowledge and celebrate the Earth’s natural cycles and create a sense of rhythm and order to the school year. Parents are encouraged to attend these beautiful community-building events whenever possible. Here are some of the events that preschool families can look forward to in 2024-2025.

Preschool Summer Play Dates – Thursday, August 8 & Saturday August 17

9:30am - 10:30am

Come visit your classroom & the play yard with your child. This is a wonderful opportunity to visit school before the official start of the school year. You will meet one of our teachers and spend time with other Preschool families while the children meet and play with one another.

Late August Parent Evening — Wednesday, August 21, 2024

We’ll meet before school begins to talk more about the first day of school and the year ahead, and to answer any final questions.

All School Beautification Day Saturday, August 24, 10:00am - 12:00pm

On our annual All School Beautification Day, families gather to prepare the school to receive the children. Our work day is a wonderful opportunity to build a sense of community and make a valuable contribution to getting our classroom ready. For preschool families, that might mean, polishing crayons, or folding. We look forward to your attendance!

Preschool Mini Days August 21, 22, or 23rd, 10:00am - 11:00am

These short orientation days are an opportunity for children and their families to spend time together and get comfortable in the school environment. The teachers request that you bring along your child's extra clothing bag with a change of clothes and their inside shoes to store in their cubby. Please note: each family will attend on just one of the three days. Sign-ups will be distributed during the summer.

First Day of Preschool for 5-Day Students Thursday, August 29

School begins at 8:15am. Families may gather in the play yard outside their child’s classroom door until the teacher welcomes the children inside at 8:15am. Say goodbye outside and allow your child to enter the classroom to greet the teachers.

First Day of Preschool for 3-Day Students Tuesday, September 3

School begins at 8:15am. Families may gather in the play yard outside their child’s classroom door until the teacher welcomes the children inside at 8:15am. Say goodbye outside and allow your child to enter the classroom to greet the teachers.

Back to School Night Thursday, September 5, 6:00pm - 8:00pm

Back to School Night is an opportunity to meet the school’s faculty and administration, and to connect with parents of children from preschool to 8th grade. After an all-school gathering, we will have our first parent meeting of the year in the preschool classroom. Please note that Back to School Night and all subsequent parent evenings are adults-only events.

Family Harvest Festival Sunday, November 10

Current students, their parents, and their siblings are invited to campus for an afternoon of live music, dancing, and fun harvest-themed crafts and activities.

Pumpkin Carving Autumn, Date TBD

In the fall, preschool parents/caregivers are invited to school to help their children carve jack-olanterns during the school day.

Preschool Lantern Walk Late Autumn, Date TBD

Children and parents gather in the late afternoon for a walk around campus at dusk with handmade lanterns, followed by a gathering in the classroom.

May Faire & Grandparents/Special Friends Day

Friday, May 2

An all-school festival, the May Faire is a celebration of spring. Every year in early May, our students gather in the oak grove, where grades 1-8, as well as the faculty, present a maypole dance accompanied by the 7th-8th grade orchestra. Preschool families are encouraged to attend!

Family Picnic - Last Day of School Tuesday,

June 3

Our last day of school, our preschool families gather to say farewell and to celebrate the beginning of the summer. Note: We do not have aftercare on the last day of school.

Parent Evenings & Other Parent Enrichment Events

We look forward to seeing you at preschool parent evenings. These meetings are essential to the healthy development of a preschool parent body and creating a bridge between home and school. Please have one representative from your family attending.

Additionally, our school offers parent enrichment, speaker series and education events throughout the year. Please check the school’s Sunday newsletter for information about these events!

Marin Waldorf School

Preschool Daily & Weekly Schedule

Sample Daily Schedule

8:15 am Welcome, doors open

8:25 am Artistic activity

8:50 am Storytime

9:00 am Inside imaginative play

9:50 am Tidy up / Circle Time

10:10 am Morning snack

11:00 am Outside playtime

12:10 pm Lunch

12:45 pm Dismissal

12:45 pm Preschool aftercare begins

1:15 pm Quiet time or nap

2:20 pm Peaceful waking and snack

3:00pm Pickup

3:00 pm Late aftercare begins

5:20 pm Last aftercare pickup time/aftercare closed

Sample Activity Schedule

Monday Soup Making/Vegetable Chopping

Tuesday Breadmaking

Wednesday Painting

Thursday Playdough

Friday Drawing/ Open Activity

Sample Snack Schedule

Monday Vegetable Soup please bring a vegetable from home!

Tuesday Buns with honey butter

Wednesday Oatmeal porridge with raisins

Thursday Rice and beans

Friday Baking day

Fresh, organic apples and oranges are served daily at snacktime

The Nest: Early Childhood Extended Day Program

Dear Parents,

There are a few things we, the Nest teachers, would like to share with you about the extended day program.

Preschool Aftercare Schedule

12:35 - 12:45 - Bathroom train

1:00 - 2:00 - Quiet time and stories

2:00 - 2:15 - Bathroom train and shoes/jackets

2:15 - 2:30 - Snack

2:30 - 2:50 - Late aftercare train to yard

2:50 - Prepare to go home

3:00 - Pick up at the breezeway

*Sometimes, if the children have already rested, we will offer simple drawing, books, story, or songs as we gently transition to snack.

*Please pack a special aftercare snack and label it. At the end of rest/quiet time at 2:20pm, the children pack up their bedding and we sit together to eat.

Preschool/Kindergarten Late Aftercare Schedule

3:00 - Children in the preschool and kindergarten classrooms join together until 5:20pm

3:00 - 3:45 - Garden, Sandbox or Grandmother Oak

3:45 - 4:00 - Bathroom train

4:00 - 4:20 - Second Snack

4:20 - 5:00 - Free play/seasonal crafting

5:00 - 5:15 - Clean up time

5:15 - 5:20 - Final goodbye & Pick-up

*At 4pm, the school provides a snack for the children. Extra food is not needed for the 4pm snack.

Outdoor Time

During aftercare, your children are enjoying nature, either in the garden as they work together planting, weeding and harvesting, or exploring the Grandmother Oak. They jump, run, play among the trees, explore nature, build forts and play games. On special occasions we’ll visit Bubbles, the resident turtle, in the grades garden.

Seasonal Crafting

We offer simple seasonal crafts for the children. They may work with clay, make nature journals, craft corn husks dolls and work with yarn. We implement elements from the garden into the crafts as much as possible, such as using leaves for leaf rubbing or making oak gall ink for drawing.

3pm Pickup

Please pick up your child promptly at 3pm in front of the office. If you need to pick up your child early for special circumstances, such as appointments, trips, grandparent visits, etc., please let the office know. A simple email cc’ing teacher and office is good. Please make a note on the sign-up sheet in the morning at drop-off.

5:20pm Pickup

Please remember that parents must arrive no later than 5:20pm. Parents are welcome to pick up their children anytime between 3pm and 5:20pm. Come directly to the kindergarten play yard to sign your child out. At 5:20pm, the children will be waiting at the front of the school on Idylberry Road.

Bedding

Please provide a Napmat that is easy to roll up with Velcro straps. The children roll up their bedding after rest so it’s helpful when the bedding is a simple design. The bedding can be used for several years, from Preschool to Kindergarten. In preschool, a child may bring a small natural stuffed animal for comfort which stays at school with their bedding.

● Napmat sources: https://wildkin.com/pages/nap-mats

● Amazon.com

Rest and Quiet Time

Mornings are very busy, and through their play children do a lot of work. Building on the rhythm of the regular school day, we start aftercare with a short rest time, which allows the children to refresh and prepare for a joyful afternoon. Every day, the children lay out their mat to rest, and many fall asleep. We create a very comfortable, cozy space at times playing a simple instrument, we may tell a story and enjoy a quiet time. Sometimes, if the child would like a simple and gentle massage on their feet, we will offer that.

Whenever possible, we respect parents’ wishes that their child not fall asleep during rest time, but we encourage the child to rest quietly. We also honor the request from parents to either allow or help their child to sleep.

We understand this is a special time for the children and for the families. We feel very honored to be part of your child’s early educational experience and are very dedicated to providing a rich and joyful time for them.

We look forward to working with the children and getting to know the families better.

Early Childhood Sewing Instructions

You will make:

2 single-layer napkins, 15” square

2 double-sided placemats, 12” by 16”

1 cubby bag for a change of clothes

You will need:

2 yards of cotton calico, at least 45" wide in a pattern appropriate for kindergarten

¾ yard of coordinating solid color cotton, at least 45" wide, of similar weight

3 ½ yards of 5/8” grosgrain ribbon in a coordinating color

Please note: Preshrink the cotton fabric

Preshrink the fabric twice by getting is wet and drying it in a hot dryer. This will help the items to hold their shape through the weekly washing process.

Layout

Lay out and cut the pieces according to the instructions. Please follow the instructions with regards especially to the size of the pieces.

Napkins

Place Mats

Cubby Bag

Cut two 16" by 16" pieces from the cotton calico.

Cut two 12" by 16" pieces from the cotton calico

Cut two 12" by 16" pieces from the solid cotton.

Cut two 17" by 17" pieces from the cotton calico

You can want to make pattern pieces from tissue paper, or newspaper, or simply measure out the dimensions onto the fabric, mark them with pins or fabric pencil and cut accordingly.

Two Napkins

Fold all the edges under 1/8” to 1/4” and press seam with iron

Fold the already folded edge under 1/8” to 1/4” again and press seam again.

Now there is a rolled edge around the item.

Pin in place.

Sew around the edge to hold in place. You can use a straight stitch or zigzag stitch.

Two Place Mats

Pin one calico and one solid piece, right sides together.

Sew 5/8” from the edge, all the way around, leaving an opening 5” to 6” for turning.

Trim the corners

Turn right side out and press flat.

Sew the opening closed.

Optional: topstitch ¼” to½” from edge.

S

Marin Waldorf School | 2024-2025 CALENDAR

DECEMBER

(any private or public child care center, day nursery, nursery school, family day care home, or development center)

Doses required by age when admitted and at each age checkpoint after entry 1 :

1. A pupil’s parent or guardian must provide documentation of a pupil’s proof of immunization to the governing authority no more than 30 days after a pupil becomes subject to any additional requirement(s) based on age, as indicated in the table above (Table A).

2. Combination vaccines (e.g., MMRV) meet the requirements for individual component vaccines. Doses of DTP count towards the DTaP requirement.

3. Any vaccine administered four or fewer days prior to the minimum required age is valid.

4. One Hib dose must be given on or after the first birthday regardless of previous doses. Required only for children who have not reached the age of five years.

INSTRUCTIONS:

DTaP = diphtheria toxoid, tetanus toxoid, and acellular pertussis vaccine

Hib = Haemophilus influenzae, type B vaccine

Hep B = hepatitis B vaccine

MMR = measles, mumps, and rubella vaccine

Varicella = chickenpox vaccine

California pre-kindergarten (child care or preschool) facilities are required to check immunizations for all new admissions and at each age checkpoint.

UNCONDITIONALLY ADMIT a pupil age 18 months or older whose parent or guardian has provided documentation of any of the following for each immunization required for the pupil’s age as defined in table above:

• Receipt of immunization.

• A permanent medical exemption.*

• A personal beliefs exemption (filed prior to 2016).†

CONDITIONAL ADMISSION SCHEDULE FOR PRE-KINDERGARTEN

Before admission a child must obtain the first dose of each required vaccine and any subsequent doses that are due because the period of time allowed before exclusion has elapsed.

Polio #2 4 weeks after 1st dose

Polio #3 4 weeks after 2nd dose

DTaP #2, #3 4 weeks after previous dose

DTaP #4 6 months after 3rd dose

Hib #2

weeks after 1st dose

Hep B #2 4 weeks after 1st dose

weeks after 1st dose

months after 2nd dose

weeks after previous dose

months after 3rd dose

weeks after 1st dose

weeks after 1st dose

Hep B #3 8 weeks after 2nd dose and at least 4 months after 1st dose 12 months after 2nd dose

CONDITIONALLY ADMIT any pupil who lacks documentation for unconditional admission if the pupil:

• has commenced receiving doses of all the vaccines required for the pupil’s age (table on page 1) and is not currently due for any doses at the time of admission (as determined by intervals listed in Conditional Admission Schedule, column entitled “EXCLUDE IF NOT GIVEN BY”), or

• is younger than 18 months and has received all the immunizations required for the pupil’s age (table on page 1) but will require additional vaccine doses at an older age (i.e., at next age checkpoint), or

• has a temporary medical exemption from some or all required immunizations.*

Continued attendance after conditional admission is contingent upon documentation of receipt of the remaining required immunizations. The pre-kindergarten facility shall notify the pupil’s parent or guardian of the date by which the pupil must complete all remaining doses.

* In accordance with 17 CCR sections 6050-6051 and Health and Safety Code sections 120370-120372.

† In accordance with Health and Safety Code section 120335.

Daily Rhythm at Home and Its Lifelong Relevance

by Helle Heckmann

As parents of little children, you are often very tired and you get too little sleep, and when you have too little sleep you also have too little energy and then often you give in when you think you should not have done, or you get angry or irritated so you are not present and when you are not present you lose the children and you do not like yourself. To make it easier for you to deal in the daily life with your children there are three important considerations:

• To be flexible

• To set limits (borders) and

• To observe the same routine everyday

o become flexible is the result of objective inward observation. You may train your flexibility through an inner work where you learn about yourself. In relation to limits, you have to find out them for yourself. You have to decide what the limits are for your child in your house: time to go to bed, time to eat, what to eat, what language to use in the family and so on. You have to make up your mind about limits beforehand, so, instead of saying “no, no, no…” and becoming angry, you simply do not allow the children to go beyond the limits. You know this is your decision and do not need to be angry. If you are ahead of the child and you see a certain situation coming, with humor and the right gesture or word, you can move away from the situation, and this will be possible if you train your flexibility. Knowing more about yourself will give you the possibility to also be ahead of yourself. When you catch this tool you can start working with your children in a much freer way, because the limits are set.

The third recommendation, to make a routine which is the same every day, gives the child rhythm. All Waldorf families probably know how the daily life is in the nursery and kindergarten. The children go

through the day in alternate periods of concentration and expansion, as if in a breathing rhythm where there is inhaling and exhaling.

In the inhaling or breathing‐in phase the child directs his attention to an activity that basically relates him to himself. For little children each breathing‐in period (drawing, water painting, and knitting, eating…) is very short because little children can only concentrate for short periods of time. In the exhaling or breathing‐out period, the child relates mainly to the surrounding world (free play, free running etc.). For each breathing‐in period the child needs a breathing‐out period and so a pattern is established. This rhythm is something that you can bring into your home. You have to try to find out when the children breathes‐in and when they breathe‐out. And when the children are in the breathing‐in period, you have to make sure you are present, so the child feels ah, here I feel my parents, they are there for me. After that, for very short time, you can do what you have to do at home and you can tell your child you have to wait because I need to do this. And this will be all right because you know you have been present with the child. As an example, look at the situation when parents pick up their children from the kindergarten. At the very moment you are picking up your child: Does the cell phone ring and you answer? Do you greet your friends and engage in intense talk? If yes, then you are not present for the child. In my last visit to Mexico I saw very few parents really greeting their children, the majority were talking to other parents or engaged in school affairs or talking in their cell phones, or arriving late or in a hurry.

But, for your child who has been gone for five hours and who really wants you… you are not there. So the child screams I want an ice cream! I want this or that! or he starts running around, or falling, or getting into little conflict because he is confused, because he has not really met you. On the contrary, if you take the time (and it is five seconds perhaps), you bend down, give him a hug and then smell him (so lovely!) and really you are there, his eyes will tell you more than words, how his day was. He cannot tell you with words because he cannot remember, but his eyes will tell you everything. And then you take his hand and walk together (of course in a tempo that the child can follow), and this is really lovely because you are making a new nice situation, a “you and I situation.” Now, if you need to greet people you can do it, very shortly, but together with the child because your child will feel I am where I belong, with my parent. This was a breathing‐in situation where you were present.

Then you go to the car and go home (breathing‐out) and it is probably time for eating which brings again a breathing‐in situation. How do you eat? Do you sit down together with the child? Or is the child sitting by himself and you are walking around talking on the telephone? If you give yourself the time and sit down with your child you will teach the child manners at the table by your example. Many of the children today do not sit with their parents and they do not learn to hold utensils appropriately. However, this is important, otherwise when they are seven years old they cannot hold a pencil and to learn it at that age is so difficult compared to when they were one or two years old.

In addition, to sit at the table and to have a beginning, a process and an end, is important because this is how you should live the whole of life. Everything has a beginning, a process and an end. It may take you only fifteen minutes to sit appropriately, to check how the child holds and drinks from cup (children from one year onwards do not need a sip cup), to eat with closed mouth, and everything you are given and so on, being, in this way, an example for your child to follow, but more importantly you have taken this short moment to make again a “you and I situation” and at the same time you also help the child to find a social form of how we are when we eat together.

When you finish with the meal you remind the children they need to help with the table so that they also learn that when they are a part of a social environment they also take part in the cleaning up. In this way

you have made and create a situation where you have been present and now you can say to the child go and play (breathing‐out) because you have been there, and then you can do what you need to do but you have to be visible to your child. This is so, because a little child cannot play by himself if the center is not there and you are the most important person for the child. You are his center, and if you leave the room the little child will follow you.

When you are doing your things, the situation may occur where children will say I am bored. In this case you, of course, don´t turn on the television or music. When you are occupied with other things, you can tell your child now you play by yourself. If you know you have been present you can actually expect them to find something to do themselves. It is very important that you are not afraid of your children not knowing what to do or being bored. It is very important that you feel it is right: I have been there with them now they can be by themselves.

Nowadays, parents often use media or adult‐directed activities for their children because they are afraid of their children being bored and assume that they are not able to do anything themselves. This is a tricky situation. If you think you have to entertain your under‐seven children all the time, with media (films, TV, videogames, computers and so on), after‐school classes, and/or other adult‐directed activities, then they do not learn how to play by themselves. They will not have a moment where they can be in a state of not knowing what to do and from there progress into a state of finding images inwardly and thus creating things from inside out. By letting them to be bored you help them, because being bored represents the opportunity the children will have to go into this process of inner creativity. The fact that children are able to be by themselves, to create their own play without adult direction is of great importance because during the first seven years of the child everything is about being able to create.

If all the activities come from outside (electronic screen, video‐games, adult direction, etc.), then not much happens in the sphere of inward creation. That is why in Waldorf kindergartens, teachers do not sit down and play with the children but do real work, from which the children draw inspiration to use it in their own play. In these kindergartens you may find teachers sweeping, cooking, sawing, tending the vegetable patch, taking care of farm animals, cutting wood, and whatever the particular setting of each school allows to do. Equally, you, as a parent, in the breathing‐out phase, may do your work and the children beside you should be able to do their work (i.e. their own play). This is possible only when the children feel that they have met you in a previous breathing‐in phase.

The Four-Year-Old Child

Excerpted from Child Development Year by Year ©WECAN

2017 All rights reserved. No part of this publication may be reproduced without the written permission of the publisher.

The world of the four-year-old begins to expand beyond home and the circle of family. The most intriguing new territory is social. Four-year-olds typically want to be around other children, especially if they do not have siblings. As a result of their new experiences, they may well “bring home” new behaviors and language. Four-year-olds still need regular rhythms and clear boundaries to give them the sense of security out of which to explore new areas and to counter influences that may not be consistent with what is happening at home.

They can participate for longer periods in structured activities, but still need even longer periods of unstructured time. They like to run, can walk longer distances on their own two sturdy legs, and may enjoy riding scooters or balance bikes. The family may have already gone on camping trips, but now the four-year-old can be a fuller participant.

Four-year-olds are ready for more complex stories and are particularly drawn to animal tales, stories with rhymes and repetition, and very simple fairy tales. In Waldorf nursery and preschool classes puppets are often used at story time, which help the children to experience the story more vividly.

While the two-year-old played primarily with things and the three-year-old moved those things around, the four-year-old will still do both and add a dramatic, imaginative element to his or her play. Creative play, especially with playmates, is what nourishes the child’s development at this stage. Family life (of both humans and animals), daily activities, and the overcoming of household problems form the greater part of the content of this play. Dramatic play represents a healthy means of processing experiences that the child has witnessed and also of integrating new learning.

Younger fours may need help negotiating differences among play partners and finding “win-win” solutions. At this age, inclusion is an important theme. “There is room for everyone.” “Let’s make our house bigger.” Helpful advice that adults can offer or model to playmates is to knock and ask, “May I please come in?” or “I have brought you a present.”

Four-year-olds can be exuberant about everything, especially at home. They often need guidance in how to express themselves in consideration of others. While good manners may have been modeled previously, making this a priority at this stage is important. “Please,” “thank you,” “excuse me,” and “I’m sorry” should be family currency. The family meal is the perfect time for social learning and modeling care for others and practicing appropriate mealtime conversation.

Predictability in the environment and in daily rhythms were critical during the earliest years and continue to be, but now, clarity of expectations in social situations is equally as critical for the fouryear-old child. Again, modeling is the best way to teach good manners and consideration of others. Long-winded preaching falls on seemingly deaf ears.

Challenges for the parents of the four-year-old may resemble those of the previous years and also include some surprises, such as the new behaviors and language learned outside the home or from new playmates.

he increased capacity of the four-year-old to focus may mean that transitions become tricky again. Many of the suggestions delineated in the description of the two-year-old will still be helpful, but parents will naturally need to adjust for the increased language skills and other capacities of the older child. Suggestions about limiting choices given for three-year-olds also hold for four- year-olds. That the child’s cooperative spirit in other settings is not always evident at home is what might seem new and puzzling.

Parents may need to ask themselves if their fouryear-old has had enough unstructured, self-directed playtime during the course of the day. This need can be well supported by creating both indoor and outdoor play areas that have an array of open-ended play materials that invite inventiveness and creativity. It may also be that the child is looking for more flexibility and playfulness in communications from adults. That may be a tall order at the end of a long workday, but if parents can find the spark of inspiration, the results can be very rewarding. Modeling good communication and negotiation between parents or with older siblings can also be helpful in building skills in cooperative living.

One expression that engenders socialness is “Let’s,” for example, “Let’s tidy up together.” This takes the sting out of the child’s having to stop their chosen activity to do something that is necessary for the good of the family. Another expression that seems to work magically is, “You may…(fill in the blank).” What is being communicated here is that the children are being allowed to participate in something important,

and doing so is a privilege, especially if adults carry the same feeling inwardly. Parents have found that both of these expressions can be used very effectively for younger children as well.

Potty talk, name-calling, and images that are developmentally inappropriate, whether from media or other sources, may well find their way into the life of the four-year-old. This requires a calm, evenkeeled response by family members. Over-reacting will often escalate unwanted behaviors. Firm and clear statements beginning with, “In our family, we… (fill in the blank)” are the most effective remedy. This requires considerable self-discipline from parents, but is also an unavoidable yet valuable opportunity to clarify and communicate family values.

The gift of parenting a four-year-old is the opportunity to clarify family values and begin creating the family culture.

Further Reading

P. Bradley and B. Patterson, eds., Beyond the Rainbow Bridge (Michaelmas Press, 2000)

L. deForest, ed., Tell Me A Story (WECAN 2013)

A. Faber and E. Mazlish, How to Talk So Kids Will Listen& Listen So Kids Will Talk (Scribner 2012)

A. Kohn, Unconditional Parenting: Moving from Rewards and Punishment to Love and Reason (Atria Books 2006)

R. Long-Breipohl, Supporting Self-directed Play (WECAN 2010)

S. Oppenheimer, Heaven on Earth: A Handbook for Parents of Young Children (Steiner Books 2006)

K.J. Payne, Simplicity Parenting: Using the Extraordinary Power of Less to Raise Calmer, Happier, and More Secure Kids (Ballantine Books 2010)

The Three-Year-Old Child

Excerpted from Child Development Year by Year ©WECAN

2017 All rights reserved. No part of this publication may be reproduced without the written permission of the publisher.

The sky is not always blue for the child approaching three. Clouds drift in and out and the weather can be unpredictable, but the rays of sunlight that pierce even the darkest days are brilliant. The two-year-old claimed the world by naming it, but the three-year old astounds us with the verbal ability to express more and more complex relationships.

Language has an inherent order and logic that helps the child develop the capacity for thinking. Thoughts first arise because of speech and are expressed through speaking. At a certain point, outer speech becomes inner speech and then, thoughts begin to arise ahead of speech. We could say that movement brought to stillness allows speech to arise, and speaking brought to stillness allows thinking to arise.

Karl Koenig expressed this process in a fairy tale picture. He called thinking the sleeping beauty in the castle of the head that is kissed awake by the “I.” The objectification of the world that is required for thinking is strengthened first by the freedom that the child experiences in uprightness and learning to walk, then by the power of language to describe things and relationships. The differentiation between the self and everything else culminates in the child’s saying, “I.” The sense of self as separate is referred to in developmental psychology as the emergence of self.

The sense of oneness with everything fades somewhat with the emergence of self, but along with the capacity for thinking comes the capacity for fantasy or imagination. Imagination becomes the basis for a new kind of play that may have begun during the third year of life, but comes into fuller bloom after the third birthday.

Play was usually a solitary affair for the one-year-old, and two-year-olds typically engage in what is called ”parallel play,” but the three-year-old is genuinely interested in interacting with other children and in creating imaginative scenarios taken from real life or the world of stories. While adult help in getting started or sorting out difficulties may be required, three-year-olds slip readily into imaginative play.

The three-year-old is also becoming more confident physically and enjoys challenging him or herself in new movement activities. Even though the seeds for the emotional/social life and for thinking have already been planted by the age of three, movement is still the primary mode of learning for the child before the age of seven. At any given moment, it is likely that the three-year-old may have a different plan or agenda than that of the parent, and can be bold, assertive, and quite stubborn at home. On the other hand, he or she can also be sensitive, shy, and reticent, especially in new social situations, and in those situations will not want to be the visible focus of attention.

Challenges for the parents of the three-year-old: Because of the child’s new capacities, it can be tempting to over-stimulate the three-year-old with

intellectually oriented activities. This can be a hidden challenge for parents. Even asking the child many questions and giving them too many choices can tax their forces and cause unnecessary stress. Offering two equally good choices (for clothing, food, or activities) is much more age appropriate than asking,” What would you like for breakfast?” or “What would you like to do today?” Objects for creative or dramatic play are more essential and developmentally appropriate than puzzles or specifically designed teaching toys.

There are many media options designed for young children around the age of three. In Waldorf early childhood education, however, we recognize the continuing critical importance of three-dimensional experiences for the child up to the age of seven. The long-term benefits for future academic success of supporting the development of their imaginative capacities and strengthening their will to stay with and play out their inner “thought pictures” has been well documented in recent studies.

When is the right time to begin instructional classes or preschool? Again, play is the key. Is the class or preschool play-based? Are the instructors developmentally aware and appropriate in their approach? Too many different activities in the course of a week can leave both parent and child breathless.

Three-year olds are beginning to follow the thread of stories and can grasp the meaning of language that they would not use themselves and this can be enriching for them. The challenge with this new

capacity for comprehension is that they may be frightened by scary elements, especially if the story is not being read or told by a trusted adult.

A wonderful activity to introduce at this age is for a parent to tell the child, ideally before nap or bedtime, a story about the child’s day or a specific incident from the day. This is helpful for the child’s developing memory, good practice in creativity for parents, and can be a tender ending to the day. Some children like to hear about themselves in the third person, while others prefer to know already that the story is about them. Stories about simple everyday activities and excursions are just as satisfying as “adventure stories” for the three-yearold. All of life is still an adventure.

This is the gift for the parents of the three-year-old: finding the spirit of adventure in everyday living.

Further Reading

T. Atchison & M. Ris, eds., A Warm and Gentle Welcome: Nurturing Children from Birth to Age Three (WECAN 2008)

H. Britz-Crecelsius, Children at Play: Using Waldorf Principles to Foster Child Development (Inner Traditions 1996)

S. Howard, ed., The Developing Child: The First Seven Years (WECAN 2004)

S. Jenkinson, The Genius of Play: Celebrating the Spirit of Childhood (Hawthorn Press 2003)

A. Kohn, Unconditional Parenting: Moving from Rewards and Punishment to Love and Reason (Atria Books 2006)

N. Mellon, Storytelling with Children (Hawthorn Press 2013)

J. Steegmans and G. Karnow, Cradle of a Healthy Life (WECAN 2012)

The Two-Year-Old Child

Excerpted from Child Development Year by Year ©WECAN

2017 All rights reserved. No part of this publication may be reproduced without the written permission of the publisher.

While the one-year-old child enters the world of walkers and begins to comprehend physical space, the two-year-old enters the world of speech and language and makes an initial foray into social life. Children first repeat what they have heard others say and then practice using those same words in a similar situation. Affirmation by the speakers around them helps them consolidate their learning and soon they will be verbally expressing themselves appropriately in altogether new circumstances.

Development of language is a marvelous process to witness. The personality of the child emerges more clearly as he or she begins to talk. Two-year-olds delight in the sounds of words and take new interest in books. They will talk to and talk for their dolls, toys or other play objects. At a certain point, they will ask repeatedly, “Why?”

Along with language acquisition, two other important developments occur during the third year of a child’s life. Parents will notice the first waking up of the feeling life, not the vast ocean of adolescent emotions or even the rolling waves of likes and dislikes of the 7-12 year-olds, but the clear emergence of a much more assertive, “yes” or “no.” It is also the case that the frustration at not being able to fully communicate his or her wishes, or not

having them met, may bring on whining, crying or even full-blown tantrums. Conflict with playmates may also begin during this stage of development.

The second important development, sometime during the third year, occurs when the child stops referring to him or herself by name or in the third person and says, “I.” This is a further step in separation from the environment and towards selfawareness that is necessary for continued development and, in particular, for developing the initial capacity for thinking that will show itself increasingly once the child turns three.

The strong will of the young child combined with the new “yes/no” consciousness will bring parents daily challenges! Being consistent with rhythms, allowing enough time between activities, and making transitions as playful as possible will minimize the potentials for child or parent meltdowns.

Avoid meeting the child’s “no” with threats or bribes. Try saying, “When you have put on your coat, we can go to the park,” rather than saying, “If you don’t put on your coat we are not going to the park today;” or rather than saying, “If you put on your coat now, we can stop at the store and get some graham crackers to take with us to the park.”

Use play and imagination to jolly your toddler along. You could say, for example, “Let’s put dolly in your pocket, because she might like to go to the park, too.” Another possibility would be, “Let’s take the dump truck to the sandbox; there might be some digging that needs to be done.”

“Do it myself!” Parents of two and three-year-olds will hear this often. Having hooks and shoe racks at child height will help facilitate the desire to learn to dress and undress and also establish the habit of hanging up outer wear and tucking shoes and boots tidily out of the way.

A specific challenge may be new anxiety about separation from one or both parents. This may seem to be a regression, but is more likely related to the child’s awakening feelings. Again, consistency of routines before and after the time apart is helpful. Also, “practicing” separation for short periods of time (10 or 15 minutes to start with) and saying, “I will come back soon,” and then extending the time apart gradually can also be helpful. If parents are anxious at the time of separation, then the child will be as well. So, the most important support for the child is the parents’ inner state of trust and calm.

Difficulty going to bed or to sleep can also be related to the child’s not wanting to feel separate and the above suggestions can be easily adapted for nap or nighttime challenges. A predictable bedtime ritual is especially important during this period. A doll, a stuffed animal, or a favorite blanket can be a great comfort to the child in this and other new situations. Some children play with dolls, imitating what they see parents do with younger siblings, but for many children, the doll represents an inner aspect of the child’s self and provides the child with a sense of companionship that allows him or her to feel less alone in the journey.

At a certain point, the two-year-old will say “why” many times a day. How should a parent answer this question? The child is learning the concept of a question. Another commonly heard question is, “What are you doing?” (This may well be followed by “Why?”) The child is not necessarily looking for an answer, but is practicing forming a question. You will naturally answer a simple and concrete question. However, if the question is related to more complex phenomena, alternative responses could be, “hmm,” “I wonder why” or “because.” These will be much more helpful than abstract, intellectual explanations that the child is not yet ready to cognize. An imaginative picture as an explanation is more appropriate and satisfying at this age. A simple affirmation of the phenomena, such as “Yes, the trees are dancing with the wind, “ may also suffice.

The gift of life with a two-year-old is the joy of communication and companionship.

Further Reading

T. Atchison & M. Ris, eds., A Warm and Gentle Welcome: Nurturing Children from Birth to Age Three (WECAN 2008)

S. Howard, ed., The Developing Child: The First Seven Years (WECAN 2004)

A.J. Solter, Tears and Tantrums: When Do Babies and Children Cry (Shining State Press 1998)

D. Udo de Haes, The Creative Word (WECAN 2014)