KINDERGARTEN HANDBOOK 2020
INTRODUCTION The Waldorf kindergarten is truly a "children's garden." Here the young child, like the plant, grows gracefully strong in a time frame which cannot be hurried, cannot be force-fed if the mature being is to remain strong, vibrant, and balanced. The kindergarten creates a warm, loving atmosphere which nurtures each child's own initiative through creative play and also brings the children together as a group so that they can experience the happiness of the kindergarten "family" joining together as one. The day, week, and year are a tapestry brought together from the artistic activity of the classroom and its weavings through the practical activity of each day. The children are encouraged to discover the world all around, and gradually to find their places within it. The following pages describe the environment of our kindergarten, the activities which form its life, and the more practical aspects related to meeting the children's needs within the home and school settings. The topics addressed here are the beginnings of a conversation to be developed and shared by parents and teachers throughout the child's years in the nursery-kindergarten. We hope that you will read and re-read it over time, knowing in writing this handbook that there is a great deal of material here, more than can be absorbed at once! So find a cozy chair, brew a cup of tea, and begin. We hope that your reading will stimulate questions and reflections, and perhaps arouse thoughts about your own childhood and memories of those years. For more information regarding the school’s Organization Structure, please refer to Family Handbook. It is located on the parent portal. Items covered: Class Representatives, Community Council, Board, AGM, Faculty Directory and Fundraising events such as the Winter Fair.
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
Special Events, School Closures and Statutory Holidays 2020/2021 Please make note of the calendar dates below and plan accordingly. Currently, we are unable to provide camps to minimize person-to-person contacts until further notice. The full calendar is available on the school’s website here September 7
Labour Day (Statutory Holiday)
8 9
First Day Grade school, Kindergarten Distanced Picnic First Day of Kindergarten
10
New Parent Evening/Curriculum Night (by Zoom)
14
Grades 7/8 Parent Evening (Zoom)
15
Grades 6 and Grades 1/2 Parent Evening (Zoom)
16
Grades 5 and Grades 3/4 Parent Evening (Zoom)
29
Michaelmas Festival (in-class celebrations)
October 12
Thanksgiving Monday (Statutory Holiday)
13 22 25
Professional Development Day #1 (School Closure) No Camps available Annual General Meeting (TBC) Halloween Dance (Middle School)
29
Halloween Celebrations (in-class)
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
November 1
Tuition Payment Deadline
4
Parent/Teacher Conferences; No Camps available
4
Parent/Teacher Conferences; No Camps available
6
Fall Holiday – School Closed; No camps available
11
Grades 1 to 4 Lantern Walk and Martinmas Play (5:30 pm)
12
Childcare Centre Lantern Walk (5:30pm)
13
Kindergarten Lantern Walk (5:30pm)
December 6
Winter Fair Online Auction
7
(School Closure); No Camps available
18
ECE Winter Light Festival
18
Last day of fall term; Full day of school
21-31Winter Break (School Closures); No Camps available January 1-3
Winter Break, continued (School Closures); No Camps available
4
Professional Development Day #2 (School Closure); No Camps available Winter term begins
5
February 11,12 Parent-Teacher Conferences via Zoom (School Closures); No Camps available 15 Family Day (Statutory Holiday); No camps available
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
March 1
Tuition Deposit Deadline
3-4
Grade Eight Projects
8-19 March Break; March 20-24; No Camps available 22 23
Professional Development Day #3 (School Closure); No Camps available Spring term begins
April 2
Good Friday (school Closed) No Camps available
5
Easter Monday (school Closed) No Camps available
May 8
Mayfair (T.B.C)
24
Victoria Day (Statutory Holiday); NO Camps available
25
PD Day #4 (School Closure); No Camps available
June 1
Tuition Payment Deadline
3-4
Grade Eight Play
16
Grade Eight Graduation
18 21
Rose Ceremony; kindergarten dismissal at Noon) Summer Camps Begin (T.B.C.)
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
The Teachers The teachers in the kindergarten create a bridge between home and school. As some of the first major adult figures beyond the family, the teachers become the children's "school parents," and it is their engagement with the kindergarten that draws the children into this world. The teacher creates a naturally rich environment worthy of imitation; an environment in which the children can construct and transform, in which they do not wait and watch but engage directly with the world in an atmosphere of purposeful activity. The teachers' hands are always busy, whether cooking our snack, repairing a toy, sewing a puppet, tending gardens or crafting new benches and shelves out of wood. Their hands are always available for helping and comforting. The Kindergarten Day Each morning the children experience a rhythm which becomes familiar and nurturing. Our day includes a self-directed free play, during which the children create a busy, imaginative world that fills the classroom with singing, building, discussion, and laughter. By surrounding the child with the raw materials for play, the children's world can become whatever their imaginations suggest. Each morning the classroom becomes an ever changing, ever challenging "laboratory," offering new problems in the realms of physics, construction, human relationships, and artistry. Through experiences which arise, each child has the opportunity to develop courage of action, of thought, and of feeling. It is our belief that qualities we value in adulthood will be fostered here: creative and flexible thinking, inner conviction, self-discipline, personal freedom, and self-knowledge. During cleanup time, all the play materials return to their "homes" on shelves and in baskets, as the children sing and help alongside the teacher; the atmosphere is one of cooperation and lightheartedness. 6
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At circle time, we come together as a group to act out stories through verse and song, and to play universal children's games like London Bridge or Ring Around the Rosy. This is a time to experience the rhythms of the seasons through the content of our circle activities. We gather together around the snack table to share conversation and a healthy snack of fruits or vegetables, whole grains, and a vegetarian protein prepared by the teacher. A story is told each day. The children listen as the teacher tells a fairy tale, folk story, or story from nature. Our nature stories form a basis for science education through their vivid, penetrating images of the natural world in all of its cycles. Often the stories weave into circle time, the children's play, and our work with fleece and silk puppets. The tradition of listening to the spoken word has, for centuries, deepened our imaginative life and enriched our language; it is this tradition which we aspire to continue. Rhythms of Home and School When we observe the natural world, we see its rhythmic nature. The sun rises and sets, the seasons come and go through the year. We can't overemphasize the benefits this will accrue for the well being of young children. It is our experience that many aspects of health and discipline can be addressed in no better or more productive way than through the establishment of regular, loving family rhythms. Rhythmic constancy allows children the security to devote their energies to the tasks of growing and exploring the world. The kindergarten has a regular rhythm to the day, the week, and the year. There are activities that happen every day in a predictable sequence, including creative play, circle, rest, story, and outdoor play. Each day is designed with moments of activity and moments of quiet . . . spaces for expanding and spaces for drawing in. There are also weekly activities including painting and baking. There are 7
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also longer stretches where a craft project - sewing or woodworking, for example - can be taken up and carried to completion. These projects are often related to the season or a festival. We hope that families will join us in this effort to build a rhythmic life for the children by providing consistent times and familiar rituals for celebrations, meals and bed. Birthdays For the young child, birthdays are among the most special days of all. Your child's birthday will be joyfully observed in the kindergarten with a special snack, handmade gifts, and story. Your child's teacher will contact you prior to this day to share with you the details of how you can help and what you can expect. Typically, the family is expected to attend the celebration, however this school year due to COVID-19 precautions we will unfortunately not be able to invite parents into the classroom for Birthday celebrations. Seasons and Festivals The year is an ever-repeating circle, and the seasons provide the familiar and much-loved background to the kindergarten year. In wave-like motion we build up to and ebb away from our recurring seasonal highlights, the festivals. The celebration of the festivals deepens our connection to the earth; to diverse peoples modern and ancient; to ourselves; and to each other. Throughout the year the children, teachers, and parents prepare for these special days with food preparation, songs and stories, crafts, and the beautifying of our classrooms. Families may join us for some of the festivals outdoors in small groups and others are celebrated more simply within the classroom by the children and their teachers, such as Easter, Diwali, Hanukkah, Eid, Christmas, Chinese New Year, Kwanzaa and many others. Throughout the year, the children make special festival crafts which become treasures to them and become closely linked with the 8
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memories of those most special days. They love to relive the festivals in their play at home, and often it is these crowns, lanterns, or gardens they have carefully saved which enrich their activity. Parents may wish to create a special place for them, as they are often somewhat fragile! Understanding the festivals in all their richness would surely be a life study. We will, however, provide reading materials and opportunities for discussion prior to the festivals. Please do not hesitate to ask if you have questions! We are always seeking new ways to understand the festivals ourselves and bring our understanding to the children through artistic and practical activities, stories, and songs. We consider the festivals living entities and hope you will share with us the joy of discovery, as well as the wonderful security of returning to old friends as we move through the year together. The Spiritual Nature of the Waldorf Kindergarten At the foundation of the Waldorf kindergarten is the hope that each child will experience here an atmosphere of loving kindness and care. Through the experiences which the children gather, it is our hope that seeds will be planted for the lifelong cultivation of attitudes of gratitude and reverence towards life. We strive as teachers to know and understand each child as an individual, and to receive him or her daily in acceptance, reverence, and love. Our work draws its inspiration from philosopher and educator, Rudolf Steiner. The body of ideas which Steiner developed is known as Anthroposophy and is a continuous source of study, reflection, and inspiration to us as Waldorf teachers. His insights into human development enabled him to indicate ways in which Waldorf Schools can work to develop children who will be best able to meet the demands which the future will make upon them. The festivals which are celebrated in the kindergarten embrace universal understanding and values, and we encourage every family 9
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
to seek out ways to weave the experiences of home and school together. Outdoor Activities in the Natural World For young children, the natural world is a temple where everything vibrates with life, and it is critical that they have the opportunity to revere this world before being asked to care for it. Time spent outdoors nourishes the children's joy, physical development, and sense of belonging to the universe. Here, as indoors, distinctions between work and play vanish as the children play in leaves just raked, or industriously build a bridge over "quicksand". They engage directly in the world which they will later observe scientifically, storing up unconscious impressions and explorations. The children's relationship with the natural world and its yearly cycle is enhanced by the curriculum. Our nursery-kindergarten is closely tied with the experience of the natural world through its emphasis on planting, tending, and harvesting the garden's fruits for use within the classroom, year-long visits to the meadow and woods, the celebration of the year's festivals, and the content of story and circle. THE DETAILS The Early Weeks The early weeks of school represent an enormous change in a young child's life. The relaxed rhythms of summer give way to September's schedules. Time spent alone or with family gives way to a full morning at school with new children and adults, new experiences and rhythms. It is important not to underestimate the toll this can take on children. The change of season and cooler weather affects them as well. Whenever possible, we strongly recommend that children spend a quiet afternoon upon returning home for the first 10
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
four or six weeks of the year, depending upon the age of the children and their own personal needs. Early bedtime also helps to ensure that the children will be full of energy to greet all the new school life which comes to them! Please feel free to speak with your child's teacher about any aspects of the transition to school life which arise for you or your child. Arrival and Departure - Beginning and Ending Each Day The teachers will be ready to receive your children at 8:20 a.m in the school’s backyard. There is no “Before Care” this year due to COVID-19 risk mitigation. Extended day registrations (8:20-5:30pm) is available for full-year registration only; there is no drop-in aftercare available this year. We suggest that you share any early morning communications with your child’s teacher via e-mail. As pleasant as early morning conversations are, it is difficult for the children and teachers to begin their morning together if the teacher cannot be fully present for the children as they arrive. It can also be difficult for the teachers to remember important information without a written reminder! Please try to have the children arrive no later than by 8:20 a.m., as it can be uncomfortable for children to make a late entry on a regular basis and can set the stage for an unhappy beginning if morning activities are already underway. HALF DAY: Similarly, picking up the children promptly at 12:00 p.m. is important. Waiting after the other children have left can create stress for a child whose school day has ended and is anticipating lunch and time at home. The teacher will let you know if it will be in the backyard or outside the classroom. FULL DAY: Full day pick up is at 3:00 sharp in the backyard.
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
EXTENDED DAY AND KINDERCARE: At 3:00 all extended day children will be placed under the supervision of our Kindercare teachers. Extended Day runs from 3:00 to 5:30pm in the Stargarden classroom. Clothing Sturdy clothes for work and play are the order of the day. The children are often painting, baking, and playing in the garden's dirt and mud outside. Party dresses and dress-up shoes are not appropriate for kindergarten activities except on those few special days! We also ask that the children not wear clothing with neon colors or strong graphic designs. Our observations have shown us that this can be distracting and over-stimulating. We go out of doors nearly every day all year long. We like to go out on rainy days. In the winter we bundle up for a good play in the ice and snow. Each child needs a pair of "puddle boots" and a raincoat and rain pants for wet weather in spring and autumn, as well as snowsuits with snow pants (or a one-piece suit), hats, insulated winter boots, mittens, and scarves for chilly days. So, in short . . . • Extra clothing to be left at school - underwear, pants, shirt, socks, and sweater. • Indoor shoes or fitted slippers • Puddle boots • Raincoat, with a hood or rain hat • Rain pants • Snowsuit (one or two piece) • Mittens, extra ones are a must! • Winter boots • Scarf on very cold days • Hats - sun hats and/or warm hats. • LABEL ALL CLOTHING WITH YOUR FAMILY NAME TO HELP US KEEP YOUR CHILD’S CLOTHING WITH YOUR CHILD. 12
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
Snacks and Food Please note that Waldorf Academy is an allergen free school. Each morning the children assist in preparing our snack - complete with fresh fruit or raw vegetables, a variety of cooked whole grains or breads baked in the classroom, homemade soups, and water, or fruit tea to drink. The table is carefully set each day with mats, napkins, bowls, and glasses, and perhaps fresh flowers from our garden. For those children remaining for lunch, we ask that the parents provide a filling, healthful lunch without sweets. Some possible lunch items include: sandwiches, soup or pasta in a mug, leftover main dish from last night’s supper, raw or cooked vegetables, fresh or dried fruits, cheese, bread, muffins, crackers, or yogurt. We will provide water for the children to drink. Please include enough food in your child’s lunch so that your child can have a snack after rest. During this time, it is of utmost importance that the children can manage their own food (ie. be able to open their own thermoses and tupperware without assistance) and we ask that you practice this at home prior to the start of school. It is especially important this school year as we attempt to mitigate the spread of germs through person-to-person contact and the contact of objects. Toys in the Kindergarten Each of our kindergarten classrooms is developed carefully and consciously to support the work and play life of the children. Emphasis is on natural materials which lend themselves to easy transformation in the children's play. For instance, a log might be a train at one moment, a telephone the next, or the wall to an animal pen the next. A cloth might be a head covering, wings, a cape, a bag, or water or grass for a puppet show. Our toys are selected with an eye toward the possibility of becoming whatever the child’s imagination makes them in any given moment. Highly formed toys with one use or role are generally not included among the classroom 13
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
furnishings as children either become stuck in repetitive, noncreative play scenarios or quickly lose interest in such toys. Objects are selected to reflect the real materials of which they are composed: rocks are heavy and dense, a piece of silk is light, airy, and diaphanous. Our dolls are warm and cuddly, ready for a journey or a rest! Each classroom contains a variety of materials for all the children who come there, not an overabundance which would appear chaotic to the young child nor a scarcity which would not offer generous possibilities for the work and play of each child. Through the days, weeks, and years the children discover many possibilities for each object and work together sharing or trading as the occasion necessitates. It is natural that children will wish to carry familiar toys with them and to show friends things which are precious to them. It has been our experience, however, that bringing toys, books or other possessions from home often creates difficult situations in the school setting. Therefore, we request that the children not bring such items to school. Health and Safety Illnesses When a student has a temperature of more than 37.8 C/100 F degrees, is hurt or ill, parents will be contacted to pick up their child from school. Any child with an illness is required to be signed out through the Front Desk before leaving the school. A parent or guardian must escort the child home. Parents are asked to: â—?
Inform the Office that the child is unable to come to school at: info@waldorfacademy.org. â—? Keep the child at home until fit to return to school. For the safety of all Waldorf students and faculty, children should be free of 14
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
fever, diarrhea and vomiting for at least 24 hours before returning to school. (See additional details below). â—? Do not let children control or keep possession of medicines of any description in school. â—? Any medication to be administered during school hours requires a parent/guardian complete the Medication Authorization Form. We ask, out of consideration to other families and for the health of the teachers, that you keep your child at home if she/he is ill with a contagious condition or a fever. All children attending must be able to participate in all parts of the program, including outside playtime. A child who is not well enough to play outdoors is not well enough to attend school as they will not be able to participate fully in the program. In addition, we do not have extra staff available to stay indoors with a sick child so we cannot comply with requests to keep individual children indoors. If your child becomes ill while at school, they will be cared for until arrangements for pick up have been made. You will be asked to pick up your child immediately. Please ensure that your emergency contact information is complete. According to guidelines set by Toronto Public Health, designed to protect all children, your child must be kept home when any of the following occur: Fever, diarrhea, head lice, Scabies, Pneumonia Pink Eye, Ringworm, Strep Throat, Impetigo, Persistent itching, vomiting Chicken Pox/Measles/Mumps/Whooping Cough/Rubella Waldorf Academy adheres to the guidelines set out by Toronto Public Health regarding procedures for all communicable diseases that may arise periodically. 15
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
Please email your teacher and the office (info@waldorfacademy.org) let us know if your child will not attend for any reason, including illness, as it will allow the program to continue with the planned activities. Staff will not be waiting unnecessarily for your child’s arrival. Administration of Medication Written parental permission is required for the administration of any medication including one that has been prescribed by a physician. This form is available from the program teacher. Medication must be in the original container on which must be clearly legible the name of the medication, the amount of medication to be administered and the time medication is to be given. It must also clearly state that it is prescribed to your child (by name). Be assured that any medication is stored in a locked box out of reach of children and is refrigerated if necessary. Please be sure to take your child’s medication home with you at the end of the day. Staff will only administer medication that can be applied to the skin or given by mouth, with the exception of anaphylactic shock. In that case, the staff will administer the required Epi pen. INFECTIOUS OR CONTAGIOUS DISEASES The isolation periods for children suffering from such illnesses are given below and should be followed in all cases: ILLNESS INCUBATION PERIOD ISOLATION OF STUDENT Illness: Incubation Period Chickenpox:
14-21 days
Fifth Disease:
4-21 days
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WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
German Measles:
14-21 days
Hand, Foot, Mouth Disease:
10-14 days
Measles:
10-14 days
Mumps:
14-21 days
Measles: We will comply with the Toronto Public Health procedure and students with incomplete vaccinations or an exemption from receiving the vaccine will not be allowed to attend school until the outbreak is over or they have been vaccinated. OTHER CHILDHOOD CONDITIONS Conjunctivitis: Exclusion from school until eyes are back to normal Impetigo: Exclusion from school until treatment has started Lice: The office must be notified immediately of any discovered cases of lice. A student with lice cannot return to school unless they have been treated. An e-communication will be sent to the child’s class to notify and provide instructions on how to prevent the acquisition and spread of lice. We recommend contacting our lice check provider, Lice Squad, for more information or assistance: http://www.licesquad.com/ Evacuation Procedure Safety is of prime concern to us. In the event of an emergency, be assured that every effort will be made to contact you. If we are unable to do so, the name given as an emergency contact will be called. In the unlikely event of an emergency evacuation procedure the school will each go to their designated emergency evacuation 17
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
point: Mabin School 50 Poplar Plains Road Toronto, Ontario M4V 2M8 Our playground meets all CSA standards for safety. Children play in a safe manner indoors and outdoors, both on and off campus. The children are under supervision at all times. Our teacher/child ratios comply with the Ontario Ministry of Education. Nutrition Waldorf Academy is an ALLERGEN-FREE environment. Two healthy snacks are served daily; three if your child is staying for the extended program. Snack Menus are posted in each classroom. Rest Time Guide All children in attendance will have a rest period of approximately 1 hour after the noon meal. Teachers sit with the children, sing, play the harp and otherwise comfort the children until they fall asleep to ensure a rich sleep experience and opportunity to digest their meal. Children who are not sleeping will rest on their beds with a book as time alone is essential to recharge their energy. Sleeping mats are provided by Waldorf Academy. Each child has their own bedding and the bedding is washed weekly. Sunscreen Guide It is required that all children have wide-brimmed sun hats (5” wide on all sides) as recommended by Toronto Public Health. Parents provide their own sunscreen (labeled clearly with their child’s name). There is always a risk that a residue from the sunscreen product from another child may still be on the teacher’s hands when sunscreen is applied to the next child. Parents will apply sunscreen on their children before coming to the 18
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
school in the morning. Staff will reapply sunscreen 15 minutes before the children go in the sun in the afternoon. Staff will encourage play in shaded areas and discourage play in the full sun. Toronto Public Health recommends that in the summer months your child should be dressed in loose fitting, tightly woven, lightweight clothing which covers arms and legs. EMERGENCY CLOSURES (SNOW STORMS) Parents will be notified by their class teacher or rep should the school be closed due to inclement weather. An email will be sent out and posted on the website. FIRE DRILLS Fire drills are conducted regularly according to the guidelines set out by the Fire Marshal. Children are assured of their safety and handled with care. Because the fire drills are not announced and we must make a complete evacuation of the building, it is necessary for the children to be wearing their shoes at all times. FIELD TRIPS *Please note that field trips have been canceled for the 2020-2021 school year due to our updated health and safety precautions due to COVID-19. A field trip within walking distance of the school may take place on any day. The excursion form signed upon enrollment represents the authorization for teachers to take your child off the premises of the Waldorf Academy. A typical example of this would be a walk to a local park or ravine. Appreciation and reverence for the world of nature and the cultural heritage of all people form the core of our educational programs. 19
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
Exploring the local environment fosters interaction with the community. Social Health & Discipline Guide It takes time for children to learn skills that support behaviours for success in learning and sharing social space with others Understanding Child Development In a Waldorf School, our work is primarily informed by an understanding of each child’s developmental stages, needs, and individual concepts. In this way, the teacher works with the child’s innate process of learning through imitation and strives to model the behaviours that are worthy of imitation. The main types of development in terms of milestones are physical, cognitive, language and social/emotional. All are equally important and are rapidly occurring in young children. Children develop at different rates. In the kindergarten we are covering the age range of 3.8 to 6 years. Examples of Emotional/Social development 3-4 yrs: Better able to control emotions, self-conscious emotions, like shame, guilt, embarrassment, envy. Forms first friendships, ability to play with others improves, Child often can’t distinguish between fantasy and reality, plays role of parent in play, imagines that many unfamiliar images may be monsters. 5-6 yrs: Likes to sing, dance and act, wants to please their friends, more likely to agree to rules, but also demanding, shows more independence, able to distinguish fantasy from reality; better able to read social cues and to interpret, predict and influence others’ emotional reactions. 20
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
It is important to gear discipline and nurturing to fit a child’s developmental level. Tools that Reinforce Positive Behaviour: Routine By developing consistent rhythms and routines around play, snack and outdoor times, transitions become smooth and seamless for the children. Keeping things consistent, through rhythm and repetition, provides a sense of security for the child and prevents negative behaviours. Structure Guiding children, with clear expectations and simple rules to follow, prevents conflict. Teachers provide positive reinforcement through their actions and words. When conflict arises, the teacher redirects the child’s attention or remove’s the child from the situation. Teachers provide positive support by staying close to the child, remaining firm, patient, loving and calm. When child’s behaviour is hurtful or too disruptive, the teacher intervenes creatively and lovingly, with a minimal verbal explanation. What you do: Imitation. Children are more likely to learn expectations when they see you do it rather than say. Consistent role modeling is essential from both teacher and parent. Praise behaviours that are consistent with expectations and correct behaviours that don’t meet those expectations. Clear expectations help children understand what they should and shouldn’t do. They provide a framework for positive behaviour.
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Effective Praise: Praise is nourishment. It helps children grow emotionally. Effective praise is intentional praise to reinforce a child’s behaviour. Praise a child’s behaviour in a way the child can understand it. Using Consequences to Change Behaviour A consequence should be important to the child A consequence should be immediate. A consequence should be appropriate in size. A consequence should relate to your child’s behaviour and be at the child’s developmental level. Teaching Social Skills to Student through Imitation: • Following Instruction • Waiting your turn • Asking permission • Asking for help • Accepting ‘no’ for an answer • Getting someone’s attention • Listening to others • Saying you’re sorry • Showing gratitude Supporting Children in Managing their Emotions Teaching a child how to stay calm. Young children have hard time managing their emotions. Children who have many opportunities to learn how to control their emotions by practicing when they are calm have a better chance of knowing what to do when they get upset. If a child’s behaviour continues to escalate or be unsafe consistently a plan will be coordinated with the parents for home and school. 22
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
Behaviour Management Policy It is the policy of Waldorf Academy to make every effort to serve all the children and to work collaboratively with parents, staff and various community support systems to meet the individual needs of each child. It is our policy to assist children and parents to make any behaviour changes that are felt by staff, administration and/or outside agencies to be necessary for the health, needs and safety of the child and the other children in the school. Continual attempts will be made to find appropriate solutions to resolve the problems. Support and guidance through this process will be provided by the Teacher, Facilitator and Education Support/Resource teacher to ensure that parents are actively involved. In the event that a child is exhibiting behaviours that may pose a direct threat to the safety of the other children or staff, the parent/guardian may be required to withdraw their child for a recommended period time or permanently. The following procedure will be followed when a child’s behaviour is an issue. 1. Parents/Guardians will be informed of their child’s emotional/social behaviours 2. Support may be requested from the Education Support/Resource teacher (parental consent required). 3. The Educator, Education Support/Resource teacher and parent collaborate to facilitate further evaluation of the child’s needs, to determine the nature and severity of the problem, and appropriate programming is provided. The Director may be requested to attend any meeting or to be part of this collaborative effort. 4. In most cases, the above steps will be sufficient. If not, the following course of action will be followed: 23
WALDORF ACADEMY KINDERGARTEN HANDBOOK 2020-2021
First Written Notice for a conference to take place. An action plan will be developed so that all parties are consistent with the strategies that need to be put in place. The type of supports needed will be determined at this time. Second Written Notice may result in a suspension. This will provide more time to hold an in-depth evaluation of the child and to develop a more detailed plan to better support the child in the program. An action plan will be developed in order to plan for the child to return to the program. The plan may include external resources. Third Written Notice: Should the child’s needs be deemed by the EC Chair and Director to be beyond the expertise of the school staff and Education Support/Resource teacher, recommendation will be made in writing for the parents to withdraw their child and to enroll the child in an alternate facility where his/her needs may be addressed. 5. Whenever possible, the parent/guardian will be given sufficient notice to make alternate arrangements. However, in the event that a child’s individual needs or behaviour pose a serious threat to the safety of other children and staff, the parent may be required to immediately withdraw the child from the school at the Director’s written request. Withdrawals and Dismissals Probationary Contracts During the application procedure, parents/guardians are required to present all relevant information about their child which might affect his/her academic and social experience at Waldorf Academy including copies of all psychological reports and learning assessments. If a student is accepted and then displays behavioural and/or developmental challenges which 24
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were known but not disclosed at the time of application, Waldorf Academy reserves the right to dismiss the student from the school. In the event there is a breach of a policy of Waldorf Academy including, but not limited to, the Accounts Arrears and the student obligations found in the Family Handbook, the student may be dismissed at the School’s sole discretion. The Withdrawal/Dismissal Policy allows for the following exceptions: There is a minimum probationary period for all new students: six weeks for kindergarten, lower and middle school. This probationary period may be extended in writing at the discretion of the teachers, education support and the admissions manager. In the event that a student would be asked to leave during the probationary period, the parents/guardians would be responsible for the non-refundable deposit plus a pro-rated amount of the tuition. A student with physical, intellectual or emotional challenges may be accepted under specified conditions. The admissions manager on behalf of the teachers and education support team will prepare a letter stating the terms of acceptance, which must be signed by the parents/guardians. Failure to satisfy the conditions of acceptance by the student or parents/guardians may result in the student’s dismissal. The parents/guardians will be responsible for the non-refundable deposit plus a pro-rated amount of the tuition fee. If written notice of withdrawal is received before school begins in September the parents/guardians will be responsible for the nonrefundable deposit. If written notice of withdrawal is received by the end of Term 1 the parents/guardians will be responsible for the nonrefundable deposit plus full tuition for the term. If notice of a withdrawal occurs after term 1, the parents/guardians are responsible for the full contract amount.
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COMMUNICATION CHANNELS AND GUIDELINES Channels for Healthy Communication Learning about Waldorf education, partnering with your child’s teachers in your child’s education and fostering healthy communication provide a strong foundation for a healthy, mutually supportive social life among children and families. If you have questions or concerns regarding your child’s experience at school, the following steps are recommended: • If the concern involves the class teacher or your child, speak to the teacher directly. All teachers welcome parents to promptly address any issue, large or small. • If the concern involves a specialty teacher, speak directly to the specialty teacher involved. If concerns persist, speak to the Director. All teachers can be reached by • email or by calling the office. The teacher will return your call as soon as possible. Individual class teachers may inform parents of specific hours during which they welcome direct calls at home. • If the concern involves another member of the community, please see the following guidelines for building a ‘conscious community.’ These guidelines were developed through several meetings between class parents in an effort to ensure a healthy learning environment of the children.
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Parent/Guardian Code of Conduct Guidelines for Building A Conscious Community I recognize that to successfully build and sustain a healthy community/parent body, I will have to act in an uplifting and honourable manner. Therefore, I will: COMMUNICATE with the relevant party (parent, faculty, administration, class rep) any questions or concern about actions or behaviour for which I have concern. DISENGAGE from communications with fellow parents that place blame. REFRAIN from ‘third party talk’, i.e., the passing on of second hand information, hearsay, rumours, or speculation. CONSIDER before I act or speak, the question “Is what I am about to do or say healing or hurting?” LISTEN to what others have to say with an open heart, and allow space for healthy disagreement. MODEL in myself those behaviours that I encourage and expect in my children. PROMOTE all these principles in my fellow parents. ASK FOR HELP if behaviours persist and contact the Director who can organize a facilitated conversation or involve the appropriate persons in the pursuit of a resolution.
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Examples of Inappropriate Behaviours Include, but are not limited to: • Exhibiting disrespect towards members of the school community, especially school employees and other persons in positions of authority. • Exhibiting conduct injurious to the moral tone of the school or to the physical or mental well-being of others. • Bullying, intimidating, or threatening a member of the school community. • Uttering a threat to inflict bodily harm on a member of the school community. • Harassment (defined as engaging in vexatious comments or conduct against a worker in a workplace that is known or ought reasonably to be known to be unwelcome) of any kind. • Using email lists for advertising/soliciting or to discuss matters unrelated to the curriculum of Waldorf Academy. Parents/Guardians exhibiting detrimental behaviour will be called to meet with the Director and/or a manager to conclude a plan for resolution and repair. Failure or refusal of the parent/guardian to meet or conclude a plan for resolution and repair may result in an immediate or future termination of enrolment of the parent/guardian’s child/children. It should be noted that all parents/guardians sign an enrolment contract with the following statement in it: By signing this Agreement, the Parent/Guardian understands that Waldorf Academy may require the withdrawal of or may dismiss a student at its sole discretion. The Parent/Guardian further understands that a positive and constructive working relationship between Waldorf Academy and a student's parents (or guardians) is essential to the fulfillment of Waldorf Academy's mission, and agrees that Waldorf may terminate enrolment, or decline re-enrolment, if Waldorf Academy, in its sole discretion concludes that the student's action or inaction is detrimental to Waldorf Academy, or whose 28
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parent(s)/guardian(s) have engaged in conduct which is detrimental to Waldorf Academy. Staff Extension Numbers Following are the telephone extension numbers of the faculty and staff of Waldorf Academy (for faculty without an extension number, please leave a message at ext. 0): Cheri Grogan Director of School and Childcare …………231 Lucia Amaral Childcare Supervisor ................ ……………..248 Jennifer Deathe Admissions Manager ................ ……………..225 Yasmeen Mamdani - Student Assessment Manager……………. 232 Melody Bogin Office Manager ........................ ……………..221 Matthew Denton Business Operations Manager……………. 226 Kindercare ........................................................................ ……………..241 Waldorf Education: Reading at Home with a Young Child For many parents reading aloud is easier than telling a story. However, we would like to encourage you to find your storyteller within and share simple stories about favorite childhood memories or adventures with your child. As you tell stories, you will begin to experience for yourself the wonderful power of a spoken tale. We know that most of you will also want to read aloud to your young child. We offer the following guidelines: • Choose books with pictures that are beautiful. • Look for beautiful language. • Avoid cartoons and caricatures. These are untrue images that confuse young children and may stunt their capacity to appreciate the true and beautiful. • Choose stories with simple, heartwarming story lines. • Avoid frightening visual or written images. 29
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• Most ‘chapter books’ have themes and images that are precocious for young children. If you plan to read one of these books to your children, please read it to yourself first, paying particular attention to potentially frightening details or confusing concepts. Please check with your child’s teacher for feedback as well. In reading to your children, one story per sitting is enough. Of course, they may ask for more – just as they ask for more cookies or to stay up late. We urge you, however, to give the child one story and let it have its own inner space to live. Enjoy the wonderful world of language! Media and the Young Child The Waldorf philosophical approach believes that limiting media exposure allows for healthier attitudes towards learning and encourages age-appropriate development. All parents accepted to the school committed on the application form to limit their child’s media viewing and listening time and support the Waldorf philosophic approach to media. As teachers, we observe the influence of media upon the children in the classroom in their difficulty in entering into play, in their static roles chosen in play, in their choice of areas in which their imaginations may be activated, and in listening. The nature of the plots, characters, and settings in media and television does not provide children with the rich life experience which is the content of healthy play. The research regarding the effects of media upon the young child demonstrates many aspects of its inappropriateness. It is important that parents work to limit, censor, or even eliminate “screen time” from their child's experience particularly during the school week.
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We know well what a challenging and daunting issue this is and hope that with the support of our teachers, resources and community we can support each other to ensure the healthiest development of the children. Readiness for Grade One, October to December Birthday Option Grade One: Each spring there arises within each group of kindergarten children the signs of readiness to move on from the environment which has supported and nurtured their growth up until this point. Each child will manifest this readiness in a different manner, some with clarity and directness, others in a less obvious way or perhaps even with reluctance to leave behind the years of early childhood. It is the task of parent and kindergarten teacher together to explore the development of each child in a sensitive and comprehensive manner so as to determine the child’s readiness and what we can do to support them over the summer and in grade one. In January we offer a developmental movement program with the support of the education support team. There is a grade on readiness meeting for parents in January to discuss the process. Particular milestones expected of the child entering the grade school are: • self-care • follow instruction • ability to participate For a deeper discussion on this and why this may be an option to consider we encourage you to talk with your teacher during parent teacher conferences. Parent Meetings It is our hope and anticipation that parents will want to learn more about their children's experiences in the kindergarten. We plan parent meetings throughout the year as an opportunity for parents and teachers to share the many aspects of the life of the nurserykindergarten with each other. These may take a variety of forms: a 31
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sharing from the teachers about aspects of child development, exploration of the whys and hows of nursery-kindergarten experience, study and discussion about the festivals throughout the year and artistic and craft activities for the entire group. These are important times during which a deeper understanding of the child's experience in the school is developed. These meetings are also an opportunity to support each other as parents of young children. It is important that parents commit themselves to these meetings for their richness is dependent upon the participation of all the parents in a class in many ways. For the 2020-2021 school year, meetings will occur via Zoom. Parent-Teacher Communications Parent-teacher conversations are offered throughout the year. These are an on-going opportunity for parents and teachers to build a picture of each child and her experiences in life. We offer an initial home visit in the summer and an opportunity for families new to the class to meet with the teacher during the summer or early fall. Conferences are encouraged for all parents in the winter, with an optional spring parent-teacher conversation as well. Teachers are available, of course, throughout the year whenever questions arise. We want to give the concerns of your children and you the attention they deserve. Please do not hesitate to call. If we are unavailable when you call, please leave a message so that we can get back to you. We do want to know about anything of importance that may affect your child's day. A note is an excellent way to get this information to us when children are present. Each teacher also has a Waldorf Academy email.
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PARENT INVOLVEMENT The parents, along with the teachers, support the growth of the school through their energy and involvement. You are encouraged to volunteer, fundraise, attend parent evenings, Community Council (parent association), lectures, festivals, and celebrations. Parents who have consciously chosen to support this type of education and are committed to it will find consistency and harmony in their children’s growth. By getting involved more is learned about the philosophy and beliefs behind Waldorf Education. These elements are critical in the developing community, the life of the school and the groundwork for future involvement in the grade school. Class Representatives One formal role in relation to the structure of the school is as class parent representative. Each class typically has two parent representatives. One Class rep per class is designated as the member of the corporation and is required to attend the AGM*. These parents are volunteers, who are invited by the teacher in consultation with the parents of a class to represent the group. If possible one parent will have a previous year’s experience and is assigned the principal class rep and the other may be new to the job. A two-year rotation is recommended. The role of the class rep is to promote and facilitate regular and healthy communication in the class, in the service of developing an optimal environment for our children (see sample parent protocols). At the same time, this helps to make the teacher’s life easier and classroom life run more smoothly. Class representatives: • form the body of the school wide Community Council • the principal class rep attends the Annual General Meeting* 33
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• manage practical activities (phone calls/emails to other parents, for example), assisting in organizing class events and helping out at celebrations and school festivals • welcome new families before the start of the school year and making themselves visible to both the teacher and parents • become knowledgeable about the structure of the school and the appropriate channels of communication in order to direct parent concerns • encourage individual parents to take issues/concerns directly to the teacher or parent with whom they have the concern (not to act as mediators – the school offers trained persons to act in this role) • promote and organize social activities among families, such as class potlucks, parties, picnics, skating trips, etc. Annual General Meeting* Voting at the Annual General Meeting is restricted to “members” of the Corporation, who include the faculty, the principal class reps and the Community Council co-chairs. The Annual General Meeting is usually in October. ‘Notice of the Annual General Meeting’ is sent out two weeks in advance with the agenda. Community Council The Community Council serves as a forum for parent involvement in the life of the school from September through June. It endeavors to develop a committed core of parent volunteers who meet regularly to share information, experiences and ideas, and take steps to enhance the school community. The Community Council will meet throughout the year (see community calendar on the school website). The goal of these meetings is to strengthen the social ties among the parents at the school. They also provide a forum for updating parents on school decisions in order to build a 34
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conscious community that supports their children’s education through the school. Parents may also want to organize educational events for parents with the appropriate faculty manager. Meetings agendas include: • check-ins from class representatives • information about school activities or upcoming events • planning around initiatives • follow-up on projects underway • guest speakers • reports/updates from the school administration • recommendations for the faculty or Board of Directors Meetings are attended by: • co-chairs of the Community Council • class representatives from early childhood to grade eight • member of the faculty or faculty representative, • a board member • representatives of school committees or administration • any interested parents from the parent body, who are welcome at all Community Council meetings German Volunteers Each year the school hosts three young men from Germany who have chosen to perform community service abroad. They assist around the school in a wide variety of ways and are valuable members of our community. Unfortunately, we will not be able to host the volunteers this year due to COVID-19 in an effort to minimize person-person contact.
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Resources There are many wonderful resources which will enrich your understanding of the young child, the Waldorf kindergarten, and Waldorf education. Recommended books and links Child Development: Dr. Stanley I Greenspan, MD: Great Kids: Helping Your Baby and Child Develop the Ten Essential Qualities for a Healthy, Happy Life Dr. Jane Healy, PH.D: Your Child's Growing Mind: Brain Development and Learning From Birth to Adolescence Understanding the Waldorf Approach to Education: Mary Beth Rapisardo: Waldorf Education: A Family Guide Rahima Baldwin Dancy: You Are Your Child's First Teacher: What Parents Can Do With and For Their Children from Birth to Age Six Parenting Guides: Kim John Payne: Simplicity Parenting: Using the Extraordinary Power of Less to Raise Calmer, Happier, and More Secure Kids Sharifa Oppenheimer: Heaven on Earth: A Handbook for Parents of Young Children Dr. Susan R. Johnson MD, F.A.A.P. Healing Our Children- A Collection of Articles For Parents Dr. Gordon Neufeld, Hold On To Your Kids Barnes, M.S.,Common Sense Parenting of Toddlers and Preschoolers. Organization Structure please refer to Family Handbook. It is located 36
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on the parent portal. Items covered: Class reps, Community Council, Board, AGM, Faculty Directory and Fundraising ie Winter Fair Websites: www.whywaldorfworks.com www.waldorfacademy.org http://www.youandyourchildshealth.org/articles/teachingacademics.html
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