Kindergarten is based, as is the School, on the principles of education
as indicated by Rudolf Steiner, Austrian philosopher, scientist and
The first seven
years of a child’s life are of the utmost importance for developing
capacities needed later in life. The Kindergarten is an environment
where children can play imaginatively and creatively, and can freely
develop within their own world. There is a balance between ‘free’ play
and the sharing of activities. Through Festivals and special occasions
the experience sof wonder is nurtured, as is their joy and enthusiasm
for simple tasks.
Each day has its
rhythm and the children come to know that each day also has its own
activity, rather than all activities being available ‘on demand’. For
example, Monday may be painting day, Tuesday baking day, Wednesday
modelling day and so on. Sometimes there is a special time for a
particular activity as with painting, sometimes the activity arises out
of free play.
After a brief rest we gather together for a more reflective, inward
moment in the day. Time to sing, speak our morning verse and play a
seasonal game or two. We then wash our hands before sitting down to
morning tea at the table. A couple of children help to serve the drinks
and soon all is ready - flowers and candle in the centre, and grace is
After morning tea it is time to go outside, to swing, build in the sandpit, to climb or to help care for the garden.
Before the children go home, they will gather once more to hear a
story, always told by the Kindergarten teacher (rather than read).
Sometimes it is a simple story from nature or life, sometimes a fairy
tale with all its hidden truths. The children will hear the same story
for a number of days. This appeals to their love of repetition and
rhythm. They get to know the characters and to anticipate specific
events within the story. Later one can sometimes see one or other
character from the story appear during free play.
The work of the Kindergarten progresses through rhythm and harmony,
through the home-like atmosphere; and the child learns to take his or
her place in the world through imitation and by ‘doing’. And, as they
are not being asked to give their energies to understanding abstract
ideas, the children are able to assimilate their experiences and to get
on with the important task of building strong, healthy bodies.
Toys in the Kindergarten are handcrafted from natural materials. They
tend to be left ‘unfinished’ so that the children can finish them with
their own imagination. A simple doll without a face or elaborate
clothing can be an old woman or a princess. A piece of wood with simple
shaping enables the child to imagine it as a horse on one day, a lion
the next. Tables can become boats, trains, mountains and so on. Much
use is made of cloths, logs, pinecones, shells and similar simple
Some Useful Information
- Our morning sessions run from 8:45 am - 12:45 pm .
usually start after their fourth birthday, attending around three
sessions a week to begin with. Nursery Group commences at 21/2 years
- Each group has a mixture and balance of ages of both boys and girls aged from four to six years.
- A piece of organic fruit for a shared morning tea
- Lunch (no chips, sweets or chocolate please)
- Indoor shoes/slippers, these may be kept at kindergarten
- Sunhat or woollen hat, depending on the season
- Appropriate, warm, child-like clothing
ask that the child’s own toys stay at home. Sometimes there may be an
occasion where it is appropriate that a soft toy accompanies the child.
remain in kindergarten until after their sixth birthday and finish the
year together before entering Class One the following year.
- We strongly discourage television viewing for children
Please click – Recommended Reading