Mamatoga Q&A: Anne Maguire from Waldorf School of Saratoga Springs

10891448_766789110069485_4027304200529346160_nAs part of my Saratoga Area Preschool Series for 2015, today we are focusing on The Waldorf School of Saratoga Springs, one of the sponsors of the Saratoga Springs Area Preschool Fair, taking place today (Saturday, January 24th) from 10am to noon at the Saratoga Springs Public Library. I spoke with Anne Maguire from Waldorf School of Saratoga Springs about what makes Waldorf special. Mamatoga: What are some of the key ideas about the Waldorf approach to teaching children?

Anne Maguire: Waldorf education is based on the work of Rudolf Steiner, an Austrian philosopher, educator, and scientist.  The curriculum was designed to foster engaged learning and healthy development of the whole child. For young children, a learning environment is created that supports a child’s natural curiosity, imagination, and desire to imitate.  When children relate what they learn to their own experience, the learning becomes their own. Beginning with the preschool classes and following on through the high school years, the Waldorf curriculum is based on the idea that meeting children and young adults where they are developmentally supports academics and artistic accomplishment and inspires in students a life-long love of learning.

M: What can people expect to find in your classrooms?

AM: Our classrooms for young children are designed to be simple and welcoming. Colors are soft and nurturing and areas for play have been created with simple, natural toys, crowns and capes for dress up, and a “child-sized” table for sharing the daily nutritious snack that is provided. Homemade soup, freshly baked bread, grains, and organic fruit are regular staples during snack time. The intention behind this simple classroom design is to foster an environment in which the child’s own imagination and natural curiosity will guide their play. An abundance of research today supports the idea that healthy brain development in children is fostered through imaginative play.

In addition to our Early Childhood Center location which offers programs for children from age 1 to 6, we are also proud to offer our Forest Kindergarten location which offers the unique opportunity for redefining what a classroom can be!  While students are able to enjoy the comfort and shelter of a lovely farmhouse, the majority of the learning experience for students is created outdoors where nature has provided a rich classroom. This year, we expanded our programs at the Forest Kindergarten to include a Preschool class for 2 and 3 year olds.  The class is fully enrolled as we bring the wonder of outdoor learning to our youngest students. We are often asked how we manage the cold weather or for that matter, warm weather, bugs, etc. and the answer is that as long as children are clothed properly, they love to go outside!  Our teachers in all programs take great care to make sure all students can safely enjoy outside time.

10413337_766786316736431_1722004982178858109_nM: What is a typical day like at Waldorf School of Saratoga preschool? (you can choose just one program here if that makes it easier)?

AM: Waldorf education incorporates the belief that all children benefit from a predictable daily rhythm both in their home life and their school life.  In our preschool and kindergarten programs, each day has a consistent schedule that includes practical and artistic activities that nourish a child’s developing senses.  Daily activities may include: story and circle time, creative play in the classroom to foster the imagination, outside play to strengthen gross motor capacities, and preparing and eating a healthy snack together. Artistic activities may include drawing, watercolor painting, sewing, stories, and songs and verses.

M: If you could tell readers one thing about the Waldorf approach and Waldorf School of Saratoga what would you want them to know?

AM: The WSSS offers an alternative to test driven, result oriented education and focuses instead on the development of the whole child.

Find Waldorf School of Saratoga and many more local schools at the Fair today, thank you to Anne for giving us a peak inside your school!

2015 Preschool Fair Poster [FINAL]

Mamatoga Q&A: Kerry Brader Henley, Head of School at Malta Montessori School

Maria-Montessori-3January might not feel like Back to School time, but it is registration time for next year's preschoolers. This month on the blog I'm going to be featuring some Q&As and highlighting some local preschools to give you all an idea of what options are out there for your little one. Today I'm talking with Kerry Brader Henley, the Head of School at Malta Montessori School about the Montessori approach to learning and what makes their school special. To learn more, visit their website here. Mamatoga: What are some of the key ideas about the Montessori approach to teaching children?

Kerry Brader Henley: Dr. Maria Montessori, Italy's first female physician, devoted much of her life's work to observing young children in a learning environment.  She did so with the keen mind of an educated physician and out of those observations, she became acutely aware that children are born with very absorbent minds and quite naturally soak up information from their environment with ease.  Dr. Montessori maintained that given a beautiful, orderly environment that allowed students to explore concepts at will, children will educate themselves at a pace and manner that is filled with ease and wonder, rather than stress and struggle.

One might wonder "How on earth did she think letting little kids run around and 'explore' stuff without 'teaching' them would be a workable plan? That plan, it may seem, is one for chaos!"  And so goes the popular myths about Montessori classrooms, that kids get to do whatever they want and they somehow magically learn things.  Nothing could be further from the truth.  Montessori teachers are trained extensively in creating a "prepared environment" in the classroom.  This means that Unit topics are chosen for their importance and relevance to the lives of preschoolers. It means that learning materials are carefully chosen and placed in the classroom to maximize the absorption of information by chubby little hands.  Many, many lessons are given on those learning materials.  Story books are chosen that accentuate the interesting facts about a particular topic and many discussions are held with all of those curious little minds in the classroom about the topics at hand. Many more lessons are given to young students, both individual and very small group lessons. Teachers train the children daily on the proper way to conduct themselves within the environment and they follow through, follow through, follow through.  It is important to note that lessons are given on gracious and courteous behavior, as well as math, language and geography and culture. It's the expectation of gracious and courteous behavior that shapes the very atmosphere of our classrooms.

M: What can people expect to find in your classrooms?

KBH: Typically, Montessori classrooms are divided into several curriculum areas: Practical Life, Language, Mathematics, Sensorial, and Culture and Geography.  Each area has specific learning materials that facilitate the learning of skills related to the curriculum area.  For instance, the Practical Life area is usually set up near the kitchen area because many skills taught in the classroom are related to cleaning up after oneself. Dishwashing, floor sweeping, pouring themselves a drink: these are all lessons given to Montessori students with the expectation that not only should they be expected to clean up after themselves, but that they will do so because the enjoy caring for their environment and experience themselves as an important contribution when doing so.  In fact, lessons on caring for the environment and caring for oneself are  integral to the Practical Life Curriculum.  Most Montessori teachers (and parents) will tell you that in this part of the curriculum, a student's sense of independence expands dramatically, because they have been dignified with the opportunity to do things for themselves.  Their sense of self-control becomes evident in their willingness (and if they are three....passionate insistence!) to do things "myself"!  In all areas of the Montessori curriculum, children are first given lessons on specific learning materials and are then invited to practice those lessons using the materials as often as they like, until they reach a level of mastery and become ready for advancement to another lesson. Teachers regularly check for progress with all students and track progress.

M: What makes the Montessori approach different from the more “traditional” types of education?

KBH: When visiting a Montessori classroom, most adults are surprised to find children moving about calmly and freely and taking trays off shelves and carrying them to tables to work, or laying small rugs down on the floor for designated work areas. Choosing one's own work is integral to the Montessori environment.  If a child has a hard time selecting materials, the teacher will gladly assist them in choosing learning materials that are appropriate for their level.  Children might be sharing work, such as completing a Continent puzzle map.  Some may be working independently, some may be sitting at the snack table, finishing up snack and getting ready to wash their own dish at a child-sized sink.  All children are expected to clean up after themselves and restore order to the classroom, even the tiny 3 year olds, who are so proud of themselves! The classrooms are usually quieter than traditional classrooms because teachers model whispering in the classroom and take on the role of guide rather than director.  Only on rare occasions does a Montessori teacher address the entire class as a whole.  All Montessori classrooms are multi-age groups, meaning they contain children ranging in ages from 3 to 6. This allows the oldest children to model skills for younger children, such as higher levels of counting, reading and mathematical operations such as addition and subtraction. For this reason, teachers do not give lessons to the entire class at once, since multi-age grouping naturally contains multiple levels and rates of learning.  Classroom wall decoration is kept to a minimum, resulting in a very clean, uncluttered style. This is to avoid distracting children from their primary task of learning and building their powers of concentration.  It also trains children to appreciate a sense of order in their environment.

M: What is a typical day like at Malta Montessori?

KBH: A typical day at a Montessori Children's House classroom begins with children arriving and storing their belongings (removing their own shoes, hanging their own coat) and getting right to work by choosing their own materials, maybe something on a tray or in a basket that peaks their curiosity. One child is responsible for bringing and preparing snack for the classroom. When they are finished and snack is ready, children are invited to serve themselves snack and clean up after themselves. Daily circle sessions usually include a story about the monthly Cultural unit and a presentation. For the month of November, the Monthly unit is Native Americans, so children might have a "tasting experience" of corn, beans and squash to learn about the 'Three Sisters" of Native American lore and diet.  The work period resumes after circle and children are encouraged to choose their own work. The morning period ends with an half hour on the playground, enjoying fresh air with friends.  After recess, lunch resumes and children assist in setting up the classroom for lunch with their classmates.  Once again, classmates clean up after themselves and restore order to the classroom before resuming classroom work.  The day ends with a second dose of fresh air and fun on the playground.

M: If you could tell readers one thing about Malta Montessori, what would you want them to know? KBH: At Malta Montessori, parents can expect to find a school atmosphere that truly celebrates many world cultures and welcomes their expression. The parents who choose to send their children to the Malta Montessori School are looking for a rich learning experience where their children can learn at their own place.  We are a community of students, teachers, parents and families whose primary aim is to rejoice in the short span of time that is childhood and infuse it with the richness brought by curiosity, intelligence, wonder and dignity. We are happy to have families join us!

Many thanks to Kerry for giving us a peek into the world of Malta Montessori, stay tuned for more in depth features on local schools. You can also find out more about many local preschools at the upcoming Preschool Fair (see flyer below for details).

2015 Preschool Fair Poster [FINAL]

Common Core Testing: Local Family's Experience with Refusing the Test

commoncoreCommon Core is a hot topic amongst parents of school aged kids right now, especially as the time for testing draws near. In case you haven't heard of it or are unsure exactly what "Common Core" entails, here is a little background. "Common Core" is just a shortened version of the Common Core State Standards Initiative. The state-run program, which was first proposed by the National Governors Association and the Council of Chief State School Officers, is intended to introduce a single set of newer, more challenging standards for math and language arts from kindergarten through 12th grade. Prior to Common Core, every state set its own academic standards. Proponents of Common Core argue that the new standards, which ostensibly require critical thinking and analytical skills, will make students globally competitive in a rapidly shifting economy. The standards are also accompanied by new standardized tests.

The new standards, which were approved by 45 states and the District of Columbia and are now being implemented across the country (though some states are reconsidering), also have their fair share of opponents. Many argue that the standards, especially for young children, are not developmentally appropriate. Many also argue against relying on test scores to make critical educational decisions about students or schools - or what is called "high stakes testing". Common examples include retaining a child in grade or withholding a students high-school diploma solely on the basis their score on a test, or relying on test scores to determine whether a teacher or school should be sanctioned or rewarded.

Opposition to the standards, both their content and their implementation, has been growing in New York (and other states) among teachers, principals, superintendents and parents, some of whom have refused to allow their children to take the exams (testing begins in third grade). To read more about the Common Core, click here to read my piece in Mamatoga Magazine.

While there is no provision to opt out of these tests, parents do have the right to refuse them. Under NY state’s education law, there is a difference between refusing to take the test vs. opting out. Essentially, parents can participate in a civil disobedience movement by refusing to allow their children to take the tests. Refusing the testing has no affect on the children’s score, on the school or on the teachers.

The tests under the standardized system begin April 1st, and I wanted to find a local family that had taken the refusal route to see what the process was like. I spoke to Trent and Tara Sano who chose to refuse the testing for their son Carter, and have said that the experience for them has been very positive, citing a good relationship and open communication between their principal and teacher.

What was the process of refusing the test like? Was it easy to do, was the school/teacher accepting of the refusal, was there an open communication about the refusal?

We were fortunate enough to have a relationship with the school principal.  I sent an email letting him know that I’d be refusing the test on our son’s behalf and asked him how he’d like me to proceed in order to be as respectful as possible to the school and teacher.  He asked if we could sit down for a 15-minute meeting when I dropped off my letter, which we did.  We agreed to disagree on the necessity and usefulness of the test, but ensured we were on the same page about what both parties’ responsibilities were.

What was the dialogue like between you and your child about refusing the test?

We explained why we thought the test – in its current form - wasn’t right for him and, while we felt the same was true for other kids, we were only able to do what we thought was best for him.  We told him he had a responsibility to try just as hard – if not harder – on test practice and preparation, and we asked him not to share with other kids that he wasn’t taking the test, as we wanted to cause as little disruption in the classroom as possible.

Are there other parents you know that have also refused?

Yes, my sister (who is a middle school teacher) and a good friend (a former Elementary teacher) have both refused and helped us as resources.

What will your child be doing instead of taking the tests?

He’ll be reading at his desk.  While we wanted the opportunity for him to go to a separate location and/or have some other engaging activities, we understand that the school’s only responsibility is to not have him “sit and stare”.  And they’ve committed to allow him to read during the time.

Do you have any resources (online or otherwise) that you felt were helpful with this process?

There are so many resources it’s easy to get lost.  www.fairtest.org has tons of good resources.

What would you tell parents who are considering refusing the test?

Do your research, connect with someone who has done it in the past, and be very respectful and communicative with the school.  But, most importantly, ensure your reasons for refusing are in your child’s best interest and not because it’s becoming more trendy to do so.  Just because you disagree with Common Core or the direction of our state or federal education doesn’t mean refusing right now is what’s best for your child.  It may cause some children more harm than good.  Don’t make it a political or social statement - really look deeper at the reasoning and goal.

Many thanks to the Sanos for speaking with me and sharing their experience. If you'd like to share your experience, contact me at jenny@mamatoga.com to be included in upcoming posts in this continued series on the Common Core in our schools.

Mamatoga Preschool Series: Is my Child Ready for Preschool?

Before my son was even born I started thinking about his education and when he would start at a little preschool program, and although my idea of what preschool was consisted mostly of foggy memories of my own preschool experience, I was still pretty sure it would only be for about a year before he started kindergarten. When I started doing actual research into it I realized that you can start your little one in a preschool program as early as 2 years old, and not only that, here in Saratoga we have a lot of different preschool options that offer programs for children that young. Waldorf, Beagle, and the YMCA are just some of the schools in our area that offer two year old preschool, but before picking out which school fits you and your child best you need to first decide if your child is ready to start school.  Even though schools will start taking children this young for programs, readiness for preschool has more to do with where your child is developmentally rather than age. Is he socially, emotionally, physically, and cognitively ready to participate in a program with a group of other children? Though it may seem reassuring to check off a list of skills to determine if your child is ready that method isn't foolproof. The best way to decide is to spend time thinking about your child and to talk to other people who know him well, such as your pediatrician and your child's caregiver. Consider these questions when thinking about preschool readiness as well. Has he spent time away from you? If your child has been cared for by a babysitter or another family member, he might be better prepared to separate from you when he's at preschool. Kids who are used to being apart from their parents often bounce right into preschool with hardly a second glance. If your child hasn't had many opportunities to be away from you, you might want to schedule some, a weekend with grandma, or a playdate where you drop him off for just a little bit. But even if you can't work out your separation issues in advance, don't worry too much; many children leave Mom or Dad for the first time to go to preschool and they do just fine. The trick is to help your child adjust in short doses. Many preschools will allow you to drop off your child for just a short time during his first few days there or to stay for the first few days. As he gets more used to his environment, you gradually work up to dropping him off for the full time. Some experts believe that preschool may even be more important for kids who have been at home with their parents to help get them ready for the move to kindergarten. Preschool can seem like a daunting proposition for some families because it can be the first major separation of parent and child. Because of this, it may literally be the beginning of the child’s having a life that his or her parents do not share and in which other people besides the family and people the family chooses come to have important influence. Looked at in this way, parents want to make sure not only that their child is ready for pre-academic pursuits, but that their child has had the experiences they wanted him or her to have had before sending him or her out into the wider world.

One big question to consider for preschool readiness is whether or not your child can work on projects on his own. Preschool usually involves lots of arts and crafts projects that require concentration and the ability to focus on an individual task. I will never forget the first art projects I took home for both of my kids, they felt like little treasures. If your child likes to draw at home or gets engrossed in simple puzzles and other activities by himself, he may be a good candidate for preschool. But even if he's the kind of child who asks for help with everything, you can start getting him ready by setting up playtimes where he can entertain himself for a half hour or so. While you go about an activity of your own, encourage him to make something out of playdoh, for example. Slowly build up to longer stretches of solo activity. The goal here is to keep yourself moderately occupied with an activity so that he'll get on with his own without too much hand-holding on your part. Another aspect of building this skill is to give your child some simple instructions, something that he will encounter in preschool. Ask them to put their shoes away or hang their coat up or help to clean up after their snack. This will help them get ready for the simple instructions they'll start getting in preschool.

Another thing to think about when considering preschool readiness is whether or not your child can participate in group activities. For the younger kids going into two year old preschool, this might not be such a big concern at first since most children that age aren't quite ready to engage too much with their peers and are more into parallel play, but you can start them out with trying some group activities by taking them to playgroups at the library or Children's Museum that can be similar to preschool activities. Simply getting them used to playing around other children in a group can help them get ready to participate in the types of games and circle time activities they'll take part in when going to preschool.

Your child's schedule and energy level are further important indicators of preschool readiness. My kids were still (thankfully) nap takers when I started them out at preschool so I tried to choose a program that worked around this. Most schools will offer a morning and an afternoon option, so figuring out which one works best for your child and their schedule rather than trying to work against it will make everyone happier with the preschool transition. Even though it can be a short time, keep in mind that preschool can be demanding for a toddler, there is usually some playground time and lots of physical activity packed into that mini school "day". While children are at preschool, they are learning emotionally, cognitively, physically and socially. They spend a lot of time practising gross and fine motor skills and developing their new skills in language and communication. Your little one may not have much to show for their day at preschool, but a lot happens at preschool that is not immediately apparent – the activity is seen, but not the learning.

Something I didn't expect but definitely should have was that preschool readiness of course varies from child to child, and you need to consider that within your own family. My son took to preschool like a fish to water and never looked back, my daughter took to it more like a fish to a bicycle. Not well. I sort of assumed since Finn loved school so much and Levy was eager to start that she would get along well, but that wasn't the case and we had a difficult first year of preschool. I had to look at approaching preschool almost as a first time preschool parent with her and by doing so we've had a much better experience so far this year.

One easy thing you can do with your child is visit the school they might be attending. Familiarity can go a long way for a stress free preschool transition. Throughout our preschool series we're going to feature different schools in our area to consider (check out our first spotlight preschool, Katrina Trask Coooperative Nursery School here), and we'll be giving you a heads up on how and when to go visit the schools you're interested in. Slowly introducing the idea of preschool and getting your child ready for that environment can make the transition smoother for both of you.