Why Play Based Learning?

What does it mean to be a young child? What experiences do we want to give our children?

In our culture there is an increasing pressure for parents to ‘prepare’ their children for school.  This often means the memorization of rote skills: the recognition of letters and numerals and the completion of worksheets and timetables.  While the recognition of symbols can be a joyous experience if the desire comes from within the child, current research demonstrates that these skills do not predict school success. Instead, it is the ability to work with others successfully and autonomously, or Social Emotional Learning, that is the greatest indicator.

Social Emotional Learning is what happens when three children decide to build a fort together.  Where should it be built?  What materials should be used?  What if the builders do not agree? In our classroom, conflicts  are opportunities for children to practice expressing their needs, listening to the needs of others, and brainstorming creative solutions to problems. The teacher guides children through the process of conflict resolution, teaching and reinforcing techniques of compassionate communication, in the classroom. With regular practice children gain the skill and confidence to negotiate and solve problems on their own. 

A commitment to play in the classroom supports the social, emotional, cognitive and physical well being of children. It develops their visual sense, language capacity, as well as honing fine and gross motor skills. Play is a natural tool for the development of resiliency, cooperation, and self confidence. Through play children overcome challenges, learn to control impulses and develop their creativity. 

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The Waldorf Approach

The Waldorf tradition deeply inspires our approach to play based learning.  It influences the materials used: flexible, natural toys that inspire creative use.  It shapes the rhythm of our day and inspires our use of music, oral storytelling and puppetry. The Waldorf approach is evident in our connection to the natural world and our commitment to process based art. It guides our belief that the wonder and magic of childhood is an experience that should be preserved and honored. 

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History

Rising Song has been in operation since September 2009.  The current location was purchased in 2014 and has provided the stability to deeply invest in creating a beautiful playscape, garden and food forest.  The program has changed over the years, starting with one school, expanding to two, and reducing back down to one classroom in 2017.  September 2018 will bring another change with the departure of one co-owner/director, and the reduction to a half-day only program that is primarily an outdoor school.   

As the years have passed there has been much improvement in this vision to build a connected community that honors the needs of children, teachers, and parents alike. Teacher Rebecca feels very grateful to have the opportunity to do this special, heart centered work, guiding families through their first experiences of school, supporting and celebrating the astonishing period of growth and change that is unique to early childhood.  She is honored to carry the torch into Rising Song’s future!