By Ashley Brickeen | Lower School Admissions Director
Imagine you are in an important meeting when BUZZ. You take a second to peek at your phone—a friend has sent you a text asking about getting together today after work. You quickly switch back to listening to your meeting, but now you’re also thinking about your schedule. What do you have after work today? Can you juggle things so you can get together with your friend? Why does your friend want to see you? You should get back to them. They’ll expect you to respond, especially as they know their message was delivered. You quickly flip open your calendar to check—yes, you can meet up but only if you do so right after work. You tune back into your meeting—wait, are they now talking about your project?
Brain science shows that humans actually can not multi-task. What we can do with varying levels of competency, is switch our focus very quickly between tasks. But with every switch between tasks, there is a brief re-set, where we have to quickly review what we were doing before we switched focus. Adults, with fully mature brains, are generally better at this form of quick switching than teens and children.
Now imagine the above scenario, but it’s not a meeting at work. It’s a classroom and you’re trying to learn chemistry.
Here are two insightful articles that explore the effects of phones and social media on young people:
“End the Phone-Based Childhood Now” by Dr. Jonathan Haidt, looks at the impacts of social media and phones on adolescents and children. Nationally and internationally, parents and schools are witnessing how phones are reducing student learning, negatively impacting student emotional well-being and in some cases, leading to radicalization and extremist views.
While I appreciate Dr. Haidt’s work on social media and agree with his argument that it has negatively impacted the mental health of girls in particular, I think he has missed a lot of the negative impact experienced by boys. For some time, researchers have known that white supremacist and other radical groups were using social media to target boys and normalize racist and sexist beliefs. “How White Supremacists Recruit Kids” touches on this issue which I think Dr. Haidt is too quick to discount.
As we navigate the complexities of our digital age, it is crucial for parents, educators, and policymakers to recognize the profound effects that phones and social media can have on young minds. By fostering open conversations about these challenges and implementing thoughtful strategies to mitigate their impact, we can create environments that prioritize learning and emotional well-being. Encouraging students to engage in meaningful face-to-face interactions, setting boundaries around technology use, and promoting critical thinking about online content are essential steps. Together, we can empower our children to thrive in both their academic pursuits and personal lives, ensuring they are equipped to face the world with resilience and clarity.
By by Mia Hammerschmidt | Educational Support Teacher
Baking during the holidays is more than just a festive activity—it’s a wonderful way to help children with learning challenges develop important skills in a hands-on, engaging way. Measuring ingredients strengthens math and number recognition skills, following a recipe improves reading comprehension and sequencing, and mixing or kneading dough can enhance fine motor coordination. Plus, baking encourages patience, focus, and a sense of accomplishment when the final product is complete.
Here’s a simple and sensory-friendly Cinnamon Dough Recipe to try with your children:
Ingredients:
1 cup of applesauce
1 cup of ground cinnamon
(optional) 2 tablespoons of craft glue
Instructions:
Mix the applesauce and cinnamon in a bowl until it forms a dough.
Roll the dough out on a floured surface and use cookie cutters to shape it.
Let the creations air dry for 24-48 hours or bake them at a low temperature (around 200°F) until hardened.
This cinnamon dough is perfect for making holiday ornaments, and the spicy aroma adds a festive touch to your home. Best of all, this activity promotes creativity while strengthening motor and cognitive skills.
By Melanie Ingler | Communications Coordinator
in conversation with Ashley Brickeen | Lower School Admissions Director
Waldorf education’s approach to teaching students to read is a carefully structured method that aligns with children’s developmental stages and brain readiness. Contrary to popular belief, Waldorf schools do not actually delay reading instruction. Instead, we lay a strong foundation for literacy from the earliest years, giving children the time they need to properly develop the skills needed to grow into active and engaged readers and writers.
Building the Foundation In preschool and kindergarten, our teachers focus on building vocabulary and understanding of spoken grammar. This is done through rich storytelling, puppet shows, and dramatic play. For instance, children might learn complex words such as “horrendous” or “precipice” through engaging stories. Teachers use puppet shows to clarify vocabulary and grammar concepts, especially for children who might be confused. Classrooms feature books with complex stories and beautiful imagery and art for children to explore.
Contrast this to a kindergarten classroom focused on early reading instruction. Of necessity, the teacher must dramatically simplify the grammar and vocabulary used in the classroom and in classroom materials, such as books. Instead of hearing stories with words like “incidental,” programs that push early reading instruction use books with sentences such as “The dog sees the cat.”
In our kindergartens, teachers gauge comprehension while introducing complex language structures by having children act out or retell the story in their own words. For example, children might encounter the use of passive voice in stories such as “The sun was lassoed by Maui.” By acting these out, children internalize these grammatical structures naturally. These methods help the children to develop a love of stories.
This early focus on rich language and comprehension lays the groundwork for later reading success (Shanahan and Lonigan). When children eventually encounter complex texts with large words and varied sentence structures, they’re already familiar with these concepts, making comprehension easier.
The Role of Movement in Literacy Development Traditional childhood activities like skipping and jumping rope play a crucial role in cognitive development, including the skills necessary for reading. From an evolutionary standpoint, reading is a relatively recent human skill. Our brains lack specific circuitry for reading, instead relying on neural pathways developed through movement and hands-on experiences to support this complex cognitive task.
As modern lifestyles increasingly favor sedentary entertainment, there’s growing concern about the impact on children’s cognitive development and reading readiness (Carson et al., 2015). Without physical activities that naturally promote bilateral coordination and neural integration, children may miss out on building essential brain connections needed for complex tasks like reading.
Waldorf education addresses this challenge by intentionally incorporating movement and hands-on experiences into the curriculum. This approach ensures that children develop both the physical and cognitive skills necessary for successful literacy acquisition. By prioritizing these activities, Waldorf schools support holistic development, preparing children not just to read, but to thrive in all areas of learning.
You might notice our kindergarten children skipping around the field in the mornings. While this also provides excellent exercise, it serves a much deeper purpose. These seemingly simple activities are laying the neural groundwork for future academic success, including reading proficiency. In essence, Waldorf education recognizes that the path to strong literacy skills begins long before a child picks up their first book.
Reading Instruction and Brain Development Waldorf education recognizes that most children’s brains are developmentally prepared for reading instruction around ages 6-7, coinciding with the maturation of neural connections between brain hemispheres. This is why formal reading mechanics (like “c-a-t spells cat”) typically begin in first grade. If children are exposed to these mechanics before this developmental stage, they often rely heavily on picture cues to guess words, which can lead to significant challenges when illustrations are removed from texts at a later time around third grade.
Assessing Reading Readiness To ensure a solid foundation, WSP conducts thorough first-grade readiness assessments and screenings. These include observing whether children can cross their midline in bilateral movements, indicating connected brain hemispheres. Interestingly, screeners will purposefully place writing utensils in specific places throughout the assessment to see if students are crossing the midline and to determine which hand is dominant. These observations are similar to those tracked in pediatric occupational therapy, highlighting the holistic approach Waldorf education takes towards child development.
The Holistic Path to Literacy Our approach, incorporating movement and hands-on learning, aligns with this understanding of human cognition. By focusing on physical and linguistic development in the early years, we aim to create strong, confident readers who not only can decode words but also deeply comprehend and enjoy what they read. This approach stands in contrast to most modern educational methods that prioritize “more and sooner” when it comes to literacy, as if in a never-ending competition. While society often associates earlier reading with better long-term outcomes, Waldorf educators argue that the focus should be on the end result. After all, as they point out, no one in a job interview asks, “When did you learn how to read?” Instead, Waldorf education looks at the desired outcome and works backwards, ensuring a solid foundation for lifelong literacy which can lead students to a joy of reading and writing.
References
Carson, V., et al. (2015). “Sedentary behavior and cognitive development in early childhood: A systematic review.” Preventive Medicine, 78, 115-122. Retrieved from https://pubmed.ncbi.nlm.nih.gov/26212631/.
Shanahan, T., & Lonigan, C. J. (2015). The role of early oral language in literacy development. Language Magazine. Retrieved from https://www.languagemagazine.com/5100-2/.
Below is the full transcript of Noam’s speech delivered at the Commencement Ceremony in 2024. If you would prefer to watch and listen to his inspiring words, a video recording is available below. Used with permission.
One of the hardest parts of joining a Waldorf school for me was Eurythmy. If you’ve never seen Eurythmy performed, it can be quite hard to wrap your head around. So I’ll do my best to explain it. I’ve described it as kind of like an interpretive dance, but with certain frameworks for what certain movements mean. Also, sometimes it’s like a puppet show. Oh, and whenever it’s performed, the dancers wear flowing silk robes. I’ve certainly received strange looks when talking about it. The Waldorf description sounds more like connecting your soul to the cosmos or making your internal world external, which makes equally less sense at first. The important thing to know is that Eurythmy is a movement art that’s not taught anywhere but Waldorf schools.
When I started high school, Eurythmy seemed like the most colossal waste of time, and I could not justify spending even one hour a week in what amounted to a complicated puzzle that I was sure was engineered to cause me misery. I remember a moment while doing Eurythmy over Zoom (yeah, that was a thing) when we were told to grip a pencil with our toes and draw a star with our feet. Sitting alone in my room watching the seconds tick by, I wished I could be literally anywhere else. And lost in my own contempt, I missed my ability to actually do the exercise. I snapped out of it when we were asked to show our work, and in a panic, I held up a completely blank piece of paper and blamed my camera’s glare for the evident lack of stars drawn by feet.
My relationship to your Eurythmy has significantly changed over the years. This would be a strange thing to talk about if it hadn’t. Throughout high school, but especially this past year, I’ve come to respect, and I dare say, even enjoy Eurythmy. So what changed? The biggest thing that changed was my attitude. Initially, when I started doing Eurythmy in person, I was frustrated with the inconsistencies I saw in Eurythmy class. Eurythmy is a group exercise, and our class’ movements weren’t perfectly timed to the music. Each week, we would emphasize different parts of the words, and sometimes in the time between Eurythmy classes, the form we walked would be forgotten or altered. This irritated me to no end, and I remember spending many of my freshman, sophomore and even junior year Eurythmy classes, arguing with my classmates or even my teacher, the lovely Ms. Bergmann. I wanted Eurythmy to be like a math or a science class. Precise, exact and with a definitively correct way of doing it. This mindset made the classes incredibly difficult for me, and I remember when I first saw our junior year schedule with Eurythmy twice a week, I nearly cried.
So I began incredibly slowly, the process of accepting that Eurythmy was not a precise mechanical endeavor, but a way to express oneself, to work together with others, and to reflect on the space we inhabit as humans. And when performing Eurythmy with this mindset, I discovered a feeling in a moment when the group tunes into something, tunes into some unexplainable connection or force, a moment when the movement becomes bigger than any individual or even the group as a whole. It’s not something I can neatly fit into a scientific explanation or even explain clearly. But since when has Eurythmy been easy to explain?
I think my experience with Eurythmy is a microcosm of my experience with Waldorf as a whole. I came in with incredibly rigid ideas about how high school should look and how it should act and behave as a person. Time and time again, these preconceived notions were challenged, and I was forced to grow, to push myself to be more understanding and well rounded. There are so many things I’ve learned from this Waldorf school, and even if I never do Eurythmy ever again in my whole life, I know that I now have the skills to try something new, to fail, to not understand, to withhold my judgment and to let myself just feel as I walk into the next chapter of my life. So thank you to my classmates for sticking with me while I was argumentative or frustrated. Thank you Ms. Bergmann for being such a lovely, incredible Eurythmy teacher. And thank you Waldorf for helping push me out of my comfort zone and letting me try something kind of strange, but really cool. Thank you, everyone. Thank you for your gift.
Assigning chores to children is more than just teaching them responsibility—it fosters independence, builds confidence, and strengthens their connection to the family unit. Research has shown that children who do chores from an early age develop a stronger sense of accountability and work ethic, skills that benefit them well into adulthood. Chores also provides a hands-on way for children to learn time management, problem-solving, and teamwork. Here are a few resources you might find helpful:
TED Talk on the importance of love and chores, Julie Lythcott-Haims, the former Dean of Freshmen at Stanford, makes the case for parents to stop defining their children’s success via grades and test scores. Instead, she says, they should focus on providing the oldest idea of all: unconditional love and household chores
Findings from a long-term study on chores used data collected over 25 years to find out whether asking children to help with household chores (starting at age 3 or 4) was instrumental in predicting children’s success into their mid-20s
This early focus on rich language and comprehension lays the groundwork for later reading success (Shanahan and Lonigan). When children eventually encounter complex texts with large words and varied sentence structures, they’re already familiar with these concepts, making comprehension easier.
