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
By Robert Kostrzeski | Director of College Counseling
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.
While I have had the pleasure of meeting many students, faculty, staff, and families, there are still some I have yet to connect with. For those who missed my earlier introduction, I would like to share a bit about myself. I am a student-focused advocate and advisor, most recently serving as the University Counseling Coordinator/High School Counselor at the International School Nido de Aguilas in Santiago, Chile. I have contributed to various boards, such as MaiaLearning and EAB Global Concourse, both of which are dedicated to educational college counseling. In my role as Co-Chair of the International ACAC (Association of College Admission Counseling) Pre-Conference Institute, I have had the privilege of training hundreds of counselors.
With 25 years of experience in education and admissions counseling, I currently serve as the Academic Director for the International University Advisor certificate program at The University of Pennsylvania’s Graduate School of Education, training college advisors worldwide. My background includes leading admissions and directing international exchange/study abroad programs, as well as serving as a university counseling director at both U.S. independent and international schools. My experience spans institutions such as the School of International Training (VT), the University of Arizona, The Gregory School (AZ), Drew School, and Wildwood School (CA), along with the Awty International School (TX). I regularly present at professional conferences, including International Association for College Admission Counseling (ACAC) and the Council of International Schools (CIS), most recently delivering a session on the use of AI in the college admissions process in July 2024. My international experience includes work in Chile, Malaysia, Switzerland, Thailand, Turkey, Vietnam, and, of course, the United States. I currently reside in South America and connect with WSP students virtually.
I take great pride in supporting and guiding the Class of 2025—a remarkable group of changemakers, dancers, artists, gender-fluid souls, open-minded global citizens, multilingual orators, compassionate advocates for social justice, and thoughtful, articulate individuals. As I prepare my recommendation letters, each one brims with the “flowers of the page” cultivated by our dedicated faculty. During a particularly poignant moment at a faculty meeting, each teacher shared vivid anecdotes about our students, which I eagerly incorporated into my letters. My heart swelled with emotion as I witnessed the growth, self-actualization, and confidence that WSP students so vividly embody. WSP is a nurturing blend of family, warmth, and elevated academic learning. Here, we not only cultivate the mind but also inspire the spirit through love, creativity, and kindness.
WSP students stand out for numerous reasons, particularly their innate ability to engage with adults. They advocate for themselves with authenticity and genuinely connect with the mentors who support them. In today’s landscape of selective admissions, character has become a paramount component of the application process, especially given the pervasive online distractions faced by families and teens. WSP students exemplify empathy and care for one another, emerging as agents of change on a social-emotional level that surpasses that of many teenagers I have encountered in my career.
The Class of 2025 is set to apply to over 80 unique colleges and universities across four countries and 16 different states. They boast an impressive average unweighted GPA of 3.66, with 42% of the class intending to apply Early Decision and 58% opting for Early Applications (Early Action, Restrictive, or Priority). We will share more detailed statistics once their applications have been submitted and results are announced in the spring.
I also had the privilege of meeting the Class of 2026 while proctoring the PSAT. They are a truly remarkable group of young academic industrious WSP leaders. We will be offering an on-campus SAT preparation course for them as they eagerly look ahead to the next steps in their educational journey.
I cherish working with teens, honing my teen 007 Jedi skills and enjoying life as a father to my nine-year-old son. I firmly believe every young person deserves a trusted sounding board – someone who recognizes and nurtures their potential.
In many ways, Waldorf School of the Peninsula is leading the way; our graduates are distinguished by their deep connections, groundedness, and tender-heartedness. The critical thinking and depth of insight reflected in their academic pursuits are truly impressive. I embrace WSP’s commitment to authentic learning opportunities and its dedication to inclusivity and belonging. I am forever grateful for this opportunity.
Image: Members of the class of 2024 matriculated to the above colleges and universities.
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.
I am truly delighted to have joined the Waldorf School of the Peninsula community this semester as the new Director of College Counseling. My first visit to campus was filled with delightful highlights: fresh eggs delivered to our Pedagogical Administrators, chicken coops meticulously crafted by our students, innovative cell phone spa cubbies. A visiting university representative marveled at the thriving pumpkins in our garden, took a deep breath and remarked, “this feels like a return to education.” Teachers are always ready to engage in meaningful conversations in the hallway, and our faculty meetings are imbued with purpose and intention. The atmosphere here is not only cozy and inviting but also rich in kindness and focus. I could not have envisioned a more fulfilling in-person visit. As a newcomer to Waldorf education and specifically to WSP, I left campus with heartfelt gratitude, especially towards the students and teachers.