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/.
by Meeta Panicker and Liam Metzger | WSP Movement Teachers, Grades 1 – 8
Movement and games are integral to Waldorf education, harmonizing body, soul, and spirit by fostering physical coordination, spatial awareness, and self-expression. The curriculum supports physical health, sensory development, and a sense of wonder while developing fine and gross motor skills, teamwork, and fair play. Through age-appropriate activities, students enhance their creativity, coordination, communication, cooperation, confidence, and competitive spirit, supporting their physical and emotional development at each stage:
Early Childhood (0-7 years): Emphasis on imitation and movement to develop foundational motor skills and spatial awareness.
Middle Childhood (7-14 years): Focus on imagination, play, and structured games to enhance creativity, social skills, and cognitive development.
Adolescence (14-21 years): Incorporation of more structured physical education, sports, and eurythmy to support self-discipline, teamwork, and personal growth.
In first grade, we are focusing on the class as a whole. The games are circle-based with a focus on where we are in space. We incorporate hand clapping games, and running games such as tag, ball games, and bean bag games. The children learn how to jump rope and navigate simple obstacle courses. We work with fairy tales, imagination, rhythm, and repetition. With their imaginative abilities, the grade 1 children thrive on these games.
In second grade, the games of call and response like Walk the Plank and Join the Crew, Fire in the Forest, and The Sea Is Stormy are introduced. The students learn to concentrate on a given task for longer periods. They are more independent and better oriented. We work on their motor skills and spatial awareness. Free imaginative play also continues.
In third grade, the children are curious and ready to play all the games we can bring to them. This is the year they are more coordinated in their bodies. We continue to run, hop, skip, jump; and work on static and dynamic balance. Catching, throwing, kicking a ball, working in teams, and presenting their fair teams are the themes in grade 3. Games like kickball, dodgeball, capture the flag, and relays are introduced this year as well.
In fourth grade, the children are learning about their boundaries and seeing how they can challenge themselves. This is the year we introduce the circus arts: unicycle, stilts, juggling, gymnastics, and hula hoops. The students continue to play team games such as dodgeball, kickball, capture the flag, and Chicken in the Coop.They present their fair teams to the class. They are introduced to sports lead-up games and games of “vigorous deeds,” and continue to develop team-building.
In fifth grade, we are working on grace and beauty. We focus more on the form and techniques. The Pentathlon is a big part of grade five. The fifth grade child is in perfect harmony and balance, poised between early childhood and oncoming adolescence. The students learn and display their abilities in the javelin, discus, chariot running, wrestling, and long jump. Apart from this, we continue on sports lead-up games like basketball, pillow polo, dodgeball, kickball, and capture the flag. They also continue to hone their skills in circus arts.
The middle school curriculum is pretty consistent throughout all three of the grades, with the biggest difference being the competitions each grade has at the end of the year. The year begins with Pillow Polo, which is an easy game both to learn and to play and doesn’t require much strategy. The blocks become more complex as the year progresses, with the next two blocks being Volleyball and Football. Both of these sports require strategy and teamwork along with good communication. These help the students learn how to work together to achieve a common goal and how to strategize their approach. Team captains are introduced with the objective of giving each student a leadership role which helps to aid their development in Middle School. After the New Year, the sixth grade will have a wrestling block which helps them get a feel for their individual strength as they enter puberty. Different from this, the seventh and eighth grade students will have a running block, with the goal of them learning how to push and motivate themselves to achieve the objectives they set.
Soccer is the next block and requires students to use the teamwork and strategizing skills they learned earlier in the year. This is a sport in which individual brilliance and excellent teamwork shine all in one place, allowing for each student to decide what role they want to play. Badminton follows Soccer and requires both teamwork and precision, yet on a much smaller scale. In Badminton the students are paired up into groups of two or four and have to learn how to communicate effectively and be precise with their hits. This allows for students who don’t normally work together to learn how to work in close proximity with each other. Ultimate Frisbee follows Soccer which helps the students to learn how to respect the personal space of others. When a player has the frisbee, their opponent must stand back an arm’s length. Ultimate Frisbee also requires clear and concise communication amongst teammates which helps the students learn how to speak up and work together. The year finishes off with Street Hockey, and in this block students learn the importance of safe play. Since wooden sticks are being used, the risk for injury is higher than it is for other blocks, and the students learn how to mitigate this risk to play safely. Teamwork is crucial in Street Hockey and the students learn how to work together and support one another along with playing safely and responsibly.
At WSP, we are fortunate to have two alums of our school serving as physical education teachers. Liam and Marina bring with them rich backgrounds in physical fitness and athletics, coupled with a deep passion for cultivating our students’ growth in these areas. Liam teaches our ninth and tenth grade PE classes, while Marina leads our eleventh and twelfth grade classes. They recently provided insights into WSP’s Physical Education that I am excited to share with our community.
WSP’s PE curriculum is designed to enhance students’ understanding of movement and spatial awareness through age-appropriate activities, empowering them to apply these skills throughout their lives. Emphasizing a social component in these activities fosters self-awareness in movement, space, and group dynamics.
In ninth grade, the curriculum places a strong emphasis on activities that cultivate courage and inner focus by challenging students to overcome obstacles. With students coming from a variety of backgrounds and movement experiences, the class begins with simple activities to quickly engage everyone and transition into gameplay. A popular introductory game is “pillow polo,” resembling field hockey, which helps students enhance their hand-eye coordination. Throughout the year, students develop their concentration skills, enabling them to progress to more complex sports like volleyball, basketball, football, soccer, baseball, ultimate frisbee, and street hockey. An important element of this year is the principle of respecting each individual’s starting point, fostering an environment in which students unite to explore new experiences together.
Once students move into tenth grade, the classes revisit the sports introduced in the previous year, benefiting from an additional year of practice that enhances their hand-eye coordination and deepens their ability to focus and engage in each sport. With familiarity comes faster recall of the rules, enabling the group to dive into activities more swiftly and confidently.
In these first two years of the high school PE program, the goal is group work – to learn how to be teammates while getting more comfortable with movement and coordination.
Transitioning into eleventh grade, the physical education program undergoes a shift towards a deeper understanding of body mechanics. Students explore how muscles function and provide support, refine their breath control during exercise, and enhance overall body awareness. Alongside traditional sports, they delve into personalized activities such as yoga and weight training, aiming to strengthen the mind-body connection essential for lifelong functional movement. This foundation not only promotes current fitness but also helps them learn to prevent future injuries.
In the twelfth grade the students participate in much of the same activities as the prior year, but with more confidence and experience. Now they will start to make more independent choices and create their own weight lifting routines. They also learn more deeply what movements affect their specific bodies and in what ways.
In these last two years of high school, the students move from competing against one another to being their own competition. In most of our lives, people sit so much. We want our students to get outside, get their heart rates up and get moving. We hope that through these experiences they will learn what they enjoy, and take it forward into the next phase of their lives – both in being physically active, but also growing their social awareness.
Like all of our programs, WSP’s high school physical education classes seek to meet the students where they are developmentally and support them in their growth. Over the four years, we hope our students will develop and strengthen their cardiovascular abilities, strength, mobility awareness, and individually improve in ways such that they find movement joyful and fun.
by Kerstin Pintus, Victoria Klocek, & Andrea Jordan | Grades Faculty Members
Recently the first grade students have been making jump ropes by hand-twisting yarn into long ropes. They are so happy and proud about all the things they can do and create with their hands.
Jump ropes are accessible, portable, and versatile! Take them with you on trips or long car rides during the holidays. Jumping rope provides a multitude of benefits to support a healthy development in your child. It:
can help improve your cognitive function because it involves learning new motor patterns, which improves the nervous system communication between your brain, wrists, and lower leg muscles. This, in turn, helps to improve your overall cognitive function.
aids in the development of the left and right hemispheres of your brain, which further enhances spatial awareness, improves reading skills, increases memory, and makes you more mentally alert. Jumping on the balls of your feet requires your body and mind to make neural muscular adjustments to imbalances created from continuous jumping. As a result, jumping improves dynamic balance and coordination, reflexes, bone density, and muscular endurance.
helps to develop coordination and integrate the upper and lower body to move together.
improves cardiorespiratory, heart health, and stamina, as well as improves how efficiently you breathe.
increases the elasticity and resiliency of lower-leg muscles, leading to a reduced risk of lower-leg injuries.
improves bone health.
helps you find your rhythm.
In addition to these physical benefits, combining physical motion with speech is a powerful learning tool. Here are some suggestions for other ways to use jump ropes:
Lay the jump rope on the ground and hop over the rope. Can you do it on one foot? Can you do it on the other foot? Can you hop back and forth while reciting “Jack be nimble, Jack be quick” or another poem.
Lay the jump rope on the ground and pretend it’s a balance beam, walking beside it VERY slowly, placing each foot perfectly heel-to-toe. Then, carefully lift (and hold!) a leg in the air and slowly place your foot down, heel first, then toe, directly in front of the first foot. Continue this way, as slowly as you can. The more slowly, the better!
With shoes and socks off, can you lift the jump rope with your toes? See if you can move it forwards, backwards, to your left and to your right. Can you give it back to your hand, using only your toes?
Have two adults hold the rope above the ground, starting a few inches above and gradually increase the height with each successful jump. Count each jump aloud.
Counting aloud while rope jumping is always beneficial, especially if the child says one number for each jump. This can also be done with each step for the balance beam exercise above. Moving with one motion for each number builds one-to-one correspondence and is much more beneficial than counting as fast as you can! I expect the students to be strong by now in counting by 1s, 2s, 5s, and 10s. We have also extensively practiced skip counting by 3s, 4s, 6s, 9s, often whispering the in-between numbers, but I do not expect mastery of these yet! Please use the jump rope to playfully reinforce the 1s, 2s, 5s, and 10s.* Your first grader can simply count (or count together with you) while jumping or they can use a jump rope rhyme like this one to get started: Bubble gum, bubble gum in a dish How many pieces do you wish? [Five, ten, fifteen, twenty, twenty-five…]*If counting by these numbers is difficult for your child, please do not worry! Keep practice playful and light, model counting things you see and an enjoyment of numbers, and trust that your child is on their own journey toward mastering these concepts. Start with 1s, then 2s, then 10s, then 5s. If this is easy for your child, instead of practicing more difficult skip counting straight away, see how high they can count accurately by these numbers. Can they start in a random place (“68, 70, 72, 74…”)? Can they count backwards by that number? Can they then recite what they have counted while not in motion?Enjoy exploring fun things to do with your jump rope! We hope that you and your child will enjoy this healthy and joyful activity for many years to come.
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.
