by Elizabeth Roosevelt, Early Childhood Administrator and Lead Nursery Teacher
The rhythm of our day in the nursery class allows teachers many opportunities to slow down. We are able to observe and bring intentionality to everything we do in the classroom, especially our interactions with the children.
Within the age span we have in the class, there is a wide range of language development. The unfolding of the children’s language is a gift and offers a lens to understand their stages of development. Some children have much to say — and quite articulately — while for others much of language is still emerging. All of their words are gems, and I thought to share a few examples from our time in school.
Looking up from the snack table recently, a child remarked, “I see a very colored leaf out on that branch just spinning around, just spinning around, just spinning around…”
Our early childhood program offers ample time for nature observation. In the repetition of this child’s words, we can sense her presence with the leaf. It was a moment of wonder as she took in the seasonal changes that were happening. For much of the time, very young children do not experience themselves as separate from their environments. Often outside, when leaves are falling, a child or two will let themselves drop to the ground as well, perhaps turning circles on the way down.
The children notice the changing colors around them. They notice the birds flying overhead or the squirrels scampering past, and they are delighted.
On the playground, several children were playing together. One suggested, “Let’s play hide and seek!” Without hesitation, all four children turned and ducked down by a stone, covering their eyes. No one hid and no one sought. A moment passed and they were done, totally satisfied. Though they all appeared to be in the role of the person counting, there was also a gesture of hiding mixed in. They were all in it, all at once. The usual rules and sequence of the game didn’t matter. They were together, and that was enough.
Later the same day, the class returned from their walk. Entering the building, one child announced happily, “I am here today!”
We see in the young children, especially around age three, an emerging sense of self as separate from their surroundings. Though little is required in conversation, it is a special moment for a child to feel seen. This recognition, “Here I am” is significant, and the child often sits or stands a little taller. We can find these quick glimpses of a child’s individuality that will continue to unfold as they grow older. Then the next moment, they are back into a mood of oneness with the whole.
There are some nice short articles on child development year by year available from WECAN (The Waldorf Early Childhood Association of North America). As Ashwood’s approach to education is based on a developmental understanding of the children, I recommend taking a look at these writings, especially for your child’s current age, if you’d like to explore further.