Basic Elements of Daily Living with Children ~ Circle Time

"When we choose one story and carry it in a rich nourishing way through speech, movement, gesture, song and drama over three weeks, we are bringing rich imaginations to the child that the child can drink in deeply and digest over time."

 The topic of Circle  comes up regularly among homeschoolers and is one that is also being taken up by early childhood teachers and care givers who are working with younger and younger children each year. It is a really good and really important question.

I will try to address this topic from my experience as a homeschooling parent, kindergarten teacher, Parent Child group leader and Morning Garden Mistress:

The very young child, 3 and under, does not need circle but can benefit from rhythmic elements of the circle brought one on one in play through the day.

The four year old needs a bit more and is in a transition and so much depends on the environment: if other children are present, and the child, who is this child?

Do we need to do circle at home?  It sure does seem odd to stand up and lead a child, one child around the room in song and gesture. What does it bring to the child? Are there benefits? Is it part of the pedagogy?

First let's look at the difference between circle for the grade school child and circle for the kindergarten and nursery child:

Circle time in the grades is a part of Main Lesson,  an opportunity to come face to face with each other, check in, experience the self within the group and do all sorts of rhythmic movement and games and verse and song. This is the age (6 +,7, 8 and 9 year olds) and time (older kinders,1st , 2nd, 3rd grade) that is really suited to playing the archetypal rhythmic circle games of childhood and ideal for math movements and math learning in a group. We can bring elements of that circle one on one at home. Unfortunately, some of the finer elements we cannot bring without a group at home for the grades.

Circle time for early childhood, for the child under seven for the Nursery and the Kindergarten is a completely different animal altogether. Well, two different animals: one for the Nursery Child (2, 3, 4 year old) and one for the Kinder Child (4, 5, 6 year old)

Children in the stage of early childhood from birth to seven (also referred to as the first stage of child development given to us by Rudolf Steiner) benefit greatly from the activities that take place within a circle. The circle invites children into the social realm. Children under three are not quite ready to enter that realm for they are still very much at one with the world, enveloped in the "mother bubble."

Yes they can take place outside of the "circle" too. The "circle" brings form and focus to the artistic activities that are so nourishing for the young child and rhythm as well for the child of three and older.

If we consider circle in the context of the pillars of Waldorf education, something Carrie Dendtler and I have recently blogged about, over "Virtual Tea, "

https://celebratetherhythmoflife.blogspot.com/2011/12/as-person-who-has-straddled-worlds-of.html

We see many artistic elements of Waldorf education come into "play" with circle time:

• Speech
• Singing and music
• Drama
• Movement

These elements are can be connected to the Four Foundational Senses or four physical senses, the senses that involve being in a physical body: touch, life, self movement and balance through circle movement and play that Connie Helms has been writing on in her series over on The Wonder of Childhood. (They can be satisfied outside of circle as well) Remember that the young child is all about movement, doing and action, being engaged with the body, all physical.

The feeling of wholeness of the one: the circle, no beginning, no end, is mood we want to uphold for the child under seven and to a slighter degree until age nine and the fall. Circle brings that imagination, that picture.

Circle time offers benefits to the child in the areas of:

•  singing 
• drama 
• movement 
• speech

Let's consider the adult and the relationship to circle time. Circle offers the adult a moment to stand tall and clearly be the leader, the basis for being The Loving Authority. It also offers us, the parent, a chance to push ourselves a bit and begin learning verses and songs by heart, we can take up musical instruments for us the adults to use in circle, for this is what we will ask of our children in the grades and guess what? they need us as the model. It is so important for our children to see our striving. The young child is, as Rudolf Steiner wrote, all about learning through "Example and Imitation."

My humble opinion, is that it all depends on the adult's willingness and desire to take up circle for the child, as a flowing story with movement and song as an artistic endeavor.

In a training with Joan Almon many years ago, she taught us, the teachers and care givers, to make a circle that tells a story. She spoke of the smorgasbord too but emphasized the value of the story in the circle. She had particular advice for the smorgasbord too.

Story is one way to bring circle that can work at home. You might make it a movement journey, telling bits of the story in song and verse as you go and building as each day goes over three weeks.

Themes and particularly weekly themes break the world into bits for the young child, they fragment reality. A theme has no life, no breathe, no rhythm. The young child needs to be held and cared for with rhythm that flows through the year. No themes, no bits, the season, flowing one into the next through the years of early childhood. It is not until third grade that we begin to look at the parts to the whole.

The picture we need to carry for the child in the early years of childhood, up to age nine and the "fall"  is one of wholeness, of oneness. Weekly themes make for busy work rather than living into the rhythms of nature. This is really important to understand. We live in a busy world that is so fragmented with this and that and focus here and there, quick, quick, quick, easy come and easy go,  it is so important, so healthy, even therapeutic to stay with the flow, the rhythm that is inherent with nature through the year and reflect that back to the child over the course of the whole season.

The gesture we want to carry is one of the whole world, of oneness of the child at one with the world, connected to natures rhythms everyday through the season. This is why early childhood educators make a seasonal focus with story, song , circle and activities specific to the season.

The material can be brought over many weeks with a gradual building on the basic elements. Think of it as a flow, a rhythmic flow through the year reflecting Mother Nature's inherent rhythms. When it snows, we go out and play in the snow and then we make hot cocoa or tea to warm ourselves when we come in. The material reflects what is happening in the household and in nature, it reflects the child's world.

Young children do not need crafts in Waldorf early childhood. Crafts are for the adult. The teacher makes the puppet figures and the silks and the blocks. The children play with self initiated free play and movement. The Handcraft work for the young child (seven and under) is the daily living, being involved in the housework, the cooking, the baking, the washing of dishes, sweeping the floor along with the artistic activities of coloring and painting (for the over 3's). When we are doing that, who has time for crafts?

The crafts come in with the Handwork in first grade. The older kindergarten child may begin with some handwork to make useful objects. Let the decorative objects come from nature as much as possible.

When we choose one story and carry it in a rich nourishing way through speech, movement, gesture, song and drama over three weeks, we are bringing rich imaginations to the child that the child can drink in deeply and digest over time. Remember the child is like one whole sensory organ, a sieve, talking it all in, in imitation. (See Anthroposophy in Light of the Child for more)

 Painting can reflect the mood of the season and yes do use just one color. No need for story with the child under seven. Stories with painting, stories that describe the mood of the color, that elicit feeling in the child are for the middle stage of childhood (7-14) See my last post on painting to links where you can see it in action and learn more.

Changing it up each week does not give the child time for digestion nor does it allow us to deeply penetrate the mood of the season or the story.

It can be so simple. One story for three weeks. (and yes read or tell other stories at bedtime or nap time) but give yourself and your child the gift of one story (maybe a fairy tale for the 5,6,7,8, year old)  to carry through three weeks. The circle and the story can build together over the weeks with gestures, song and movement then either start anew with a circle and story or let elements drop off and introduce new ones. This is a great gift for the child.

Rudolf Steiner spoke of working in six week blocks. Today it seems that grade school teachers work in three and four week blocks. Kindergarten teachers work with the rhythm inherent in the season with a circle for early season, mid season, late season.

For me the whole circle experience really asks a bit of the adult to present it as storytelling, singer, poet and it takes quite a bit of understanding and experience to really get. Foundation Studies help grasp a picture of the developing human being.

My suggestion is for those who have never experienced a really well put together circle in a Waldorf environment is to take it up quite seriously as a study in speech, song, music, drama and movement. Consider it part of the adult training and the inner work of being the parent/teacher.

Look into the development of the young child, what serves the child?

 Ask the questions:

• What movement is healthy for young children? Why? How do they serve the child?
• What speech do we bring? Why? 
• What songs?
• How do I bring this dramatically yet without rousing feelings and awakening the feeling realm of the middle years of childhood?
• Did I play circle games as a child?
• What experience do I have of circle?
• Where can I start building a wee little circle time for my child?

How is it with you to do circle? Are you doing it at home? What works? At school? With wee littles? Feel free to link your posts on circle below in the comment section.

::

If you'd like to gain confidence with circle time and movement games, have a deeper understanding of circle time, explore the myriad of developmental benefits for children and the opportunity for artistic expression through circle work for the adult,  join Celebrate the Rhythm of Life through the Year in Caring for Children, my program that supports homemakers and homeschooler on this path, and take up an exploration of this topic with specific examples and interaction.

Click here for more information on Celebrate the Rhythm of Life through the Year in Caring for Children

Celebrate the Rhythm of Life 

Harmonious Rhythms ::  Parenting with Soul :: Waldorf Homeschooling

~living curriculum program to support parenting and homeschooling

Winter Circle

This is a response to a query on how to bring circle to two active boys, age two and age five. Circle time at home can be hard with a few children and especially with just one child or very young children.

I never did circle time with my children alone at home until first grade. We had a play group that met regularly of children and parents that we did circle with when they were young (3-6) One of my children went to kindergarten and had circle as part of his morning there, five days a week.

Neither of my boys has ever really taken to circle at home, yet my fifteen year old still remembers the verses to some of the circles we did nine years ago, particularly a harvest circle with big galloping movement. He laughs about it now. He also loves language and is an articulate speaker, something I attribute to 1) that's just who he is and 2) his early exposure to beautiful and complex rhythmic language in a playful and fun way.

With the Morning Garden (nursery) children I had in my home, I was just about to give up on circle time and pack it in, when one little child led the call for the "ring around the hosey." I persisted in carrying on with these little nursery circles. They hardly changed through the year with the exception of a few well chosen seasonal pieces. The children seem to love them.

If you want to do circle at home with your children, these are my suggestions: First remind yourself that any new activity with children needs time and space to develop:

1. Anchor it in your day.

2. Do circle or ring time in the same sequence of events every day that you are home together in your daily home routine. This is often Monday through Friday.

This might look like a coming together time after breakfast and dressing and chores or after being outside, after Morning Tea, upon coming in.....

What matters most is when you and your children are likely to be focused and do it every time in the same sequence of events.

So let's imagine that the children have had a good free play and the room is a disaster with blocks strewn everywhere and shells and stones and cloths all over the floor in the room that is most suited to circle. You see the picture?

You might ring a little bell, ever so gently, and look at it as if it is magical, then sing a little song, over and over and over, so softly as you begin to pick up the room with caring and love.

3. Create and maintain a strong rhythm for the children. Rhythm is strength and health for everyone. Eugene Schwartz said that when we are punctual and keep to what we intend to do, the spiritual beings support us.

4. Don't expect regular participation or full engagement for at least three weeks. Some children won’t engage at all but may watch from the periphery. I had one child who watched from the edges.

5. Stand at your same spot on the circle and begin. (do not ask the children to join ~ just do it)

The following first verse worked well for me as a call to circle with the wee little ones with these gestures:

I nod my head, (nod head)
I clap my hands (clap hands)
and then I stamp my feet (give a good stamp or two with each foot)

I reach up high (both arms reach up)
And bend down low (hands to floor)
And then I take my seat (kneel on floor)

::::
(sing) Good Morning to the Sun up in the sky
(hands arms opening to sun gesture)

Good Morning to the birds as they fly on by
(arms out at sides fluttering)

Good Morning to the trees so straight and tall
(arms above head straight and tall, palms together))

Good Morning to the nests where the squirrels do rest
(hands cupped against chest at heart level look down)

Good Morning everyone
(outstretch arms for hug if you like)

::::
(Sit down on bottoms, feet touching together in middle, this works like a wheel, reach hands out to sides and up, touching neighbor if there are enough of you)

(spoken) Each one a petal
Of one great flower
(arms out stretched, sit tall)

That closes by night
(hands reach to toes, pause)

And opens with the light
(hands come up over head and open wide)

::::
(take out your clicker sticks, pointer and tall fingers together click on opposite hand pointer and tall finger held out together and tap fingers against each other)

(sing) Kuru, kuru, kuru kai, ay ay
All the birds are singing rise

Open up your sleepy eyes (rub eyes)
(sung) Morning has come (arms up open)

The night is away (bring arms to sides on floor outstretched )
We rise with the sun (stand up)

And welcome the day

::::
(sung) Rinca ranca rosey ray
Welcome welcome lovely day
(move in a circle sing 2 or 3 times)

::::
(sing) In the winter garden, through the falling snow
Stars are gleaming, streaming, gleaming,
Down to earth below.

::::
In the winter garden, seeds lie warm below
Deep and snug and oh so warm
Covered by the snow

My adaptation of Margaret Meyerkort and Nancy Foster's version in Wynstones Winter edition.

::::
(sing) Ring around the Rosie
A pocket full of posies

Ashes, ashes
We all fall down

The cows are in the meadow eating bred and butter
A tishoo, a tishoo
We all jump up

::::
(sing) Jump! (jump up)
Jump! (jump up)
Jump Jimmy Joe (jump)

Shake your head and nod your head and tap your toe
And you bow to your partner and you jump Jimmy Joe

(do gestures described)

Do this one 2 or 3 times

::::
(sing) Sally go round the sun
Sally go round the moon
Sally go round the chimney pot on a snowy afternoon
Whoooosh!

( go around in a circle then all move in to center on whoosh!)

::::
For this one, take out some silk cloths to cover the children
(Children crouch and are the "dear little plants")

( Sing) Deep in the earth buried deep so deep

A dear little plant lay fast asleep
Sleep little plant so snug and warm
Sleep little plant all winter long
The little plant slept so warm and tight
While King Winter raged with all his might

::::
Do with gestures to the tune of I'm a little teapot:

I'm a little snowman, short and fat
Here is my broomstick, here is my hat
(hand out to side, touch head)

When the sun comes out, I melt away
(Open arms to make sun gesture and melt slowly to ground)

Down, down, down, down
Whoops! I' m a puddle
(on the floor)

::::
( turn to each direction and make big windy whoosh sound with hands cupped around mouth like megaphone)

(sing) Old King Winter came out to play
And said I'm going to make this a very cold day
So he turned to the east ~ Whoooosh!
To the south ~ Whooosh!!
To the West Whooosh!

Then he turned to the North and said that's the best!
For my very good friend is the old North Wind
And when we play, we make a very, very, very cold day
Brrrrrr!

(from Mary Theines Schunemann, Seasons Songs Book)

::::
Sit down and sing this song, make gesture of questioning with hands?

(sing) The North Wind doth blow
And we shall have snow
And what shall poor robin do then?
poor thing!

She'll fly to the barn and keep herself warm
By hiding her head under her wing,
Poor thing.

The North Wind doth blow
And we shall have snow
And what shall poor robin do then?
Poor thing!

She'll fly to the barn and keep herself warm
By hiding her head under her wing,
Poor thing!

The North Wind doth blow
And we shall have snow
And what shall the children do then?
Poor things!

They'll sled and they'll romp
They'll move to keep warm
And play lots of games in a ring.
Poor things!

::::
Finger play: spoken rhythmically

Five little snowmen
On a winter's day

The first one said,
"Wake up, let's have a play.

The second one said,
"Let's stomp upon the ground."

The third one said,
"Let's roll all around."

The fourth one said,
"Let's run, run, run."

The fifth one said,
"Oh dear, here is the sun"

"Oh dear!" cried the snowmen,
As they looked toward the sky.

And the five melting snowmen
Waved a fond good-bye

Goodbye dear snowmen!

::::
(Sit quietly with hands folded in lap speak in even quieting voice)

An owl sat alone
On the branch of a tree

And he was as quiet
As quiet could be

(Make rings with thumb and pointer, hold to eyes, turn head from one side to other)

It was night and his eyes
were round like this

He looked around
Not a thing did he miss
(creep slowly and gently from hand up child's arm)

Some brownies crept up
On the branch of a tree

And they were as quiet
As quiet could be

(make flapping gesture with arms)
Said the wise old owl
To-whooo! To-whooo!

Up jumped the brownies
And away they all flew

(sit quietly, put hands in lap )

An owl sat alone
On the branch of a tree

And he was as quiet
As quiet could be

(pause)

(speak)

On Mother Earth I stand upright
The sun above by day gives light
The moon and stars by night

::::
Tip toe tip toe
That's the way the fairies go

Stomp stomp stomp stomp
That's the way the giants stomp
(go tip toeing and stomping off to your next adventure)

this verse is a great transition tool too in lots of situations that require moving the child from one place/situation to another, try it and see!

Hope this is helpful for you. For me it is a regular moment in the day to bring songs and verse that will be echoed in play and work through the day. It really takes adult rhythm and focus to carry it.

Read on for more at Circle Time :: Basic Elements of Living with Children

Enjoy and blessings on you and yours!