Summer Sundays

Sunday has, for the most part, been a day of rest and renewal for me. I was a child during the years when shops were closed on Sundays. We went to church on Sundays. We had a big early dinner and for the most part took it easy. It's a pleasant habit that stuck with me and carried over into my family life.

Lately, we've been falling into a new habit on Sundays. The family meeting. We share our rose and thorns from last week, and look to the week ahead, to have a sense of who is doing what and when, and organize our meal plans accordingly.

This time of year is such a great time for fresh locally grown food. Our backyard garden and the farmer's market are bursting with summer goodness: ripe tomatoes, fresh herbs, summer squash, corn, green beans, yellow wax beans, a purple string bean, scallions, lettuces, onions, sweet peppers, hot peppers, cucumbers, even the first of the sugar pumpkins. The smells and tastes are exquisite. It's as if the senses have become wide open and everything is better, the color, the textures, the smells and the taste. During the cold, dark days of winter, it's easy to fall into the lull of eating food that has traveled or somehow miraculously been stored to make it through the winter and then forget how good fresh locally grown food can taste.

I want to savor it. It's a bit like those moments with children when you are certain you will never forget the exact moment, or words. And then you do. I do too. We all do.

So, with that in mind, this week we'll be eating lots of tomatoes, basil, corn, string beans, cucumbers, peppers and fresh herbs. They are so good fresh, I just can't commit to cooking them. Not today.

What fresh and local or homegrown foods are you savoring this week?

Thanks to the Children

In the early years of life, we make an enormous impression on our children by the examples we give them, every single day, in how we live our life, in how meet the world.

Whether our actions, gestures and speech are conscious or unconscious, our children learn how to live by our example. Children imitate what we do and say and how we move in and through the world.

Whether we take risks, handle our mistakes with grace, blow up and yell with frustration or remain calm in a difficult moment, our children are taking it in and learning how to be human, based on what we do.

They also learn what it means to be human by how we respond after we look silly, make a mistake, blow up and yell or stay calm by taking deep breaths. They get to see us learning to do better. They learn that life is a process of learning.

You know the saying of how we become our parents? Have you had the experience of saying something and then realizing, "I sound just like my mother."

I remember when my first born picked up his beautiful hand cut and sanded wooden block and put it to his ear to imitate me talking on the telephone. Hmm, I wondered, "Is this how he experiences me?" That wasn't how I imagined him using those blocks.

That was one little wake up call to pay attention to what I do.

We can uplift our actions and deeds in reminding ourselves that living life is an art, it's ways unique to each human being, with unlimited creative capacities.

The art of living is what we teach our children.

With this, we have a choice to become conscious of who and how we are in the world, and to work on that, to be the best we can be.

We grow as human beings in our quest to be good parents. This is the best example we can give our children, of life as a process of learning and growing, of showing up,  being vulnerable, taking risks and failing. And doing it all again, learning as we go. A process.

In this way, the path of parenting, as well as homeschooling and caring for other people's children becomes our own journey, into understanding ourselves and how we show up in the world, and in daily life.

We have this opportunity to uplift ourselves and how we live into an art that we practice each day.

Thanks to the children.

The Festival of Candlemas

Sundays are a day of rest and renewal for my family. That was how I experienced Sundays growing up. We went to church in the morning. That was followed by a big breakfast and then an early big dinner ~ Sunday dinner. There was plenty of down time in between. It's always stayed with me, and I am happy for it.

I like to keep some spaciousness in my family's Sundays. One of the things I like to do is to quietly take some time to look ahead at the week, review what is coming, and make sure I have in place what I need, to be prepared for anything outside of the ordinary.

Ideally the meal plan is sketched out, our work is planned, and I know where everyone is going each day. This moment on Sunday gives me time to have a picture of the week ahead.

This week as I look ahead, I see the week brings three things that are out of the ordinary, three, well almost four, feasts or celebrations that all fall on February 2nd, which happens to be on Friday of this week. They are:

• Groundhog Day
• Imbolc
• Candlemas
• Brigid's Day

Groundhog Day is a fun little day that doesn't require too much forethought or preparation to celebrate.

Imbolc is the midpoint between the Winter Solstice and Spring Equinox. It "crosses" the quarters (or seasons) of the year.

Brigid's Day ~ I wrote about this day here.

Candlemas is a church feast. Whenever we have the suffix ~ mas added to a word, we know it refers to a feast day. Besides Candlemas, there's Michaelmas, Martinmas, and Christmas too.

Sometimes Candlemas, Brigid's Day, Imbolc and Groundhog day are conflated.

I'll begin with Candlemas and come back with some reflections on the other celebrations over the next few days.

~ painting by Lodovico Caracci 

This feast has layers to contemplate. Candlemas is celebrated in the Catholic and Orthodox Church as the Feast of the Presentation at Church of the Blessed Mary, and is also known as the Feast of the Presentation of the Holy Child, or more popularly as Candlemas. It has its origins in what is known as the rite of the "churching of women," the return of a woman to the Church after 40 days of rest, after giving birth to a child. It signifies the return of Mary to the Church after giving birth to the Christ Child, along with the Presentation of the Child in the Church.

 In our busy modern world, the notion of convalescence is becoming obsolete. Women are encouraged to "do it all," which we can't, but that is another conversation. More traditional cultures honor the postpartum period as a time of rest and of nourishing both the mother and baby. This piece by Joyce Gallardo explores this very topic, here.

Was the churching of women a recognition of the importance of rest and slowing down after giving birth, or was it a banishment that needed "purification" of the fleshly body in order to re-enter the life of the Church?  It strikes me as rather odd that it was a question for men to expound on, rather than women. But the women were busy tending to daily life, so that the men could expound on such things. Ha!

Yet we know that the question whether a mother who had given birth recently should enter the church or not has been debated long before the eleventh century. The most prominent example is Pope Gregory the Great's letter to Augustine of Canterbury, as we find it in the Venerable Bede's Ecclesiastical History of England. Augustine had asked among a number of other questions: 'how long after she has brought forth, may she come into the church? and then adds in the end: 'All which things are requisite to be known by the rude nation of the English.' Gregory answers that even if she came the very hour after giving birth she was not committing a sin, but rather forbidding her to come would turn the punishment she was bearing for the sin of Eve into a crime. But the Christian tradition is not clear and uniform on this question. It seems that Gregory remained an exception and traditions like those of the penitentials which strongly suggested the need for purification became more influential. In the fourth century Hippolytus records that a mother who had just given birth was to be seated among the catechumens. Emperor Leo in 460 forbade women to take communion within 40 days after the delivery, but did not count it as a grave sin, if they did in case of emergency [Stephens 1854, 1751f]. 

This comes from here.

As for the feast of Candlemas - this is a feast of initiation, of possibility, of light, of the old meeting the new and the old giving way to the new, the frozen earth giving way to the stirring of new life. This is why candles are blessed in churches on this day.

This is the time of year in which the light is growing brighter, the buds on the trees are beginning to swell, the birds seem to be singing more, and on some days the feeling of the return of warmth and sunlight is in the air.

We put up our Christmas tree up later than most, close to Christmas Eve. This has wonderful benefits and challenges too. Some years we keep the tree through January, with Candlemas as the final marker - the end to Christmastide. I like the word Christmastide. It feels like so much more than a singular day that has a make or break quality to it, with reverberations that last through the year, and eventually a lifetime. Christmastide makes me think of the tide of the sea that rolls in, pulsating with energy, and then rolls out, as seasons do. Each year bringing something new.

How does this all fit in with Waldorf education and life? This is a really good question. The 2nd of February is a significant day in the rhythm of the year, as it is the mid-point, a cross quarter day, one that falls smack in between the winter solstice and the spring equinox. We are six weeks from each of those turning points in the year. On February 2nd, we are as close to spring as we were to the winter solstice. After February 2nd, we are closer to the onset of spring that the onset of winter. It is a threshold day in the year.

In looking back, and wondering how this day came into celebration among Waldorf Home Educators, I think of Mrs. M, who started the Yahoo Group that inspired (and continues to inspire) so many Waldorf home educators, as the first to make something of the day, in the context of Waldorf education. You can find the Yahoo Group Waldorf Home Educators here. It's been quiet lately, or visit her Facebook group, the Magic of Waldorf to see what she is up to. She has celebrated with a Festival of the Bees at this time of year in the past. 

What are your thoughts on the rite of the churching of women? Is it in recognition of the need for women and child to rest after birth, or in disdain of the female body? Does it matter? What can it inspire within us today? I'd love to read your thoughts in the comments.

Storytelling with Young Children :: Waldorf Style

~ this is a piece I wrote for Rhythm of the Home in the Winter of 2010. As Rhythm of the Home is no more, I am sharing this article here on my blog. This is exactly how it appeared on Rhythm of the Home. The text and photographs are my own, with the exception of the intro paragraph written by Heather Spedden Fontenot.

Storytelling fosters imagination and creativity like little else can, and it is a very important aspect of Waldorf education that transports children into magical worlds and far away places. Storytelling can often be daunting for parents and teachers alike, so today we sit down with Lisa Boisvert Mackenzie to hear her thoughts on the art of the story, and the many ways we can bring it into our daily lives. ~ Heather Spedden Fontenot

::

Storytelling is life. Waldorf education is a live education, it takes place between human beings, this is why one does not see textbooks, CD players or videos in Waldorf classrooms. Storytelling brings pictures to children of life, of what it means to be human, of how we can serve one another.

Imagination is about making pictures in our minds, learning through pictures, through imitation of the pictures, of the gestures, of the movements brought through the storyteller and the stories that are told. When a child sees a pre-formed picture of a story in a book or on a screen, the image is made; there is no room for the child’s imagination to create the picture.

Storytelling provides a strong foundation for literacy. Literacy begins with the experience of being with another human being who speaks to the child. Very young children watch our mouths as we form words. Stories told by humans rich with language, rhythm, and repetition spark a love of language and a lasting literacy.

Storytelling conveys rich language, full sentences and an extensive vocabulary to children.

Human connection is strengthened through storytelling particularly when we tell stories of our own childhood or that of the child’s grandparents.

Right now approaching Saint Nicholas Day, I am telling stories of Saint Nicholas from Christine Natale of the life of Saint Nicholas. Favorite family chapter books are Mary’s Little Donkey, The Elves and the Shoemaker, The Gingerbread Boy.

After the snow has fallen and the ice on the lake is frozen, and the north wind blows hard and cold and dry, I like to tell the story of the little brown duck, Shingebiss. It is said to be an old Chippewa tale.

Upon lighting the Advent candle, we recite this verse:

Winter is dark

Yet each tiny spark

Brightens the way

To Christmas Day

Shine little light

And show us the way

To the great light of Christmas Day

A Chubby Little Snowman

Here’s a little verse that is lovely done with finger puppets; one for the snowman, one for the bunny. A silk over the hands makes it even better. It can be done as a finger play as well and acted out by the children.

A chubby little snowman

Had a carrot nose

Along came a bunny

And what do you suppose?

That hungry little bunny was looking for some lunch

He saw that snowman’s carrot nose

And went nibble, nibble, crunch!

That chubby little bunny hopped into the woods.

He wiggled his ears as a good bunny should.

He hopped by a squirrel, he hopped by a tree.

He hopped by a bird and he hopped by me.

He stared at the squirrel. He stared at the tree.

He stared at the bird and he made faces at me.

Be sure to put your thumbs to your ear lobes and encourage some fun face-making with this one.

I spend much of my time with children who span the ages of two to fifteen years of age.

With the youngest children, in the Morning Garden, I tell simple nature stories about Mama and Papa Redbird and Squirrel Nutkin, creatures who live in the garden and trees, and whose antics we observe daily.

I often tell a story of a small child while creating the puppet from a silk square, with a rolled ball of wool roving for the head, and then I tie it at the wrists. The child awakens, goes outside for a walk, encounters the animals in the yard, says good morning, rambles about, returns home for lunch and a nap.

In autumn, we have so many wonderful stories to tell. I like to weave in many of the nature tales from Suzanne Down’s Autumn Tales and expand upon them with figures and activities that connect to the stories. Pumpkins, apples and squash grace our seasonal table at this time of year and sometimes an acorn child peeps out from the “garden.”

Something very special I have done with my own children is to reverse their names and create a royal character who has daily adventures. We have two brothers, Prince Sugna and Prince Nacnud. Their parents are kind and gentle rulers of a large kingdom. They have adventures in the kingdom with their dog and cats and always return at the end of the afternoon to the royal kitchen for a cup of tea and a cookie.

I also tell stories in the car, at bedtime, in the afternoon, with seasonal puppet shows and finger puppets.

Often we begin before birth, in talking to the child that is to come. I had a name for my youngest for two years before he was conceived. I knew he was coming. I felt his presence and spoke to him. With my oldest, I gave him a womb name and spoke to him and wrote to him. His dad told stories to my belly.

Sometimes women will hum or sing spontaneously in labor. This is instinctive, the mother’s voice and movement is the story, the beginning of the story telling.

To begin storytelling with a toddler, tell a little story of daily life, focus on the description of the doing, the movement, use rhythm and repetition in speech, the rabbit went hippity hop, hippety hop, the wings fluttered, the boy climbed and climbed, use movement and repetition. Children love to hear the same stories over and over again.

Sometimes yes, with a little puppet story, I use props, puppets, silk, bits of logs, maybe stones or seashells. I use wool roving to create very simple puppets: butterflies, rabbits, an owl. I use very simple felt finger puppets of animals as well as standing puppets and marionettes for more elaborate stories.

You can make little felt finger puppets for the children. Especially loved seemed to be bees and baby chicks. Puppets and simple figures create archetypal images for the child to live into, they enliven the world of the child, a silk becomes a landscape, a pinecone becomes a tree

It begins before birth when the children come to us with a story, their story. We are part of their story as much as they are part of our story. Our task is to let it unfold, unhindered, and remove obstacles, for them and for us.

Children are full of stories from the first little sing-song chatter to themselves while they play to the more formed performances they might produce. The fewer images they see in books and screen, the more room in their mind to image-make of their own imagination.

Yes, it echoes the elements of nature and the cosmos. What is happening outside? The days are darkening now, the trees are bare, the squirrels are busy hiding nuts and we are looking within to find our own little lights. The stories reflect the rhythm of nature. In the warm weather, I often tell stories outside.

Finger play helps the children use and enliven their fingers. Young children are in a process of embodiment, of coming into their bodies. Finger and toe play helps them move into those far reaches of their body. Nowadays machines do so much work that was once done by hand. Children have fewer opportunities to use their fingers; finger play is a fun way to foster healthy development of the hands as is tiptoeing and stomping for the feet.

A fun game for the toes is for the child to pick up marbles with his toes and drop them into a basket or basin. The child might pick marbles up from a basin of lavender water and drop them into another basin with her toes. Use a scarf in the same way. Rudolf Steiner also recommended that children write with toes of their dominant foot when learning to write, that it supports the development of handwriting.

When I lived on remote islands in the South Pacific, I noticed that the local people were so adept with the use of their hands and toes, in weaving, in climbing, in cutting, in preparing food and creating mats and roof tops. It is remarkable how little we develop the hand and feet.

Observe the natural world. Look at birds, squirrels, cows, how do they move? Look at their gesture, how does a rabbit hop? Observe what is happening outdoors. Set up a bird feeder and create a cozy perch from which to watch. Make some simple animal puppets from felt. Bring those gestures with consciousness to the finger play and hand gestures.

Use a little rhyme, make it up.

Fingerplays can ease transitions, during car trips and in the grocery store line. Rhythmic verse and repetition is reassuring for children and build neural pathways in the brain. Most of all, it’s to relax, have fun, be playful.

A story can present archetypes to children that open the doors of possibility, that kindle the imagination, that stir the child to action. Storytelling can be healing, can soothe hurt feelings, mend conflicts and inspire a child to good behavior. Stories can be assuring that the world is good, and that in the end, goodness triumphs over evil.

A child who has an adult that tells her stories and plays lap games and sings songs is blessed with a connection to a human being and to generations of human beings who once transmitted all stories through human communication. Storytelling fosters human connection, connection to the natural world and even to the cosmos. It fosters the healthy development of a human being.

" Peace on earth begins at home. "

Stepping In

::

December has been a full month.

It's been a month filled with hard work, headaches, coughs, congestion, colds, flu, who-knows-what-ails-us, time spent in bed. Not typical here. Then there's the biting cold weather with fierce winds and below zero, yes, that is below zero Fahrenheit temperatures. I am so grateful for central heat. Then there's the magical, beautiful, powdery snow. What a surprise to have so much in December!

All this during the season of Advent and Christmas. 

Now, for the drum roll with the happy dance for elderberry syrup. I don't know what took me so long to remember this potent anti-viral. Maybe it's because we haven't been sick, I mean really sick, taken to bed, with this sort of thing for years. Anyway I am so happy to have remembered. It works.

You can read more about the efficacy and safety of elderberry syrup over here on Pub Med.

In this week that feels like a Stepping Out of Time, I am so happy to reconnect with the outer world. 

Hope you and yours are feeling well!

Help! I'm Not Prepared for Michaelmas - What to Do?

My Question of the Week is: 

"HELP! I am feeling so unprepared for Michaelmas, what can I do?"

My response is this:

Keep it simple. 

Let go of the feeling that you must have Michaelmas "stuff."

You don't have to buy anything.

Really.

Resist should dos.

Embrace what's around you.

You don't need special toys or a sword and a cape or a scale, not even a picture of the Archangel Michael for the littles (the under nine crowd.)

You don't have to buy figures for the nature table.

Notice the gifts Mother Nature is offering at this time of year: beautifully colored leaves, apples, acorns, seed pods... bring them in, make it pretty - there's your nature table. You might like to sew and add a simple gnome from an old sweater that got felted in the dryer and is ready for a new purpose, for gnomes are the elemental beings of autumn.

Resist talking about the Archangel Michael or a festival with the children younger than second grade.

Really.

We want to share it all with them, we love it so much. Save a little for the years ahead.

Let second grade be the year of learning about the Archangel Michael.

Young children look to us to learn what it means to be human. They need to see us finding joy and meaning within. They don't need names for this harvest festival, they need experiences. Of seeing a task through. Of harvesting marigold seeds or fruits or vegetables or nuts. Of putting the garden to rest. Of playing in the leaves. Of taking the sweaters and hanging them to air. Of washing the lawn furniture and preparing it for winter. Of sweeping leaves off the deck. Of picking apples and bring some to a neighbor. Of baking pies and sharing one with someone who could use some sweetness in their life.

You don't have to craft anything or even to learn a whole circle this week.

Embrace simple.

Let your celebration flow out of your life.

It won't look like the Waldorf school.

You're not a Waldorf school.

You're a mom or a dad, living in a home creating a culture of your family.

Your celebration will suit your family and your life.

A few examples of what I mean by simple:

:: Tell one story of courage.

:: Go apple picking.

:: Polish apples with a flannel cloth from the ragbag, with care.

:: Cut an apple in half horizontally and discover (with a feeling of awe and wonder) the star inside.

:: Go out in the evening and wonder in amazement at the stars.

:: Roast vegetables in the fire ~ corn, potatoes, carrots, onion, something yummy.

:: Gather marigold seeds from the dry and dead flower heads.

:: Make seed packets from watercolor paintings for your marigold seeds. Put them away in a dry spot to "sleep" over the winter.

"For the young child, Michaelmas is a harvest festival, a time to savor the harvest, roast vegetables, polish apples, cut them in half to discover the stars within and celebrate through song, story and food the gifts and  wonders of nature and all her beauteous bounty. Michaelmas is also a time for purposeful work." More here

Simple. Simple.

Read up on Michaelmas for adults, and walk with that, carry it along in your being, and just notice how it feels, what comes up for you. What inspires your courage? 

Lammastide

Hello August!

Today is the first day of August heralding in the season of Lammastide.

As the wheel of the year  begins its turn away from the summer  solstice and moves towards autumn, there's a noticeable change in the air and in the plants. Are you experiencing it too?

It's precisely that moment in summer when the light of the sun and the heat of summer have coalesced and reached their peak, where they rest for a moment together before they begin to withdraw. With this dance of light and warmth comes the Grain Mother clad in her golden cloak spreading an abundance of grain for the people and animals of the earth. This is Lammastide, the bountiful harvest of the grain. Also know as the Feast of Bread  or Lughnasadh in Ireland, Scotland and the Isle of Man.

This is a celebration of bounty, of gratitude for all that is, and particularly of the grain. The Grain Mother in her golden cloak has brought wheat, oats, barley, corn and rye, grains that will be put up to sustain people through the cold and dark days of winter. Sunflowers and nettles are ripe with seeds for the birds to eat over the winter.

In olden times and in parts of northern Europe today, this season of year is known as Lammastide, the time of the harvest of the grains, a time of abundance and gratitude.

A few simple ways for you to celebrate during Lammastide:

• Notice the plants that grow wild by the roadside.
• Notice the feeling in the air.
• Notice what is coming to fruition in your life.
• Look for the golden in nature, in yourself and in others.

A few simple ways to celebrate Lammastide with children:

• Bake a Lammas loaf of bread by adding a handful of mixed grains to your favorite bread recipe. Or top it with seeds.
• Incorporate wheat, spelt and rye berries, whole barley and oats into your diet. Try eating them in simple ways. Try making polenta topped with a stew of fresh tomatoes and summer squashes.
• Make corn dollies with corn husks.
• Pick mint leaves as soon as the dew dries in the morning and dry it for winter tea.
• Harvest catmint and dry it for your favorite kitties.
• Watch for the light of fireflies in the dark of night.

May your harvest be abundant and may the sun shine warm upon your face!

::

Colors and Days of the Week with Waldorf Education

Then

The world of Waldorf education first came online in the late 1990's with a chat group that included parents, teachers and administrators of Waldorf schools. A few of us had an inclination towards homeschooling, which was controversial within the world of Waldorf schools at the time, and out of that group was born another group dedicated to Waldorf homeschooling which gave birth to more groups.

Now
Today, in 2017, we have many websites as well as social media platforms like Facebook, Twitter, Instagram and even online programs and courses devoted to Waldorf homeschooling and homemaking, including my own program and eCourses. The point being that the world of Waldorf education has opened its doors to the world.

With this expansion of Waldorf into the world, some notions about Waldorf education seem to have taken on a life of their own, outside of the pedagogical grounding Waldorf education ideally experiences in a school environment. I've noticed some online versions of things attributed to Waldorf education that I'd like to explore with you, within the context of myth busting.

Myth Busting
Steve Sagarin and Sarah Baldwin have delved into some of these myths with an exploration of the pedagogy associated with the use of gnomes to introduce the four processes in first grade and the notion that the teaching of literacy is delayed in Waldorf schools.

(The nourishment of a deep love of literacy and language begins at birth in the Waldorf realm. This is a topic I feel passionate about yet will save for another post.)

What I'd like to talk about is the use of colors and the names of the days of the week with children in the realm of Waldorf homemaking and homeschooling. It seems that once the cat came out of the bag, with the sharing of the meditative practice for the adult to reflect on the qualities of the days of the week, a whole new world unfolded online to share this with children by naming the days of the week by a color in order to create a rhythm of the week.

This practice of reflecting on the qualities of the days of the week with a particular meditation, is for adults. It is something a teacher might do.

I'm not sure how it hit the online world of Waldorf homemaking and homeschooling, but it did.

Why We Do What We Do
I've had some wonderfully wise and helpful Waldorf mentors in my life. One in particular inspires me to constantly ask myself why I we do what I do, to inform the action with an understanding of what it means for the child.

We can ask ourselves why would we tell children about a color of the day? Why would we make a chart with the colors, how would it serve the child? What is the child's experience of this?

Out of this emerges for me, a deeper question, how can we help bring children into healthy rhythm, into a healthy rhythm of life?

What's Happening Developmentally?
The young child, from birth to age 7 or so, even age 9 for some aspects, lives in the realm of the will, that is in the realm of activity.

In this stage of development, children are developing the WILL forces, the forces for doing, for being active. They are in the realm of DOING and can relate to what they will DO week after week by their physical experience of it, by DOING it, not by talking about it. 

What does this mean for sharing about colors of the day and creating charts for the activities of the week? 

Talking to children about colors of the day and showing them charts are all abstractions to a young child. To talk to them this way brings the child into the intellectual realm, while taking them out of the dreamy, wonder and awe filled realm of childhood. 

To keep track of time in such an abstract way belongs to the realm of the adult. Slowly the grade school child is brought into the realm of a schedule, initially through a strong weekly rhythm based on doing, on activities, with the same activities repeated on the same day of the week, consistently, week after week.

Name the Doing

In a Waldorf early childhood program, the days of the week are named for the ACTIVITY that is done on that day, such as "painting day," bread making day," "soup making day." These activities are done consistently week after week, as part of the weekly rhythm for children.

At home, a few examples of weekly rhythm we might have and use as names for the week:

Soup Day (we make soup)
Bread Day (we make bread)
Painting Day (we paint)
Crayoning Day (we color with crayons)
Woods Walk Day (we walk in the woods)
Playgroup Day (we meet with our playgroup and play)

So please, let's ditch the conversation about colors and keep the charts for ourselves. For the child under nine, just do it -  do the activity for the day consistently that is! 

Children thrive on having a predictable and consistent life, with days such as soup making day, a baking day, a painting day. These activities deeply nourish the four foundational senses of childhood while the strong weekly rhythm provides deep nourishment to the child, and to the whole family.

Summertime :: Let Go

Summer has arrived in all its glory. The lake is warming. The birds are back and making themselves known by their song in the wee hours of the morning. Blossoms abound. Meals are simpler.  The fresh vegetables of early summer are ready for eating: baby greens, scallions, radishes, chard, kale, fresh herbs too, and plenty of eggs from the hens. The nighttime temperature is no longer dropping into the freezing zone. The warmth is here to stay.

The energy feels expansive, an upward movement, with plants reaching upwards towards the cosmos, a grand upward and outward gesture, with berries and peas coming to fruition. The energy of summer is like the finger play Five Little Peas, whose energy is pushing outward from within.

Five little peas,

In a pod pressed.

One grew, two grew

So did all the rest.

They grew and they grew

And they did not stop.

Until one day,

The pod went POP!

Unlike the rising energy of spring, the energy of summer demands a fertile outlet.

The topic of summer rhythm came up in nearly all of my coaching calls this week, so I thought I'd share with you how I approach summer, in the hopes that it might help you craft your summer rhythm.

A little bit about my bias and where I'm coming from. I spent my childhood on the coast of Maine, in the days of, "Go out and play!" Boy did we ever play. We went out in the morning and spent the day roaming the meadows and woods and playing at the pond. We rode our bikes. At lunchtime we went home to eat. Sometimes we went to the beach. In the evenings we'd drive to the orchard and watch the deer come out.

Summer was a languid time for children. That was the norm. City children played with the hose and found plenty of company. As I got older summer became a time of reading novels, afternoon naps out of doors, and time on the beach. When I turned 16, summer meant a summer job.

I didn't imagine that there would be any other way to experience summer for my children. With my first child we went to live on remote islands in the Pacific Ocean. Life was slow year round, referred to as "island time." Always plenty of children and plenty of time.

With child number two we were back in the United States. We were fortunate to live around other families who shared the "Go out and play!" view of childhood. We were part of a Waldorf community and it seemed that everyone went out to play. It was only later that I learned how scripted and organized childhood had become.

I've been committed to protecting the wonder of childhood for my children, for the children in my care in the kindergarten and nursery and in supporting parents who want to protect the wonder of childhood. 

I came up with a simple formula. If you know me, you've heard it before. It's this:

Eat Sleep Play Love ~ in the fresh air

My formula for summer is to let go. Let go of the stress. Let go of trying to "get it right." Let go of feeling like it's supposed to be a certain way. 

Just be.

Be you. Feel the warmth of sun on your face. Read good books. Make popsicles. 

Let the focus be on the basics: a somewhat regular bedtime, wholesome meals, time to play, being together and spending lots of time in the fresh air.

Have lazy hammock time. Drag the table out of doors for meals. Build an evening campfire pit by placing stones in a circle. Sing songs together. Watch the stars come out. Drink lemonade. Eat ice cream. (there's some really good coconut milk ice creams for the dairy free!) Bring out an old bedspread and have a picnic. Find water and dip your toes in. Pick berries if you have a local source.

Just be.


What's your favorite thing about summer?

Why Routines?

Rhythm and Routine

~ a series of articles to support rhythm in the home
#2

Routines can be good for everyone. Good routines are beneficial to physical, psychological, and emotional  health. Most of all they're healthy for the whole family. Let's look at some of the benefits of routine:

For the Children

Routines provide great comfort and security to children of all ages and help ease anxiety because they provide the comfort of the familiar and of knowing what is coming next. Children know what to anticipate with routines, as the sequence of events remains the same. Daily life becomes predictable with meal routines and bedtime routines. This ability to know what comes next alleviates the anxiety of the unknown for many children. Routines help children form good habits and become competent and capable of caring for themselves, their clothing and their environment - your home! You get a helper! All this through small steps in forming good habits with routines.

For the Adults

Life with little children (and big children too) can throw our plans off kilter, very easily. Very small children live in a sort of time out of time, and our task is to slowly and gently bring them into the rhythm of day and night, of mealtime and playtime, of sleep time and time for experiencing warm, joyful loving relationships. These are the anchors in our days - eating and sleeping, playing and experiencing warm, loving, joyful and secure relationships. Routines help us do this, they give form to time. Routines help our days run more smoothly.

Routines give us more freedom and actually free up time. With the form of a routine comes freedom within the form. 

Routines make procrastination less likely. When activities have a specific time in the day to be done, they tend to get done. I know that when I have no boundaries around my time, it's easy to drift this way and that and easily become distracted from what I set out to do. Having a routine for the important activities in my day helps me stay on task. When I make it a habit to mentally organize dinner first thing in the morning, it is likely to get on the table on time and without rushing. When I faithfully start my day with a load of laundry, the wash pile doesn't build.

Routines help us be more clear in our intentions and control how the day will unfold. Now that may sound a little outrageous for people with small children because who knows how the day will go with little ones?! Yet routines help bring us back to center and bring form to day. 

One example might be a strong after lunch routine of a nap that helps everyone come back to center and re-energize for the rest of the day. A healthy bite to eat after the nap helps tide everyone over through dinner preparation until dinnertime. These little habits to have lunch followed by a story and the routine that comes with that, then a nap, then a bite to eat, these ways that were so natural to my mother and grandmother, have become conscious deeds that are carried with intention for my generation. We no longer have the group to carry us, we must figure it out for ourselves. It comes out of our free choice.

Routines help form good habits. Maybe you've always wanted to leave shoes by the door when you enter the house, and wish that everyone would hang up their coat. A coming into the house routine might be created with designating a place to put the shoes, and a place to hang coats and jackets. For the littles you might like to set a wooden peg hanger that is at just the right height for your child to reach. This way new habits are formed that can make your life easier, save the time you'd spend picking up shoes and jackets, make you happy, empower the children and make leaving the house flow more smoothly as well since everything will be in its place and easy to find.

Other benefits may include better sleep, healthier meals, a more relaxed mood in the home, more time to get out in the fresh air, more time to snuggle in with a story, time for tea, and a more effective use of time. Good routines help home life flow more smoothly. 

Here's a list of the benefits of routine, they:

Provide comfort and security
Ease anxiety
Give form to the day
Bring children into the rhythm of life
Build competence
Bring clarity to intentions
Help us to be present in the moment
Give us control over the flow of the day
Help the day flow more smoothly
Help us come back to center (feel grounded)
Re-energize us
Make time to get things done
Help us form good habits

Have I convinced you that routines are a good thing?

Read Article #1 Routine in the Waldorf Home:: What is it?  here
Read Article #3 We Can't Have One Without the Other here


                                                        Peace on Earth begins at Home. 

A Story for Summer :: The Wild Rose

With temperature's in the 90's it looks like summer is really "a -coming and winter has gone away-o!" At least for this week. We're in the season of the Flower Queen, and she has remained undaunted by the cold as her flower children blossom.

The wild roses are just beginning to bloom, the white in full bloom and the rose not quite yet to open.

Here's a sweet story to tell for summer. It's appropriate for children of all ages, including the wee littles. It's about Mother Nature and a wild rose. It's easy to imagine the larks and humming-birds coming to visit. For the young child, the world is alive and the notion that Mother Nature might talk to her flower children is quite natural, that's what mothers do!

The Moss Rose
~ by Leonore E. Mulets
(with a few adaptations by me)

Once upon a time a little pink wild rose bloomed by the wayside. To all who passed her way she threw out a delicate perfume and nodded in kindly welcome.

The larks and the humming-birds all loved the pink wild rose. The baby grasses and the violets snuggled up at her feet in safety. To all she was kind and sweet and helpful.

One day Mother Nature passed that way. She saw the gentle wild rose sending out her helpful cheer to all. Mother Nature was pleased.

She stopped a moment on her way to speak to the simple flower. She praised the wild rose for her sweetness and her beauty and her kindness. At last she promised her her choice of all the beautiful things that were in the store of Nature.

The pink wild rose blushed quite scarlet at the praise. For a moment she stopped to think.

"I should like," said the wild rose, blushing more and more, "I should like to have a cloak from the most beautiful thing you can think of."

Mother Nature looked down at her feet. She stooped. She arose and threw about the blushing pink rose a mantle of the softest, greenest, most beautiful moss.

Mother Nature passed on her way.

The sweet rose by the roadside drew her mantle of moss closely about her and allowed it to trail down the stem. She was very happy. She was never again to be called the simple wild rose, but in her heart she knew that her beautiful mossy mantle would only help her in spreading sweetness and kindness and beauty and the perfume of happiness through Mother Nature's world.

With a snip, snap, snout, my tale's told out!

::

June's eCourse is Love ~ the Heart of Discipline. Learn more about it and sign up here.

Routine in the Waldorf Home ~ What is it?

A comment on the Celebrate the Rhythm of Life Facebook page inspired me to write about routines today. I wrote a long piece on routines that felt like too much. I decided to break it into smaller more digestible pieces to post over several days, hence a series called Rhythm and Routine is born. 

Rhythm and Routine

~ a series of articles to support rhythm in the home

#1

Here's today's entry...

What is a Routine?
A routine is "a sequence of actions regularly followed; a fixed program." as in:

"I settled down into a routine of work and sleep." 

The word routine comes from the French "route" meaning road. With a routine, we take the same road, over and over again, day after day. We pass the same trees, go around the same curves and see the same landmarks in the same sequence on this road called routine.

Routines in our daily life are those series of events that can be counted upon to happen everyday, in the same order, in the same sequence, just as the sun rises and the sun sets, so shall there be the familiar and comforting routines to the day.

An evening routine for a child might look like this sequence of activities:

• Dinner
• Bath
• Prayer
• Bed
• Story
• Lights out 

Within each of these activities, there may be a series of activities. With dinner, there's the sequence of preparing the meal, setting the table, gathering around the table, placing napkins on the lap, lighting the candle, saying a blessing, eating, clearing the table, rinsing/washing the dishes, sweeping the floor. This all happens before the transition to bath time. Throughout the day we have activities that have a subset of routines within them. The more consistent we are, the more reliable and predictable they become for the child, thus the child can feel secure knowing what's coming next and rest into the routine. 

Routines Are Like Old Familiar Friends

Routines are like old familiar friends. Routines form the basis of a healthy home rhythm. They help bring form to the day. They help us, the adults, know what to do now, and what to do next.

Parents come to me and ask:

I don't know what to do with my child, we just seem to get lost in a blur during the day. 

What do I do with my baby all day long?

What do I do with my toddler all day long?

What do I do with my kindergarten aged child all day long?

What I always encourage is to begin with rhythm (that is a conscious awareness of the energetic quality of the flow of activities as the child relates to them) and routine. Establish predictable routines first.

When a routine no longer serves us, or no longer feels vibrant and meaningful, then it is time to make a change, to tweak it or let it go. But I am getting ahead of myself, for that has more to do with ritual and reverence, and for now I am focusing on routine.

::

Do you remember familiar and comforting routines from your childhood? Please share them with us in the comment section below.

Read Article #2 Why Routines? here
Read Article #3 We Can't Have One Without the Other here

Peace on Earth begins at Home.