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ISKA News

An update for members and friends

Dear Members and Friends,

CONTENTSPage

Introduction 1

Aistear and Te Whariki 2

Story: King Marmolol & Queen Alabastor

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Philippines Visit 4

Membership, Advisory, Siolta 4

Who is IASWECE? 5

ISKA’s National Activities 6

For the Seasons: Rhymes and Resources

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Global Gathering for Early Childhood

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Adverts 10

Spring/Summer 2014

I’m writing this on 10th of January, something about the light today that puts me in mind of Imbolc, or is it that I’ve been gathering for this Spring Summer issue and find myself preparing inwardly, either way it’s a good feeling, there is hope in my belly, the light is returning and I welcome it heartily. So here’s wishing you all a joyful Imbolc, may you be expectant of the abundance around you and within you, and with trust and hope may you manifest all that you need for your work, personal lives and for your community.

I heard a curious statement once from a medicine woman, and it has always stayed with me. She said that events that happen in the isle of Ireland (we were speaking of political events) are the catalyst for movement and change in the rest of the world. Quite a responsibility. True or false, it gives me hope and the motivation to be the change that I want to see in the world. There’s no doubt that Ireland has a magical energy.

I hope this issue offers you inspiration.

Many Blessings, Sinead

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A comment made by Helen May from New Zealand, one of the keynote speakers at the Aistear Seminar on October 4th caught my attention.

Ireland’s Aistear framework is loosely based on ‘Te Whariki’, New Zealand’s National Early Years Curriculum, and Helen May as one of its developers, was invited to share ‘Lessons from Te Whariki’, learnt since its launch there in 1996.Firstly, Helen joyfully considered Ireland as ‘rebellious’ in its movement with Aistear in bridging the gap between early years and state primary education.

Yet it was the following comment that got my attention. Helen said that New Zealand’s experience 20 years down the road was that “practitioners/teachers are using Te Whariki in a surface way”, i.e. not using Te Whariki to the depth it had been designed to be used. This was disappointing to hear, and it would seem that this is also the attitude of Ireland’s early year’s practitioners, to our national frameworks. Early years practitioners do agree though that Aistear and Siolta are quality, child centred, holistic frameworks at heart, yet tend to view them as aspirational. One reason cited for this hesitation is that practitioners/teachers are challenged due to their work been less clearly defined.

The question arises, how can a non-prescriptive curriculum and quality standard be implemented? The solution it seems, boils down to a standard of qualification, and this is

what is now developing in Ireland, along with the push for early years practitioners to receive the same status as primary teachers.

Helen May from her experience commented that the debate about the philosophy of childhood education within this present culture has not yet been had, and suggests that this debate is necessary for a national framework such as Aistear to be utilised to its fullest for the benefit of all children nationally.

Steiner-Waldorf education has a well-established pedagogy. The ISKA council and ISKA members have a depth of knowledge, experience and tools to offer into this debate. It is our task to rise to the challenge of this day, to embrace our national

frameworks and to find our place within them, with the view to using them as a gateway to express the Steiner pedagogy. Practitioners on the ground, who by feeding their experiences up and out to the national bodies through Aistear and Siolta will be the ones who influence national policy at the end of the day.

Helen May stressed (though it may not seem so to those working long-term in the early year’s sector) that in comparison to NZ, Ireland has come a long way in a relatively short space of time. Though the thinking of our culture and our policy makers as regards early years education is not wholly developed, it has changed, but the understanding of pedagogy has yet to be researched and digested.

Aistear and Te WharikiBy S Duignan

Te Whāriki is founded on the following aspiration for children:

To grow up as competent and confident learners and communicators,

healthy in mind, body and spirit, secure in their sense of belonging

and in the knowledge that they make a valued contribution to society.

Te Whāriki literally translates as “the woven mat” - Its 4 key strands are:

Whakamana – EmpowermentKotahitanga – Holistic Development

Whānau Tangata – Family and Community Ngā Hononga – Relationships

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Once upon a time, a King and Queen lived in Romblon Islands of Maharlika*. The King Marmol and his wife Queen Alabaster were childless for many years. But ultimately, God blessed them and gave their first born beautiful baby girl. So there was great joy in the all of the kaharian (kingdom).

The king built a marble palace with marble walls, marble floors, marble beds, and marble chairs. In the dining hall were marble plates, glasses, and spoons. Everything was made of marble, even the toys and dolls of the little princess. At the christening, all the diwatas (fairies) and highborn spirits of the Skyworld and the Earthworld were invited.

To the newborn child, each one brought a special gift: Bathala, King of the Skyworld, gave her the name Pag-ibig (love); Inang Lupa, or Mother Earth, gave her talino (wisdom); Haring Dagat, or King of the Sea, gave her kayamanan (wealth); Batis, or the Stream, gave her kasipagan (industriousness); Buan, or Lady Moon, gave her kabutihan (kindness); Bituin, or Evening Star, gave her karilagan (beauty); Amihan, or East Wind, gave her kahinhinan (modesty); Langit, Queen of the Sky, gave her kapayapaan (peace); and Alapaap, or the Clouds, gave her pangarap (dreams).

In the midst of the festivities, a stranger dressed in black and holding a scythe rushed in. He was Dilim, or Prince of Darkness. With a voice that seemed to come from the grave, he announced: “To this child I give the curse of kalungkutan (sorrow). When she reaches the age of sixteen, she will be struck by a sharp and pointed instrument and die.”

Everyone present became pale and speechless. The queen clasped her beloved child tightly to shield her from danger. Suddenly, Araw, the Sun God quietly stepped forward. He was hiding behind Alapaap when Dilim came. “Do not be alarmed, gentle people,” he assured them. “The princess will not die forever. To her I give the gift pag-asa (hope). She will only sleep for a long time. Then a prince will come to awaken her with a warm kiss and pure love.”

The king, the queen, and all their guests sighed with relief. And the king issued this command: “Make round and smooth all the edges of the weapons in my kingdom – the arrows, swords, spears and lances. And keep in a safe place all sharp and pointed implements – knives, scissors, needles, and pins – from the princess.” And he added, “Build the walls surrounding the palace higher and make them stronger so that no one can climb over them”.

The years passed quickly and happily. Princess Pag-ibig grew lovely and strong, wise, and hardworking. She was kind, modest, and peace-loving. Her skin was white as alabaster. Her brow was as smooth and lustrous as marble. Her laughter was the tinkle of the dripping water. But as she grew older, she became sad. Sitting by the stream (batis), she would gaze fondly at the fleeting clouds. And she would be lonely, playing with her marble toys and silent marble dolls!

Then on her sixteenth birthday, a strange thing happened. As she was strolling beside the stream, a Parpaguha bird* fell at her feet. Taking it tenderly in her arms, the bird sang to her. But soon after this soothing song, she heard a whizzing sound. Whiz! Quick as a flash, an arrow came flying through the air straight to her heart.

A gardener, hearing her faint cry, rushed her to the palace bed. But who was it sneaking in? It was Dilim with his evil companions – Kidlat (lightning), Kulog (thunder), and Lindol (earthquake).

There was panic in the palace. But alas life had gone from Princess Pag-ibig. The flowerets in her hair had turned into marble. These had the lovely colors of the rainbow – pale pink and yellow, green, blue, and lavender. Yet this rare bird was still warm in her marble hands.

Then, finally, it flew away. With tears on their cheeks, King Marmol and Queen Alabaster knelt by the bedside of their poor child. All the members of the royal household – courtiers, attendants, soldiers, cooks, and servants – had turned to marble. The carabao, horse, goat and chicken among others had become marble too. In the garden the pili nut tree, mango fruits, flowers, and the water gushing forth from the stream had turned to marble.

A hundred or more years passed. People from neighboring and distant kingdoms heard of the mystery of the marble palace. Every year they came with axes, spades, sledgehammers, and iron bars to hack away at or bore into the walls of the marble palace. Later they came with huge machines too. They carted away slabs, chunks, and blocks of marble. But they failed to reach the palace. It was completely hidden in the thick forest of rotting trees, tangled vines, and gnarled roots.

Who knows, maybe someday, as Araw the Sun God foretold, a lucky prince with a pure heart of love will find the way in and wake the marble princess with a warm kiss!

Notes & References: see next page

King Marmol and Queen AlabasterA story from the Philippines, retold by Dawn Zabala-Dickey, Ballina Co. Tipperary January 2014

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Notes from story:Romblon – Romblon is called the “Marble Country of South East Asia” because of its immense deposits of marble comparable to the high quality Carrara marble mined in Italy.Marharlika – were the feudal warrior class in ancient Tagalog society in Luzon islands of the Philippines. In modern Filipino however, the term itself has erroneously come to mean "royal nobility", which was actually restricted to the hereditary Maginoo class. The word is derived from Sanskrit Maharddhika which means “a man of wealth, knowledge, and ability”. Parpaguha - San Andres was originally a barangay of Odiongan which became a municipality in 1920. During the pre-Spanish era, it was a native settlement of nipa huts known as "Parpaguha", named after a rare large bird that had its nest among the thicket along the river where settlement was located.

Many thanks to those who have renewed their Membership for 2014. One of the benefits to your service this year is a free consultation with Ulrike, ISKA National Development Officer. You can contact Ulrike to arrange a time at email: ndo.iska@gmail.com

The time has come. Now, only services who are paid up members will be linked to the website and receive regular notifications from ISKA, although all ISKA contacts will continue to receive the Newsletter.

It was encouraging to see the Advisory service used well in 2013. Price is €60 for a 1 day Advisory visit. Two day visits are encouraged, which create potential for the service to arrange a Parent's Evening, or for Ulrike to facilitate a workshop or committee meeting (as the needs of individual services indicate). It is hoped that the kindergarten community, as hosts, will offer Ulrike accommodation and food during her visit. This is much appreciated.

A one-day visit for non members costs €120

Did you know that a number of Siolta mentoring visits can be availed of at no cost to your service?

So it would be worthwhile for a member service to consider engaging in even one or two components of the Siolta framework which resonate with your setting.

Naturally Ulrike approaches the Siolta work from a strong Steiner perspective, so there is no reason for concern. The long term aim, of course, is for a setting to benefit from this national quality award.

As you know Thomastown is the first & only Steiner setting to receive the Siolta award, so if you want to know more from a practitioner point of view then do connect with Heike. Heike’s email is: stenzelcastles@eircom.net

Membership, Advisory, Siolta

Heartfelt Outreach for Philippines

Grace Burton and Dawn Dickey are both ISKA Council Members, who in a voluntary capacity, will offer workshops on Arts & Music this coming July in the Philippines.They will be joining Susan Perrow there, who will be giving her workshop on Therapeutic Storytelling. Between the three of them, and many others I’m sure, there is hope that the Philippines will secure their first ever National Steiner Early Years Conference, later that month. As many of you will already know, Dawn is from the Philippines. She moved to Ireland to work at the Morning Star Kindergarten near Sligo (about 10 years ago now) and met her husband Alan at an ISKA event!

Dawn and Grace indeed have ISKA’s blessing for their initiative, but it is not possible for ISKA to support them financially. So they are asking: if you have dolls, puppets, silks, soft toys, craft, story, festival books, excess or unwanted toys, paintbrushes, paints, dyes etc, that you can donate please contact Dawn at 085 1121524 / 061-375862 or email: dawnzabala@gmail.com. 

If you would like to donate money it will be put toward their accommodation while travelling in the Philippines, and to fund the craft materials which they will purchase and bring along. Dawn reminds us that any little amount will go a long way! Again, contact Dawn if you wish to donate.

Another way to support Grace and Dawn’s initiative: Invite Grace or Dawn for doll making, felting, singing and lyre playing workshops with a collection to add to the pot covering their flight, accommodation and other expenses. ISKA would gladly book and coordinate it for your community from now to June!

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Protection of childhood around the globe is the work that needs to be fostered. In this world association, we as colleagues want to support continuous development and training, building up contacts throughout the world through conferences, meetings and working groups.

We are striving for quality of life for the young child within the context of the Steiner Waldorf education. Our goal is to collaborate with parents, other educators, and the wider society about the needs of the young child. IASWECE not only offers human support but also helps through different project financially to foster Steiner Waldorf education for the very young child throughout the world. I feel it is an honour that Ireland is a part of this World Association.

As a representative of Ireland I belong to the IASWECE Council. This task will last for 7 years. My task is also to be a link between Ireland and the world association. The council functions as an organ of perception for the questions, needs and tasks of the worldwide movement of Waldorf early childhood education.We meet for several days twice each year in various countries. We are making decisions about projects, working groups,

conferences and other activities, and we are responsible to appoint the Coordinating Group and Board and approve the annual budget.

Last year our host countries were Germany and Belgium. This year Holland and Austria will be providing the venues. In 2015 there will be a big conference held in Dornach. Switzerland with the theme around Transition- the child from birth to nine years old.

You can imagine, that all these meetings take a lot of planning and mindful care and use of our resources.In order to have an annual budget we need to ask every membership country for donations. Every country contributes according to their own means and abilities.I would love to kindle your individual interest and the interest of the Kindergarten you are working for. Every small donation makes a difference in the life of children in the world.

ISKA is obliged to pay a regular fee to IASWECE.It is our wish that every Kindergarten would be able to contribute and if we could fundraise a bit more we could make a donation and offer support to our colleagues in Africa, Asia and Europe.

ISKA’s fundraisers were so far painted small stools ( you can still order more ) and a fancy apron, all raffled. We welcome more ideas. So feel free to help, to fundraise, to engage for the children in the world - around the corner.Please talk with the ISKA office in order to make your annual donations. Office: 061927944. Thank you so much.Míle buíochas libhUlrike Farnleitner

If you have more questions please contact me: ndo.iska@gmail.com

The founding Member Associations of IASWECE are as follows: Australia, Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, Ireland, Italy, North America, Norway, Poland, Romania, Russia, Spain, South Africa, Sweden, Switzerland, Ukraine, and the United Kingdom. Since the founding in 2006, Brazil, Estonia, the Netherlands, New Zealand, Hungary, Israel and Japan have also joined the Association, and several other country associations are currently in the process of becoming Full Members.

To learn more about IASWECE, have a look at the website:www.iaswece.org

Sending you warm greetings this Advent time, and wishing you a wonderful Christmas and a Happy New Year. I look forward to seeing you again soon.

Janni x

WHO IS IASWECE?

The International Association for Steiner/

Waldorf Early Childhood Education

(IASWECE) is a part of the cultural

impulse of Rudolf Steiner and the

worldwide Steiner/Waldorf movement.

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As Voluntary Childcare Organisation (VCO), ISKA engages in National collaborative actions with other Childcare agencies. ISKA recently partook in a collaborative forum with the Association of Childhood Professionals who advocate and campaign for recognition of Childhood Professionals including their professional status and equitable pay and working conditions. http://acpdublin.ie/about/

Another collaborative action is a Literacy and Numeracy group, (this action is a directive from Dept. of Children and Youth Affairs). The idea of this group is to bring together differing agencies, National Adult Literacy Agency (NALA), Fingal County childcare committee, Banardo’s, Early Childhood Ireland and ISKA to research and develop literacy and numeracy resources for early years. Ulrike Farnleitner is ISKA’s representative on this group. This is a wonderful opportunity for Ireland, because there is now a Steiner Waldorf voice that can be heard within these smaller collaborative groups, where ISKA tends to feel more comfortable, this group feeds back directly to DYCA.

Last year ISKA, (after the 2012 Conference) asked that member services think about how the

Steiner- Waldorf pedagogy approaches literacy and numeracy. This was not in order for services to change or develop such activities, but quite the contrary. Instead the aim was for us to become aware of our approach, to be conscious of how the pedagogy protects and savours childhood while at the same time nurturing each child’s’ intellectual’ development through movement, stories, ring time etc.

The overall outcome hoped for, by offering a puppet show or story to the public during our annual Literacy week was that it would gently raise the consciousness of both your school and local community. As practitioners, it was hoped that this activity, would assist you in finding ways to describe to the public your approach regarding this topical and often controversial subject. These findings may also prove useful for your Siolta work.

When a service feeds back to ISKA their experiences/outcomes, in this case regards literacy or numeracy, this information is collated and fed directly back to the Collaboration group, in person through Ulrike. This information reinforces ISKA’s position and voice, putting the Steiner pedagogy on the map.

I see activities suggested in publications from mainstream agencies such as Barnardo’s etc, that are being strongly encouraged to practitioners to use. I find it surprising to find that some of these activities could have been cut and pasted from a Steiner kindergarten yet, and maybe wrongly so, I consider that the activity will lack that presence of mind that is found in a Steiner setting.

Are you interested in influencing the policy makers and other national childcare agencies to find their way to providing quality early years education on a national level?

If yes, ISKA is the avenue. As co-ordinator I am committed to this aspect of ISKA’s work, I will keep trying to find ways to engage you, the members, and make visible the power that you have at your fingertips to make change for all children - not just those who have the privilege to attend a Steiner Kindergarten.

This year International Literacy Day falls on Monday 8th September. Let’s bring Steiner Waldorf to our local libraries in the form of a puppet play or songs and finger-games!!

ISKA’s National Activities By Sinead Duignan

Puppet plays, along with storytelling, ring time, finger games are the foundation for literacy later in the child’s education.

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Imbolc and Brigid’s Day

Nature begins to awaken. The days grow longer. The blessings of Brigid are with us.

We’ll sing a song to BrigidBrigid brings the springAwakens all the fields and the flowersAnd calls all the birds to singShe laid her cloak upon the groundAnd watched it grow and growIn whirls and furls and fields of greenShe lets her blessings flowAll were welcome at her doorNo one was turned awayShe loved the poor, the sick and the sore And helped them on their way.

Springtime

For when the willow starts to bud, soft and silvery grey

Here is a verse Margaret Duberley gave to me - the children always love this one:

Close your eyes and do not peekAnd I will rub pussy willow across you cheek,Silky, smooth, soft and sleekClose your eyes and do not peek

Easter

A theme that works well for Easter time is the caterpillar and it’s metamorphosis into a butterfly.

Caterpillar on a twig,Eat your leaves so you’ll grow big.When you’re big, away you’ll creep,Make your bed and go to sleep.You will change as time goes by,And wake up as a butterfly.

For the Seasons: rhymes, crafts, images and resources

with thanks to Grace Burton

A springtime poem that can be used at circle time:

A little brown bulb went to sleep in the ground,In his little brown nightie he slept very sound.Old winter he roared and he raged overhead, But the little brown bulb did not move in his bed.But when Spring came tip-toeing over the lea,With fingers to lips as soft as can be,The little brown bulb just lifted his head,Slipped of his nightie and jumped out of bed.

By A. Fairman

Little felt caterpillars

Easter nests

Brigid’s Cross, snowdrops, small wrapped candles and butter, both made by the children, can be part of the Brigit's day offering. Hot cross buns

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Links to Further Seasonal Resources:http://www.wikihow.com/Do-a-Maypole-Dance Hot cross buns recipe http://www.deliaonline.com/recipes/type-of-dish/sweet/hot-cross-buns.html

WhitsunAt Whitsun we celebrate the Spirit of Community: that which enables human beings to meet; true to their own individuality while acknowledging and respecting the individuality of the other, and recognising what it is that binds us as humanity.

Little doves so white and freeIn the dovecote nest I see.Look up to the bright blue sky,Spread your wings and away you fly.Coo-ooh coo-ooh, coo-ooh we cry.Flutter silently around,Landing gently on the ground.Back into the dovecote flyFold your wings and gladly sigh,“Coo-ooh coo-ooh, here am I.Coo-ooh coo-ooh, here am I.”

Can you help me make a chain Of yellow, green and white?Then follow me down twisty lanesTo a field of daisies white.One by one we'll gather themUnder the ash tree shade.We'll gently thread them stem by stem.See - a daisy chain we've made!

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There were many inspiring papers delivered by speakers of international acclaim at the autumn conference organised by Early Childhood Ireland. See link below (although videos of the lectures are available only to ECI members)http://www.earlychildhoodireland.ie/publications-news-events/previous-events/a-global-gathering-for-early-childhood/

I went to the Conference to hear Margaret Carr from New Zealand speak. The papers she delivered were both heart warming and fascinating. She called for a paradigm shift, she challenged our ways of seeing the roles of learning and teaching. These two words ‘teaching and learning’ have the same word in Russian - something that the educationalist Vgotsky saw the significance of, she reminded us. She challenged us to weave the roles of researcher, teacher, learner in and out of each other, spiralling upwards, getting them all mixed up!

An appreciative philosophy towards children is important. Children/learners can be researchers, can be teachers. Early childhood provides opportunities for collaborative conversations with adults. Articulating their ideas is important for children (it can predict success later at school). The teacher explores alongside the researching child, she takes notice and responds. Play contexts can give children opportunities for researching social relationships. Even babies can be teachers. (Anyone who has keenly observed a baby finding ways to grasp the toy they want which is just out of reach, can agree with this!) Babies need to construct their own curriculum and will readily do so if they are accompanied by the adult rather than instructed.

None of this is new to the Steiner Waldorf approach to education. But what Margaret Carr ( and her colleague Wendy Lee) of the University of Waikato, N.Z. brought was a new way of working with assessment. She calls it ‘embedded formative assessment’ where the teacher creates an early childhood portfolio. This is where the teacher takes on the role of researcher working through a progressive filter in respect of each child:

NoticingRecognising,Responding,RecordingRevisiting (with parents)Reflecting

In Margaret Carr’s ‘learning stories’ the teacher is recording continuity and progress. In her model it is lead by photo documentation of the child in the learning environment which is then revisited with theparents.

Researchers in this field were mentioned: Vivienne Paley; Black and William; Alison Gobnik, amongst others.

While the use of photography in an early childhood setting would not sit comfortably with the Steiner practice of working within the dream consciousness in kindergarten, we can adapt Margaret Carr’s model of assessement. Many kindergarten teachers will recognise aspects of their own practice in this model – its not completely new to us. But what it offers is a language of meaning and a structure for the assessment of learning that happens in every Steiner kindergarten. It offers a bridge between traditional assessment techniques using test scores and a solely observational approach living within the relationship between teacher and child. As part of an established educational curriculum, the Te Whariki, New Zealand, it is a useful reference.

During a coffee break I fell into conversation with a delegate from the Inspectorate at the Department of Education and Skills. I asked a provocative question: when will the Dept accept such ‘learning stories’ as an assessment of learning?! The answer came back: when will (Steiner) schools begin to use them! Its up to us now, the challenge is clear!As Wendy Lee said in her lecture: “Leadership belongs to everyone!”

Linda Grant,

Global Gathering For Early Childhood

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Ulrike Farnleitner speaking at the Global conference on "The Fuss

Leading to feedback, which should cause thinking rather than emotional reaction. The teacher-turned-researcher now becomes a learner using critical reflection and a research/evaluation focus.

(What is the child asking of me? How can I meet the child in what he/she needs?)

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ISKA WORKSHOPS 2014

Members & public

• Creative discipline

• How to steer a Steiner early years service (for committees)

• Play and Pedagogy

• Music and songs for young children

• Crafts for young Children

Introduction for Colleges

• Early Years Pedagogy, the Steiner Waldorf ethos.

Email iskanc@gmail.com to register your interest in any workshop.

Remember as member service 3 of your staff can participate in workshops at a reduced rate.

All workshops need to be fully booked and paid for in advance. Min. of 7 participants.

Please check website in near future for dates and further details:

iskaireland.orgJoin

The Wheel

for Excellent advice for non-profit organisations.

https://www.wheel.ie/

Irish Steiner Kindergarten AssociationMulhare House, Main Street Mountshannon Co. Clare

Tel: 061 927944Email: info@steinerireland.orgWeb: iskaireland.org

Views and opinions expressed in this newsletter are the views and opinions of the authors of the articles themselves and are included for your interest and information. They are not necessarily the views or opinions of ISKA, its staff or members.

KindlingKINDLING comes out twice a year, Spring and Autumn, and includes articles, crafts, ring times and general information of interest to anyone interested in the young child between Birth and Seven.  The themed articles are of interest to parents or educators, and the subjects are deep and topical.

 Contact: Simon NicolPhone: +44 (0)1223 890988

email: earlyearsnews@aol.com

The cost of each issue is €10, and the subscription is for 2 issues, therefore €20 a year, which includes post and packaging.  Send your Name, address and telephone number by email, and we will send you an invoice with details on how to pay.

Raheenwood Steiner National

School

will be hosting an

OPEN DAY8th February

2014 10am to 1pm

All Welcome

Contact: info@raheenwood.org

Raheen Road, Tuamgraney, Co Clare