Once Upon a Time by Jane Danner

 

Once Upon a Time

By Miss Jane

 

Once Upon a Time, there was a grandmother. Her own six children had all grown up and left, one by one to live their own great adventures. That old grandmother was sad and lonely. And so that grandmother went out into the great wide world looking for some children who might need her. And she did. She found seven wonderful children who welcomed her with open arms and let her care for them. And she was happy. 

 

There are so many things that have changed since I was a little girl. Phones are no longer rotary. They are not even attached to the wall! Test patterns no longer mark the end of television for the day. Car seats. I-pads. Google Searches!  Children seem to grow up very differently today than I did 50 years ago. And yet, I invite you to peer into The Woodland Suite on any given day at about 12:45 in the afternoon. We’ve just said a fond farewell to Linden, who spends her afternoons at home. The shades are pulled, the lights are off. A minute ago, the suite was restless and noisy but now all the children are on their cots. Hugo has Red Baby snuggled under his arm. Pim has his bunnies and robin hidden under the blankets, Vera has ghost doggie snuggled close and Moss has the rabbit from the windowsill which he thinks he has snuck when I wasn’t looking. Clara has her thumb stuck in her mouth and has sighed contentedly. And, Leo always mentions his dad as he snuggles up in his cozy bed.  All of them are listening to a story written down over 150 years ago. “Once upon a time there lived a donkey…” Just like me, when I was little, they listen intently or nonchalantly, but they are listening. And when it ends, they are calm and quiet and just drifting off to sleep. 

It is amazing to me that these Paw Patrol and Star Wars children still love “Sweet Porridge” and “Iron Hans”, “The Bremen Town Musicians” and “The Donkey” and “Mother Holle”, “Rapunzel” and “Snow White” as much as I did. Every year I tell the same stories that my father told me and the children never seem to tire of hearing them. They listen intently as the mother goat cuts open the belly of the wolf to let out her six children. They listen as she stuffs rocks into his belly and then sews him up while the wolf snores away under the shade of the old oak tree. Really? The wolf did not notice he was being sliced open with a scissors? But the children never ask, in the same accepting way that I never asked. It just seemed right.

The Brothers Grimm wrote these stories down from oral tales. They were one of the first to take these tales seriously and they collected the stories from all over Europe, tales that had been told for many generations mainly by women. These were not the epic tales of King Arthur or Roland, which were told in the main hall by paid roving minstrels. These were simple old wife’s tales, the wisdom of women, told by nannies who were immigrants and slaves and tended the children, telling the tales that they had heard as children when they tucked their charges into bed at night. Words to help children learn the lessons of perseverance, kindness, compassion, and life. It explains why the tales are so like other tales told from all over the world. And from this rich oral tradition of storytelling Wilhelm and Jacob Grimm published seven different editions of children’s tales. The first edition was much criticized and not considered suitable for children so they rewrote and edited them, careful to keep the folk tradition of the original oral stories alive because the Brothers Grimm felt the fairy tales told a story deeper than the tales themselves. When I watch the children listen so intently day after day, I think so too. And because of the success of their endeavor fairy tales came to be collected from all over the world. Do a google search of fairy tales and every culture has a rich collection of fairy tales. 

I love that a famous quote of Albert Einstein says that “If you want your children to be intelligent, read them Fairy Tales. If you want them to be more intelligent, read them more Fairy Tales.” I also agree with the early criticism of the Grimm’s Fairy Tales. Not all the tales are suitable for the young child. At one point in my parenting, I decided to read Carl, my youngest son, the whole collection cover to cover. At the time it seemed like a good idea but I quickly abandoned it. It was interesting and educational, and I enjoyed reading the more traditional translations and the many stories I had never read before. There are 279 Grimm’s Fairy Tales, but many of the tales are just strange and read more like ghost stories. When I first began to tell them to the children in my care, I decided it was best to stay with the stories I was most familiar with. More recently I have found a few lists of tales that more experienced Waldorf teachers have put together. They have helped me explore tales I had not previously known about and adventure into Russian, Native American, Danish, Irish and Chinese Fairy Tales. Even with my lists in hand, I always read the tales myself before I read them to the children.

There are many different theories as to why these tales are so enduring. Some have written that the tales are a picture of being human and that “all the figures in a tale are but parts or aspects of a single synthetic person” (Novalis: What to do about witches by Ruth Pusch). That is why the children do not view the violence in them quite the same way as we adults might. Nor do they seem to react to the violence in the same way as they do to things they might see in a movie or on television. In their imaginations they recognize the characters as archetypes, as pieces of themselves that they are just coming to know. “There is no human problem or difficulty, no possible situation in life that is outside the wisdom of fairy tales” (The Wisdom of Fairy Tales by Ursula Grahl).

Children do seem to have a healthy satisfaction for the justice doled out to the many different antagonists in the end of the tales. They love that Gretel pushes the witch in the oven or that the sorceress in The Golden Bauer becomes trapped in the cage of her own making. It is a satisfaction that seems to be dampened when the tales are made nicer or completely missing when the tales are rewritten so that the antagonist becomes the protagonist but there also seems to be a rightness that the stories are still changing and evolving, as we tell them again and again. It speaks to the fact that they are really living and alive.

Many things change in a lifetime, but it seems that one thing that lives on is some old tales told from the wisdom of women to the children they loved that two brothers had the wisdom and foresight to write down and left to us to powerfully feed our souls.

 

A Morning in KinderHouse by Jaimmie Stugard

A Morning in KinderHouse

By Miss Jaimmie

Good morning, dear Earth.
Good morning, dear sun.
Good morning, dear stones
And the flowers, every one,
The animals all,
The birds in the trees.
Good morning to you
And good morning to me.

Each KinderHouse morning begins with singing this verseon the front porch. The children are gathered together, cheerfully ready to greet the day. The picnic basket is full of delicious snacks to share and refreshing water to drink. At LifeWays, there is a verse or song for almost everything! So, as I pour the children their water, we sing:

              Water from the lake.
               Water from the river.
               Water from the rain and snow.
               Water to make our bodies
               Healthy and help them to grow.

Toward the end of snack, I will often bring out a special book to read while the children finish their last bites. Recent favorites include “Ten Timid Ghosts” and “Margaret and Margarita/Margarita y Margaret,” a bilingual story about two children who meet at the park and become fast friends even though they speak different languages. When everyone has finished eating, the children politely ask to be excused, clear their dish and play together. Sometimes, we’ll enjoy a little artistic activity, like coloring with side walk chalk or painting our lanterns for the lantern walk, before heading to the woods to play. Two of our favorite play places are the clearing and the riverside. There is so much to do, play and explore! Sometimes it takes a new KinderHouse group a little while to become acclimated to playing in the woods. They aren’t always sure what to do without the familiar toys and games. But, not this group! Their imaginative play took off on day one in the woods! They love to play house/family and to transform the fallen logs and trees into restaurants, motorcycles, homes, busses and more. And, of course, they love to climb.

After a nice, long play, it is time for circle and story. Circle songs about animals and nature are beloved at this age as are traditional nursery rhymes, finger plays and seasonal songs, like the lantern walk songs. For many, the puppet play is a highlight of the morning. Our first puppet play was a nursery rhyme vignette, with “Mary had a Little Lamb”, “Jack be Nimble” and “Jack Sprat”. Jack and Mary were already a part of my puppet collection. I needle-felted them out of wool during my LifeWays training back in 2005. This fall, I felted a little lamb while the KinderHouse children played around me in the woods. They often came over to watch and were fascinated as the lamb came to life in front of their very eyes. The children then savored the tale of “Sabra and the Brave” for several weeks. Most recently, I introduced the story of “Huggin and the Pumpkin” in anticipation of our Lantern Walk and Halloween. After our story, we head up to the front yard to say farewell to our part-day friends and head in for some tasty lunch and a well-deserved rest. What a wonderful way to spend the morning!

From the Sunshine Garden by Belinda Kenwood

 From the Sunshine Garden

By Miss Belinda

 

Greetings, Dear Families ~

For this parent newsletter, I’d like to introduce myself, or re-introduce myself, as the case may be, and tell you a bit about me.  I am Belinda Kenwood, or Miss Belinda, as I’m known around these parts, and I am the lead caregiver in the Sunshine Garden Suite.  I have worked at LifeWays Milwaukee for a total of 10.5 years thus far and have worked in the early childhood field for over 27-years in several different capacities.  I’ve worked in center- based care (both large and small centers) as well as a Waldorf inspired home care setting.  I’ve served as a preschool teacher, an afterschool care teacher, a preschool summer camp director, and also as a Waldorf kindergarten teacher at Prairie Hill Waldorf School in Pewaukee, where both of my now young adult children attended school from kindergarten through 8^th Grade.  I even took some time away from the early childhood field to work as an executive assistant for 7.5-years.  

Truth be told, it was not my intent to go into the childcare/early childhood education field.  I had graduated from university with a BA in a duo major – Special Education for the Hearing Impaired as well as Elementary Education and had planned on becoming a teacher for the Deaf in an elementary school, hopefully, somewhere in California.  But after experiencing a life altering moment immediately upon graduation, my initial plans had to be put on hold.  Instead of heading out to California as planned, out of necessity, I moved from Michigan to Wisconsin to live with my parents for a while.  I floundered for about a year and eventually took a job as an assistant teacher/caregiver working with 2-year olds in a child care center.  This was purely a temporary measure until I could figure out what I wanted to do next.  Well, as the old adage goes, “Best laid plans,” and all, my temporary stint as a child care assistant turned into a lifelong career. 

Yep - I felt the call to take up this work. And within a year or two, I became a passionate advocate for early childhood caregiving and “education,” and began reading voraciously about child development and taking as many continuing education courses as I could in order to learn more and do right by the children in my care. 

Twenty years later, when enrolled in the LifeWays Early Childhood Training course, a wise director and instructor told us, “God doesn’t call the equipped…He equips the called.”  This was such a validating quote to hear because I had found that caring for and working with very young children is a profoundly different experience than working with elementary school aged children, middle school aged children, high schoolers and college students.  It was kind of like learning a whole new language.

Having worked in traditional/mainstream early childhood settings for the first 13-years of my career and then working in a completely different field for over 7-years, I came upon Waldorf education.  Actually, I came upon it when, as with many decisions and discoveries made after becoming a parent, I was searching for a school for my then 5-year old son.   At the time, he had been attending a private, parochial school since the age of 4-years.  During the first parent/teacher conference at the beginning of his second year of kindergarten, the teacher said something about the curriculum that literally threw me into a panic.  Because of my teaching background and experience, I had a sense of what I wanted and what I did not want in an early childhood experience for my child.  I immediately went home after the conference and began searching for education alternatives.  As a result, we made the decision to change schools after the December holiday break.  And with that, I embarked upon another transformational experience not only for my children but for our family.  It was through our connection with the Waldorf school that I found LifeWays.

I was profoundly inspired by the LifeWays wholistic approach to educating the developing child; Where the focus is on the importance of relationship-based care in a mixed-age, home-like environment where the nurturing arts, social arts, creative arts and practical life skills are practiced on a daily basis.  At LifeWays we emphasize a home-like vs. school-like experience for the young child which is based on knowledge and wisdom regarding child and human development.  We strive to create an extension of home-life based on the archetypal family model until the child is ready to move onto the more formal school experience and expectations.  This extension of home life is a developmentally appropriate practice for young children.  

I love that we have the time to help the children learn how to dress and undress themselves when we ready for the outdoors and come back indoors; that we are able to spend time in the bathroom helping the children learn how to pull their pants up and down when using the toilet, learning how to wipe themselves and flush the potty, learning how to wash and dry hands, as well as spending some one-on-one time with a little one during a diaper change.  We are able to spend time at the meal table eating nourishing meals, sharing stories and jokes, singing our meal blessings, and, yes…learning appropriate table manners. It’s gratifying to have the children help with clearing the table after meals as well as helping wipe down the table and chairs.  It’s such a joy to observe how the older children watch over and care for the younger ones as well as how the younger ones light up when they see their older friends. I also very much enjoy observing the children in their play taking care to allow them the space and time to move about freely and discover things on their own without inserting myself into their play.  It’s magical, really, to see how creative and capable young children can be.  It never ceases to amaze me. When it’s nap time, I love when everyone is tucked into their cozy bed listening intently to the story I’m reading or telling…some falling asleep during the story and others staying awake until I’ve finished with the last word.  I love as the children begin waking up after nap/rest time…some choosing to lounge on their bed, chatting with their friends, while others begin making their bed, asking me a question or two, and another asking to sit on my lap and rock with me on the rocking chair.  I consider it a privilege to be able to take the time needed to soothe little ones who are missing their mommies and daddies after drop off until they are ready to enter into play, because after a hug or a sit on the lap with a quiet song and/or conversation, something always catches their interest.

Long winded, I know. Suffice it to say, these are some of the things we at LifeWays are able to provide that along with our healthy rhythm of the day, week and year and firm loving boundaries help the children feel safe and secure when they are away from home and Mommy and Daddy and will also serve the children well when they are ready to enter the school experience.

I look forward to deepening my relationships with you and your children.

Notes from the Kitchen by Tamara Treviranus

 

Notes from the Kitchen

By Miss Tammy

 

It is truly a pleasure to cook home-made, nutritious meals for the children and caregivers.  We understand that daily and weekly rhythms and routines provide a strong foundation for children’s developing minds, bodies and spirits.  This is why, at Lifeways, we offer consistency in our meal planning, with enough variety to offer the opportunity to try new things and get used to some regular offerings.  Here is our weekly lunch schedule:

        Monday -Sandwich day

        Tuesday- Pasta day

        Wednesday -Beans and Rice day

        Thursday -Soup and Rolls 

        Friday -Pizza Day or “Breakfast for Lunch” day

 

One of our favorite afternoon snacks at Lifeways  is home-made Cinnamon Graham Crackers.  Here is a recipe to try at home. 

Note:  It is optional to add the cinnamon sugar topping but is HIGHLY recommended.  Enjoy!

 1 cup whole wheat flour

1 cup all-purpose flour

 1 tsp cinnamon 

½ teaspoon salt

¼ cup butter

¼ honey

2-3 Tablespoons milk

 1 egg

Preheat oven to 300 degrees.  Combine dry ingredients in mixing bowl.  Melt butter, add honey, and milk and lastly, egg.  Mix wet and dry ingredients together.  Chill dough in refrigerator for one hour.  Divide dough in half and roll each piece with a rolling pin to approximately 1/8 in thick.  Place on buttered cookie pan (or use parchment paper). Using a pastry brush, brush a thin layer of milk on the dough, then sprinkle with cinnamon sugar. Bake for 10 minutes, and remove from oven.  Using a pizza cutter, cut the partially baked graham crackers into approximately 2” X 3” pieces.  You do not need to separate.  Return to oven for another 20 Minutes.  Then, turn off oven and open oven door a crack, leaving the graham crackers in the oven, for 5 minutes. (This allows the oven to cool just a little bit).  After 5 minutes, close the oven door and leave graham crackers in oven for 20 minutes.   Remove from oven, cool and serve!