Sensory integration, eye-hand coordination, appreciating the beauty of language, sequencing, and other basic skills necessary for the foundation of academic learning are fostered in the classroom. In this truly loving, natural and creative environment, children are provided with a range of activities to prepare them for later learning and for life itself.
Yes, we are a fully licensed and accredited Program and subsidy is available for those that qualify.
We are open Monday to Friday from 6:30am-6:00pm. We are closed on all statutory holidays and for the Christmas Break, following the Rocky View school calendar.
Yes, we are open for all PD Days during the school year and for Camps in July & August. On these days we incorporate field trips, nature play, arts & crafts, swimming and other planned games and activities.
Waldorf-inspired education is blended into the Program through with nature integration and the warm classroom environment. It is structured and non-structured, balanced and developmentally appropriate which is designed to educate “the whole child” nurturing their heart, head and hands. We spend time outside in non-structured play periods allowing the child to explore the beauty of nature and learn in a natural environment. We also incorporate gardening, modelling and sewing activities into the Programming.
Our childhood educators work with the children by creating a warm, beautiful and loving home-like environment, which is protective and secure, and where things happen in a predictable, rhythmic manner. Here she responds to the developing child by engaging them in domestic, practical, and artistic activities the children can readily imitate (for example, baking, painting, modelling gardening, and handicrafts such as sewing and knitting), adapting the work to the changing seasons and festivals of the year.
Our staff nurtures the children’s power of imagination by telling carefully selected stories (usually classic fairy tales for children under 7 or fables & legends for 7 and up) and by encouraging free play. This free or fantasy play, in which children act out scenarios of their own creation, helps them to experience many aspects of life more deeply. When toys are used, they are made of natural materials. Wood, cotton, wool, silk, shells, stones, pine cones and objects from nature that the children themselves have collected are used in play and to beautify the room. Changes in your children’s play will be less on media imitation and more on child like/real life/fantasy tendencies as we bring in new materials. Your child will engage more deeply for longer periods of play with less interruptions and will play more without the need to be entertained by screens or plastic novelty toys.
Festivals are a celebration of the seasons of the year and connect us to the world around us. They fall in an annual rhythm that can be strengthening to the body, mind and spirit of the young child and create a community within the Program by giving the children a chance to celebrate the year in its entirety. These festivals come from all cultures and dominations and are a true beauty in the multicultural teachings accreditation admires.
No. It is not affiliated with any church or religion. Our pedagogy is based on a belief that there is a spiritual dimension to the human being. Festivals are celebrated throughout the year that recognizes seasonal changes and some come from a religious background such as Christmas, Advent and Easter. Gratitude is shared and appreciation of nature is acknowledged through giving thanks and blessings. All children and families are welcome to join our Program.
Warmth is probably one of the greatest gifts we can give our children. Not only the warmth of our love but also keeping their physical body warm. Children are developing their bodies especially during the first 7 years of their lives. If we don’t provide them with the layers of cotton, silk, and wool to insulate their bodies, then they must use some of their potential “growth” energy to heat their bodies. This same energy would be better utilized in further developing their brain, heart, liver, lungs etc. In addition, being cold decreases immunity. We are all more susceptible to the germs and viruses that are always around us when we are wet and cold. When our body has to expend extra energy to keep warm then less energy is available to “fight” off infections. Children are required to have with them everyday the clothing required to allow them to engage in outside play for various lengths of time. This can sometimes include snow pants on chilly mornings for layering, even if there is no snow present on the ground.
The child can play more freely engaging in outside play when they are not cold. A hat is needed for every season, warm winter wool hats in the cold, a light but warm hat in spring and fall and summer hats with brims for the sun to protect them from the various outdoor elements of the changing seasons. The child develops strength, balance, agility, grace, flexibility, competence and confidence when engaging in gross motor/outdoor play. What can be learned playing inside a classroom differs from being in the elements where the child can enjoy nature while naturally learning about things such as animal habitats, plants, local environment, patterns and even symmetry. Nature can also bring inspiration and ideas for artistic expression, story writing, poetry and descriptive writing that they will do in school as well as into their free play. We spend lots of time outdoors walking and exploring, so your child can count on plenty of free play and lots of time outdoors, rain, snow or shine!
As our Program is based on Waldorf & Nature Education, we believe that a central aim of our Program is to stimulate the healthy development of the child’s own imagination. Research indicates that electronic media can hamper the development of the child’s imagination. In addition, there is the awareness of the physical effects of the medium on the developing child, as well as the content of much of the programming. Recent studies show that television hinders this process in young children and shows that television affects the brain in many ways that would weaken the imagination in children. The first effect that translates into a weaker imagination is the occurrence of “jump cuts” in television that fracture attention spans. At the same time, studies show that the brain is then programmed to reward itself with “dopamine” (the happy drug) for being able to cope with this fractured attention span. Basically, people become addicted to functioning with a fractured attention span. Extreme multi-tasking and children being enrolled in tons of “after-school activities” are also a result of this addiction. Imagination is naturally lost when our minds cannot focus. Children are encouraged to create their own images and ideas, and experience topics directly as much as possible. Computer and media use as a tool for further developing their creativity, communication and academic skills is highly limited at all times and only used by the discretion of the Director.
Research does support limiting and carefully monitoring content for age-appropriateness. It is recommended that families consider what types of media use and content exposure best support their family values and beliefs. Each family must decide what works best for their own family.
The Waldorf-inspired toys used in the classroom nourish the senses with their natural materials, behold beauty of our natural world, inspire imagination and creativity, and are multi-functional. The children can enjoy the toys in the classroom together, and parents are encouraged to remind their children to save their home toys for playtime at home. We ask that all home toys, books and treasures at home do not be brought to the Centre since they take away from the classroom materials and our natural programming and could also become lost or damaged. If your child needs a comfort item, we ask that you please have him/her keep it in his/her backpack unless it is really required.