Argh. New to waldorf and having doubts. Talk me through this please!

[SarahSmith]

We are brand new to Waldorf.  My 4 year old started Kindergarten and 6 year old started 1st grade just last week. When I first heard of the Waldorf School, I was interested, but it was too far away and the whole lack of emphasis on reading and science in the younger grades turned me off.  But then I was more strongly turned off from the public school system after our experience with the oldest in public kindergarden.  At the same time had some inspiring conversations with other parents who had kids in the Waldorf School here.   So after touring and meeting with the teachers, we decided to go for it. 

 The kids like it so far.  The youngest is shy, but seems to have bonded with the teachers.  The oldest is making friends and doing well.  He’s the kind of kid that will thrive anywhere.  

It's me that has the problem...  I just don't know if I'm cut out for the Waldorf lifestyle.  I can handle the no TV, at least on weekdays.  We will probably still allow them to watch some movies and nature shows on the weekends.  But what I'm really struggling with is the emphasis on the imaginary world where fairies and angels and God live.  I'm a practical, scientific minded atheist.    When my kids ask me how something works, I have no problem telling them.  In fact, I love how they want to know every detail and ask more and more questions.  My six year old already knows how to read and knows fairly advanced math – I feel like he might be shunned for this?  I don’t know if that’s the case, but it certainly won’t be encouraged or praised.  He’s so proud of himself when he does figure out new things and I don’t want him to lose that sense of pride if it’s looked down upon by the teacher.

Tonight was the first group-parent teacher meeting.  The teacher scolded (not scolded but emphasized his views in that polite Waldorf way), that when he had been telling a story about some boy following the sun; several of the kids spoke up saying that the Earth really revolves around the sun, and the sun is a ball of gas.  I thought it was pretty cool that kids this age know this; and yet he wants them not to know this stuff.    I guess I just can't fathom how it is wrong to explain things to these inquisitive minds. 

And also he asked for no radio to be on in the car.  I’m all for not letting the kids hear sexist/racy lyrics, or hear about the latest bombing in Syria.  But I don’t  get how children’s music would be bad?  My kids love to sing out loud to the radio. 

I really want to make it work at Waldorf.  There are so many other aspects that I respect and cherish about it (esp when comparing it to the public school alternatives).  It’s just that sometimes it feels like I’ve joined a cult that I don’t really belong in.  Help!!!   Are there other parents out there like me?  How did you adjust?

[Chloe B]

Did you consider homeschooling ?

This is what I am considering myself and more than anything else not doing a full Waldorf but a pick and choose approach, Some Montessori, Some Waldorf (through the website and curriculum Waldorf Essential ), Some Charlotte Mason, Some Core Knowledge, etc...

I am an Atheist as well and don't mind a little fairies and gnome in their world (I loved that when I was a kid) but I would not go with denying the sun is a ball of gas either...

I am not too excited about delaying academics (eventho at first it sounded like a good idea) which is why I intend to follow an up to date curriculum and add some of the waldorf magic through.

[hipmamaKelowna]

Sarah - I can relate to your frustrations! Waldorf education is different and when you are new to it, it can be an adjustment when it comes to technology, TV and radio and fairy tales and stories. We all live in a very fast-paced consumer driven society and Waldorf education flows in the opposite direction of this stream. This is what makes Waldorf education so fabulous for children by taking away the pressure and over stimulation. My son is now in Grade 5 and has been in the Waldorf school since Kindergarten, and year after year, I am understanding and seeing the difference that this way of life is! I wish that I attended a Waldorf school! As our children learn in the Waldorf school, so do we as parents - and after 6 years, I can tell you that it is worth it!

My advice would be to not resist what is happening at school and allow your child to learn of the world through the imaginary fairy tales and stories, because this is what is most appropriate for their age. This is forming the "base" for what is to come. I can tell you from my own experience, that soon you will be able to speak of "facts" and complex concepts with your children and there will be days where you will be astounded at the knowledge that your children will have! And it is NOT memorized facts, but rather a deep understanding of concepts that just grows.

Since you are a factual person Sarah, I recommend reading books about Waldorf Education of the young child, and you may then understand the "why" behind it. So hang in there Sarah!

Chloe - I must correct you on your assumption that Waldorf education "delays" the academics. This is not true. Waldorf education presents concepts from the "whole" and then to it's individual parts as the children get older and come through specific developmental phases (when children are ready). In fact, children receive all academic "subjects" right from Grade one, and each year, these "subjects" are added on to, and by Grade 8, they will have learned more than you can imagine! A number of our Alumni kids when from Grade 8 Waldorf to Grade 10 public school!

[Jacquelin]

@Sarah

I'm a practical, scientific minded atheist.  When my kids ask me how something works, I have no problem telling them.  In fact, I love how they want to know every detail and ask more and more questions. 

I am the same way (although a practicing mainline protestant with serious unitarian universalist tendencies. ) The longer we've been at our school, the more deeply I have come to understand the benefits of doing what I can to help keep our kids' sense of magic alive. I try but I wouldn't say I am good at it.  Lately, I have been battling the "google factor" in that my kids know that I can tell them how something works by just googling it. When I say "I don't know" (or the Waldorf teacher favorite) "What do you think?" they just say "Mommy, just look it up on your phone!" So, what I do now is go for the Socratic method and then we put the topic on our list of things to look up at the library. That's my personal solution. The basic take-away I get from the Waldorf way is that you don't want to heap on all this detail that the kids didn't ask for and maybe aren't ready for yet every time they ask a question. You want genuine interest in a topic to come from them and for the questions to unfold over time as they increase their own commitment to understanding the topic. A "download" of all the facts about the sun from the perspective of an adult just doesn't live in them the same way than if you followed their lead a bit more and showed them how human beings know the things we do: observing, touching, experiencing, reflecting, asking questions, consulting experts and source materials, taking notes, etc. My whole "take it to the library" approach is also meant to reinforce the fact that learning involves work and planning. Anyone can ask questions but knowledge isn't something that can be served to you. You've got to do your part.

And also he asked for no radio to be on in the car....But I don’t  get how children’s music would be bad?  My kids love to sing out loud to the radio.

I think what he means is don't have it on in the morning before school. Use the time to talk as a family, look out the window and observe the weather..that kind of thing. Give them the opportunity for a little quiet headspace before school starts. Why not save rocking out to the kids CDs for Friday afternoon pickup?

It’s just that sometimes it feels like I’ve joined a cult that I don’t really belong in.  Help!!!   Are there other parents out there like me?  How did you adjust?

Ha ha. Me too. How did I adjust? Mainly I just stay open to new ideas and perspectives that I hadn't considered before. Its an ongoing process and looking back, I wish that I had been able to do somethings more Waldorf-y in early childhood but now that time has passed. So, I just listen, consider and do what I feel is right. In the end, being authentic, loving and comfortable in my own skin is the best thing I can give to my kids. 

[Waldorf mom]

Not every family or child is cut out for Waldorf and that's okay


Give it a try and go here your heart is:shy

[mck211]

I find it interesting that the OP mentioned it seems like a cult.  Did you (the OP) know there is a Waldorf support group thread on this site?  I believe it is under the Personal Growth forum.  My daughter is suppose to start her Waldorf playgroup tomorrow, but now I'm finding a lot of odd things about Waldorf online which is giving me second thoughts.  I still plan to see for myself, but what I'm reading is basically saying that even if I see it for myself I will still be deceived by what they 'appear' to be teaching.  Very confused!

[Jason G]

Hi Sarah-

I can offer a perspective as a Waldorf Dad who is also a committed atheist and pragmatic humanist who views the Waldorf curriculum with great appreciation and respect- and a critical eye. I understand your concerns but have come to an acceptance of the Waldorf way of approaching child development.

The wonder and awe celebrated in early Childhood, the realm of fairies and gnomes and rainbow bridges et. al. is a rich world of imagination and storytelling to inhabit and explore in the young mind of the child (I think about the wonder and excitement I felt about Santa Claus and Rudolph the Red-nosed reindeer as a young kid and I see the value in believing in figures and "fairy tales" of imagination and belief). My pragmatism came later in life, as did my atheism, and I see my two children (now in 4th & 7th grade) growing out of that rich and imaginative tradition as extremely critical thinkers. 

I think regardless of what YOU feel, the litmus test is your children. Are they flourishing, exploring, connecting with their teachers and classmates? Happy to be in school? This will prove if the Waldorf approach of "letting the child remain asleep" in the early years is an appropriate match for your children's developmental needs.

I LOVE and see as absolutely right and correct the limited media policy, the not needing to rush into reading, the emphasis on imaginary fairies and yes even the power and presence of God. As an atheist this is hardest for me to take, but I realize that a full landscape of human cultures and beliefs are being laid out in front of my children and it is ultimately their explorations and decisions that will consolidate how they conceive of the world. The have certainly come into grade school and middle school without any ill effects of having been indoctrinated; thats not how or why the teachers use the concept of a God (or the Gods) in class. The curriculum does cover the concept of god(s) in many different cultures. So while that may seem a big heavy handed to you in Early Childhood, realize that the teachers' approach does shift as the child matures.

I do  hate the use of the word "cult" in reference to Waldorf education as that suggests to me unthinking, blind acceptance of dogma or what another person imputes to you. This seems to be the opposite of what I've found Waldorf education to foster in children in their mid adolescence; which is rather a very critical, self confident and exploring mindset that questions and takes apart the world to understand it better (this seems the antithesis of cultish thinking).

So in sum, I stuck it out through some similar questioning about the Early Childhood experience, and my kids have proven to be well balanced, capable, and full of inquiring minds. Its working for my family, I hope it does for yours too.

Warmly,

Jason

[LitMom]

Different Waldorf programs are often different from one another as well. We do a Waldorf homeschoolers program, which is wonderful. But I know our school is a bit outside the typical Waldorf too. Personally, I certainly wouldn't mind the kids knowing the science, but would probably get annoyed at being interrupted multiple times during a story telling. Sure, it's a fable or myth and not science fact, but these are valuable too! Is it the interruption aspect or the actual science facts aspect that the teacher is objecting to? I would just see how your child feels about it and decide if it is working for your family or not. 

[SarahSmith]

Thank you for all the comments. As I hoped, you all are helping me feel more comfortable.  

@Chloe B, For a variety of reasons, homeschooling is not an option for us; but it sounds like you have a great approach planned.  

@LitMom, I got the impression that the kids waited and raised their hands at the end of the story, and it was more the scientific comments about the sun that bothered him as they were taking away from the sense of wonder and excitement that the boy in the story felt about the sun.  

@mck211, I wasn't aware of the support thread here.  I guess I should check it out, but I'm feeling kind of nervous to do that. LOL

@hipmamaKelowna, do you have any particular books or articles that you recommend?  I would be mostly interested in evidence-based approaches to studying Waldorf education - if they exist?

@Jason; yes, the kids seem happy (we are only in week 2, so it's kind of early to tell); but their comfort in the school is what has kept me from feeling fully panicked about things.  My 4 year old in particular is not a typical kid; and I fear that he will be the subject of bullying as he gets older.  This was one of the factors behind my gravitating to Waldorf, as I am hoping that there will be more open-mindedness and acceptance amongst his Waldorf peers than he will find in a traditional school.  

[LitMom]

Hm. I have read the Waldorf critical thread on here, and it always gives me pause, although our school doesn't seem so heavily Waldorf... and my child is only there part time. Some of the things you worry about are definitely discussed in there, in terms of people having trouble with their schools. I do think it varies from school to school, and even teacher to teacher. Can you tell the teacher your concerns? 

[copperfox]

Another possible approach is to view the various perspectives as teaching moments.

Some people choose to teach their children that the sun is made from fairy magic and your kid/s might hear these stories and can learn different ways of thinking. If your kid/s have the awareness, then they may learn that the stories are merely entertainment and learn to appreciate the joy and wonder that other children feel by believing different things.

IOW, the Waldorf teachers are telling the stories for a reason -- usually laying a foundation for some future realization. Some kids may choose to believe the story as Truth and others may have an awareness of another Truth. Neither are wrong, nor right, nor mutually exclusive.

JMHO.

Good luck!

[WednesdayO]

Quote:

Originally Posted by LitMom 

Can you tell the teacher your concerns? 

I would hope the answer to that would be "YES!". Part of Waldorf education is the parent education aspect that comes in the form of parent meetings et cetera. I have yet to meet a Waldorf teacher that isn't willing to explain the "why" of what they're teaching or to elaborate concepts of the curriculum. If you approach the teacher with a genuine concern, I would hope you would get an authentic answer. I always ask for ideas about how I can support the curriculum at home or how to deal with issues such as those you're concerned about with science.

A Waldorf teacher isn't stuck in the box of what is set curriculum at a particular grade level. At our Waldorf school at least, the teachers match lessons to the individual children as well as the class as a whole. One example: I was told that time/reading a clock is typically taught in 3rd grade, but DD's teacher is planning on starting a little in 2nd grade because of the group of children she has. That might not be the case with the next class group that comes along.

[Buzzbuzz]

 "My 4 year old in particular is not a typical kid; and I fear that he will be the subject of bullying as he gets older.  This was one of the factors behind my gravitating to Waldorf, as I am hoping that there will be more open-mindedness and acceptance amongst his Waldorf peers than he will find in a traditional school."  

This may be true.  However, if you look at the Waldorf thread in Personal Growth, you will note that some Waldorf parents found that discipline and intervention in cases of bullying was severely lacking in their Waldorf schools.  What you will find in that thread is that some Waldorf teachers have a reluctance to intervene in school yard disputes and in bullying as part of their anthrosophical beliefs (karma, etc.).

So the school's approach to instances of bullying may be something you want to investigate on the front end if you think it possible or likely that he may be a target.

Also, if your child is "atypical" due to any kind of learning differences, etc. you may want to investigate their approach on this issue further now.  There is certainly some debate (on this board and in the Personal Growth thread) about the "friendliness" of Waldorf education to differently abled learners.

[SarahSmith]

Originally Posted by Buzzbuzz 

 "My 4 year old in particular is not a typical kid; and I fear that he will be the subject of bullying as he gets older.  This was one of the factors behind my gravitating to Waldorf, as I am hoping that there will be more open-mindedness and acceptance amongst his Waldorf peers than he will find in a traditional school."  

This may be true.  However, if you look at the Waldorf thread in Personal Growth, you will note that some Waldorf parents found that discipline and intervention in cases of bullying was severely lacking in their Waldorf schools.  What you will find in that thread is that some Waldorf teachers have a reluctance to intervene in school yard disputes and in bullying as part of their anthrosophical beliefs (karma, etc.).

So the school's approach to instances of bullying may be something you want to investigate on the front end if you think it possible or likely that he may be a target.

Also, if your child is "atypical" due to any kind of learning differences, etc. you may want to investigate their approach on this issue further now.  There is certainly some debate (on this board and in the Personal Growth thread) about the "friendliness" of Waldorf education to differently abled learners.

Thank you for the comments.  He's only four, but so far, there are no indications of learning disorders.  It's more of a social concern.  He has some gender fluidity, and I wonder if we will not eventually find out that he is transgender.  He has aways flocked towards traditionally girly things (pink, princesses, hair bows, dress up in gowns, etc).  And even if he turns out to not be transgender; he is just a much gentler soul than most of his male peers and has zero sense of competition.   I *was* hoping that the emphasis on the arts would both help him find something he is passionate about (because he shares none of the interests that his older brother has); and also attract some like-minded kids.  

But I am going to look into the bullying issue at Waldorf some more.  Right now, due to his young age, it's not much of an issue; but I will have to make sure which ever teacher he will potentially spend the 1-8 grades with, will be in favor of handling bullying early and aggressively.  

[Buzzbuzz]

I would investigate the views of not just the grade 1-8 teacher but of the school and the school administration as a whole.  If the administration is not supportive of the teacher's discipline efforts or does not have an anti-bullying mindset, a supportive teacher alone will not be enough if there are any serious issues.  

Also, depending on the stablity of the school and its teaching staff, it may be unlikely that your child will actually have the same teacher for grades 1-8.

If I were you, I would want to know what the school's actual policies are and, if they actually have an anti-bullying policy, whether the policy has ever been enforced and how these policies have actually played out historically.  No policy is, of course, a huge red flag.

[Buzzbuzz]

One additional thought -- it might be useful to investigate what sort of view Steiner and anthrosophy have of gender issues generally if you suspect that might personally effect your child.  I don't know the "official line" on that.  I think it would be helpful to determine if this school is the sort of place that your child's choices as to gender will be treated with respect in the future.

[tpase]

*retracted*

Edited by tpase - 2/15/13 at 8:29pm

[WednesdayO]

Quote:

Originally Posted by Buzzbuzz 

This may be true.  However, if you look at the Waldorf thread in Personal Growth, you will note that some Waldorf parents found that discipline and intervention in cases of bullying was severely lacking in their Waldorf schools.  What you will find in that thread is that some Waldorf teachers have a reluctance to intervene in school yard disputes and in bullying as part of their anthrosophical beliefs (karma, etc.).

So the school's approach to instances of bullying may be something you want to investigate on the front end if you think it possible or likely that he may be a target.

Also, if your child is "atypical" due to any kind of learning differences, etc. you may want to investigate their approach on this issue further now.  There is certainly some debate (on this board and in the Personal Growth thread) about the "friendliness" of Waldorf education to differently abled learners.

Definitely ask lots of questions at the school you're considering/attending. Strangely, I think beliefs and policies can be very different from school to school. After reading about experiences with bullying and learning issues at other Waldorf schools, I feel fortunate to be part of a Waldorf school with a no-tolerance bullying policy that includes faculty and parent training, as well as an Educational Support Coordinator... and we're really not a very large school. I don't understand why there are Waldorf teacher trainings in the Extra Lesson, remedial interventions, and social inclusion yet some Waldorf schools apparently don't use these resources. It's disheartening.

[vjpam]

We just spent a very difficult year at a Waldorf School, and after much soul-searching (and personal trauma), decided to pull our kids out for some of the reasons you mentioned. There are very committed Waldorf parents out there who will tell you to give it time despite initial concerns or problems. Often, as you have heard, it works out.

For us, it did not.

(Note, I apologize for the length of this post...it is the first time I am writing about the experience, so it is difficult to crystallize in a short sentence or two.)

Our children were early readers, and we are an academic family; we encourage questions and critical thinking in our children, and delight when they want to engage the world with not only their heart and hands, but their minds as well. They love puzzles, word games, spelling challenges, science experiments - all the "traditional academics" that Waldorf intentionlly avoids in the early years. We were eager to let them discover other facets of learning, while still engaging their academics in an unconventional way. Unfortunately, we found that our children's learning personalites can be a terrible fit in the Waldorf context.

My nine year old, who has always loved school,  was abjectly miserable. She cried most days going to and coming home from the Waldorf school - she was begging for more challenging spelling  and math work, and asking to learn about history (her 3rd grade class had words like "cat" and "the" on a spelling test, when she had been practicing words like soliloquy and consternation in her precious grade. The only history taught was mythology or Bible stories) She wrote short stories for fun at home, and at school, was allowed no opportunity for creative writing. A curious child, she didn't understand why questioning the teacher was discouraged. She was bored out of her mind, and told to "concentrate on handwork and eurythmy" (new subjects to her) instead. When we met with the teacher and administration after she finally started asking to be homeschooled, we asked for simple fixes: perhaps she could get a slightly more challenging spelling list? Perhaps she could work ahead on fractions on her own (which she had learned and was intrigued by), while other children did the standard worksheets? We did not want to interrupt the class teaching model or curriculum, we only wanted to keep our child engaged and positive about school. But the school not only refused to provide any individualized work (they instead encouraged us to pay for outside tutors for this - really? for spelling tests??), they insinuated that there was something developmentally wrong with a child who didn't strictly hoe to the Waldorf developmental model. Again and again we were asked whether she had emotional/behavioral/or social deficits (no, no, and no - she is a very grounded, emotionally stable child with many friends, and a born peacemaker),  Was she resisting elements of the Waldorf curriculum? No - turns out she enjoyed handwork and Eurythmy, and did fairly well in both despite being new to the subjects. Again, and again, our daughter's interest in and enthusiasm for academics was met with something akin to suspicion, if not downright discouragement. At no point did she feel validated or even "heard" in wanting to learn more. Which ultimately made her sadder, and angrier, as the year wore on.

My son, who was in first grade, had a less traumatic, but still frustrating experience. He was very bored, and reading extensively at home. But books were discouraged in his classroom, and his teacher told him he shouldn't worry about learning more academics, that he should just "feel happy" that he knew more than his classmates. He, too, was encouraged to "work harder on things like handwork." He complained about the lack of any individual voice, about the rigidity of classwork, that each child had to do the exact same art, in the exact same way, as the teacher...he started having nightmares that "Waldorf teachers are trying to turn me into a mutant zombie robot." *(I'm not making that up.) He also came home voicing doubts about the morning verses, saying that he disagreed with the teacher saying there were different spirits in the world ("Brother Sun, Sister Moon), and that he "was not going to say prayers he didn't believe in."

Clearly, this was not a kid cut out for Waldorf. But when we shared our son's concerns with the administration, we were told that children his age "simply aren't able to engage in critical thinking," despite the evidence, and we were blamed as parents for somehow putting these ideas into his head. (Which we didn't....any concerns we had about Waldorf were never shared in front of or in the vicinity of our children.)  At home, we strove to lead a Waldorf-centered life; we upheld the no-media policy, we celebrated Waldorf festivals, we got our kids to bed early, we showed reverence toward nature and seasons, ate healthy, organic food...all things the school actively encouraged. We were as committed as we could be.

Going into the Waldorf experience, we had also done our due-diligence. We read extensively on Steiner and Anthroposophy, and knew we had serious doubts about much of the philosophy underpinning the curriculum. While we thought the belief in gnomes was kooky,  the core belief of helping our children's souls reincarnate occultish and odd, and the whole dentition-as-marker-of-readiness-to-read thing scientifically ridiculous, we were ready to go along with the program if it helped turn our children into independent, soulful learners who used their hearts, hands, and minds equally. (And we had been mightily impressed by many Waldorf teens we had met, who were wonderfully rounded, articulate kids.)  We didn't think the kooky theories would touch our kids, but ultimately they did, and that's a big reason why we ultimately couldn't stay.

We were floored when we were told, for example, that our daughter absolutely couldn't learn fractions (which she had already studied and knew) because it was "inappropriate before the 10 year change, that children cannot understand fractions before then." When pressed for scientific substantiation for this assertion, we were told it was because "Steiner said it." Apparently it all relates to reincarnation theories, and since part of my daughter's spirit would not descend until she was 10, she would be emotionally harmed by the prematurely early fragmentation of the world as presented by fractions. (I'm paraphrasing, but this was the message.) 

This, combined with the assertion that young children weren't capable of critical thinking, forced us to is recognize that there was a great divide in our educational philosophies We realized that the school was not looking at our specific children as individuals, but as some sort of typical 7 or 9 year olds who could not, must not, learn things out of Anthrophosophical sequence. 

Along with this basic philosophical divide, we were also deeply troubled by the tone-deaf responses to our children's frustrations and unhappiness.  Instead of empathy or compassion, our concerns were met with suspicion and a knee-jerk defense of the Waldorf approach. In the end, we felt the teachers cared more for upholding the sanctity of the school's philosophy than the spiritual and emotional health of my children. For a school that paints itself as nurturing, loving, and compassionate, this came like a kick to the gut. 

So....while I still admire much of what Waldorf does, and while we value the many gifts we took away from our experience, we look upon that time as the "lost year" for our children. I know many kids who are happy and thriving in a Waldorf School, but I also know others who had to leave when their children's individual needs (typically, as either special needs learners or advanced learners) simply couldn't be met. 

No one knows the right decision but you, but I would echo the advice of another poster who urged you to listen to your heart, and watch your children. They will tell you more than any one school or random internet poster can.

[Jacquelin]

@vjpam.

Hi, I wanted to respond to your post...but I am not sure how to do so without offending you in some way. So, please know that my intention here is not to deny or diminish your difficult experience. 

I wonder if you feel as if the mismatch for your kids had something to do with transferring in at 1st grade and 3rd grade after having taken some other educational approach up until that point? It could be that because Waldorf does things at different times than other approaches that there is a "sensitive period" between 1st and 3rd/4th grade that makes it very hard for kids who are used to doing things another way to transfer in. (On the other hand, you probably know of families who transfer in at this time who are immensely relieved and wish that they had found this approach sooner!)  This makes me think that the issue isn't so much that the school is insufficient (although it could be) but that children at this age can't easily adjust their "pace" with respect to others. This (entirely developmentally appropriate reaction IMO) rears its ugly head in a Waldorf context because grades 1-3 (especially) are very much focused on developing capacities gradually and as a group. For kids who have been progressing along together, at relatively the same pace, the "highs" and "lows" may not be so drastic as with a kid who has been doing sight words since they were 5 and may have different expectations of their own concerning what should happen at school. 

So, I wonder if maybe something more needs to be done within the Waldorf movement to understand the range of potential experiences children can have when transitioning at this age? And find ways to spot where "slowing down" on the academics will be stressful for a child or where "slowing down" is just what the doctor ordered before the children are enrolled. I say this because I think that many kids, once awakened to the possibilities of knowledge, get a hunger for it. And, that's a good thing!!! It makes sense that slowing this down, once an appetite has been created, will inevitably frustrate a child. Its not just a matter of organic food, low media, etc., but expectations the child now has in terms of what the teacher can impart to them and what can be accomplished in a school day. American public kindergartens are almost the polar opposite of a Waldorf kindergarten these days. And I don't think Waldorf kindergarten/1st grade teachers even fully grasp how their classrooms might feel to a kid who has been doing the more mainstream thing. I suspect they underestimate the differences because they don't really know. This is my view of the situation based on knowing that both outcomes from transferring do happen. What do you think?