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ISKA News
Greetings, Members and Friends of ISKA,
I was touched this evening on seeing a gathering of many numerous swallows on the electricity wires close to my home. The scene speaks of that poignant realisation marking the moment when we know we must say farewell to the summer air and welcome that downward drift into the darkness within.
Many of us, with the onset of the academic-school year consider training options for ourselves. This time of year is generally felt as a time for us to deepen our knowledge on subjects of interest, get down to practising known techniques or explore avenues totally new to us.
An update for members and friends
And when the summer sun grows weaker in our skies.I know it really does not die – it just goes through a change.For it has given it’s very self to me, in me it liesAs seed within my deepest heart – a thing most rich and strange.
This sun seed – I must guard it, precious in my heart as gold.It will live on in me through nights of winter, dark and cold,Till lo, in spring a radiant, beauteous flower shall unfold!
from In the Light of the Child by Michael Hedley Burton
CONTENTSPage
Editorial 1
Use of our Hands 3
For the Seasons 5
Training News 7
Adverts 9
Autumn/Winter 2016
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‘Attention is the rarest
and purest form
of generosity.’
~ Simone Weil
The experience of learning naturally walks hand in hand with development, change and growth. Sometimes this change will pose itself as an obstacle, a contradiction to one’s beliefs, habits or previous education. Yet it is often when one is living with this contradiction that the deepest change occurs. Within this period of inner conflict there exists the opportunity for transformation, authentic change, “not the mere replacement of one image, surface or system by another which so often passes for change.” *
This year the ISKA Council and Training group have been much focussed on developing the SWEYE training programmes and other training days. We wish that what we offer will act as a catalyst for deep transformation and be of lasting benefit to parents, early years practitioners, primary teachers and, last but not least, the children.
Sinead Duignan, ISKA National Co-ordinator*This editorial was inspired by John O’ Donohue’s book ‘Anam Cara’
As a member of The Irish Steiner Kindergarten Association you are part of a recognised professional body who, through its aims and actions, is wholly dedicated to furthering the formation of the Steiner Early Years pedagogy, and supporting diversity within the Irish early childhood care & education sector, both at a national level and on the ground.
Full MembershipIs open to Kindergartens/Early Years Services as an organisation. Which means that Steiner based early year’s centres can avail of FULL benefits, with 3 contact persons receiving correspondence.Cost of this membership is €75 per annum.New or smaller initiatives such as a parent & toddler group may take out individual FULL membership, which means they can avail of full benefits with one person receiving correspondence & discounts. Cost €35
Associate membershipIs available to organisations such as VCO’s, Universities or Colleges but also to individuals both professional and non-professional who wish to associate themselves with ISKA, receiving updates (via email), discounts to ISKA events plus other benefits as listed below. Cost; Group €55, Individual €25
BENEFITS AVAILABLE TO ALL MEMBERS As a member of ISKA, you will:
• Join with members nationwide, strengthening diversity in Ireland’s Early Years sector.
• Receive a discount on all ISKA training, conferences and publications
• Contribute your views to submissions informing Government policy
• Receive regular updates & job vacancy information• Avail of networking opportunities
• You are a member of a recognised professional body• You are represented at a national and international level• You receive a free initial consultation from the ISKA Advisory
Service• You receive ongoing support from ISKA Siolta mentor• Your service will be listed on the ISKA website.• Your service’s Siolta Award /engagement will be highlighted
on ISKA’s webpage.• Your service’s website can be linked to www.iskaireland.org• You can avail of ongoing professional development
opportunities
ABOUT MEMBERSHIP of ISKA
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I have had the privilege this summer to work with over a hundred children in different settings. I have co-run a children’s crafts camp with an artist friend, who is a handwork teacher in a Steiner school, run a craft camp for the Seed Savers and run the arts programme for a festival. It has been hard work thinking up ideas and preparing so that everything runs smoothly. The children have been between the ages of five to twelve with varying exposure to the arts and working with their hands.
Whenever I have the opportunity to work with groups of children for a period of time I like to introduce them to various types of handwork
and an array of materials. We have been sewing 3D animals, weaving, wet felting bags and balls, drawing, various origami, tie dyeing clothes, mask-making and making bracelets to name a few.
I can never emphasise enough the pleasure and sense of achievement that children feel by being guided to become creators. They derive immense pleasure and self confidence from being given the opportunity to manipulate materials from one thing into another, for example, raw fleece into a bag. This fosters children with the ability to transform and helps them build resilience.
When children are in the act of creating they are fully engaged and challenged with a focused interest and this is the optimum condition for learning to take place. Author, neurophysiologist and educator Carla Hannaford explores the relationship between physical movement and learning. She states in her book, “Smart Moves: Why learning isn’t all in your head,” that ‘thinking and learning are anchored by movement and without movements of some kind, you don’t get conscious thought.’ And again: ‘People learn differently, yet school is set up to favour certain styles of learning and school work focuses on certain kinds of tasks. On the whole, school
THE USE OF OUR HANDS IN RELATION TO LEARNINGby Grace Burton
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teaches tests and values logic brain tasks. Logic, sequence, computation, categorisation and verbal skills are all highly prized abilities in school. Intuition, emotion, vision, humour, rhythmic movement, image formation, and other gestalt brain capacities are not practiced, tested, or particularly valued.’
Candace Pert, a science researcher also reminds us that ‘the Anglo Saxon root of the word, Mind, means “to pay attention to” and that what we pay attention to is what we learn. There is no learning without the motivation of attention and anticipation of pleasure.”
It is with this knowledge in the background that I teach children handcrafts. The range of movements used in the varying crafts has room for all learning styles and helps integrative processing across the whole brain. A learner’s maximum potential is therefore supported by activating full brain function, and decreasing environmental stressors, allowing a relaxed setting.
The children are creating functioning objects of visual beauty while at the same time developing various skills. They are tuning their fine and gross motor skills, and learning to develop the ability of
sustained effort. A lot of mathematical concepts are being covered through these activities. The children are learning about shape, sequencing, following instructions and patterns, counting, using number and construction, measurement, skills demonstration and perspective. They are also immersed in the language of maths but in a concrete way that makes it tangible. We have used over and again the words shorter, longer, length, forwards, backwards, opposite, more than, less than, over, underneath, in, enough, more, left, right, on top of, around, circle, square, rectangle, edge, corner, side , straight, flat and many more. As these words have passed between us, the children have had a visual representation of these words right in front of them. I know, through years of experience, that that helps them learn these ideas and words immensely.
I am very happy to have the chance to work with children from many different backgrounds and schools in this way and hope that more educational facilities will adopt the use of handwork and the arts in their settings.
In fact, over eighty research studies have documented the link between movement and improved learning. Despite
early deficits in neural development, children can make significant gains in establishing whole brain/body integration. Overall, scientific research has consistently demonstrated that neural plasticity is an intrinsic characteristic of the nervous system. Neurological reorganisation can take place easily in response to activity, enabling one to re-establish the use of lost function and to awaken deeper gifts.
To conclude, in the words of John J. Ratey MD,
“ Movement is crucial to every other brain function, including memory, emotion, language and learning. Our ‘higher’ brain functions have evolved from movement and still depend on it.”
Grace Burton is a qualified Steiner teacher and educational consultant. Grace runs craft classes for children and adults. Contact her on 0877198587 or [email protected] for workshop details.
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For the seasonsAutumn Wind
Autumn wind came stealingThrough the woods one day,And creeping round the tree, he stoleTheir beauty all away.
He tore their russet dresses,Combed off their golden hair.He blew away the tattered bits,And left them brown and bare.
Autumn winds are sighing,Stealing through the forest brown,As they softly pass the tree trunksLittle leaves come falling down.But a stronger gale is blowingAnd then the leaves themselvesRise and dance about the forestJust like little elves.
Faster, faster see them whirlingTill the gale has passed.One by one the tired leafletsSink to rest at last.
The Nature Table at Halloween
A Christmas Wish
To every hearth a little fire,To every board a little feast,
To every heart a joy,To every child a toy,
Shelter for bird and beast.
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STORY: How the Robin Got his Red Breast
A long time ago, there was only one fire in the far North lands, where it is always cold. The people loved that fire and they knew they could not live without it, so they guarded it carefully. They set a man and a boy to mind the fire by night and by day, to place fresh logs on it, and to keep it burning. The people had no matches to start the fire again if its flames should die.But there was one dweller in the North who hated that fire, and wished it would go out. This was the great white bear who lived by the icy seas. The people were so noisy, and scared away his prey. If there was no fire, perhaps the people would go away and leave him in peace to hunt and fish alone. The white bear hoped that one day the man and the boy who guarded the
fire would grow careless, and let the fire go out.
One day the boy who tended the fire was very sleepy. As he watched the flames his eyelids grew heavy and he fell asleep. This was just the chance the white bear was waiting for. He crept out from his hiding place and, while the boy slept, he lay down and rolled on his back over the glowing embers of the fire. His thick hide protected him as he rolled over the coals again and again until no glimmer of a flame could be seen. “Now the world will be nice and cold again. The people will go away and I will have peace and quiet,” thought the bear, as he shuffled happily away.A little brown bird was flying by and saw what the white bear had done. It was the Robin, a friendly bird who liked to spend time near the people. “Oh no! Without fire the people will suffer terribly. What can I do to help them?” He noticed there was still one tiny spark weakly glowing red. He flew down and began to flap his wings over the spark. It grew a little brighter, so the bird kept flapping his wings until at last a small flame rose up. The Robin grew tired, but still he fanned the flames until the fire was burning brightly again. The little bird worked so hard, so close to the flames that all the feathers on his breast were scorched red. Suddenly the boy woke up. “Oh no! I had an important job to do, and I fell asleep. Has the fire gone out?” When he saw the fire burning strongly, he was so glad. He noticed the little bird with a red breast close to the fire. The boy turned to it and said, “I will be more careful next time.” The bird hopped closer and chirruped a happy song. Since then, every Robin has been marked in that same way, and still likes to be a good friend to humans.
Story contributed by Ruth Marshall, storyteller, author, facilitator and coach, who found this story while researching for her new book, Limerick Folk Tales. Ruth has trained as a Steiner early years teacher, and in storytelling as a healing art. She is available for ISKA-sponsored workshops on themes including: storytelling; seasonal traditions, stories & crafts; drawing inspiration from nature to create stories and poems for children. She is available for National School visits through the Heritage in Schools Scheme. Email: [email protected] Tel: 087 6945060
Snowflakes
Snowflakes falling soft and light, Snowflakes falling in the night,Soft and Light, pure and white.When the sun shines out so bright,All the earth is dressed in white.
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ISKA Training News The ISKA Training team is led by Ulrike Farnleitner, Steiner Waldorf Kindergarten Teacher, ISKA mentor, Life Coach and Irish representative on the IASWECE Council. It is anchored by Heike Stenzel, Kindergarten Teacher & ISKA Chairperson; co-ordinated by Thérèse Perrott and supported by the ISKA Council. ISKA Training is committed to the provision of high quality training and our specialised team of tutors endeavour to keep up to date with the newest research and insights of Steiner Waldorf pedagogy.
The context of our training takes form as social integration and holistic development for the students in the foundation year, leading into a more specialised focus on the Early Years and the enriching insights of Rudolf Steiner in the following two years.
The Foundation Year
This programme is a stand-alone introduction to Anthroposophy.The course offers the individual an induction into Rudolf Steiner‘s philosophy, while following a holistic self-development programme aimed at supporting the student on their inner path of self-discovery.
This foundational year provides the base for further research and investigation, and the student can opt to build on this foundation, progressing to the SWEYE two-year programme - where he/she is offered a thorough insight into the principles and practices of Steiner Waldorf Early Childhood Education and Care. Here, over the two years on the course, the student develops their intuition and the skills necessary for working with children from birth to seven using a context and practice approach.
The next round of the ‘Foundation in Anthroposophy Course’ is due to start on 23rd September 2016. To allow people the opportunity to get a feeling of this training, there is a Taster Workshop at a cost of €45.00, open to all on Saturday 10th September from 10.00am to 2.00pm in the Camphill Hall, Carrick-on-Suir, Co.Tipperary- ISKA training’s current training venue. You are invited to join the group to experience the methods and approach used by the ISKA training Team and to decide for yourself if you might be inspired to join us on the 23rd September for further joyful learning.
Compiled by Thérèse Perrott, ISKA Training Co-ordinator
Contact Thérèse at ISKA Training by email to [email protected]
“Imbue thyself with the power of imagination
Have courage for the truth
Sharpen the feeling for responsibility of
soul”
~ Rudolf Steiner
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I suppose every weekend carried the aspect of a true meeting of each other. Being there for each other and supporting each other in our quest to become better educators of our children, and this thanks to everybody’s willingness and openness.
Throughout the first year, we tackled complex themes of anthroposophical studies, like karma and human development while continuously schooling and deepening our observation skills.
In the education of the child, Rudolf Steiner stresses that a genuine education can only be built on a real knowledge of the human being. Then education can become an art.
I am grateful that while we are studying the fourfold human being and his/her developmental stages we are learning to understand ourselves better in quite a magnificent way: as spiritual beings having a human experience.
As co-facilitator on this training, this is really exciting for me. Myself and my colleagues, Ulrike and Thérèse, are looking forward to accompanying the students throughout their second year, when we will develop our storytelling, artistic, craft and puppetry skills - to mention just a few - we will also deepen our understanding of the human being and the cosmos. All this with the aim to become the teacher and/or parent the children of today need.
ISKA Training is now offering their next round of training. See the details on previous page for the ‘Foundation in Anthroposophy’ course. If you are tempted to embark on this journey, contact ISKA Training, email [email protected]
‘The Joys of Learning’ article was contributed by Heike Stenzel, Kindergarten Teacher, Co-facilitator of the SWEYE Training & Chairperson of ISKA
The Joys of Learningby Heike Stenzel
Year one of the Steiner Waldorf Early Years Education (SWEYE) training course has just come to an end with a heart-filled celebration organised by the students. If the celebration represents in some way or other the whole year, then this year has been simply amazing, truly successful or something like it. The celebration included so many aspects, from lighting candles, sharing the light, the beauty and care of the setting up, the inclusion of nature, singing in harmony together, wonderful harp music, a recognition of each other. It was a true delight and honour to be there.
May wisdom shine through meMay love glow in me
May strength penetrate meThat in me may ariseA helper of mankind
A servant of holy thingsSelfless and true
~ Rudolf Steiner
Top: Practicing Circle TimeMiddle: Heike with Grainné and Tamao as they practice using felt story apronsBottom: Evelyn, Jadzia and Sally with her little ray of Sunshine as the students celebrate winding down in their first year of SWEYE training
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A TASTER WORKSHOPOn Aspects of the philosophy & teachings of
Rudolf Steiner
Saturday 10th September 2016 from 10.00am to 2.00pm
Camphill Community Hall, Carrick-on-Suir, Co.Tipperary
with a tea/coffee break included
Cost €45.00, €35.00 concession, €30.00 to ISKA members
A range of tutors will provide a taste of working together within the arts of thinking, song & movement using our hands and our hearts
Feel invited to come and experience a taste of the Foundation in Anthroposophy Course with us, book at
Email: [email protected] or Phone: 086 3230424
!
Explore the creative gateways of life Discover your true self and reconnect
Tune into the wisdom of the human being
Foundation in Anthroposophy
An orientation for life Part-time modular course
For more information go to www.iskaireland.org email: [email protected]
START DATE 23rd SEPTEMBER 2016
A TASTER WORKSHOP
On Aspects of the philosophy & teachings of Rudolf Steiner
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Assessing Neuromotor Readiness for Learning The INPP Screening Test and School Intervention Programme
Sally Goddard Blythe
1. Half Day Course The half day course is suitable for teachers and other professionals involved in education and child development who wish to use the screening test only.
Introduction Signs and symptoms of movement disorders in the classroom The role of movement in sensory perception and coordination Links between specific learning difficulties and sensory-motor dysfunction What is neuro-motor immaturity? Primitive reflexes as signposts of maturity in the functioning of the central
nervous system and measures of improvement following an intervention programme
Instruction in the use of The INPP Screening Test
2. One Day Course
The one day course has been devised primarily for teachers who intend to use the INPP School Intervention Programme. The course comprises of: Morning session: (4 hours)
Content as Half Day course outlined above
Afternoon Session: (2 hours) Instruction and group participation (depending on numbers of attendees)
in how to implement the INPP School Intervention Programme
Requirements for implementation of the INPP Programme in Schools: Dedicated staffing by a teacher who has attended the INPP Day course, to cover15
minutes’ assessment per child at the beginning and the end of the programme. Supervision by class teacher of exercises for 10 minutes per day, 5 days a week
for a minimum of 1 academic year. The programme has been designed to be used either with an entire class of children or selected groups of children as required.
AFTER OUR LEARNING THROUGH MOVEMENT CONFERENCE LAST SEPTEMBER A NUMBER OF EARLY YEARS
PRACTITIONERS AND PRIMARY TEACHERS WERE INTERESTED IN DOING FURTHER STUDY WITH SALLY, IN RESPONSE THE IRISH STEINER KINDERGARTEN ASSOCIATION WILL HOST
ASSESSING NEUROMOTOR READINESS FOR LEARNING, ON……. FACILITATED BY SALLY GODDARD BLYTHE (DATE & VENUE TO BE CONFIRMED).
WE ARE CURRENTLY TAKING EXPRESSIONS OF INTEREST IN EITHER THE HALF DAY €175 OR FULL DAY €250. (BOTH PRICES INCLUDE MANUAL PRICED AT €60) TO REGISTER YOUR INTEREST PLEASE EMAIL
[email protected] OR CALL 089 2411816
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Sally Goddard Blythe is Director of The Institute for Neuro-Physiological Psychology (INPP). She is the author of several books and published papers on child development and neuro-developmental factors in specific learning difficulties, including:
Reflexes, Learning and Behaviour (2002),The Well Balanced Child (2003), What Babies and Children Really Need (2008), Attention, Balance and Coordination – the A.B.C. of Learning Success (Wiley-Blackwell, 2009) and The Genius of Natural Childhood (2011)
The INPP Screening test is designed for use anyone with a first degree and professional qualifications and experience in a field allied to Education, Medicine or Psychology.
(A separate half day course is also available for physicians in how to identify signs of neuromotor immaturity in children and adults (scheduled to begin in 2012)
The INPP Developmental Movement, School Intervention Programme has been designed specifically to be used in schools with groups of children over the course of one academic year. Exercises from the INPP programme for schools should not be used out of context with individual children. Professionals wishing to use INPP exercises with individual children should attend the INPP one year course for practitioners or refer children to an INPP practitioner. Information on this course may be found at: www.inpp.org.uk/training. Teachers attending this course should attend for the full day. Assessing Neuromotor Readiness for Learning is a substantially revised and expanded edition of a long established INPP training manual that has been consistently proven in practice. The package includes tests to assess children’s neuromotor skills, a developmental movement programme, and online access to INPP video training materials.
Based on the proven INPP model for neuromotor development screening and intervention,
which is unique in having been rigorously evaluated in research and practise 1.
Places emphasis on assessing children’s physical development and how neuromotor skills
provide the physical foundations for learning success.
1 North Eastern Education and Library Board (NEELB) 2004. An evaluation of the pilot INPP movement programme in primary schools in Northern Ireland. Final Report. Prepared by Brainbox Research Ltd for the NEELB. www.neelb.org.uk Goddard Blythe SA, 2005. Releasing educational potential through movement. A summary of individual studies carried out using the INPP Test Battery and Developmental Exercise Programme for use in Schools with Children with Special Needs. Child Care in Practice 11/4:415-432. Goddard Blythe SA, 2011. Neuromotor maturity as an indicator of developmental readiness for education. In: Movement, vision, hearing – the basis of learning. Kulesza EM (Ed). Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Warsaw. Further reading: Goddard SA, 2001, Reflexes Learning and Behavior. Fern Ridge Press. Eugene. OR. Goddard Blythe SA, 2004, The Well Balanced child. Hawthorn Press. Stroud. Goddard Blythe SA, 2008. What Babies and Children Really Need. Hawthorn Press. Stroud. Goddard Blythe SA, 2009.Attention, Balance and Coordination – the A,B,C of Learning Success”. Wiley-Blackwell. Oxford. Goddard Blythe Sam 2011. The Genius of Natural Childhood. Hawthorn Press. Stroud.
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As part of ISKA training’s aim to bring Steiner Waldorf experts to their training programmes, ISKA Training will be hosting internationally renowned Christopher Clouder again in March 2017.
Plans are underway for further lectures in Counties Kilkenny, Clare, Kildare and Dublin. Christopher Clouder is an author, teacher, campaigner, and expert on social and emotional education, creativity and innovation in the education of children of all ages. He is more recently the Founder and Director of Pedagogy and Learning of a new innovative secondary school in Florence, Italy. We would encourage everyone with any interest in creative education to go out of their way to attend one of his lectures.
Details will be announced on the ISKA website closer to the date.
ADVANCE NOTICE: ! ! Christopher Clouder
Christopher Clouder
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ISKA Calendar of Events
ISKA Training Taster Workshop: " 10th September
Working with Challenging Behaviour in a Creative Way: " " " " " " 17th September
Sally Goddard Blythe Training: "" Date tbcAssessing Neuromotor Readiness for Learning - INPP Screening Test and School Intervention Programme ! ! ! ! ! "
ISKA Annual General Meeting: " Date tbc
In-Service Day: " Date tbc
Christopher Clouder: " March 2017
For Advisory Visits this Autumn & Winter, please book with Ulrike or office, as soon as possible.
Join
The Wheel
for Excellent advice for non-profit organisations.
https://www.wheel.ie/
Irish Steiner Kindergarten AssociationMulhare House, Main Street Mountshannon Co. Clare
Tel: 089 2411816Email: [email protected]: 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.
An Siopa BeagEnvironmentally friendly and ethically sourced products for the discerning shopper
For your baby, for you and your children: Sheepskins, Sheepskin Car Seat Inserts, Eco nappies, Solmate Socks, Giesswein Wool Slippers
We also stock a wide range of children's and educational books, art & craft-materials, musical instruments, toys and gifts.
For Information contactMaria Castles, An Siopa Beag,5 Abbey St, Killaloe, Co. ClareTel/Fax: 00 353 61 375770Website: www.ansiopabeag.comEmail: [email protected] hours: Mon-Sat: 9.30 am - 6.00 pm
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: [email protected]
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.
