From 1 to 3 years old.
Maternal is a space for children from 1 to 3 years old. The teacher works with reduced ratios to be able to accommodate all the needs of the children in a harmonious way. We work in a homey, warm and close environment, where children find in the space an extension of their own home.
The stage of 0 to 3 years is the most «sensitive» stage in the life of a human being, it is where the foundations are laid in his thinking, feeling and acting. What is done correctly or erroneously in these years, will positively or negatively influence the rest of the child’s life.
The objective of this stage is to achieve a healthy growth and an increasingly detailed structuring of the organs, and for this the child needs, in addition to food, possibilities of active sensory experiences, since the structure and differentiate the entire body.
Physical configuration, specifically motor and sensory, first of all, lays the foundation so that spiritual and mental activities can be developed in a healthy and lasting way. The way out paves the way in. The child must know how to stand up in order to understand the world; you must be able to achieve things in order to conceive them; You must be able to smell and taste things, pick them up and touch them with your hand, to perceive the world as something conceivable, manageable and accessible. The intellectual capacity that occurs later is not acquired through intellectual knowledge, but through «palpable» activities that the child performs during early childhood, which are reflected in similar structures in the organs and the brain. The forces that make the body grow and form at first are the same forces that, later on, transform and manifest themselves as forces of imagination, thinking and reflection.
Waldorf Pedagogy is committed to sustainability and therefore follows the following principle:
«Allow children to take their time for each step according to their own individual needs. The more their basic abilities can mature, the stronger the child will be».
How we work?
– We welcome the child in a respectful and loving way, being aware of the delicate stage they are going through. For this we will take into account their maturation state, so we can accompany their development through participant observation: the teacher observes while working and caring for the little ones. Children learn by imitation, therefore it is essential that the teacher carry out «real» tasks (cleaning, cooking, knitting…) and with a sense, so that the children learn and absorb the world around them in a coherent way. Also as teachers we attach great importance to how we address children: gestures, words, attitudes, actions … Children absorb everything with each pore of their skin and each cell of their body, that is why the teacher’s inner work is so fundamental in this pedagogy. Children imitate what we do and say but most importantly, what we carry inside and how we are.
– We work in a rhythmic way, in moments of concentration (food and grooming, artistic activities, groups, songs and finger games, short stories…) and expansion (non-directed free play and autonomous movement); in this way, children develop calmly and at their own pace, depending on the maturing moment in which they are.
– In our daily work with children, we take into account other authors such as Emmy Pikler and Sally Goodard. Long-standing professionals who have researched and studied for years, such as movement and free play, are the basis for healthy development, both physically, cognitively and emotionally.
– The adaptation period is carried out with families. Children need time and space to make a healthy bond with the reference educator, so it is also essential that it be done from patience, giving the child the opportunity to live in the same environment with the reference teacher and his family. This also gives families confidence, since they have the opportunity to see how their little one works and how he is. Trust between parents and teachers is fundamental and basic for children to grow in harmony.
– The materials we use are natural and sustainable. This favours the development of the senses and connects children with the natural environment to which they belong, promoting environmental and ecological values in the future.
– Contact with nature is fundamental and basic for a healthy growth and development of your body; thus it also favours the connection between mind and emotions. Children learn and mature harmoniously if they are in direct relationship with a natural environment. The benefits are well known from different studies, as well as its negative effects if children are not close to it or cannot enjoy its benefits daily.
«Receive the children in reverence, educate them in love, let them go forth in freedom», Rudolf Steiner.