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became a member of the ISKA Council early last year and she has become a steadfast member of the group. We’re very glad to welcome Heike as Chairperson, and, as coordinator, I look forward to working closely with her over the coming year, and hopefully longer. Of course, this means that we say goodbye to Linda Grant, who has served ISKA faithfully as Chair for the past four years. Many thanks to Linda for her time and dedication. I’m glad to say that Linda’s easy clarity and unrushed approached, plus skills gained from the chairing role, will remain with us, as Linda continues to volunteer as a member of the ISKA Council. At the AGM we also welcomed Stella Huth from Ballyhall Kindergarten into

ISKA News

An update for members and friends

CONTENTSPage

Editorial 1

Outdoor Play 3

The Essence of Seasonal Activities 5

Story: The True Easter Hare 7

Make a Felt Hare 8

Notices 8

ISKA Training 10

Adverts 11

Spring/Summer 2015

Dear Members and Friends of ISKA, I look forward to enjoying the lengthening days to come, and the scent of my children’s hyacinth flowers, which are presently peeping through the ground of the flower bed outside my front door. Seeing these buds brings me joy as I recall my children returning home, each year, from Raheenwood Kindergarten Christmas Festival on the last day of term, carefully carrying an earthenware pot full of promise, having planted that hyacinth bulb months before.

Looking back, it was in September 2014 that the Irish Steiner Kindergarten Association had its Annual General Meeting. Here we voted in the new ISKA Chairperson, Heike Stenzel from Thomastown Kindergarten. Heike

Continued on page 2

T h e P r a y e r o f S a i n t B r i d e o f I o n a

Christ, King of the Elements, hear me! Earth, bear me. Water, quicken me. Air, lift me.

Christ, King of the Elements, hear me! I will bear the burden of the earth with thee. I will lift my heart to the air to thee. I will cleanse my desire for love of thee. I will offer my life renewed to thee.

Christ, King of the Elements, hear me!Water, fire air and earth,Weave within my heart this dayA cradle for thy birth.

- Ann Ellerton

from In the Light of the Child by Michael Hedley Burton

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the ISKA CounciI. It’s great to have new energy in the mix, and I envision an expressive, practical and nourishing ISKA garden throughout 2015 and beyond.

On another note, regulations regarding quality and inspections, food safety etc., seem to be ceaseless. As an association, ISKA ensures that Steiner-Waldorf education is recognised nationally, but it’s not only the name ‘Steiner-Waldorf’ that needs recognition. The pedagogical quality carried out within our services also needs to be accepted, and if possible in the form of a ‘quality statement’ in itself. For this purpose, at the end of last year, ISKA asked you, the practitioners, to reflect and inform us of your position, opinions and needs which will, as you know, direct our work

especially in the areas of ISKA’s Advisory, quality standards and development work, both on the ground within Steiner-Waldorf services, and as a national body within the early years sector.

I’d like to take this opportunity to say an appreciative thank you to those of you who have returned your Details Forms and completed the Questionnaire. For sure there are still some sitting on desks!

Please return them: having this feedback is like a mountain of backup for ISKA, and greatly effects how we are viewed by funders and the sector nationally, which of course in the long term strengthens the overall profile and influence of Steiner-Waldorf education within Ireland.

Wishing you all a deeply re-generating Imbolc,

Sinead Duignan,ISKA National Co-ordinator

Mulhare House, Main Street Mountshannon Co. Clare

Tel: 089 2411816Email: info@steinerireland.org

Web: iskaireland.org

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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Outdoor PlayBy Linda Grant

In October 2014 last, I travelled with 22 other professionals in the childcare sector to take part in a study visit to outdoor childcare settings in Norway. We had been selected from the many applicants seeking to join the group organized by Early Childhood Ireland. The week‐long study visit was completely funded by the European Union under its Mobility Programme, for the professional development of trainers. Leargas is the Irish agency administering the programme.

The Experience The itinerary was extremely full and well organized. The purpose of the study visit was:• To observe best international practice in relation to

outdoor childcare.• To improve the quality of childcare in Ireland in the

long‐term,• To engage in Continuous Professional Development,• To have an opportunity to connect theory to practice,• To engage in reflective practice,• To develop networks with colleagues both nationally

and internationally, and• To transfer the learning to colleagues, parents and

student practitioners, on our return.

A couple of weeks before leaving for Norway the new group attended a briefing session at E.C.I. offices in Dublin, where we heard about the itinerary and other important things such as what to bring with us (we were warned this was not a trip for high heels – comfortable walking shoes/boots would be needed!).Two staff members of E.C.I. led the group: Carmel Brennan and Jacinta Sheerin. In Norway, Anne Sine van Marion from the Queen Maud University was our coordinator.

Our destination was Trondheim, situated at the edge of a beautiful fjord, mid-way along the coast of Norway. Trondheim has a large student population and among its universities is the wonderful Queen Maud University. This is a university solely for the study of early childhood education and this is where the stark contrasts between the childcare sector in Norway and here at home began!We attended daily lectures in the University on very exciting topics such as: “Physical and Outdoor Activities, Play and Motivation in Outdoor Environments”.

We heard about the Norwegian Framework for early childhood education and we were enthralled by up‐to‐date research on “Risk Management and Risky Play”. Our own day’s activities were well balanced between the theory presented at the Queen Maud University and the practice we observed on our visits to Barnehage (translated as children’s garden). Although these were not Steiner kindergartens, there was much that was familiar in their outdoor practice: the value placed on children being in nature, the importance of viewing the child as a competent learner (we would speak of engaging the will of the young child in domestic activities and crafts), the building of resilience in the young child, and the belief in free creative play – including risky play! For some members of the group, the idea of play as free, undirected by an adult, was new. It was wonderful to see how inspiring the Barnehage were for those members.

National PolicySome of the striking differences between Norway and Ireland are not only at the level of individual practice but also at national level. They have a long history of childcare run by the Municipality (local government). The first Barnehage opened in the mid 19th century. In 1975 priority of admission for children with special needs became law. There is a long tradition of inclusion in Norwegian day care centre and a commonly held view is that often it is the institution that has the ‘special need’ that cannot accommodate a child (with special needs)! The Government White paper of 2002 guarantees every child of 1 year or older, a place in a Barnehage. These are either community based or privately run childcare centres, but all receive a high level of funding by the state. Privately run Barnehage receive 2% less than the community childcare centres. Any pedagogical approach may be followed, and some centres that we visited said they used the Reggio Emilia approach.

Linda Grant writes about her Study Visit in Norway

Gathering circle with fire pit at Fjaeraskogen Barnehage - a fully outdoor childcare center

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The Outdoor LifeMen are very evident in the Barnehage of Norway, particularly the Nature Barnehage where children and staff spend all day outdoors, in all weather, even during winter. When the temperature drops to minus 15 and below, they spend more time indoors in a warmed tepee or cabin. Children even take their naps outdoors under a porch or other shelter! They are well wrapped‐up in their buggies with natural sheep‐skin bedding and warm clothing.Although a government recommendation states that the time spent indoors should not exceed 2 hours and that every child under 6 years should spend at least 1 hour a day outdoors, there is anyway a culture of outdoor life in Norway. Norwegians believe that being in Nature is important. It’s a time when we can come back to ourselves they say, take physical exercise, find peace. These are important Norwegian values and they want to give these to their children. Nature, they say gives us an experience of beauty, helps us endure hardships, gain mastery and control of the body, and become independent. Their aim for the young child is to promote independence and autonomy, the development of what they call the ‘robust child’, a child with nature knowledge and the necessary skills to wander off into the woods and fields (even alone). They are very clear that the basis for a physically active lifestyle is founded in early childhood. It is not uncommon for children of 4‐5years of age to go on a 3 hour hike in the snow during their day in childcare. Often these hikes take them to a nearby forest where a fire is lit and food cooked. The children engage in spontaneous play under the watchful eyes of the adults (the childcare practitioners are given no other title than ‘adults’, although they may have a Masters degree in early childhood education!).Studies have been undertaken in Norway of the benefits of outdoor play and the findings are very supportive of their childcare practice. Nature affords children different types of play for different ages, leading to a multitude of different possibilities. The adult needs to be aware of the different levels of involvement among children in outdoor play: when children are highly involved in an outdoor activity (e.g. sledding), deep learning happens. When highly involved, children show evidence of the explorer drive, exhibit high energy, persistence in play and high satisfaction (Laevers, 2002). Norwegians recognise that no environment is risk free but that children learn to master and handle the risk, thereby increasing their safety,. This fosters self‐confidence. In risky play children learn to correct their behaviour to master a situation, learning the valuable skill of self-discipline, e.g. if I want to land well when I jump from a height (cliff/hill/bank etc) then I must wait for others to be clear of the landing area.

Good social relationships are developed in the outdoors: children and adults can share a common experience, share physical enjoyment (laughing, screaming and shouting together). They can express themselves in their body more readily outdoors. There is great stimulation of the senses in the outdoor environment and the high level of physical activity involves more gross motor movements.Children, by their nature, are curious and will seek out challenging and risky play. Knowing the benefits to the child of risky play, while being aware of each child’s level of competence, brings the child to experiences that are intrinsically motivating, leading to mastery and a feeling of well‐being.

ReflectionAlthough there was no snow while we were there, the mornings were crisp with ice and frost. The example of our Nordic neighbours and their practices in the care and education of young children brought deep learning to us. My only regret is that the beautiful Steiner Kindergarten I visited during our only free afternoon, was not experienced by the rest of the group. Many thanks to the Kindergarten Teacher, Anne Bergene at Steinerskolen, Ila, Trondheim, who welcomed me and showed me her beautiful Kindergarten. It was full of luminous presence. Outdoors, the children played in a small garden. I noticed how the birds sang in and out of the branches of an apple tree. I noticed too how a small child came and snuggled into Anne as she stood talking with me briefly in the garden. These were qualities I have not noticed elsewhere during our visit. Perhaps Steiner Kindergartens could in future be included in study visits of best international practice? I hope so.

Linda Grant, Dec. 2014.

Linda will be facilitating workshops in Outdoor/Risky Play during March2015, if interested please contact Sinead at ISKA.

Steiner Kindergarten at lla, Trondheim

Children sleeping in prams at Haukasen Nature Barnehage, Vadanvegen

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The Essence of Our Seasonal Activities:by Grace Burton

Waldorf education in the early years could be referred to as “movement based learning”. The teacher is working with the will of the young child and their innate drive to imitate the world around them. The teacher seeks to work with the children in a truly holistic way, aiming to aid the healthy integration of the foundational senses, as the basis for healthy future learning.

A sense of life, relates to our being well or not. Working physically with the earth, baking, sewing, mending, singing and stories plus warm, loving relationships give rise to a healthy sense of life. Well established rhythms bring a sense of security. Giving children adequate time in nature and time for free play enhances their sense of life. Establishing a healthy sense of life in early childhood helps to establish a sense of thought and meaning in adult life.

A sense of touch is developed in a healthy manner in the kindergarten through our work, our kneading, sweeping, cleaning, holding hands, circle games and crafts. Teachers aim to be a loving authority giving healthy boundaries, touching and holding where appropriate. We engage with nature and give time for play and have toys made from natural materials. A sense of touch informs us about where we end and the world around us begins. Touch gives us a boundary, not only physical but social and it is the healthy development of the sense of touch that is later developed into the

higher capacity of a sense of ‘I’ and our ability to connect to others.

A sense of balance gives us information about our relationship to the earth’s gravity and our own. Are we in equilibrium or not? The vestibular receptors are located in the inner ear canal. By standing freely in space, gravity is conquered and the next step is to be able to orient ourselves in that space. A healthy sense of balance in childhood can later be transformed into the social, spiritual quality of a sense of being able to hear another, listening. Rhythm and participating in the changing seasons foster a sense of balance and inner equilibrium. Children need to take physical risks like climbing trees, this fosters balance as do swings that spin, walking a balance beam/log, skipping and finding their centre of gravity while standing on a see-saw.

All movement is an expression of our will and in early childhood education learning by doing makes developmental sense. A sense of movement informs us where we are in space, in relation to what is around us and we need to gain a sense of that before we can think spatially.

A Waldorf kindergarten gives children the opportunity to explore and make sense of the world around them through meaningful activities that they can relate to in a concrete way. There is an oscillation between child-led and teacher-led learning which integrates and educates all aspects of the child’s being. Self- initiation

creates new learning and physical interaction and social engagement are essential ingredients in the preparation to a more formal learning that comes after age six. Time is given to develop fine and gross motor skills, balance, co-ordination, hand dexterity, visual motor abilities and muscle tone.

However, it would appear that Waldorf pedagogy finds itself a lonely voice in the world that directs and dictates educational policy. It does have one strong ally and that is neuro-science and the research that has been conducted into child development over the last twenty years.

A current educational trend is one of ‘more is more’ and academic learning is being pushed earlier and earlier, but in a way and on a brain that is not yet developed enough to receive it in this way. If we examine the neuro-scientific findings regarding early childhood development we shall see that the current mainstream educational system doesn’t make sense developmentally, can be detrimental and is left brain dominant, whereas it should seek to educate the whole brain and with appropriate timing. Neuro science reports that the brain functions best when it is in an ‘optimum state of arousal’ and where right brain function has been stimulated, through music, art and nature.

The human being is born at a premature stage by comparison to other mammals. The brain develops

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in three parts firstly the primal/sensory, limbic/feeling and then the neocortex/thinking part and each relies on a healthy neural foundation being laid for the next stage of development. A baby is born with primitive reflexes that once connections to higher centres of the brain have been established are gradually replaced by more advanced postural reflexes. The postural reflexes in turn mature enabling control of posture, balance and co-ordination. This is partly due to the maturation of the nervous system, but movement is critical for healthy development and integration of higher skills. Without the necessary degree of healthy movement primitive reflexes maybe retained and interfere with a child’s behaviour and ability to learn. So, we can see that a child’s primary source for sensory integration is through movement and during early childhood children are learning with their bodies first, then with their minds. Movement and gesture are a child’s first language.

Children need time to develop physically through movement- to explore freely in nature, to have time to play their own and traditional games - before they are asked to sit down at a desk, focus, eye track, hold a pencil and read. Science now indicates that for boys this can take even longer. Children need to be observed in their movements for signs of vertical midline maturation and bilateral integration as they are indicators that both hemispheres of the brain are in communication. This is a sign that they are ready to read and write and therefore will find the text easier to comprehend. Organized activities appear to leave little time for free play, we have become risk adverse rather than let children climb trees and walk on walls if they even make it outdoors. Television and computer technology does not train the eyes, it stifles the imagination and does nothing to encourage speech development. In our modern times the sacred time of childhood appears to be eroding very fast.

If we are sincere in our wish for children to develop in a healthy manner, how they actually do develop warrants serious further investigation and curriculums should be driven by this knowledge, otherwise what are the long term implications for children, society?

I have merely touched on a very deep and exploratory subject.

Thankfully, Rudolf Steiner knew and understood what over twenty years of neuro scientific research is now proving. He also gave many other deep insights into the developing human being. Children need plenty of sensory integration opportunities before they are ready for formal learning. Healthy sensory integration forms the underpinning for their future learning, for it is through movement that the vital neural pathways are created that are needed for unhindered reading, writing, spelling, mathematics and creative thinking.

Activities to promote a healthy sensory integration: These lists contain many activities and opportunities provided for children, many of which are child-led activities that occur in a Waldorf kindergarten on a daily basis. Many of the indoor activities can also be done out of doors.

Outdoor: • Digging, planting seeds, raking,

using a wheelbarrow, growing food.

• Chase, hide and seek, swinging, see-saw, hop-scotch, skipping, jumping, catching balls, climbing trees, building dens.

• Playing with sand and water, weaving, whittling, sawing, using hammer and nails.

I hold that true education of the intellect can only come through a proper exercise and training of the bodily organs, eg. hands, feet, eyes, ears, nose, etc.In other words an intelligent use of the bodily organs in a child provides the best and the quickest way of developing his intellect. But unless the development of the mind and body goes hand in hand with corresponding awakening of the soul, the former alone would prove to be a lopsided affair. By spiritual training I mean education of the heart.

- Mahatma Gandhi

Indoor: • Grating, chopping vegetables,

kneading dough• Sweeping, cleaning.• Finger knitting, sewing, tying

knots.• Painting, drawing, modelling,

crafts.• Finger games, clapping games,

crawling and singing.• Stories, rhymes, riddles, puppetry.• Playing, dressing up, dressing

dolls, sorting toys, folding cloths.

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The True Easter HareOnce there was a father Easter hare and a mother Easter hare, who had seven children, and they didn’t know which of them was to become the Easter hare. So the mother Easter hare filled a basket with seven eggs, and the father Easter hare called the seven children and spoke to the eldest hare first. “Take an egg out of this basket and carry it to the garden by the house where the many children live.”The oldest hare took the golden egg, carried it through the wood and over the stream, he came out of the forest, hopped across the meadow, and came to the garden of the house. There he wanted to jump over the gate, made one leap which was much too large and mighty, and the egg fell and broke. He was not the true Easter Hare.Now, the second one had his turn. He took the silver egg, carried it through the wood and over the stream, came out of the forest, and hopped across the meadow. There the magpie called, “Give the egg to me, and I’ll give you a coin.” Before the hare saw what was happening, the magpie had taken the silver egg into her nest. He was also not the true Easter hare.Now it was the third one’s turn. This one took the chocolate egg, carried it through the wood and over the stream, and came out of the forest. Just then the squirrel came running down from the tall fir tree, opened his eyes wide and asked, “Does it taste good?” “I don’t know, said the hare, I want to bring it to the children” ” Oh just let me taste it!” The squirrel licked it and because it tasted so good, the hare tasted it with him, until the whole egg was eaten up. When the third hare came home, his mother pulled at his whiskers, which were still covered with chocolate, and said, “You are also not the true Easter hare”.Now it was the fourth one’s turn. The fourth one took the speckled egg. With this egg he ran through the wood and came to the stream. As he was running across the stream on a tree trunk, he stopped in the middle and looked into the stream as if in a mirror. As he stared at himself, the egg fell helter-skelter into the water. He was also not the true Easter hare.Now it was the fifth one’s turn. The fifth one took the yellow egg. He ran through the wood, and before he came to the stream, he met the fox, who said, “Oh, come home with me into my cave and show the lovely egg to my children”. The little fox children began to play with the egg, when it hit a stone and was broken. The hare ran quickly to his house, with his ears hanging down. He was also not the true Easter hare.Now it was the sixth one’s turn. The sixth one took the red egg. With the red egg he ran through the woods. Along the way he met another hare. Then he laid his egg on the path and began to wrestle with the other hare. They went plop-plop with their paws. Finally the other hare went on his away. But when the sixth one searched for his egg, he found it broken into tiny bits. He was also not the true Easter hare.Now it was the turn of the seventh one, the youngest and smallest hare. He took the blue egg. With it, he ran through the woods. Along the way he met another hare. He ran past him and went on. Then came the fox so the seventh hare took a few long leaps and went further. He came to the stream, and with a couple of hops, he jumped across the tree trunk. The squirrel came, but he kept running and soon came to the meadow. When the magpie shouted, the hare just called, “I must keep going, I must keep going!” Finally he came to the garden of the house. The gate was closed. He made a great leap, not too big and not too small, and gently laid the egg in a nest, which the children had made. He was the true Easter hare.

Story found at: http://www.mywaldorfjourney.com/festivals/easter/a-story-of-the-easter-hare/

SpringAs the sun slowly begins its upward journey after the darkness of the winter we enter the ascending cycle of the seasons. Spring is the morning of the year, when nature awakens from her winter sleep and greets the returning sun with green shoots and the first spring flowers. It is the season of expansion and outflowing from the inwardness of winter. This is the time to take the child out into Nature to witness the resurrection of the autumn-planted bulbs. It is the time for him to sow seeds and to see for himself the miracle of germination and growth.

SummerSummer is Nature’s season of growth. Flowers bloom, nestlings fly, and fruits swell on the trees. It is the season for visits to the beach to hear the sound of the waves, to watch the sun dance on the water, and to gather shells. In the countryside everything is green and hedgerows teem with bees and butterflies. Sweetly scented herbs fill the air and can be gathered and dried to preserve the memory of summer. At the height of summer, the child will enjoy camping out under the stars. He will be fascinated by the sky and the sounds of Nature’s night creatures.

(From ‘The Unfolding World’, by Lynne Oldfield in Natural Childhood, John B Thompson, Gaia Books, 1994)

For the Seasons

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Materials:A piece of felt 14 x 18 cm the colour of a hareA piece of pink feltFleece wool; 2 black beads; Thin knitting wool for tail

Method: Enlarge the pattern to the appropriate sizeCut all the pattern parts out of the felt, omitting seams( figure 28).The whole animal is sewn together with button-hole stitch. Lay the two parts of the body on to each other and sew from the stuffing-opening along back to the neck. Sew the head mid-piece between the head-pieces. Sew a little piece under the chin up to the patch in front. Lay the bottom-piece against the body and sew it on. Stuff the hare firmly with wool and sew up the filling opening. Button-hole stitch together a brown and a pink ear. Fold the ear over lengthwise with the pink side in. Sew the bottom of the ear on to the head with the fold to the back. Make the second ear in the same way. Do not cut off the thread, but thrust the needle through the head to the place where the eye should come. Thread on a bead and push the needle through the head to the place of the other eye. Thread the second bead and push through to the first ear. Pull the thread tight so that the beads are lying in the material. Fasten off firmly where the ear was sewn on. If you wish, make some whiskers with embroidery silk. Make a tiny tail ball of thin wool and sew it on for a tail.

Early Childhood Ireland - Two day Conference in Croke Park

Friday 17th and Saturday 18th April 2015Come, Contribute and Celebrate

Children are wired for play. It’s in their DNA and from the moment they are born children are driven to engage with others, to make sense of the world around them through play.  Play is powerful, it sparks creativity and prompts connections, creates stories and scripts, and allows children think, imagine and move beyond the everyday.  Come to our two day conference in Croke Park on the 17th and 18th April 2015 and hear from the experts, children, educators, researchers and key note speakers as to why we need make a stand for play.

Choose from a range of interactive workshops, listen to captivating keynote speakers, connect with colleagues and friends but whatever you do put the dates in the diary.Friday is dedicated to sharing and learning, stories and research from peer to peer. If you have completed a piece of research that you want to share, if you have transformed practice through programmes such as Síolta or Aistear-in-Action, we are inviting you to submit for the Research Seminars on Friday 17th April. It is a platform for early childhood educators to present stories of transformation and research within our own field, and highlight the wealth of learning and knowledge that exists on this island. Then come and celebrate at our Annual Awards Night on Friday 17th as we congratulate and commend services as they receive their accolade for Learning Stories and Innovations.  

From: The Nature Corner by M. van Leeuwen and J. Moeskops

Make a Felt Hareear

cut 2 in browncut 2 in pink

Notices

IASWCE International Conference

Transitions in Childhood from Birth to 14 Years

A wonderful conference hosted by the International Association for Steiner-Waldorf Early Childhood Education will take place in the Geotheanum, Dornach, Switzerland at the end of March/ early April.

This conference focuses on the many transitional phases within the lives of children as they develop, and how our

understanding/perception of these phases may influence our interaction with the children in our care. This conference welcomes Early Years practitioners, primary school teachers, special needs teachers, parents and all those who work with children.

Here is a link for further information: http://campaign.r20.constantcontact.com/render?ca=441d60e4-839f-4826-9a5f-02c5e44412cf&c=8474fb70-206d-11e3-9072-d4ae526eda89&ch=85024750-206d-11e3-9075-d4ae526eda89

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ISKA CONFERENCE 18th (and 19th) September 2015

In 2014 ISKA did not host its usual annual Conference in order that this year – pooling its resources- ISKA can offer a larger, possibly two day event with an exciting high profile guest speaker!Sally Goddard Blythe, who will speak on the Friday morning of the ISKA Conference 2015, is a leading UK Neuro-scientist. As a mother she became particularly interested in the relationship between learning and neuro development in children. She has written many books on the subject, namely-The Genius of Natural Childhood, The Well Balanced Child, What Babies and Children REALLY Need, Reflexes, Learning and Behaviour. Sally has spoken in the Gotheanum at an International Steiner-Waldorf Early Years Conference, her books and expertise seem to speak our language, offering a perception that can give Steiner–Waldorf Early Years Practitioners and Teachers, a modern/scientific reference by which to deepen their understanding of the Steiner-Waldorf pedagogy in a practical way, helping to join some of the many dots, as well as follow threads which surface through the study of Anthroposophy.

Here are links to more information about Sally’s work, which I hope will whet your appetite for the conference to come! • http://sallygoddardblythe.co.uk/publications/• http://www.waldorftoday.com/2011/11/the-genius-of-

natural-childhood-secrets-of-thriving-children-by-sally-goddard-blythe/

• https://www.youtube.com/watch?v=qHpd_brX6VU• http://abettereducation.blogspot.ie/2009/05/interview-

with-sally-goddard-blythe-on.htmlS. Duignan

SPRING WORKSHOP: Music and Singing with Young Children,

using the Pentatonic Lyre A workshop for early years practitioners, teachers

and parentsFacilitated by Anna Prokhovnik Cooper.

7th February, 10am to 4pm, Saoirse Steiner School, 92 Meath Street, Dublin Pre-Booking is essential.

Contact Sinead Duignan on 089 2411816 or at iskanc@gmail.comCost €35 ISKA members, €45 non-members. Please bring and share some finger food for lunch. Drinks will be provided.

Anna Prokhovnik Cooper is a master lyre teacher, specialising in all types of lyres. Anna has taught music at the Holywood Steiner School for 16 years, so has a thorough understanding of the Waldorf music curriculum and its integration with child development in the early years and throughout primary school. She has held workshops all over the world on the use of the pentatonic lyre, and believes very strongly in the amazing pedagogical, and therapeutic qualities of music for all ages.

Notices

A workshop for early years practitioners, teachers and

parentsFacilitated by Anna Prokhovnik Cooper

7th

February, 10am to 4pm, Saoirse Steiner School,

92 Meath Street, Dublin.

Music and Singing with Young Children, using the Pentatonic Lyre

Pre-Booking essential. Contact Sinead Duignan on 089 2411816 or at iskanc@gmail.com

Cost €35 ISKA members, €45 non-members. Please bring and share some finger food for lunch.

Drinks will be provided.

PRESENTED BY THE IRISH STEINER KINDERGARTEN ASSOCIATION

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ISKA Training continues its aim of providing quality tuition for its members and others. During the summer of 2014, we piloted an introductory workshop. A large group of people came together in Thomastown for a ‘Taste of Anthroposophy’.

INSERT PIC of Workshop

Following the success of this day-long workshop, we intend to offer further one-off sessions on specific elements of Anthroposophy which there appears to be a demand for. We are always open to any suggestions and welcome specific requests from individuals or groups. For inclusion on the mailing list or to receive notification of future workshops please email your interest to training.iska@gmail.com

"We must experience spiritually that when we regard a man only from the point of view of natural law, it is as if we stood before a picture seeing only ‘blue’ and ‘red,’ and quite unable

through an inner activity of the soul to relate the blue and red to that which reveals itself through these colours."  

- Rudolf Steiner

Orientation in Anthroposophy: foundation for life A part-time Foundation Course on the philosophy & teachings of Rudolf Steiner. ISKA Training is still accepting applications for the 2015 Orientation Course in Anthroposophy, starting on 23rd January 2015 in The Watergarden, Thomastown, Co.Kilkenny. This programme is fundamental for pedagogical and other studies in the field of Anthroposophy. The skills learnt will be of benefit to all and will enhance the student’s quality of life. We look at life in many new and unusual ways, with the core focus being on discovery, creative engagement and holistic personal development.

A Self Development Experience and a lesson in developing a deeper understanding of Human Nature

“I have gained a huge amount on the course… I have been so impressed with the perfect organisation of each module; the

subtle touches, asking the room for cooperation, the flower with its roots showing in the vase, the right reflection at the right moment, the simple exercises to immerse into nature, the

exploration through art…. It has been a magical pilgrimage and one I would highly recommend.”

Bebhinn, course graduate 2014

The above testimonial sums up the essence of what ISKA Training intrinsically aims to achieve within this particular training programme. For a copy of the course brochure, email training.iska@gmail.com

Steiner Waldorf Kindergarten Teacher TrainingIn addition to the Orienation Year in Anthroposophy, ISKA training is planning to offer a progressional part time programme in “Steiner Waldorf Kindergarten Teacher Training” to commence in September 2015. Expressions of Interest are welcome for this pioneer Programme which will fill the gap in Early Childhood Care & Education in Ireland. Eligibility for this training requires prior Anthroposophical Learning equivalent to the Orientation in Anthroposophy Course.

Queries to: Thérèse Perrott on 086 3230424or Ulrike Farnleitner on 087 1247317

ISKA Training! !

A part-time Foundation Course

On the philosophy & teachings of Rudolf Steiner

Experience how to develop a deeper Understanding of our-selves & others.

This programme is fundamental for pedagogical and Further studies in the field of Anthroposophy. The skills learnt will be of benefit to all and

will enhance the student’s quality of life. We will look at life in many new and unusual ways,

with the core focus being on discovery, creative engagement

and holistic personal development

Training takes place over eight modules in The Watergarden, Thomastown, Co. Kilkenny

From January to July 2015

Email: training.iska@gmail.com

www.iskaireland.org !

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ISKA Calendar of Events

February, Saturday 7th : Music and singing with Young Children, using the Pentatonic Lyre- Workshop for adults with Anna Prokhovnik, Saoirse Kindergarten, Dublin. 10am – 4pm, €35 members €45 non members February, Saturday 21st : ISKA Council meeting Co. KildareMarch : Workshop on Outdoor and Risky Play with Linda Grant Date and venue to be confirmedApril : ISKA Council meetingIn-Service ½ Day with Ulrike Farnleitner Date and venue to be confirmedMay : Síolta Workshop with Ulrike Farnleitner Date and venue to be confirmedJune, Monday 15th : Christopher Clouder public talk, Clare Education Centre Ennis Co. Clare September, Friday 18th - Saturday 19th : ISKA Conference, with Sally Goddard Blythe as guest speaker. Details to be confirmed.

If you are interested in any of these events please contact Sinead Duignan at 0892411816 or iskanc@gmail.com

Irish Steiner Kindergarten AssociationMulhare House, Main Street Mountshannon Co. Clare

Tel: 089 2411816Email: info@steinerireland.orgWeb: 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.

Raheenwood Steiner National School

OPEN DAYSaturday 7th February 2015, 10am - 1pm

All WelcomeContact: info@raheenwood.org

Raheen Road, Tuamgraney, Co Clare

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: earlyearsnews@aol.com

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.

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: ansiopabeag@gmail.comOpening hours: Mon-Sat: 9.30 a.m. - 6.00 p.m.