Thoughts on Form and Freedom

Dear Rosebud and Dewdrop Families,

I had an enriching conversation with Annie Gross, our regional early childhood association chair, about the balance of form and freedom with very young children. We were discussing about how many teacher-led activities might be appropriate in a kindergarten to help children develop the inner form to prepare for first grade, and Annie reminded us that while order and form are good for children (for example, having these older children hang their coats and put their boots away; get dressed and undressed themselves), most of the form comes from what the loving adult--whether teacher or parent--does with peaceful consistency. Annie gave examples of the teacher always putting her tea cup just so, or folding a silk just so, or serving children in the same order. Nothing is obligatory; nor should it be rigid; rather, we as teachers should think about--instead of what we can compel the children to do--what we can do in small ways to share the beauty and joy of order and consistency with the children.

This conversation reminded me that I might not make it clear to you why I do things certain ways in the parent & child classes. Over the years I have added subtle elements of form to what I do (while being asleep to other habits I might do well to change, I am sure). I oil the bread pans, for example, with a star shape while singing "Twinkle, twinkle." In the nursery class, we always open the curtains while I sing "Rinca Ranca Rosy Ray." I treat carrying the hot soup from the counter to the ledge near the table not as something to be frightened of but as a chance to model strength and calmness and balance. Indeed, at one point years ago, I began to consider that walking through a room cluttered with toys was my chance to practice focus and balance. As a young teacher, I listened in horror as another young teacher related that his mentor did not even like the way he walked across the room; a decade later I realize that the way I walk across the room is as or more important than the music and verse and song I provide the children. The list goes on. This is not so that we do these things at home or feel like failures because we are not doing everything (the courage not to do something is important, too), but rather so you feel free and inspired to find elements of form that work for your family, even in the smallest way.

There are things I know I could do better. With Ellersiek games, for example, I could be more consistent. She emphasizes the value of always beginning with a child's right hand when playing games such as "Bind-a-bind-a band" (I always use Crispin's left because he sits to the right of me and I have yet to find an elegant way to get to the other side of him without having all the children stand up from the table out of imitation). This creates consistency, and it helps clarify for a child his dominance. When we make it easy for children to use their right hand in a dominant way (placing utensils, or crayons, or scissors to their right), we help them ground themselves in their handedness. A child who is clearly left-handed will consistently switch everything from right to left hand; we need not worry about squelching such children. Many younger children have not established a dominant hand yet, so if we can be consistent, this will help them to gradually--we need not correct them (e.g., telling them to shake hands with their right hand), but rather we provide the form and opportunities. This article by Dr. Michaela Gloeckler on non-verbal education provides insights to this, as well as much more to ruminate about. I would love to discuss your reactions to her article when an opportunity presents itself.

In the work of Emmi Pikler and the caregivers at the Loczy institute, and in the work modeled by RIE educarers in Los Angeles, the loving adult provides form for the child in many ways; when bathing a child, for example, the caregiver always goes in the same order (right ear then left ear, right cheek then left, right arm then left, and so on); when dressing, the order is always the same. Adults who have observed the infants and toddlers see who secure these children feel and how quickly the children gain freedom and independence because their caregiver's consistent approach has provided them a model to help themselves. While to help our children achieve freedom it may seem like we have to curb our own (rather than just washing or dressing our children as whim or mood strikes us), this mindfulness and inner discipline will, I believe, help free our attention and observation too.

With warmth and light,

William Geoffrey Dolde