[vc_row content_placement=”top” parallax=”content-moving” css=”.vc_custom_1465821638246{background-color: #cde8ed !important;}”][vc_column css=”.vc_custom_1465814184552{background-image: url(http://escolajardimdomonte.org/wp-content/uploads/2016/06/IMG_2718-2.jpg?id=1578) !important;}”][swmsc_icon_title title_text=”O nosso ritmo” text_icon_size=”38px” title_text_color=”#ffffff” title_icon_link=”” margin_bottom=”0px” icon_name=”- Select Icon -” text_align=”center” icon_color=”#444444″ id=”” class=”” style=””][/vc_column][vc_column][vc_column_text]Rhythm is essential and inherent to life on Earth and, consequently, to human life. It is present in the day and the night that follows it, in the predictable return of the seasons, the phases of the moon, the tides, in waking up and falling asleep, in the functioning of every organ, in every inhale followed by an exhale… In all rhythmic manifestations, we always find a moment of concentration and a moment of expansion that complement each other to generate a whole that harmonizes what is inside and what is outside, the center and the periphery, and which results in the breathing that is proper to every thing that exists.
To educate is to teach how to breathe
Rudolf Steiner
In the same way, the daily rhythm of Jardim do Monte is permeated by its own breathing, with moments of concentration and moments of expansion, in harmony with the child’s feelings, so as to create a consonance between the environment around them and their breathing. In this way, they will learn to internalize the world and externalize themselves moment by moment as they grow.
At different times of the day, each activity is carefully chosen so that the child can fluidly experience the transition from concentration to expansion, so that the day welcomes them like a global act of breathing. Poems are said, songs are sung, fingerplays and rhythmic games are played, stories are listened to, color is spread on paper, wax is molded, bread is kneaded. Quiet or moving, with themselves or with others, the child learns to be in the great breath of Life, repeating it day after day, led by the teacher’s hand. [/vc_column_text][/vc_column][/vc_row][vc_row content_placement=”top” parallax=”content-moving” css=”.vc_custom_1465381684601{background-color: #d0e8ef !important;background-position: 0 0;background-repeat:epeat;}”][vc_column width=”1/6″][/vc_column][vc_column width=”2/3″][gap size=”10px” id=”” class=”” style=””][vc_column_text]
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08:00 ~ welcoming the children into the room, free play;
10h00 ~ fruit sharing;
10h15 ~ songs, movement games and circle dances;
10h30 ~ weekly activity;
11:00 ~ playtime;
11.45 a.m. ~ rhythmic fingerplays, time to take care of the body;
12h00 ~ lunch;
13h00 ~ story time;
13h30 ~ siesta;
15:30 ~ snack;
16h00 ~ free play, recess;
18h00 ~ departure.
Educational Intent of the Daily Rhythm
Songs, Movement Games, Round Dances and Rhythmic Finger Games ~ these are all movement-based activities that children learn through imitation. Imitation is fundamental to the development of intelligence. By imitating, the child moves and is moved, which activates both hemispheres of the brain, contributing to the progressive complexity of the gray matter, the physical basis of thought. Waldorf Pedagogy aims to form a living mind in children through the skillful handling of their fingers. To this end, the teacher plays rhythmic finger games with the children while they recite little songs.
Moment of Caring for the Body (Gota do Céu) ~ This is a moment of recollection in which the child pays attention to their body and takes care of themselves, activating the senses of touch and smell.
Momento do Conto ~ Fairy tales can be understood as descriptions, in the form of images, of profound truths, which are part of humanity’s cultural heritage and which help children to appropriate them and overcome the internal conflicts they encounter as they grow up. The images received, imbued with the unique quality conferred by the person telling them, are recreated internally by the child, becoming their personal inheritance, much more effective for better understanding human life than judgments that appeal to rationality.
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[swmsc_toggle_accordion_container status=”closed”] [swmsc_toggle_accordion title=”Ritmo Semanal” title_bg=”#ffffff” title_color=”#0c76a9″ icon_name=””] [p] The weekly rhythm is another cycle that gives children security and well-being, and gives them a sense of time, the days of the week and their own qualities. That’s why a particular activity is planned for each day.
All activities are life tasks and must be modulated and developed in such a way that the child feels compelled to reproduce them. They must inspire care and attention to what is ours, and they must all have an artistic stamp, the foundation for the development of the child’s own creativity and imaginative capacity, which will generate future “tools” for finding innovative solutions at different times in life.
Educational Intent of the Weekly Rhythm
Discovering Nature ~ By coming into direct physical contact with nature, experiencing its processes and playing immersed in its charms, children create an intimate connection with the truth and purpose of nature and develop a sense of wonder and affinity with the earth. Consequently, they come to see it as a precious gift that they have the privilege and duty to protect and enhance, developing a love and respect that will enable them to be its defenders throughout their lives. This is the only genuine basis for ecological awareness.
Painting/Drawing ~ in painting, children immerse themselves in color through the element of water, experiencing with intensity the emergence of its qualities; in drawing, they experience the line with which they express their progressive knowledge of the body within space. Contemplating, enjoying, the child unites their soul with the soul of the universe, participating in the act of creation.
Breadmaking ~ bread making is a cultural heritage. The hands dive into the material and transform it into food. Then each child shapes the bread dough and gives it their own vitality.
Eurythmy ~ the art of eurythmy makes the spoken word and music visible through movement. In teaching eurythmy, rhythmic stories and musical motifs are used. When children make body movements that have meaning, create images or express feelings, their will is strengthened. On the other hand, it also softens the excessive impressions of the world around them and all the mechanized movements. It is important for young children to make movements with their hands and feet, with experiences of big-small, fast-slow, light-dark, because these movements consolidate and free them.
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[/swmsc_toggle_accordion_container][gap size=”10px” id=”” class=”” style=””][gap size=”10px” id=”” class=”” style=””][vc_column_text][swmsc_toggle_accordion_container status=”closed”] [swmsc_toggle_accordion title=”Annual rate” title_bg=”#ffffff” title_color=”#0c76a9″ icon_name=””] [p] The annual rhythm is the backdrop to all the kindergarten’s work, lived in harmony with nature and according to the seasons.
Like everything in nature, children develop at their own pace. Therefore, experiencing that everything has a cycle and repeats itself gives them a sense of security and well-being, while at the same time offering them an integrating factor in their own growth, especially nowadays, when the connection with nature and the passing of the seasons should be a constant in their lives and that is why they are so important.
In Waldorf Pedagogy, the aim is not only to intensify this connection, but also to reawaken its meaning in human life, leading children in a natural and spontaneous way to celebrate the qualities of each season, imbuing them into the memory of their bodies. The rhythms of the year – experienced through festivals – help each child to find their own inner rhythm within the rhythm of nature.
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