Harvest Festival

Text from the book Celebrating Festivals with Children, by Freya Jaffke

Creating the mood ourselves

Once the sun has reached its highest point at St John’s, ripening and fruiting begin to come into their own. We gratefully receive the first gifts of nature, which follow in abundance through the autumn. However, we don’t only offer thanks for what we receive but also for everything that has contributed to the growth and flourishing. Our thanks are directed also to the life of the soil, the light and warmth of the sun, the wind and life-giving rain, the animal world in all its diversity, and the energy and activity of human beings. Thus gratitude can accompany us throughout the year and, when we think about it, is really owed to all realms of life. This is one of the most important virtues to nurture in children during the first seven years, but solely through imitation.

This deep-rooted gratitude, kindled in the kindergarten, transforms in the schoolchild into the capacity for love; and later, in the adolescent, is enhanced and extended into love of action and a sense of duty.

In autumn we connect gratitude with the harvest festival, which celebrates the moment when all the corn for our daily bread has ripened and been harvested.

We decorate the seasonal nature table with a golden-yellow cloth, with fruits from the garden, woods and fields, and bright autumn flowers. If you wish to add an art image, suitable pictures can be found by Van Gogh, who painted typical harvest scenes and gestures, or by Millet – to name two examples.

After the summer holidays, when the new school year begins, autumn is fast approaching, and the first harvesting starts. Fruits from our gardens or those brought by children can be made into preserves, jellies, or dried, accompanied by delicious aromas. With wonder, we find a star in every apple that we slice open crossways. And unconsciously children experience how heaven with its stars works itself into the form of fruits. While cutting up apples, we meet a little worm from time to time. Yes indeed, that little fellow knew which the tastiest apples were – and so we leave him a little piece of apple and put him with it on the compost heap. There’s no question of disgust, and children sense without any instruction that everything in the world has its rightful place. The carrots and radishes that we pull out of the vegetable patch in the garden taste especially good. And the slices of carrot, compared with the apple, reveal more of a solar quality – for in every slice we can find a little sun. We smell lovely aromas while gathering leaves of lemon balm, thyme, and sage, which we will later make into tea or use when cooking.

The time of gathering and harvesting has begun, and so we take little baskets with us when we go on walks, to collect rosehips, beechnuts, conkers, acorns, and colorful leaves. We also spend a lot of time with the different sheaves of grain, from which we can weave a large harvest wreath. For days the children sit amidst a mountain of straw, helping to cut the stems to length or making themselves straws for playing with. Most of the straw is bundled up again and kept for late autumn when the rose bushes must be protected for the winter, or for making a new roof for the bird table. We will also need a little for the crib in Advent. The remaining straw is burned in the small fireplace outside, to the children’s excitement.

Now we start threshing the ears of wheat, an activity which continues for several days. To do this we lay a large cloth on the floor, and around it thick, folded cloths as knee cushions. In the middle stands a basket with ears of corn, another for the threshed as and a bowl for the grain. Children each have a small branch with which they hammer on an ear until all the grains have come out. They can be heard saying the verse which they know from ring game: “We’re threshing, were threshing, we’re threshing the corn.» After this, they collect their grain in their little wooden bowls. Of course many grains and husks remain behind on the doth. These will later be carefully poured into a large wooden bowl. Next the teacher lifts some grain up in her hand and, as she lets them pour back slowly into the bowl, we blow the husks away on the wind. We don’t want to lose a single grain.

Next the grain is milled with a hand-mill. Even the three-year-olds want to be the miller for a moment or two. Apart from a hand-mill one can also give the children old coffee grinders for milling, with the screws set not too tight. Milling like this is hard work, and the grinders must be held firmly between the knees.

For some of the bigger children, this is a welcome challenge. The resulting coarse meal then has to be milled a second time, which is easier.

We use the meal to bake the big harvest loaf. While one group may, as a blessing, engrave the sign of the cross on the round loaf, another group may draw sun rays on it. On the day before the festival we decorate the corn wreath with nuts and fruits.

The Harvest Festival

We invite parents to attend our harvest festival. For parents new to the kindergarten this is a wonderful opportunity to become better acquainted with kindergarten life and the parent community. On the morning of the festival, the children bring baskets that they have carefully arranged with a grown-up at home, containing washed fruit, vegetables and flowers from the garden; or, if they don’t have a garden, things they have found in a walk. Mostly these little baskets are beautifully decorated with flowers and colorful leaves. All the baskets are placed on the harvest table in the middle of the room. The great round loaf occupies the centre of the table, surrounded by flowers, ears of corn and candles.

We begin the festival altogether, parents and children, with the harvest ring game which we have been playing almost every day in preceding wecks. After this we sit down in a big circle around the harvest table and light the candles. We say the grace by Christian Morgenstern, which we all know well, and which encompasses the whole of Creation in simple words:

Earth who gave to us this food, 

sun who made it ripe and good: 

dear earth, dear sun by you we live, 

our loving thanks to you we give.

Then everyone forms a little receiving bowl with their hands and is given a piece of bread. As we share this we sing a song about where the bread has come from. Without prompting, everyone waits until the last person has received their bread and the song has fallen quiet. Honey-salt bread has to be chewed really well, so we sit quietly together and enjoy the taste. Afterward the children offer the teacher a little fruit from their basket (apples, pears, or plums). With the help of two adults, we cut this into pieces, place them on plates, and the children pass these to everyone in the big circle. We end the meal as we do every day, by holding hands and saying:

For food and drinks 

we give our thanks.

After the candles have been extinguished, everyone goes outside into the garden, where the parents light a little fire and wrap potatoes, which have been partially pre-cooked, in silver foil. While the potatoes are cooking in the fire, the children watch the flames or play in the sand or in the meadow, or help arrange wooden stumps around the fire for sitting on. Then at last the first potatoes are taken out of the fire with long tongs or gods, the follis removed and they are eaten. To end the festival, each child receives a little bunch of corn with a strawflower, which was made in the preceding days from different types of corn, in the presence and with the help of the children.

Looking back we can say that this festival is a culmination of a long harvesting period. Our thanks – this time for once actually expressed in words – lives in an unconscious and less articulated form in every gesture through the weeks of preparation. For many days after the harvest festival we continue to have a special morning snack with the fruit and nuts from the children’s baskets. Again, there will be plenty of opportunities for the children to help. Especially popular, for instance, are potato men» accompanied by grated carrots and apple, honey-salt bread with butter and herbs, or a vegetable soup.

And so the festival echoes on a little, in a lovely fashion.

The harvest wreath, which now hangs without fruits under the overhanging roof outside, is visited by a flock of sparrows who each day leave behind a scattering of husks and chaff.

The Crucial Role of Discipline in Teenagehood

by Stuardo Monroy, High School Main Educator

Teenagehood, often referred to as the «adolescent years,» is a period of profound transformation and self-discovery. It is a phase characterized by rapid physical, emotional, and intellectual growth, as adolescents navigate their way from childhood to adulthood, as well as facing the challenges of an evolving Waldorf education within Trinus, growing up, and adapting to new demands from teachers, parents and the school as a whole. 

During this time, the importance of discipline cannot be overstated. While some may view discipline as restrictive or harsh, it is, in fact, a cornerstone for teenagers in establishing a foundation for success and personal development. In this article, we will explore the significance of discipline in teenagehood and how it plays a vital role in shaping young individuals into responsible, well-rounded adults.

Discipline is a fundamental attribute that underpins personal growth and development. Self-discipline, in particular, is the ability to control one’s behavior, emotions, and desires to achieve specific goals. It is a skill that teenagers must cultivate during their formative years as it forms the basis for achieving long-term success and happiness. Self-discipline enables adolescents to resist temptations and distractions, manage their time effectively, and make responsible decisions.

In teenagehood, self-discipline is especially crucial as it helps young individuals establish a strong work ethic, develop a sense of responsibility, and maintain a healthy balance between their academic, social, and extracurricular activities. It is this inner strength that empowers them to persevere through challenging times and make choices that lead to personal growth.

One of the key aspects of discipline in teenagehood is effective time management. Adolescents are faced with an ever-increasing load of academic assignments, extracurricular activities, and social commitments. Learning to prioritize tasks and manage time efficiently can alleviate stress and prevent feelings of being overwhelmed.

When teenagers develop the discipline to create schedules, set priorities, and stick to them, they are better equipped to handle their academic responsibilities while still having time for hobbies, relaxation, and social interactions. This balance is essential for maintaining both mental and emotional well-being.

Discipline is closely linked to academic success. To excel in school, teenagers must develop the discipline to study regularly, complete assignments on time, and seek help when needed. A disciplined approach to academics fosters a growth mindset and a sense of responsibility for one’s learning. Furthermore, discipline helps teenagers set and work toward long-term academic goals. Whether they aspire to attend a prestigious college, pursue a specific career, or achieve high grades, discipline is the driving force behind their ability to make consistent progress and overcome academic challenges.

Teenagers often face complex and life-altering decisions during their adolescent years. These decisions can range from choosing their academic path and making ethical choices to forming relationships and dealing with peer pressure. Discipline plays a significant role in helping adolescents make responsible decisions.

Disciplined individuals are more likely to think critically, consider the consequences of their actions, and resist impulsive choices. Whether it’s saying no to drugs or alcohol, making choices about sexual activity, or handling conflicts maturely, discipline equips teenagers with the necessary skills to navigate the challenges of adolescence while maintaining their integrity and self-respect.

Discipline also extends to the way teenagers interact with their peers and family members. It involves understanding the importance of respect, empathy, and communication in maintaining healthy relationships. When teenagers cultivate the discipline to treat others with kindness and consideration, they form lasting bonds that are built on trust and mutual respect. Additionally, discipline helps teenagers constructively manage conflicts and disagreements, reducing the likelihood of strained relationships. The ability to listen actively, express themselves clearly, and work through differences is a product of disciplined emotional intelligence.

One of the most critical aspects of discipline in teenagehood is its role in preventing destructive behaviors. A disciplined approach to life acts as a protective barrier against these harmful activities. Teens who have developed self-discipline are better equipped to resist peer pressure and make choices that prioritize their long-term well-being. They are more likely to seek positive influences and engage in activities that promote their physical and emotional health.

The discipline cultivated during teenagehood sets the stage for adulthood. Adolescents who have developed self-discipline are more likely to carry these skills into their adult lives, leading to greater success and personal fulfillment. They are better prepared to handle the responsibilities that come with independence, such as managing finances, pursuing a career, and maintaining a healthy lifestyle.  Additionally, disciplined teenagers tend to have a strong sense of self, allowing them to make informed decisions about their future, such as choosing a college, career path, or life partner. They are more likely to set and work towards meaningful life goals, resulting in a higher likelihood of achieving their aspirations.

The importance of discipline in teenagehood cannot be overstated. It is the foundation upon which teenagers build the skills and habits necessary for success, happiness, and personal growth. Through self-discipline, adolescents develop time management abilities, academic success, responsible decision-making, healthy relationships, and resistance to destructive behaviors. Moreover, discipline serves as a bridge to adulthood, equipping teenagers with the tools they need to navigate life’s challenges and make meaningful choices. As educators and parents, we play a pivotal role in fostering discipline in our young adults, helping them develop into responsible, well-rounded individuals ready to face the world with confidence and purpose.

Ideas on appropriate behavior rewards

by Carrie Riley

There comes a time in every parent or educator´s day experience and routine where we have a golden opportunity to encourage the right kind of behavior we strive for in our homes or classes. There are many daily examples. Your child eats their meal. They use the bathroom. They clean up their toys. They follow your instructions. And when they decide to insert their own will, wants, and desires it is often the very opposite of what we wanted them to do in the first place. Now what?!

I’ve seen parents reward with cookies, candy, ice cream, donuts, cake, soda pop, fast food, money, toys, and the list goes on. You know. We’ve all been there at one time or another.

Sadly the things our children may respond to the most are sugar rewards. Do you want to know why? It’s not just the obvious answer, sugar is yummy, but more complex. Sugar is addictive. It is so addictive that it is considered more addictive than drugs! And once we lovingly introduce this into their system, it is a hard addiction to break. It seems so innocent. I mean we all grew up with sweet treats and we turned out okay for the most part, right? Here’s the thing. Sugar was not the same 30 years ago as it is now and was not as big of a problem as it is now. It is highly processed in some foods and full of chemicals as well. Not only is there sugar in the treats we give, but hidden sugar is everywhere! Did you know one yogurt has the same amount of sugar as a candy bar? Or a peanut butter and jelly sandwich have as much sugar as a slice of iced chocolate cake? The food you buy at the store has many ways to sneak sugar into your diet and your child’s. Most kids’ cereals are packed with sugar too. “Sugar fuels every cell in the brain. Your brain also sees sugar as a reward, which makes you keep wanting more of it. If you often eat a lot of sugar, you’re reinforcing that reward, which can make it tough to break the habit.” (The truth about sugar addiction, Webmd.com)  And that is one reason food companies add sugar to unnecessary products they know how addictive it is! It is comparable to a cocaine addiction.

Rewarding behavior with food is also linked to eating disorders, weight issues, dental decay, and behavior issues. Studies have found that when parents use food as a reward or punishment, kids are more likely to prefer high-fat, high-sugar foods (like the ones often used as rewards). The bottom line is rewarding wanted behaviors with food will most likely backfire in the long run.

So what is a good incentive to get our children to do what we want?

What our goal should be is to get our children to want to do the right thing! We want them to feel a part of our family, classroom, and ultimately a good citizen of the earth. We can do that at any age but starting off with helping our children to develop healthy habits from the beginning is the best way to ensure a child will want to do what is expected of them.

Start off by not over-praising your child. The more you praise, the more they seek approval from outside forces. Not from themselves. Just notice them. Let them know you see them doing something from coloring “ Oh! I see you really like to color green today!” Or “Wow Mary! You really cleaned up your blocks and that makes your room look so nice!” 

Make “I”  statements when you can “ I see you tried your beans!” or “Mary, I like when you help your brother clean up!” this helps the child know they are seen and will make them feel proud to do the right things. They will know by your tone and the fact you’re not following them around smothering them with praise.

If you must do something as a reward, try these ideas:

  • Sticker
  • A new book ( not toys)
  • New crayons and paper
  • Extra time with you
  • An extra book/ story at bedtime
  • Time outdoors together
  • Craft project with you
  • Helping you make a meal

Now all of these ideas work well if you have implemented a family daily schedule ( daily rhythm). Children’s behaviors are greatly improved if they know what to expect and the consistency of their boundaries.

Another aspect of nurturing our children’s good behavior is getting enough sleep. This is huge! Children under age 6 need 12 hours a day. 

Good nutrition is also key! Instead of all the sugary sweets we give our children, how about frozen fruits? Sliced bananas with cinnamon on top? Make your own frozen ( unsweetened) yogurt with natural sweeteners like fruit and mix and freeze.

To summarize this article let me highlight the points.

In order to get our children in our care to cooperate we can try the following:

  • Create and maintain a daily rhythm
  • Be consistent
  • Proper sleep
  • No screen time for children under age 5 or very little
  • Never allow screen time during meals and snacks!
  • Healthy eating practices 
  • Try a new food at least once a week

Remember, reinforce the good behavior in a neutral way and consistently.

The unwanted behavior must have a consistent consequence. That can be a favorite toy to be taken away for the day, no books at bedtime, no screen time, No sticker if using a chart. Keep exploring for a way to reach your child. Not all children react the same to these ideas. You have to find what works for your family.

Being a parent is a challenge. So is being a brand new human on this earth! Let’s help guide our children into courteous, helpful, and happy children. They want us to be happy with them. But here’s the thing. It is up to the adults in your child’s life to make sure they learn how to do this. Giving into your child’s every want is setting up your child and your family up for disappointment and frustration. They crave rhythm, love, consistency,  positive attention and our time. Let’s set our children up for success!

Here is a visual example of a chart to track healthy new foods they try:

Try new Foods Chart

Photo in Parents.com by Sally Kuzemchak

Try these tips and you will see the change in your children.

Dyslexia can be overcome with nursery rhymes and music

In Trinus, our children learn the multiplication tables by moving and clapping, by stepping in a rhythmical way. We integrate music in all the subjects, it is not treated as a separate subject. This benefits all children but particularly children with dyslexia. In the following article written by Sarah Knapton, she mentions how rhymes and music can help overcome dyslexia.

Children can overcome dyslexia by learning nursery rhymes, dancing, and singing because the condition is caused by a lack of rhythm in the brain, a leading neuroscientist has suggested.

Usha Goswami, professor of Cognitive Developmental Neuroscience at Cambridge has spent the last 10 years testing the brains of youngsters to find out what was driving the learning problem.

She found that dyslexia is not caused by children reading words incorrectly, but instead by their inability to hear the rhythm of words when they are being spoken.

Brain scans showed that the meter of words was out of phase with internal rhythms in the brain, meaning that youngsters struggled to encode the patterns, and therefore memorize speech.

However, keeping up rhythmic practice will eventually allow children to read properly.

“Children who are dyslexic struggle with speech rhythm,” Prof Goswami told The Hay Festival.

“We realised that children are struggling in tasks which are not related to learning or reading but are related to rhythm. So we began to think that rhythm and these problems found in children with dyslexia might be related.”

Dyslexia is thought to be one of the most common learning difficulties. It’s estimated that up to 1 in every 10 people in the UK has a certain degree of dyslexia and Britain has one of the worst rates because the language is so difficult to learn.

Prof Goswami recommended clapping games, music, nursery rhymes, and marching to The Grand Old Duke of York. “All kinds of rhythmic experiences can be helpful, nursery rhymes, dancing, and music as long as the beat is matched to language,” she said. “Playground clapping and games may be very important to stopping dyslexia. You could start to remediate it before children even start school.

“If children keep it up they will learn to read. It will definitely happen. The brain just needs more training. These children need to know that their brain just works a bit differently and reading is going to be harder for them.”

Usha Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge and the director of the Centre for Neuroscience in Education at St. John’s College, Cambridge. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami’s work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia. Some of her current research projects include the neural basis of developmental dyslexia, the neural basis of speech and language impairments, and the neural basis of rhythmic motor behavior.

Dr. Goswami’s research is concerned with focusing on dyslexia as a language disorder rather than a visual disorder as she has found that the way that children with dyslexia hear language is slightly different than others. When sound waves approach the brain, they vary in pressure depending on the syllables within the words being spoken creating a rhythm. When these signals reach the brain they are lined up with speech rhythms and this process doesn’t work properly in those with dyslexia. 

Nurturing Your Child

By Carrie Riley

I would like to share information on Waldorf philosophy and ways we can reinforce the rhythms at home.  


Rhythm- is structure, it is what brings order out of chaos and we all know how chaotic life can be with young children. 

When we provide a rhythmical day for the little ones it brings them a sense of security in the knowing, a sense of well-being, relaxation, and a sense of accomplishment. 

There is a yearly rhythm that is reflected in the seasons and a time to experience a feeling of community as we come together to enjoy the different feelings that nature provides throughout the year. There is a monthly rhythm with the waxing and waning of the moon. Women get to experience a monthly rhythm for more than half their lives. There is a weekly rhythm and daily rhythm that provides structure to our work life, family life, and social life. It is the daily rhythm that affects the children most.

In Waldorf education when we look to create a rhythm for the children we look to format it in terms of an in and out breath. The in-breath is a more formal or contained part of the rhythm whereas the out-breath is the moment you can let it all go.  This is happening because our lives have changed and we have two working parents trying to get out the door by a certain time the morning is a big IN breath for the children, so by the time they come to school they need an OUT breath which can happen during free play with active play, then for circle, IN breath, then OUT breath with the HUG shop, then snack IN breath etc.

Breathing is rhythmical and it is the basis of life. If we move through the day this way we are teaching the children at the very core of their being how to live life in a healthy and balanced way. Plus it makes your life much easier. When they know the rules and what to expect they are much more likely to cooperate. 

Think of rhythm as the structure of the home, walls, ceiling, floors, windows, and the fluctuations of the day are all the decorations inside. You get to redecorate your home every day; I know it leaves us all in constant amazement at how different one day can be from the other. Here are some ideas of how you can provide rhythm in your home.

  • Sleeping– try to put your child to bed at the same time every night. Have a simple routine that is just for those moments before bed. It helps them to know what is coming and what is expected of them. Lights in the bedroom come on when it is time for you to get up, if not on, it’s not time, go back to sleep.
  • Meals – try to have meals be at a similar time and place each night. Again have some type of ritual, lighting a candle, a song, a verse. Be clear with your expectations with your child. Do they need to sit until everyone is finished etc. Think about those things and stick to them. Your life will be easier when they become teenagers. Snacks when and how. 
  • Playtime, etc.
  • Clothing– Where are their shoes kept, jackets, what can they do by themselves? Create a rhythm of expectations before leaving the house. Do they need to keep their hat on?
  • Cleaning – toys and pick up, when they need to be picked up?

Much of it has to do with how your family’s day looks and how you can make certain moments in the day predictable and the same. 

Tools for supporting your child’s behaviors

(i.e. do  not give too many choices)

Rhythm is supported by firm boundaries with the young child. Again creating form and structure for them makes them feel safe. A young child does not want to be in charge. They don’t want to be the ones making decisions. When a child is asked if they want to eat now or would you like to put on a jacket it creates a lot of anxiety for the child. They want and need authority. Of course, we want to approach this in a loving way. First, we say “You may put on your shoes now.” or “It’s time for me to put on your shoes now.” Adding a bit of imagination works wonders. “ come to the shoe shop”  if a child is not wanting to put on their shoes, as this is common for most at some point, we can approach this with, “I will put on your shoes or you may do it”.                                             


You may sit until we are all finished with dinner. Repeat until the child understands, it may take time and that is okay. By providing children freedom within the container you create they will feel safer and can trust the world more. Don’t worry there will be plenty of time for them to be the decision maker.


Nutrition has a huge impact on behavior. Everything from cooperation to sleep, to mood, and most importantly health. This time of year we are all very interested in keeping our children healthy and free from as many colds and flu and we can make it possible. Nutrition is key in the prevention of sickness. 

Providing nutrient-dense foods that are packed with vitamins, minerals, and healthy fats. Non-processed, whole, and if possible organic foods. One of the most important foods to avoid is sugar. When researching what amount of sugar is okay for young children, it was very difficult to find a recommended amount. Then I found out why when I came across a site that said no amount of sugar is okay for a young child. So no one wants to commit to an okay amount because there is no amount that is okay. With that in mind…and the reality that we live in a world full of sugar. Grandparents give it, aunties and uncles give it and sometimes we even use it to bribe our children. However, we can do our best to reduce the amount as much as we can. So begin to find the hidden sugars in your child’s life. For example: 1 t is 4.7 gms of sugar so when a child eats one of those healthy organic fruit yogurts that has 18 grams of sugar you are giving them just under 4 teaspoons of sugar. Then we put a half-sliced apple in there which is about 11 grams of sugar so just over 2 teaspoons of sugar. Then a peanut butter and jelly sandwich anywhere from 11 to 18 grams so another 2-4 teaspoons. What happens to a child when they eat sugar? It spikes their blood sugar for a time. Then they crash, it activates their endorphins and adrenals, which over-stimulates the child. When there is a lot of sugar in the blood, which in layman’s terms, is digested by the white blood cells and reduces the white blood cells’ ability to absorb any viruses or foreign agents in the body by 75% for 4-6 hours. If sugar is a must always couple it with protein to help reduce the blood sugar spike. Books say sugar is the cause of obesity not fat. Also, sugar keeps the immune system at risk. Give lots of good fat (nuts, avocado, olive oil, animal fats) to your kids for brain and organ development. And keep them warm, less sugar and more warmth with lots of sleep will help keep sickness at bay.


Speaking of warmth, it is very important to keep your children warm. We speak of warmth in the Waldorf world on several levels: physical warmth, environmental, and emotional warmth. It is an absolute necessity for a growing, thriving child. This time of year in colder climates, however, physical warmth is at the forefront. Keep your babies warm. Even though a child’s temperature can often run higher than adults, children don’t have a developed enough system yet to maintain that heat, so they chill much faster than we do. They also don’t have the body awareness to understand when they are feeling cold, even up to 7 years old they may not understand that they are cold. When they get cold the body is using up its energy that should be going to maintain the immune system, developing organs, building the body and the brain for keeping the child warm so they survive.  We don’t want our children to be in survival mode. Those need to be taken care of by us so they can be free to grow and develop. There are two rules of thumb used to gauge your child’s warmth.

  1. Are their hands and feet cold? If so there is not enough warmth in the body’s core to heat the extremities. Put on more clothes. But if they are warm, it does not necessarily mean they are warm enough.  
  2. If you need two layers your child needs three. Always an extra layer than what you find you need. Do not make the mistake of asking your child if they are warm enough. They do not have the capacity of body knowledge yet to determine this adult body awareness. Remember to touch their hands and feet. 

It’s important to use natural materials like silk, wool, or cotton.  Organic cotton clothes are important for your baby because you really want to limit their irritants and exposure to chemicals when they’re developing. This will not only keep them healthier and help them develop more naturally, but it will also keep them a lot more comfortable due to limiting the irritants around them. 

Thank you for taking the time to understand a little bit more about Waldorf education, rhythm, and warmth.

Guatemala me da tanto

Escrito por  Gabriela de Erichsen

Queridos amigos guatemaltecos, 

Septiembre es el mes en que Guatemala se viste de azul y blanco, colores que representan nuestra bandera, la camiseta que nos identifica como chapines, nuestro orgullo. Mes donde recordamos los textiles coloridos que forman parte de nuestra identidad, donde repasamos nuestros únicos y emblemáticos símbolos patrios; sin mencionar el sabor de su comida y sus bellos y coloridos paisajes. Tanto nos da Guatemala que no sabríamos por dónde empezar para devolverle tanto. Por lo que propongo que le devolvamos todo el año felicidad, orgullo, respeto y amor. Septiembre se puede ir, pero el azul y blanco que nos identifica nunca se debe apartar de nuestros corazones.

Este 15 de Septiembre, me encontré con un escrito de una ex compañera de colegio, y me pareció que merecía ser leído por todo guatemalteco que ha recibido tanto de nuestro bello país. Les recomiendo leerlo en familia para que juntos podamos abrir nuestros ojos a todo lo bello que nos rodea. A apreciar y reconocer lo dichosos que somos por vivir en Guatemala. Se los comparto:

Guatemala me da tanto

Guatemala me da tanto, todos los días.

Me da un paisaje de montañas y volcanes siempre verdes, siempre cerca.

Selva enigmática y curiosa, fauna diversa, flora coqueta de la primavera eterna. 

Guatemala me da una bandera azul y blanca ondeando libre, bajo el cielo celeste que se viste de colores en cada atardecer.

Guatemala es color vibrante que vive en las artesanías de hilo y tejido, de cerámica, madera o jade. Es riqueza cultural que a veces parece querer esconderse pero al apreciarla sale imponente con sabiduría milenaria en cada rincón. 

Guatemala me da una oferta incalculable de sabores, desde la tortilla recién salida del comal, hasta platillos de recados elaborados y cocción lenta. Con sus dulces típicos, caldos, verduras coloridas, e infinidad de fruta fresca otorga día con día, un festín al paladar y una sonrisa interna.

Guatemala me da gente bella, chapines trabajadores, sonrientes y amables, valientes, curiosos, solidarios, jocosos y emprendedores. 

Guatemala me da notas de marimba que me hacen viajar en el tiempo, abrazar a mis abuelos y sacar a bailar a mi corazón. Me da escalofríos de orgullo cuando escucho “Luna de Xelajú” en el extranjero o la chirimía en el interior del país.

Guatemala me da pretextos para celebrar, con sus solemnes procesiones en las calles alfombradas con aserrín y flores, con fiambre de mil sabores, nacimientos multicolores y posadas que caminan al ritmo de la tortuga y “El niño del tambor”. Antorchas de independencia, luces pirotécnicas y árboles de Navidad. Ferias patronales, con churros y tamales, chocolate caliente, café y atol.

Guatemala me da tantas razones por las que amo saberme chapina. Pero Guatemala también me da dolor. Dolor al conocer las historias de los migrantes, desolación al ver los rostros del hambre, que la corrupción impide saciar. Guatemala me da contrastes, sus cielos abiertos me inspiran a soñar y a la vez me da pesadillas al vivir en carne propia los látigos de la delincuencia, de tanta agresividad colectiva que provoca muerte y maldad. Y entre su abundancia, Guatemala me muestra pobreza y tanta necesidad. Y el dolor que provoca sentirse impotente hace que muchos cerremos los ojos tratando de ignorar la realidad.

Guatemala me da tanto… porque más que sólo ser una extensión territorial, Guatemala es todo lo que vive y ha vivido, somos tú y yo junto a la historia de ayer y hoy.  Y si Guatemala es un intercambio y ella me da tanto, vale la pena preguntarse ¿qué le doy yo? 

A Guatemala yo le doy mi trabajo diario, le ofrezco mi cambio de mentalidad egoísta por uno que incluya el bien común. Le doy mis rezos, buenas palabras y energía positiva. Hoy a Guatemala le doy un abrazo de cumpleaños, honro lo que ha vivido, agradezco lo que a diario me da, lamento, pido perdón y perdono tanto dolor y me dispongo a aceptar y amar su realidad, con el objetivo de transformarla para que sea mejor. 

Guatemala reparte a diario innumerables bendiciones, muchas que quizás no sabemos del todo agradecer. Hoy es su cumpleaños… si escucháramos lo que dice al hablarnos… ¿qué crees que nos pediría de regalo?

Y a tí, ¿qué te pide Guatemala?
Por Anna Evelyn Valdez Meléndez 

Que nuestro mes patrio sea todos los meses, que nuestro orgullo por Guatemala sea todos los días. Que podamos esparcir por donde vayamos los colores de nuestros textiles que irradian alegría y vida por doquier. ¡Guatemala tu nombre inmortal!

Feliz cumpleaños a nuestra querida Guatemala.

Cuando juega, ¿transforma el objeto en otras cosas?

Cuando el material de juego es abierto nos permite trascenderlo y darle la forma que nos vaya mejor según nuestras necesidades.

Es algo natural que hacen los niños, ¿has observado lo poderoso que es? Este mes Casiana Mónczar de Joguines Grapat  nos habla de ello.

Seguramente os ha pasado más de una vez, y más aún en estas fechas, que cuando un niño abre una caja de regalo, retira el juguete que viene dentro y al cabo de un rato está jugando con la caja más que con el juguete.



Nins ® vecinos hablando de la lluvia.

Cuando las formas del objeto son demasiado definidas, incluso sus colores, el niño debe tolerar y adaptarse a lo que el material concreto sugiere en lugar de ser al revés.

En este caso el juguete solo tiene una utilidad o algunas pocas, y generalmente la actividad a la que se presta viene dada desde fuera.

Cuando el perro tiene forma de perro y nada más, el impulso interno del niño se ve mermado para dejar paso a unas pocas formas de utilizarlo. Y cuando miro con ojos de niño llego incluso a sentirme subestimada.

En cambio, si el objeto tiene formas primitivas, inacabadas, podrá transformarse para estar al servicio del juego.

Una pila de libros viejos, todos del mismo tamaño, que encontramos en un contenedor han sido durante años el material estrella en casa, construcciones horizontales, verticales, casas de muñecas, camas, carreteras, barras de equilibrios, prensas de hojas secas, obstáculos en carreras de animales…

Así, entiendo el material rico, como aquel que puede ser transformado.

Cuando el niño necesita un caballo encontrará un caballo allí donde un palo se lo permita.

niñas jugando

© Joguines Grapat

Vaciar el objeto de contenido

Cuando un niño juega con una mesa, la vacía de significado.

La mesa pierde su contenido y su estructura de objeto cotidiano para imponerse con fuerza al niño, quien trasciende esos significados hasta transformarla en la cueva o refugio o en la cima de una montaña.

Le encontrará incontables utilidades, formas y usos, y la combinará y relacionará con otros objetos hasta llegar a darle ese contenido que lo ayuda a poder nutrir la experiencia de su momento lúdico.

Cuando al iniciar nuestro proyecto desarrollábamos nuestras casitas, pensamos pintarles puertas y ventanas, sin embargo pensamos que añadir estos dos elementos reducían las casitas a solo casitas.

Con el tiempo hemos podido comprobar que sus formas simples podían transformarse en tren, en pista de canicas…

juegos de madera


juegos de madera

 © Joguines Grapat

¿Qué otros materiales podemos tener disponibles?

En casa siempre hay unos básicos que no pueden faltar, aquellos elementos complementarios que pueden ayudar a que la espada-palo aún coja mas forma de verdadera espada.

Procuro ofrecer varios elementos variados, piezas sueltas diversas, pero las que para nosotros son imprescindibles son, la cinta adhesiva de varios tipos:

la normal de papelería en varios colores y transparente, cinta de pintor, cinta americana, de embalar en papel kraft… Cuerdas y lanas, papel reciclado y cartón.

Pero el básico que nos ha abierto un sin fin de posibilidades son los palos. Tenemos incluso varias sub-clasificaciones; largos, cortos, ramas de encina, “palos de mar” que son aquellos que trae el viento y te los encuentras gastados y pulidos por la sal en la orilla del mar…

Los palos se merecen un post en sí mismo…

juegos con palos


© Joguines Grapat

juegos de palos

© Joguines Grapat

Puedes encontrar el artículo original aquí: http://www.demicasaalmundo.com/blog/cuando-juega-transforma-el-objeto-en-otras-cosas/

Herramientas Para Fomentar La Inteligencia Emocional en la Familia


Escrito por Isabel Saravia, psicóloga clínica con máster en asesoramiento educativo familiar.


Es importante conocer, aprender y fomentar la inteligencia emocional en casa, enseñándoselo a los hijos desde que son pequeños, conectando emocionalmente con ellos según su forma de ser, habilidades, debilidades y edad.


Para facilitar la enseñanza a los hijos, es indispensable que primero los padres se conozcan bien para poder dar ejemplo en casa.


Les comparto algunas herramientas para trabajarlas en familia.


Ejercicio de meta-emociones


Como padre/madre es importante conocer e identificar tus emociones, que te gusta o disgusta, que te agrada o molesta, que te detona y que te tranquiliza, etc.


Para esto es este ejercicio. Tú decides si lo harás 1 o 7 veces a la semana, por la mañana, tarde o noche –cuando tengas el tiempo-, puedes apuntar en un cuaderno si lo deseas.


Escoge 1 o 3 situaciones de tu día, piensa sobre cada una: ¿Qué me hizo sentir?, ¿Qué pensé?, ¿Cómo reaccione?, ¿Cómo me sentí después?, ¿Cómo me hubiera gustado reaccionar?, ¿Qué hubiera preferido decir en lugar de?, ¿Por qué no pude decirlo o actuar así?


Contéstalas para ti, no todas las preguntas aplicarán para todas las situaciones.


Recuerda que deben ser situaciones que te hayan generado una emoción que te cueste manejar o pasa desapercibida (felicidad, tristeza, miedo, enojo). Puedes enseñárselo a tu hijo(a) mayor.


Diario emocional familiar



Compra un cuaderno bonito y decóralo con tu familia, lo pueden poner en la portad el nombre “Diario familia”.


Explícale a tus hijos y pareja que no es un libro de quejas o de contar que nos pasó en el día. Se trata de escribir cuando pasa una situación con algún miembro de la familia y una emoción.



Ejemplo: (Se puede colocar la fecha o solo el mes, como desee la familia)
1. Hoy en la mañana me molesté con mama porque me habló muy fuerte y me sentí mal. (se coloca el nombre de la persona que escribió)
2. Lo siento, por la prisa no me di cuenta, no fue mi intención hacerte sentir así. (Mama o el nombre, ya que es la persona que responde)



Al final de la semana, si pueden ser los domingos, tomarse 15-20 minutos –según las edades de los hijos- para comentar lo que es escribió en el diario durante la semana.


Esto ayudará a fomentar la inteligencia emocional, a conocer mejor a los hijos, crear un ambiente de apertura y confianza y a conectar emocionalmente con ellos.



Cada miembro de la familia puede utilizar un solo color si así lo desean – es opcional -, pueden dejar los lapiceros en un vaso o donde deseen.


Procurar que el libro este a la vista de los hijos, talvez en una mesita o donde se pueda ver y lo puedan alcanzar los más pequeños.


Semáforo emocional


Corta dos círculos de color rojo, dos verdes y dos amarillos, pega una paleta de madera si lo deseas.


Explícales a los hijos y pareja que significa cada color, como actuar en cada uno y que este semáforo se utilizará cuando estén en una conversación y alguna de las emociones quiera desbordarse en alguno de los participantes.



ROJO Para: cálmate y respira profundo. Considera los sentimientos de todos.

AMARILLO Piensa: ¿Cuál es el problema? ¿Cuáles son las opciones? ¿Cuáles son las consecuencias de mis actos?

VERDE Actúa: Toma una decisión correcta. Platica con alguien de confianza y pide ayuda.

Escala de situación versus emoción


Explícale a tu(s) hijo(s) que de ahora en adelante habrá una nueva regla o dinámica familiar, en la cual deberá darle una puntuación a la situación que esté viviendo y otra puntuación a la emoción que está expresando. 1 es lo más bajo y 10 lo más alto.



Si el niño estuviera muy alterado, el papa o hermano le puede ayudar haciéndole la pregunta: ¿Qué puntuación le darías a este situación? Y ¿a la emoción que estás expresando?



Es importante habérselo explicado bien al niño antes de ponerlo en práctica. Se pueden realizar varios ejemplos en el hogar antes de comenzarlo a hacer fuera de casa.

Esto ayudará a que el hijo reflexione sobre su estado emocional y se conozca mejor.



Deja de pedir permiso a tus hijos para todo, y fortalecerás su individualidad

Por Gerson Pérez Cardoza, co fundador de la Comunidad de Aprendizaje basada en la Pedagogía Waldorf – Niño Mágico en Guadalajara, México.

Preguntamos todo, sin darnos cuenta

mama preguntandole a su hija

Este artículo empezó a gestarse una hermosa mañana de Febrero, de esas que todavía nos recibían con frío, cuando llegaba a la escuela una pequeña de año y medio de la mano de su joven y siempre radiante madre:  Se detienen ambas por un instante ante la puerta de entrada, y después de saludar amablemente, la madre nota la indecisión de su pequeña, se inclina ligeramente y le pregunta con toda dulzura: “¿Quieres entrar ya a la escuelita?”, a lo que la niña responde de inmediato moviendo la cabecita de lado a lado, sin decir palabra, en un suave pero enérgico gesto de negación.  La madre, desconcertada, replica diciendo: “¿No quieres entrar?, mi vida, ya es hora”.  Alcanzo a notar cómo el gesto de la niña empieza a convertirse en una negación cada vez más contundente y su cuerpecito se echa hacia atrás, jalando la mano de su madre en dirección opuesta a la entrada.  De inmediato, me dirijo a la niña, quien a esto ya está a punto de empezar a llorar, la tomo de la mano, y sin decir nada la veo, le sonrío y paso con ella por la puerta de entrada, entregándola a sus maestras que la reciben adentro con la alegría de siempre.  El día transcurre con total normalidad.

Regresando a la puerta, le digo a la madre que me gustaría comentarle algo, y simplemente le digo que no es necesario preguntar a los niños pequeños si quieren hacer algo, basta con hacerlo con ellos, las palabras sobran, porque en la etapa de desarrollo en la que se encuentran, no son capaces de hacer la valoración interna de sus deseos, y no pueden ofrecer una respuesta desde su yo, lo harán desde el impulso del momento.  En cambio, nosotros los adultos que estamos a cargo de ellos, sí sabemos lo que es mejor para ellos, ya lo hemos elegido, y consecuentemente no es necesario preguntárselos otra vez.

Sorprendida, la madre me dice: “¿De verdad le pregunté? ¡No me di cuenta!”, y claro, es que vemos a nuestros hijos tan bellos, tan dulces, que deseamos ser siempre suaves con ellos, y sin querer, les preguntamos todo: “¿Ya te quieres ir? ¿Quieres comer ya? ¿Quieres dormirte ya? ¿Le apagamos a la tele? ¿Te cambio de ropa? ¿Quieres más verdura? ¿Me devuelves mi celular?” en fin, les peguntamos TODO. La joven mamá, se retira de la escuela, comprometida a auto observarse, para saber si existe o no en ella el hábito de preguntarle todo a su hija.

Elegir por el niño, es quitarle un estrés innecesario

niño confundido

Podemos sentir que decidir por ellos, es no reconocerlos como individuos, cuando es precisamente lo contrario.  Yo lo reconozco como ser individual, estoy totalmente consciente de sus necesidades, hago las elecciones por él (pues él no puede hacerlas, es pequeño aún), y de esa forma le estoy dando su lugar, permito así que sus energías vitales se enfoquen en desarrollar lo que en ese momento le corresponde, y no le distraigo con tomar pequeñas decisiones a lo largo del día, decisiones que sólo le generan un estrés innecesario, y que para nada le preparan para tomar decisiones.

He escuchado muchas veces decir a padres de familia y he leído en Internet de padres que les preguntan todo a sus hijos, para que se acostumbren a tomar sus propias decisiones. Refutar este argumento es realmente sencillo: Tomar decisiones es una habilidad adulta, que empieza a desarrollarse hasta el momento en el que se es capaz de ponderar pros y contras de cada opción, es una actividad eminentemente intelectual (hablo aquí de las decisiones racionales, no de las decisiones por impulso, que para fines prácticos están supeditadas al sentir del momento, casi diríamos que por el azar), y como actividad intelectual, sólo surge tras adquirir la real conciencia del yo, cosa que ocurre hasta la infancia media (entre los 11 y los 13 años).

Que nadie se espante, no digo que debamos esperar hasta los 13 años para preguntarles a nuestros hijos si desean algo o no, sino que no es hasta ese momento en donde la habilidad de tomar decisiones racionales empieza a desarrollarse con intensidad.

Entonces, ¿No le pregunto nada?

Me han preguntado: “¿No debo preguntarle ni siquiera si quiere el vestido rojo o el azul? No quiero ser dictatorial con mi hijo, e imponerle hasta el color de la ropa”, se trata aquí de reconocer la muy sutil diferencia entre una decisión que surge de una preferencia, y una decisión que surge de una ponderación de factores.  Los niños pequeños hoy dirán que su color favorito es el rojo, mañana dirán que el verde, y al día siguiente que el azul (o al mes siguiente, o al año siguiente), eso va y viene, porque aún no está en desarrollo esa cualidad del yo que es capaz de reconocer los límites entre la vida exterior y la vida interior. Así, si un compañerito dice que su color favorito es el rojo, el de al lado grita exaltado: “¡El mío también!”, y el día termina con esa preferencia, a la mañana siguiente, repitiendo el ejercicio, uno de ellos dice: “¡Amarillo!” y es probable que el salón completo termine adorando el amarillo. Entonces, si yo pregunto a mi niño de menos de siete años: “¿Quieres la camisa lisa o la de cuadros?”, puedo esperar una respuesta hoy y otra muy diferente en una semana, consecuentemente, es una pregunta que es más o menos irrelevante en términos de la actividad interior que genera.

Plena consciencia

niños jugando con la pelota

Muy distinto es el caso si estoy en una fiesta infantil con mi hijo, y a las 6:30 pm, le pregunto: “¿Te quieres ir ya?”, su respuesta obedecerá a cómo se siente en ese momento:  Si el niño está jugando muy alegremente, su respuesta será: “No quiero mamá”, pero yo que soy el adulto a cargo, sé que ya ha jugado muchas horas, que probablemente sus reservas de energía están próximas a terminarse (lo que quizás lo ponga sensible y propenso al berrinche), que está cayendo la tarde, y que es momento de empezar todo el ritual de preparación para dormir, y que es momento de irse, entonces, no le pregunto si se quiere ir ya, lo tomo de la mano y le digo: “vámonos hijo”, es así de sencillo.  Claro que esto demanda plena consciencia de nuestra parte, demanda estar atentos a las necesidades de nuestros hijos, mantener siempre el radar encendido.  Es más sencillo (pero irresponsable) aventarles a ellos la decisión.  He escuchado frases como: “Anoche nos dormimos muy tarde, porque el niño no se quería dormir”, y me pregunto ¿Dónde estaba el adulto a cargo?

No es que sea más cómodo para nosotros, es que es mejor para ellos

La joven madre de la que hablé al principio, llega al día siguiente, radiante como siempre, deseosa de compartir con todo el mundo su gran descubrimiento: “¡Mi hija ayer comió todo lo que le ofrecí, comió casi el doble que el día anterior, se durmió temprano y no me hizo ningún berrinche toda la tarde! ¡No lo puedo creer! ¡Me di cuenta que le preguntaba todo, y a todo me respondía que no!, ayer simplemente hice las cosas con ella sin preguntarle, y todo fluyó de maravilla”.  La niña llevaba varios días sin comer bien y la madre empezaba a estar visiblemente preocupada por el problema, que se resolvió de un día para otro, con un cambio muy simple.

No hay imposición alguna, no hay dictadura, es de verdad simple: Yo elijo por ti, tú dedícate a ser niño, yo cuido tu alimentación, tu vestimenta, su sueño, todo, mientras tú desarrollas en tu alma las fuerzas que te permitan una suave encarnación al mundo, para que, llegado el momento, tomes las mejores decisiones.  Por ahora, te tomo de la mano y te muestro el camino, sin preguntar, sin explicar, pero sí, reconociéndote como ser humano y honrándote como ser en crecimiento.


Screen time

Written by Rene Petersen, teacher at Trinus

Let’s clear something up right from the start! A misconception exists that Waldorf schools are “anti-technology”. BUT…. According to the dictionary, technology is defined as: “science or knowledge put into practical use to solve a problem or invent something.”

Waldorf schools are not anti-technology. How could we possibly be? Technology is about the progress of mankind and this is celebrated in Waldorf schools! The question here is around electronic/gadget technology. Specifically, how much time our children spend in front of a screen e.g. a tablet, cell phone, computer, TV etc. Something to keep in mind about Waldorf Education- EVERYTHING we do is based around child development. We want to give children what is age appropriate in the healthiest way possible. We want to make sure that all aspects of the child’s being are developing healthy. So when we consider screen time it is from this point of view: “What is right for a child of this age? What is right for THIS child? Is this healthy?”

Instead of telling you as parents what to do in terms of screen-time, I would rather offer some points to consider in order for you to make decisions that work for your family:

1) ELECTRONICS TAKES AWAY THE LEARNING PHASE: Often when we use a device/gadget, we bypass the effort of learning a new skill and go straight to the shortcut. Two examples: 1) Calculator– Mathematical thinking is not only about finding the solution/answer or speed. It is about logic, reason, critical thinking, problem solving, patience, the beauty of the process… We take that away when we give children a calculator and then we should ask ourselves: “who is doing the thinking?” 2) Why teach cursive writing? Why do children need to learn this antiquated writing skill when they could just type? Because cursive is not only about communication- it is about effort, beauty, training the brain, hand eye co-ordination, flexibility and options. It helps us find our own style of writing- often a combination of print and cursive- individualization.

Niño escribiendo

2) EFFECTS ON THE BODY: There is so much research being undertaken at the moment about what is happening to our children today and how their bodies are suffering. This research is now coming out of mainstream universities/institutions. Physical development is being impaired because screen time is taking away play time and time for activity. Today there are more children with sensory issues- who cannot properly process sense impressions; rising occurrences of ADHD; children who can’t sit still or focus or concentrate. Childhood obesity is on the rise in the world. Children no longer know the limits of their body; they have no idea of temperature and they do not know how to handle pain. Children cannot self-regulate because they don’t play and challenge themselves and they do not USE their bodies as they were designed. It is no coincidence that these things are happening at a time when our children are moving less and less. As adults we know this too- rising levels of back ache, stress, illnesses, chronic diseases, mental health challenges…. And as adults we are encouraged to “switch off/unplug”, so why are we not applying the same to our children?

3) ACCESS: For me, one of the scariest aspects is that it is VERY difficult to shield our children from what is out there. Movies, internet…. they can access everything. And it is up to us to try put up the filters. A good website to filter the movies is www.commonsensemedia.org

4) GESTURE TODAY: EVERYBODY is always looking down at a screen in their hands. When we are walking from one place to the another. We are doing it and our children see us doing it. With this gesture- are we seeing the world we live in? Are we seeing each other? Are we noticing what is going on around us? Are we appreciating life or just engrossed in a screen?

Niños en celulares

5) WHAT IS SCREENTIME TAKING AWAY? Think of a family sitting at a table in a restaurant, the children are on phone or iPad while parents are having a conversation. Children are used to demanding the iPad. Giving it to them its damaging them more than helping them. 1) Children don’t have to learn how to behave properly!! My sister and I had to sit still and behave and be quiet otherwise we got into trouble! Nowadays children are not expected to behave well. 2) Quality time- is this family sharing even though they are sitting at the same table? 3) We are not teaching children how to wait patiently- we give them something to fill the time and we are teaching them to exist only with instant gratification. It is ok for children to be bored.

6) LACK OF IMAGINATION- Through electronics the pictures given to children are ready-made. They don’t need to learn how to pay attention or focus or think or create pictures. The bright colours, sounds and loud music over stimulates them… This level of high stimulation becomes the norm and everything else is boring!! It also narrows their interests because children would rather watch a movie or play a video game than do anything else. Even if they are watching documentaries- still, the main activity they want to do is WATCH.

niños construyendo

7) OF COURSE CHILDREN LOVE IT!!! Some people are paid a lot of money to ensure your children like what they see and want more!

8) AGE APPROPRIATE: Regarding contents of movies/TV shows/games even books: besides being scared- Can a child who is 9 understand what 16 year old Harry Potter is going through?? Can they appreciate the depths of stories and understand them as intended??

9) BUT THE CHILDREN WILL BE LEFT BEHIND!! NO WAY!!! Children’s brains are wired differently today. This is a fact we can see all around us. Those fingers know exactly what to do, where to press etc. I remember my mother asking, my 3 year old brother to change the TV from satellite to DVD because she couldn’t figure it out. And he could do it after being shown only once. We all know parents who have said: “my child did something to my phone now I can’t work it.”  Or parents who need to set up a passcode because their children know how to operate the phone…. Plus, electronic technology is everywhere. They learn from us, they see us. They know how to use skype, Facebook, etc., because some live all over the world now. Do we teach accounting in primary school? No! And has this affected the accounting world negatively? No!

** ADULTS are the ones that are currently calling for increasing our children’s screen time. Adults who see NOW how electronics have made their lives faster and easier. Adults who didn’t grow up with electronics in the way they are freely available today. So, it would be very interesting to see what decisions the current generation make out of their experiences having had gadgets freely available.

When we are making choices regarding screen time for our children remember to consider- what are we taking AWAY from our children when we put them in front of a screen? What are the screens replacing? How are we helping them grow and develop physically? Is it healthy and age appropriate? Is my child interacting and experiencing the world healthily or only through a screen?

Don´t forget to take a look at: Commonsensemedia.org for guidelines regarding the content of movies, games and TV programmes.

Please contact us if you would be interested in reading articles related to this topic. We would be happy to send you more information.

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