Re-forming the Space

When children in a Waldorf kindergarten misbehave, it usually means they have "fallen out of the form" of the moment. How can we recreate the form around them? I have found a number of things that work well. For example, if a child becomes too loud or too silly at snack time, I stand behind him and begin straightening the chair, fixing his place mat, cup, plate - in other words "re-forming" the space around him.

If this happens during playtime, I first check to make sure that none of the dolls or puppets are on the floor. A doll is an image of the human being for young children, and if a doll is on the floor where it can be inadvertently trampled or kicked aside, children see a chaotic picture of the human being. After I have checked on the dolls and puppets, I begin "re-forming" the main play areas: dusting and ordering shelves and picking up toys left behind in disorder. Then we begin to set a beautiful, orderly snack table. Many times such activities alone will restore harmony without the teacher speaking or doing anything directly with the children whose play has become chaotic. If a particular child is having difficulty, I make sure that her hair is tidy. I'll tuck in a shirt or retie a sash.

If we save our "no's" for situations where children are doing something dangerous or when they may damage someone's belongings, they will more readily listen to those "no's" when they are necessary. If we use the word "no" too often or indiscriminately, children soon learn to ignore it. If we just say "No," or "Don't do that," or "Stop that" for every situation, children stop in their play and look at what they are doing in a more self-conscious way. If, instead, we say what they may do with a toy, for example, we redirect their energy, and their play can go right on without interruption.

One day in my early childhood class, I was ironing our snack placemats during the children's playtime. Two little girls were playing with some knitted animals. They started tossing them in the air, so I got a woolen ball for them to play with. That distracted them momentarily, and they began tossing the ball. I went back to my ironing. Before long, they put the ball down and started tossing the animals again. I kept my attention on them while I completed the last of my work and put away the iron and ironing board.

Then, I got a large wooden barn down from the shelf and suggested that we make a home for the animals. The girls helped put the barn pieces together, and at my suggestion, they found some suitable bowls for food and water. They also brought some little stones and nuts to use for food. We continued expanding the scene with a blue cloth for a river and some felt fish. At this point, I withdrew from direct involvement with their play.

I had helped the girls create a positive form of play with the knitted animals, without ever saying, "Don't play with the animals like that." I had shown them what they could do with the animals. I also noticed that this situation and its resolution affected the children playing in the rest of the room, and their play became more harmonious.

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