Thursday, October 27, 2011

Life is the curriculum; Technology can wait

"A child's life is like a piece of paper on which every passerby leaves a mark."
- Chinese proverb

As an early childhood educator, these marks are my occupation and that's why we chose the LifeWays model, based on Rudolf Steiner's indications about human development. Life is the curriculum for young children. leaving sense and soul- nourishing marks when brought with warmth and joy.

We have a technology-free environment for the children in the Rose Garden Early Childhood Center and so the article on the front page of last Sunday's (October 25, 2011) New York Times called "A Silicon Valley School That Doesn't Compute" got my attention. Many heads of technology companies in Silicon Valley send their children to the Waldorf Schools there, knowing that they do not encounter technology until 8th grade and that's fine with them. They can learn to use this tool when they are ready, after focusing on hands-on creativity during their early childhood and elementary school years.

It's not a matter of whether technology is good or bad but rather a matter of bringing the right thing at the right time. Once the marks of human goodness, beauty and truth are left on a child, then technology has its place as a tool that can enhance connections and creativity. It makes sense to bring "real" life before "virtual" life.

Recently, the American Pediatric Association republished their position about television. They recommend that children two and younger are not exposed to it, citing the physical ramifications of television viewing. A writer for the Huffington Post responded to the APA's position and wrote in favor of television viewing as a relief for parents of young children. She went on to explain how her day involves being "on" for her children, so when she needs to turn "off", the television goes on.

It seems there is social pressure for parents at home with young children to interact, stimulate or entertain them. That is not only unsustainable for parents, it's a set-up for disappointment for children. Life does not work that way. It is not always exciting or entertaining; there are periods of quiet and tedium even. It's learning to embrace the quiet and the everydayness of life that makes us balanced.

We often hear teachers commenting that children have trouble attending in school and that they expect to be enetertained. They are wired for stimulation; that's what they are used to. But what if we taught our children about life, for example that a taste of freshly-baked bread comes after mixing and kneading dough, then baking it and letting it cool? Then there is also the washing dishes and sweeping the flour off the floor. All of that goes into the savory warm bread and it stimulates our senses, nourishing children and adults simultaneously. At the same time, it does not lead parents to desperately need respite in television-viewing for their child because the task itself is not draining, perhaps a quiet book or a nap happens while the bread it in the oven as a part of the plan. That's the way it is with domestic activities, they engage us and bring a breathing in and out as a part of the process.

Today's children will learn about technology when they need to, but for now, I'm grateful for the LifeWays model so they can learn about life, the most important curriculum for developing humans.