“Ready or not, here I come!” – This is often the way schools treat academic readiness – but Waldorf education is different. Age is only one factor in determining if a child is ready to move from play-based learning to academic learning environment.
After researching and reading countless articles, I’ve realized most literature and Waldorf schools have similar traits they look for in determining if a child is ready for this transition. So, I have compiled a list. Your child does not have to meet ever one of these standards to be ready to hop into first grade – but rather it is highly recommended that you child have most of the traits or at least a few in each category.
- Had 6th Birthday before June 1 or have had 7 Easters.
- Has Six Year Molars.
- Has lost milk teeth
- Longer legs and arms
- Can reach up over his head with left arm and touch his right ear without leaning or bending his head to the side.
- Has an arch in his foot
- Eyes can follow a finger accurately
- Can skip, swim, or ride a bike
- Climbs stairs with alternating feet
- Hops on one foot
- Bunny hops with two feet together
- Able to catch and throw a large ball
- Walks across a balance beam or log
- Has developed self-care skills
- Can take care of bathroom needs himself
- Can button and zip own clothes
- Can tie own shoes
- Likes to tell and laughs at jokes – has a sense of humor
- Whispers “secrets”
- Plays with and cooperates with other kids rather than simply playing side by sid
- Is aware of others needs and desires and not just her own
- Can play without a toy (can visualize or create play rather than needing object to play with)
- Plays as animal and master/trainer (shows understanding of authority)
- Starts developing long term friends (the new person at the park is no longer identified as “my best friend”)
- Is purposeful in play – comes up with a scenario, then plans and directs it – almost like a play
- Wants to learn – and states this verbally
- States “I’m bored”
- Has some control over impulses and emotions
- Ability to pay attention and concentrate for 10 – 15 minute time period
- Follows a set of three directions (for example: pick up the spoon, put it in the sink, and wipe the table)
- Shows some independence and is not overly clingy to parent or caregivers
- Responds positively to authority – might even have desire to please
- Recalls dreams and memories when ask verbally – does not need a physical reminder of events
- Can retell stories and recite verses or songs fairly accurately
- “Because this … then this” (causation) thinking is beginning
- Uses imagination and not objects to create stories and play
- Can come up with solutions to minor problems (The ball is stuck in the tree – how can I get it out?)
- Asks “real” questions – not simply “why”
- Changes or speeds up rhythm of songs or verse
- Tells stories – both from recall and made up
- Expresses own thoughts so a stranger could understand
- Consistently uses correct verb tenses
- Is purposeful in drawing – doesn’t just scribble
- Draws the sky and the ground in pictures
- People and animals are clearly on the ground and not floating in space
- Draws figures that do not represent anything (shapes, spirals, lines)
- People are drawn somewhat accurately and proportionately
- There is natural symmetry in the drawings
- For example – houses have windows evenly spaced
- Can copy a simple line drawing of an adult
- Uses multiple colors in drawings or paintings
Every child is different – but many of these traits naturally occur in children between the age of 6 and 7. These guidelines are based on child development – both observation and scientific evidence of brain development in children. If it possible to teach a younger child, who hasn’t developed many of these traits? I’ll answer a question with a question: Is it beneficial?
As a homeschooler – I don’t have to have a “Ready or not, here I come” mentality of starting school – I can choose to wait until my child is truly ready.