Students must wear footwear at school inside and outside. Special circumstances may exist for supervised activities. All footwear including sandals must be closed toed, no flip flops or high heels permitted Sleeves should not hang down over hands Students must arrive at school with weather appropriate clothing.
Sun hats, rain hats, rain boots and outerwear, as well as layers for unexpected changes in weather. Freedom of Movement: Students at Sunrise Waldorf School spend a great deal of time in movement and games. Hemlines and necklines should allow for freedom of movement without concern for clothing falling off or lifting up to reveal undergarments.
Tube tops, off the shoulder tops, and strapless tops are not permitted Shirts and tops must meet the tops of pants such that midriffs are covered even during movement. Pants and shorts and skirts should fit properly or be belted such that undergarments are not revealed Skirts and shorts must be mid thigh length or longer.
Promoting a Study Environment:. Sunrise Waldorf School is a study environment. Our priority is to have students focused on the work and activity of being at school. There is a lot of fabric, at least in the longer version, and the apron can be hot and somewhat bulky.
A lighter weight cotton or linen mixed with a bit of rayon will give this apron the durability it needs, as well as a bit of drape. Again, sometimes I found it tricky to crawl in this apron. APRON 3, figures 5 and 6 I found this apron in an antique market, and easily traced its pattern on a large piece of craft paper. There are no seams and no fastenings. The straps could be made from wide grosgrain ribbon, making it even easier to sew. This apron is extremely comfortable.
The straps do not tug on the back of your neck, as do many halter styles, and it is lightweight and easy to launder and iron. Movement is not a problem in this apron. The shoulder straps are not adjustable figure 6 and therefore must be custom measured.
They criss-cross in back, which is a bold form, and for this reason you might choose a color for this apron that does not contrast greatly with the clothes you intend to wear underneath. Although this apron does not cover your back, it does provide a whole image from the front, with no bisecting waist. It is comfortable, practical, and comes in three different sizes, which tend to run big.
It is easily dyed, and extremely durable. It stands up very well to washing and needs only light ironing. Although there is a waist, the overall image is one of softness and wholeness. There are no straps tugging at your neck figure 8 , and very good coverage in the back. This apron offers the coverage of Apron 1 and 2, combined with the lightness and ease of Apron 3. This apron comes from Styal Mill, England, a beautiful National Trust Site and working water-powered textile mill from the eighteenth century.
The apron is made, worn, and sold at Styal Mill, and proceeds from the sale of the aprons go to the Mill. In the United States, a weaver and clothing designer named Candiss Cole sells the aprons.
They may be purchased directly from her by emailing her at This email address is being protected from spambots. You need JavaScript enabled to view it. The first three aprons listed here can be easily made. Although "figuring out" our own aprons may be an important process in itself, I am happy to offer assistance with ideas, measurements, yardage, or patterns.
Please email me at This email address is being protected from spambots. References Foster, Nancy. It's my impression that, in some circles at least, Waldorf schools are more likely to have kids who are unvaccinated against childhood illnesses. Amizu, thanks for the thoughtful and interesting reply. The argument against early reading in general is one of two things.
Argument one is that pushing kids to do things early is "not developmentally appropriate" oh how I hate that phrase and will ultimately turn them off of learning. I'm not sure how that works, inasmuch as early readers quickly discover that books are fun. Argument two is that "their eyes are not developed enough yet to tell the subtle difference between characters like b, d, and p. At least one researcher has debunked the eyesight theory see page 64 and It's a little like the liberal arts ideal with a healthy dose of applied developmental psychology--we learned how to learn.
I learned a lot about community, personal responsibility, and active intellectual development at those schools. I didn't learn a lot of discipline, and sometimes struggle to complete tasks on time as an adult. Still, I think it was a very valuable way to learn, since it didn't differentiate between "school learning" and "life learning. My schools weren't super-adherent to the Steiner method; it was more a loose interpretation of those values and educational goals.
I've heard that some of the stricter schools are a little much to take, so it's good that you're both doing your research. Overall, I thought these communities were warm and welcoming, and our teachers were incredibly passionate about our lives and our abilities. I think it would be very fulfilling to teach in a Waldorf or Steiner school.
Response by poster: Thanks very much to everyone who has responded so far. Does anyone who is familiar with both agree? In talking with a friend's 12 year old son who had only ever attended a Steiner school, I used the word evolution.
He said, "What's that? Is that, like, where things go around and around-- oh, no, that's revolution, what's evolution? Another friend of mine who attended a Steiner school K and is currently taking classes at a Community College says would have gotten more out of it if she was artistic.
She really struggled with an Intro to Biology class and expressed regret that she hadn't even touched a microscope before then. Of course, I can't speak for every school or child.
Personal experience with four children going through a Waldorf: it all depends on the teacher-child relationship. That is, because the teacher stays with the class, when a child and twacher don't get along it's very hard for both; when they do work well together then it's a wonderful journey for both.
Almost none of the parents I've met have been anthroposophists -- they've ranged from strongly religious to committed atheist. I appreciate the thoughtfully spiritual and moral view the system has. Ditto comments above on the lack of science experience, but again it depends on the teacher and child of course : some kids got enough science, others not enough. Art was great for all. Turns out Waldorf education has a lot of feelings about what kinds of clothes are conducive to a healthy learning environment.
Turns out this is more liberal than some other Waldorf school dress codes, because some patterns are allowed. This is, of course, my own fault for trying to get ahead of the game by doing some school shopping early in the summer.
Did I carefully spend hours of my summer scouring local thrift stores and consignment shops for pre-loved basics? Did I launch an exhaustive monthslong bargain hunting offensive, scouring the deepest darkest clearance sections and resale pages of the Internet for marked-down staples?
This is fair.
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