Faculty Spotlight: An Interview with Deb Renna
Deb Renna joins the faculty as Head teacher of our Early Childhood program. She comes to Otto Specht with a lifetime of teaching experience: first as a preschool teacher for children with Special Needs in Ridgewood, New Jersey, and then as a kindergarten teacher at Green Meadow Waldorf School (GMWS). Through her years at GMWS, Deb worked collaboratively with the Otto Specht School and helped pioneer the Student Support programs for children in the Green Meadow elementary grades. Deb was the Early Childhood Chair at the Rudolf Steiner School in Manhattan before leaving that position to care for her elderly parents in their home. We spoke to Deb about early childhood education, Waldorf style, and her vision for the upcoming school year!
In a former newsletter, “Radical Reimagining” was used and this has emerged as one of the themes of this newsletter. When you hear this phrase, what does it inspire?
”Radical reimagining," to me, is an opportunity to 'clean house' and toss out what hasn't worked or old expectations, and try new things: new activities, new ways of speaking and being present with children.
How is a Waldorf kindergarten different from your typical mainstream kindergarten?
I've never taught in a mainstream kindergarten, but because I come from a family of teachers, I know that Kindergarten has become very much like the Grade 1 I attended: reading instruction, "special subjects' classes, less time outside, very little free play. In my view, Waldorf early childhood education includes a few very important features: long periods of self- directed play (inside and outside); clear boundaries so that children can feel safe and know what to expect during the school day and from their teachers; and conversations about how to be good citizens in the world. No topic is off limits, and we talk about differences and feelings, and how to make something right if we have hurt another person's feelings.
How is the Waldorf approach specifically suited for children with developmental delays, learning challenges and sensory imbalances?
The strong rhythm allows children to relax into the day. The long periods of play allow for fewer transitions which can be difficult for many children. The artistic activities are meaningful and the materials we use are natural and beautiful. Our artistic activities include: painting, bread baking, eurythmy, and coloring. Children can participate as they choose within the parameters of the activity.
How do you adapt the methods of Waldorf education to meet the unique needs of our youngest Otto Specht community members?
We have pared down the number of activities and transitions so that there is plenty of time in the day and children do not feel rushed to move along into the next activity. We are more interactive with the children, and are more explicit in our expectations of them. The young child need teachers who are grounded, warm, kind, and firm.
Considering this unique moment in history (what some might call post-peak or post-pandemic), what do children, families and communities need— perhaps now more than ever?
It feels like children need form, and we all need community. During the pandemic, we were all doing whatever we needed to do to get through the days. Now children are back in school and members of a class. The children need to learn how it is to be in community again: sharing, waiting for a turn, helping one another, following the teacher, eating together, working and playing together.
What do you look forward to most about the upcoming school year?
Seeing the children grow and develop is always a gift. Noticing that something has become easier for a child, or for the group, brings joy. Preparing for and celebrating the festivals together adds 'spice' to our school days. The joyfulness of the children is a delightful experience, especially since my own children are now grown.
Other thoughts?
The Early Childhood classroom is like a sonnet. Although there is a certain form that must be followed, there is beauty and freedom in the expression within the form.