In Chicago, and across the country, school has become increasingly competitive. Preschoolers are sometimes expected to know their letters, numbers, even sight words, before they’ve truly had time to be little kids.
Andrea Shaffer, Faculty Director at Chicago Waldorf School, says that while expectations have changed, children themselves haven’t. They still need the same foundation: time, rhythm, routine, and plenty of play.
At the Andersonville school, the youngest students spend their early years immersed in an environment designed to nurture these foundations. Chicago Waldorf, which serves children from preschool through 12th grade and is the largest Waldorf school in the Midwest, has been part of the city’s educational landscape for more than 50 years.
“If you ask if we’re teaching reading, I’ll say no,” Shaffer says regarding the 3- to 6-year-old classroom. “But if you ask if we’re building literacy skills, I’ll say absolutely, yes. Same with math. We’re not drilling facts, but we are building numeracy every single day.”
How children learn through play
In a Waldorf early childhood classroom, children might gather for circle time with songs, rhymes and stories told aloud. Oral storytelling immerses kids in rich vocabulary and strengthens comprehension long before they ever pick up a book.
“When children listen to stories, sing songs or recite poems, it has meaning for them,” says Shaffer. “They’re building what we call gestalt imagery, or making sense of the whole picture. So when it’s time to start reading in grade school, they’re ready for books with depth, not just ‘See Spot Run.’”
And then comes play — the heart of the Waldorf approach. In child-led play, students might turn a classroom corner into a train station, farm or magical castle. They move tables and blocks, negotiate roles with peers, and use imagination to create something entirely new.
That might look like “just fun,” but it’s actually sophisticated learning:
- Problem-solving: How will we build the farm fence?
- Social skills: Who gets to be the farmer, and who’s the cow?
- Language development: How do I explain my idea so my friends will play along?
Through play, children build the comprehension, creativity and confidence that form the bedrock of academic learning later on.
The role of work, rhythm and routine
Waldorf teachers also talk about work — the daily tasks that help the classroom run smoothly.
That might mean pouring water from a pitcher, setting the snack table or folding napkins. These jobs give children agency and responsibility while strengthening coordination and number sense.
Just as important is rhythm. Each day follows a predictable flow: free play, story time, outdoor play, shared meals and quiet rest. Within this dependable structure, children know what to expect, which helps them feel secure enough to explore freely.
“Rhythm and routine should be a friend to parents and children,” Shaffer says. “It’s not rigid, but it gives kids stability so they can play and learn inside of it.”
Easing fears about falling behind
Parents sometimes worry that if their child isn’t learning to read or add in preschool, they’ll fall behind. Shaffer acknowledges that concern but offers a different perspective.
Education, she explains, is like planting a seed. “If you dig it up every day to check on it, you’re not helping it grow. Children develop at their own pace, and what matters is creating the right conditions for growth,” she says.
In fact, Waldorf graduates often go on to thrive academically, with many earning scholarships to the colleges of their choice. And because Chicago Waldorf extends through 12th grade, teachers and staff see this growth firsthand — watching preschoolers become confident teens ready for the world beyond.
Language and cultural exposure from the start
Another distinctive part of the early childhood experience at Chicago Waldorf School is exposure to language.
“Every single teacher in our early childhood has English as an acquired language,” Shaffer says. “And we encourage them to speak these languages in the classroom because that’s better for kids to hear playful language in Russian, in Polish, in Spanish.”
This early exposure lays the groundwork for the school’s strong language program, where students begin Spanish and German in first grade and continue through high school. For many, that journey includes exchange programs abroad, where they gain fluency and cultural perspective that lasts a lifetime.
Is play really enough?
At Chicago Waldorf School’s early childhood program, play is more than enough. It’s the foundation for reading, math and social skills, woven into a rhythm of meaningful work and imaginative exploration.
For parents feeling pressure to push academics early, Shaffer offers reassurance: learning doesn’t have to be rushed. With time, rhythm and plenty of play, children develop the skills they need — not just for school, but for life.
This content is sponsored by Chicago Waldorf School. Learn more at chicagowaldorf.org.
