Our Teachers
Robbin Schwartz - Lead Teacher
Robbin began her undergraduate career at Brandeis University with a concentration in literature. After her sophomore year, she took a break from her studies, and traveled overseas to Israel, first studying Hebrew and living and working on a kibbutz, and then moving to Jerusalem where she continued to study literature and theatre arts at Hebrew University, and completed her BA with high honors. When she returned to the United States, she became licensed as a massage therapist, and certified as an infant massage instructor, and completed a level II reiki training. She subsequently received a master's degree in Waldorf education (grades 1 - 8) from Sunbridge College, and then completed a 13-month certification in teaching children under the age of 3. She worked as a teacher in the Music Together program for 11 years, created her own infant massage program for parents in 1998, (and continues to teach it independently) and was lead teacher in the parent-child program at Brooklyn Waldorf School for 10 years. She also led and further developed the bridge program for pre-nursery children for four years at the Brooklyn Waldorf School. Robbin's work as a teacher is very much informed by her work as a healer, and she strives to create an environment for her students that is calm, grounded and warm.
As a fun fact, Robbin loves to spend her free time dancing with others in sacred circle dances, or in an ecstatic 5 Rhythms dance class.
Frequently Asked Questions
What is Waldorf education?
An education that sees the developing child as a spiritual being, and seeks to foster the growth of each child into their highest truth as a human being.
For more information on the efficacy and neuroscience of the Waldorf approach, please visit the link, below:
What advantages does a play-based program have over other programs?
Young children learn well in an environment that allows them the freedom to follow their own curiosity, and at the pace that suits them best. Play fosters imagination, self-regulation, cooperation, and develops the executive functioning that is so crucial for future learning in the classroom and beyond. When children play freely, they develop a healthy self-esteem in their abilities, gained through their own initiative, hard work and willingness to take a risk.
Why have a group of mixed-aged children?
Children learn best how to play and socialize from their peers, and from the age of three, they have the capacity to play imaginatively -- alone and with other children. Little ones look to the older children as models, and older children get to shine in their mastery of the skills the little ones emulate.
What opportunities do parents have to get involved?
Parents are invited to help us with communication, and organization of parent meetings and other events. We will also need help when we move indoors in the coldest months of the year to craft toys and supplies for the classroom. More on this to come...
What does a typical day look like?
Each program is run a bit differently, but each has a "breathing" flow and dependable routine, or rhythm. The day begins with a circle to greet each other and welcome the day, then there is time for exploration and play, followed by a snack. After resting, we gather again for circle time: moving, singing, and listening to a story. And then we return to our "work" -- exploring, building, playing -- before a final circle to say goodbye to our friends, until next time!
More to Come -- Stay Tuned!
If you have and questions, Contact us!