Learning to Read

During our homeschool journey, I have taught my four children to read, although I would use the term taught rather loosely.  As anyone who has taught a child to read should know, a significant amount of being able to read is exposure to language, conversation about what is being read, the child being  ready and interested in learning to read, and then the child actively engaging in the decoding process that is reading.

With my children I have basically taken the philosophy of reading to them more or less from birth, with the exception of Willow, who as the oldest, probably had stories read to her from 2ish.  The others, all being younger, simply got to join in when there was a story.  I distinctly remember reading all sorts of kids classics to the older two kids, whilst breastfeeding Arden in bed, or sitting on the floor with him, and then again doing similar sorts of things later on when Irving was born.

Willow was gradually getting the idea of reading, via our Steiner approach to exposure to letters, drawing and modelling them, and making shapes with our bodies, when we had our first moderator meeting in Adelaide.  The moderator came and told Willow about the MS Readathon.  Willow was very keen to get involved, and in about 6 weeks time she had completely worked out how to read and was onto reading things like Enid Blyton and Rainbow Magic.  She was 7 and 1/2 when she got it.

Willow reading Harry Potter

Gabriel was much dreamier, and he wasn't in a hurry to read.  He kinda looked like he was reading much of the time, if you didn't know him, but he was particularly engaged with the pictures in the books that he was interested in.  So it became a natural transition for him to go from reading the pictures of comics like Asterix, and TinTin, to one day reading them.  He was 9 and 1/2.

Gabriel reading Games Workshop

Arden was keen to read in a similar manner to Willow. I had learnt a bit more about the process of learning to read by the time I was assisting his development in understand, and I noticed just how much he was memorising what we were reading.  I had discovered by this point, that one of the developmental steps in learning to read, was to memorise what was being read.  With the older two, I suspected that I hadn't really noticed this process, because I was also memorising some of their picture books, because they liked to read a few specific ones over and over. (I can still partly recite "The Gruffalo"!)  Arden had a different selection of preferred books, and a wider rotation, perhaps because we had more books by the time he was born, and so I really noticed him passing through this stage, and then I noticed that he had particular words that he knew.  I remembered this from the older kids, and from my own journey learning to read.  And then one day, also at 7 and 1/2 like Willow, he worked it out.  He used to spend a lot of time reading these kids Encyclopedia books by Time Life that we had that the kids called "The Question Mark Boy" books, because of a picture on them all.

Arden and Irving with some worksheets.

Irving has always been interested in physical objects, and constructions and how things go together much more than the others, and possibly because of them he was also interested in non-fiction books from the beginning.  Similarly to Gabriel he would look through comic books regularly, and also non-Fiction books with picture instructions, and he liked to read the kids encyclopedias  regularly too.  He followed a journey somewhat similar to Arden's, and worked out how to decode the alphabet by 8 1/2.

Irving and Willow reading together.

I always found it curious that all of them were half way through a year, when they worked out how to read, I kinda wondered about that.  I myself remember working it out about 6 and a half.  I remember the slow, strained feeling of trying to understand, and then one day feeling like a light had gone on, and I simply had it.  From there I seem to remember devouring picture books for about 6months, before graduating to things like Enid Blyton, and later Roald Dahl.

I think the lightbulb moment is in itself something so important for adults to remember when "teaching" reading.  That it is the child's journey of processing, and that when they are ready, it will simply happen and be easy.  I learnt from a homeschooling friend, around when Willow had first learn to read, that the normal age range for kids to begin reading was 2yrs old to 13yrs old, with most kids being in the middle, at about 7yrs.  With the education model  being so strongly driven towards learning via reading, being at the late end of that curve would be traumatising.  Our homeschool friend, whose older 2 children attended school, were at the late end of the curve, and it was only her youngest, who was homeschooled the whole way through, who developed a more constructive relationship to reading.  

I tend to wonder if the children who learn to read later, have tended to be later speakers, but I haven't had the inclination to investigate further.  I know that has been the case in my family.  I also know that because we value more modes of learning, that we haven't hurried people to read.  But we haven't taken a completely natural learning approach either.  There are so many other ways to learn, and school only really focuses on the intellect.  I remember my Mum telling me, that aged 3, she would get me to select casettes for her,  I couldn't read, but I could correctly identify all the cassettes.  I've always been interested in geometric patterns and art, and I came to the conclusion, that I must have been recognising the patterns of the shapes and colours too.

Ken Robinson and Creativity

 https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity

I love this Ted Talk *so* much.  Damien sent me a snippet from it a couple of days ago, and I decided that I needed to watch it again.  Probably I haven't seen it since 2008ish.  Right now it feels more relevant that ever IMO, given how many children go to school and end up being given some sort of label for a condition, instead of the teachers and people in their lives trying to understand what sort of people they are and helping them to find their purpose here.  

Some Thoughts on Learning

I've been home educating long enough now, to feel pretty happy with what we do. I've seen my children learn and grow, and many of the things that left me nervous and uncertain in my early days have been overcome. I have two adult children in their early stages of making their way in the world, and on the whole I feel home educating has been the right choice for our family.

Some things that I think are worth considering on this journey are the balance between structured (classes, etc) and unstructured learning (question led and going down rabbit holes!) and multi-generational family and independent learning.

Learning together- exploring colour as a family.

My parents were a blend of structured and unstructured in their approach to learning, and some of my fondest memories are of me spending time with my Dad, and having him explain to me various activities, that perhaps other adults would have thought I was too small to understand. As the second youngest of 12, I assume now he treated me this way because he was treated this way( he died 21 years ago). I feel very blessed to have had this experience and to have been able to bring an experimental multi-generational sense of learning to family, that I now realise was routed in spending time with my Dad.

When we started home educating, Willow who's 23, had been to a Steiner school and the creativity and the practical side, and the screen minimisation (both Damien and I were in favour of this, both of us had computers young, and Damien works as software engineer) and in our early years I was very much trying to replicate Steiner at home. I did quite a bit of reading on it, including reading some of Steiner's takes on education. At this stage now, in my 18th year, I feel this background continues to serve me in how I approach education with my children, as I have this understanding to fall back on, when I am wondering how my children are progressing in life. The main tenants, I find particularly useful are knowing that children in the first seven years tend to imitation, from 7-14 they tend to imagination, and from 14-21 they tend to inspiration.

In practise what this looks like is children under 7 copying everything they see and hear, try to use their vision of the world and what interests them to create the sort of people that they wish to become. For children 7-14, the imagination stage can be creating anything- stories, game, drawings, etc. 14-21 year olds, need guidance through mentorship, inspiring people and stories, and initiation to start to bring themselves into maturity.

So coming back to my earlier thoughts- structured and unstructured learning. Both have value and both have potential. My preference is to have a balance of both in our family. A class with an exceptional teacher/mentor can impart knowledge that I lack and the right circumstances speed up learning. However they do not tend to teach a child how to be a self-directed independent learner. That is something that unstructured learning can offer- particularly I think if a parent/guardian is prepared to be a co-learner with their child/student. Doing research together, asking questions together and exploring together, set up the child to understand how to do the process easily when they are more mature.

Trying out an ice hockey class.

Multi-generational learning, in a family or in extended community, brings enormous rewards in that the student gets to receive skills across the family, or across the generations of people that are becoming or have become significant in their field (this of course does not have to mean paid work- it could be a hobby that they are exceptional at). Independent learning give the student a chance to research , to understand their own boundaries and how far and how much they can push themselves without an adult judging whether they have done enough or are good enough. It encourages them to self-assess and to work on themselves, themselves.

A spontaneous bit of history- on a walk to a park to meet friends.

Some interest led learning- Arden exploring textures of fabric close up, on my camera.

And so, over the years I have noticed a couple of things in my community here, in Perth. People doing very structured home education- with lots of text books and classes can manage the high school years easily. They fall back on the idea of the traditional view of education, probably pre-dating modern schooling. Those that unschool in the early years, and do not learn how to learn with their children seem to come unstuck at high school, and seem to particularly need to send their children to high school, as they are uncertain how to transition into more academic style learning. This seems to be particularly the case when people claim that unschooling is "doing nothing" (I have heard this statement quite a number of times over the years, and I highly recommend reading John Holt for anyone that thinks that this is what it is). I find it quite a shame that many people come unstuck at this point, and I think it would serve many people well to remember that they are the child's first teacher- walking, talking, etc and to remember that what skills one has as an adult are valuable to pass on to children. Not force on to them, just work side by side learning together, so that the best of both world's can be had, and that there is no need to find endless classes (or schools) because sometimes learning in the family at home can be enough.

A past obsession; marble runs made out of jenga blocks. There was lots of self-directed creative play, building, learning and inspiration from youtube.

Children and Learning

https://carolblack.org/a-thousand-rivers

One of the best articles I've read on education in a while; it's quite long, but worth it.

This is one of my favourite sections.
"Any wildlife biologist knows that an animal in a zoo will not develop normally if the environment is incompatible with the evolved social needs of its species. But we no longer know this about ourselves. We have radically altered our own evolved species behavior by segregating children artificially in same-age peer groups instead of mixed-age communities, by compelling them to be indoors and sedentary for most of the day, by asking them to learn from text-based artificial materials instead of contextualized real-world activities, by dictating arbitrary timetables for learning rather than following the unfolding of a child’s developmental readiness. Common sense should tell us that all of this will have complex and unpredictable results. In fact, it does. While some children seem able to function in this completely artificial environment, really significant numbers of them cannot. Around the world, every day, millions and millions and millions of normal bright healthy children are labelled as failures in ways that damage them for life. And increasingly, those who cannot adapt to the artificial environment of school are diagnosed as brain-disordered and drugged."

Although there are quite a few bit in it that I like.

Here is Carol Black's blog.  I haven't looked through it yet, but the article was taken from here.

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2025

Re-reading this I like it even more.  Can we just let children be and maybe do things with them, near them and let their curiosity inspire them, and our own curiosity inspire us....

More Thoughts on Natural Learing

As we progress through our home education experience, we still continue to use structure and natural learning as a blend for our learning experiences.  Increasingly throughout my life, I've come to value balance- finding the middle view and how to bring that to life.  It seems to me, that so many things that humans do are out of balance; it seems to be an all or nothing approach, success or failure, healthy food or junk food, etc, etc.  As complex creatures we have the ability to be many faceted, to be able to define ourselves by our own rules and intuition, to honour our own voices and our own journey.

The longer I have home educated the more this is important, but so is belonging and fitting in and knowing when it's appropriate to break or bend the rules.  Individualism has been taken too far IMO, and has lead to people feeling isolated and lacking in connection.  Around here our main focus of home education has always been family, but I understand it as a goal more clearly now, than I did when starting out on this journey around 10years ago.  We regularly discuss how to be an individual whilst still being a part of the group; how to support family and still be oneself?  How to express one's inner ness and still be connected outwardly.  To me these are important components in creating a balanced home education experience, and that family must always be at the core.  So as part of that, each and every person in my family has value, no one or other greater than any individual.  As an example since I am the person that manages the education and the home, I have a need for a peaceful and tidy home.  I'm more relaxed and better at focusing on everyone when our home feels and looks tidy.  So this is a priority that needs to be achieved- everyone takes part in home loving day (this year on Fridays) so that as a group we have a more peaceful life because I feel supported with our home and keeping it tidy, and as individuals we need to learn how to take care of ourselves.  Various members of the family have jobs to do during the week to help maintain the comfort of our home, and make sure home loving day doesn't become too enormous.

The more I consider natural learning in this sense, part of me feels that as a society we lost our way over the last 60-100years.  Day in day out at home children would have once learnt all sorts of useful life skills from their parents taking care of the home.  Modern natural learning, seems to me to still be pre-occupied in many cases, that the parents cannot teach the children anything, and that everything must be about the child's interests without regard for the fact that there are some skills that the child must learn for a healthful and useful life.  Perhaps in the early 1900s everyone was totally overburdened with the level of tasks that needed to be done to survive, but we now have an alternative extreme where there are few too tasks to be done that have meaning, and it seems to me that a life without meaning is filled with disillusion.  For me the structure of home ed, balanced with natural learning and following a Steiner path returned meaning to my life.  Thus for me, a balanced approach is still both, some natural learning and some Steiner.

As my two oldest go through the high school years, we are taking a more unschooling approach; as I guide them towards fulfilling their dreams.  However for me I feel satisfied that they are capable young people who can care for themselves in the world, and without any structure in the early years, I feel certain that we would not have achieved that as a family.  Both Willow and Gabriel are able to cook lovely meals, competently clean the house, babysit, do a variety of crafts, as well as follow their own interests- for them both  there is a love of circus, Willow has a passion for writing and music and Gabriel has a passion for board-gaming and financial systems.  I feel like I have given them a solid basis as adults going out into the world, one where they have an understanding of how to support themselves, and how to look for support and guidance when it's needed, from that basis I feel that it's easier to then follow one's own interests, as the basics are covered.  I guess I see a lot of Steiner early education being on par with teaching a small child to use the toilet, be polite, eat a meal with the family.

With Arden I feel much more competent in regards to the journey, I know what's expected of Steiner education up through the primary years,and he's naturally guided towards various goals of the curriculum through our day to day life.  This year aged 7 1/2 he desired to have his own dinner night, as Willow and Gabriel do,  but due to our youngest , only being 2 1/2 I felt that I didn't have time to support that, but Dad (Damien) did.  In terms of Steiner education, this was perfect as we are approaching class 3- with it's focus on taking care of oneself- and it was linking naturally into life, because as a family we now have a solid base of understanding where we are going.  Something that was definitely absent in the early years of our home educating.

In case anyone's interested, these are some thoughts I had on natural learning, earlier through our home ed journey.

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2025

I feel I still pretty much agree with this.  We have varied how we do things a bit around here, now that we have adult children.  For instance, we aren't screen free in our home education any longer, but we are particular that the computers are used as tools for learning.  

Why we need to change

This young woman speaks beautifully about why we need different sorts of education.

http://americaviaerica.blogspot.com.au/p/speech.html

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2025

This is just as relevant and interesting now, as it was the first time I heard it.

Interesting Events

A couple of weeks ago, on the way to our swimming, I met a man on the bus who invited me along to see Don Tolman. We'd been chatting about my kids, and he mentioned about a man coming to speak on health and education, and then he offered to email me the details. I was slightly intrigued, and these days being more open minded, I thought why not? So with the free voucher I received in the email, I headed to the Adelaide Hyatt to hear him speak.

And I'm really glad I attended, it was well worth it. Much of what he had to say about food I was already aware of, but there were a few new things, and his story was fascinating. I think that is something, that is important to me, is to have a good story for a life. None of this, I was born, went to school, worked, retired and died. I think that may be why I dislike living in Adelaide, I suspect that, that is still the general ambition here.

Also Damien had an odd occurence recently. He saw a lady struggling with a trolley, whilst riding his bike, and went to help her. She said that she was fine, and as he was riding off, she said, whilst holding out her hand waving something, "Do you want it?" He wasn't quite sure what it was until, saying thanks, he took it. She gave him $5. He was very surprised.

So again it's worth saying thanks to the universe.

Thanks!