Archive for ‘Preschool’

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March 5, 2012

Homeschooling a Kindergartener with a Toddler in the House

a follow-up to my series Homeschooling a Preschooler with a Baby in the House

Note:  * denotes that I’ll follow-up on that topic in a future post. If it’s underlined, click it – that means I’ve followed-up!

The first thing I’d like to clarify is that every family has to find what works best for them, and in fact, I’m in the process of trying to figure that out for myself.  As children grow, and with life’s ebb and flow, I think our schedule will naturally evolve to fit the needs of my family at any given time.  What I offer here is what I’ve been doing thus far.

However, to understand how I homeschool, you must take a look at my series on my mission / priorities.  Sorting out my priorities for my boys at this age (5 and 2) was invaluable for me, and as you’ll see much of what I do for my boys’ “homeschool” is simply life experience with a little bit of guidance and influence from me and my husband. 

Learning happens all the time, and I don’t feel like I need to “teach” much at all.  My boys absorb almost everything on their own.  At this age, I don’t believe there’s any need for a curriculum or a lot of planned, formal lessons.  Though I’m not there yet, I bet this will hold true for the future too.

However, I do some formal lessons with my five-year-old.  Why?

  • Because my five-year-old is ready and wants to do them.
  • Because I want to give him those first links in the long fence of learning.
  • Because it helps me find out what he’s interested in and what he’s ready for….If I don’t try something, I won’t know whether he’s ready for it or not.  If he doesn’t try something, he won’t know whether he likes it or not!
  • I consider this a time to experiment with different approaches to see what works and what doesn’t.  I am trying to ascertain what his learning style* and needs are.
  • I want to get him used to having some kind of schedule and goals to accomplish.  Just like cleaning the house*, I feel that a little schedule and a little accountability now can set the stage for when he’s older and doing more on his own.
  • Honestly, I’m not completely comfortable with a pure “unschooling” approach at this time.  If I did that, I would probably come up against some strong opposition anyway, so I feel like by stating my priorities, keeping track* of what they do on a daily basis, and by doing short lessons, I’m finding a balance and an approach I like.

As I said, learning happens all day, especially when the boys are playing by themselves, watching educational television, or playing a game like Simon Says with their parents just before bedtime.*  Many of our days are spent running errands, going on play dates or playing outside if the weather is nice.  But for the purpose of this post, I’m writing about when we’re home and inside most of the day. On those days, our formal “homeschool” happens at two points during the day:

1. Between breakfast and lunch ~ This is when both boys are awake, so I do things they can both participate in.

  • We do a long book time.* I call out, “It’s book time! Everyone get a book!”  The boys go the bookshelves and pick one or two books, and I do the same.  This gives me a chance to read something new or educational to them.  They often pick the same books over and over.
  • We do puppet shows.* I don’t force the puppet shows, but if the boys don’t initiate some other activity, I say, “Let’s do puppet shows!”  We’ve accumulated a basket of puppets, and we each take turns getting behind the love seat and putting on a show. Puppet shows have all the educational benefits as storytelling, which you can read about by clicking here.
  • We may or may not do another activity.*  My five-year-old is quick to initiate all kinds of projects.  He wants to build, make paper animals, or he wants to watch a video of something on the computer after we read about it.  I usually go with the flow here.  If the boys begin to play on their own, more power to them. (I do chores or take a break.)  If they want me to play with them, I do it.

For me, our morning rituals are about making learning fun, igniting their imaginations, and letting me spend concentrated, quality time with them.  This sets a good tone for the rest of day, and no matter what else happens, I feel good because I’ve accomplished my most important priority.

2. When the two-year-old is napping ~ This is when I do more formal lessons with my five-year-old. I only do one kind of lesson each day, and I keep it short.  There’s no way I could do it any other way.  He’s five.  He’s a boy.  This is not the time for longer lessons.

Note: As I write this, my two-year-old is transitioning out of naptime. (Yikes!)*  This is what I’ve done for the last several months:

On our white board, I write our goals for the week and check off each time we finish a lesson.  It doesn’t always happen, but my goals are two reading lessons, two math lessons, and one day to work on our project.  This is what it might look like at the end of a good week:

2x Reading ✓✓

2x Math ✓

1x Project ✓

  • For reading lessons, we first used Teach Your Child to Read in 100 Easy Lessons, and I should note that when we used this book, I did it every day.  We did not do math then.  But since we stopped doing that, I’ve been trying a variety of other techniques to teach reading.*
  • For Math, I am using Life of Fred, which my five-year-old loves.  However, we’re on the second book now, and it’s too hard for him.  I have pulled back, and I’m taking a different approach to math for the time being, and I’m also searching other avenues for future reference.*
  • For our current project my son and I are creating a snake book.  After my son gets over the hurdle of basic reading and math, and my younger son is a little older, I hope our project-based homeschooling will really kick off.

I should also note that I feel like we’ve hit a plateau with the reading and math.  While my son really moved quickly at the beginning of 100 Lessons, I haven’t seen a lot of progress lately.  However, that’s okay with me.  I have to consider these things:

  • He’s only five, and if I were putting him into school, he would be entering Kindergarten this coming fall.  He’s way ahead of the game already.
  • Children all learn at a different pace, and there’s a lot of evidence that boys (and some girls) learn to read slower. This has no bearing on their level of intelligence.
  • It’s not my priority to make him learn how to do anything right now.  I believe that the most important thing a teacher can do to teach any child how to read or do math is to read to them frequently and show them how math is used in an everyday context.
  • I believe that developing his imagination and showing him the wonders of this earth will lead him to want to learn how to do all these basic skills on his own time.

In addition to all this, my son gets a good dose of science, social studies and art through the classes we attend, books we read, crafts we do, television we watch* and conversations that I have with him.

Please stay tuned for my follow-up posts on this and more! 

Do you have a blog post about how you manage your daily homeschooling?  Feel free to link to it in the comments section.

Posted in Homeschooling, Kindergarten, Preschool | 7 Comments »

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February 2, 2012

Homeschool Priorities Part 6 of 6: Teaching Responsibility

Sophie - She has taught both my boys about being gentle and caring for animals.

My last homeschool priority for my children is teaching responsibility. Obviously this is something that will have to be taught over the long-haul, and I’m always looking for ideas on character building.  If anyone has any suggestions in this area, especially for youngsters, I’d love for you to contribute your ideas in the comments section.

I’ve tried different things to instill a sense of responsibility in my five-year-old.  Some of them I continue to do, but there is one that didn’t stick:

I created a sticker board for him, and across the top, I wrote various things that I expected him to do during the day, such as his reading and math lessons, helping to take care of his baby brother, playing, and helping to clean.  If he did that during the day, he’d get a sticker for it.  Some of what I put down as his “responsibilities” were easy for him because I didn’t want to make all of them chores, and I wanted to show him that working is just as important as taking time to play.  We used this sticker board for a while, and he really liked it, but unfortunately, we started to forget about it and eventually I abandoned it altogether.  In addition, I didn’t like the idea of rewarding him with stickers all the time.  It wasn’t a big deal after awhile.  However, I do think it served an important purpose: it got him to realize that I expect certain things from him, and he seems more willing to “step up to the plate” when I ask him to do something.

Here are a few other things I’ve done to (hopefully) instill a sense of responsibility:

  • After I abandoned the sticker board, I created a sheet in which I listed everyone’s responsibilities in house.  I made three columns (and a short one for the two-year-old on the bottom), and I listed every chore that each of us do to “maintain and take care of our home.”  I often tell my son that this house is our only home, and it’s our responsibility to take care of it.  I believe that writing this out and going over it with him has helped him see the “big picture” and begin to understand the roles each of us play in making a home.   (I don’t expect him to remember all this.  It’s a just a beginning.)  So, for example, I wrote:
      • Daddy: Works full-time to make money to pay for the house, food, clothes, etc.  Takes out garbage and takes care of pets, including fish tank.  Makes repairs, mows the grass, takes care of cars, gives five-year-old a shower every night.  Etc. Etc. Etc.
      • Mommy:  Listed all my chores…….Etc. Etc. Etc. Etc. Etc. Etc. Etc. Etc. Etc. Etc.!
      • Five-year-old:  Here I listed what I expected of him, including helping to clean, take care of his younger brother, feed the cat, and do what mommy and daddy asks.
      • Two-year-old:  Help clean toys, help take care of his older brother, and do what mommy and daddy asks.
  • I have picked a few small chores for him to do to help me around the house.  I only picked things that I thought he and I could both stick to.  And luckily I picked right because I always make him do these things:
      • Help pick up toys.  If there’s a lot of toys out, he knows that he has to put them back before he can get another box out from the closet.
      • Feed the cat.  We are lucky that we have a cat with will power.  We only have to fill up her bowl every few days.  When I notice that it’s empty, I tell my son to fill it up.
      • Take his used plate/bowl/cup after meal times and put them on the kitchen counter.
      • On cleaning days (Mondays), he knows he has to help do some “big” cleaning, and I usually let him chose what he wants to help with.  (Except for picking up the toys. He has to help with that.)  Right now he likes vacuuming under the sofa cushions.  That’s a big help!
      • After he and his brother help me clean on Monday mornings, he knows that he needs to play and keep his brother occupied while I continue cleaning.  (This doesn’t always go as well as I might hope.) I do reward him for this help on Mondays by having “Monday Movie night.”  (I get this reward too, and I’ll write more about that in another post.)
  • I think the biggest way I teach responsibility is just by talking and making gentle reminders (Daddy does this too):
      • I always explain to my five-year-old that we’re a family, so we help take care of each other.  Since he’s the older brother, he’ll need to help his brother more, but as the 2-year-old gets older, they’ll be able to help each other more and more. Occasionally my two-year-old will give his older brother his morning juice that I set on the counter in the morning, or he’ll go get him a spoon from the silverware drawer.  Whenever he does this, I say, “See, he’s already helping you too!”
      • I don’t hesitate to tell him how much things cost or when we can or cannot afford to buy something.  I tell him we need to save our money for certain things.  I remind him that in our home, daddy goes to work in order to make the money we live on.  (I also tell him that in some families, the mommy works.)
      • When we’re outside, I emphasize that it’s our job to take care of the plants and animals.  I try not to let him hurt worms or bugs needlessly.  (Although I admit I do kill bugs that get inside the house.)
  • I tell stories.  Notice that storytelling comes up a lot on my blog?  You can do so much by making up your own stories for your children.  In my Jack and Piper stories, Jack and Piper take care of the forest and all the animals that live there. In these and other stories, I insert my ideas about why we need to be responsible without even thinking about it.

So that is a little of what I do, but I have to say for my five-year-old, being an older brother is probably the number one opportunity to teach him responsibility.  Everyday I see small actions he takes to help care for his brother, and I think he does it out of his own love for his little brother.  It’s wonderful to watch.  Will it take a little more creativity on my part to instill a sense of responsibility on his younger brother?  I guess we’ll see how this all plays out!

Thanks so much for reading about my homeschool priorities!  Please stay tuned because I’m going to write about the formal lessons I do with my five-year-0ld, some activities we’ve been working on, and I need to post some recent columns too!

Now give me those ideas (or children’s books?) that might help with building character and a sense of responsibility.

Posted in A Bit o' Me Philosophy, Homeschooling, Kindergarten, Preschool | Leave a Comment »

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January 17, 2012

Homeschool Priorities Part 3: Exploration * Nature

The second priority on my list for my boys at ages 5 and 2 is Exploration and Nature.

I’m not aware of many families who don’t love nature and see the value in getting out into it, but unfortunately there must be some reason that a book like Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv is being written.  No, I have not read that book, but it and many others on this list look intriguing.  I hope to read some of them.

I have always loved nature.  I was lucky to have parents who enjoyed getting out into nature, and with them, I’ve traveled to many national parks in the U.S.  My dad loved boating, so we were often on a lake on weekends too.

My husband grew up in the suburbs of Chicago, and he and his friends would play in an alleyway.  He said one of their neighbors would be enraged if any of the kids stepped one foot onto the small square of grass that was his front yard.  Fortunately, I had a nice yard as a child, although I have done my fair share of living in apartments too.

Anyway, my husband and I both fell in love with our yard before we fell in love with the house, although we love it too.  We have less than an acre, but it’s still big by our standards, and it has woods with a variety of trees.  So our nature and exploration starts in our own yard.   

Here are some simple things I do to let my boys explore and appreciate nature:

Most importantly, I hope that I impart the wisdom to respect and take care of nature and be very careful with it.  We follow my son’s knee-high naturalist teacher’s advice when turning over rocks and large branches.  Pull it towards you. If there’s an animal under it, doing this will allow that animal an escape route.  It will also keep you safe!

I used to be wary of letting the boys play with sticks, but then I saw this Ted Talk by Gever Tulley, and it gave me a different perspective.  So I give firm rules about playing with sticks.  (And I keep my eyes on them like glue!)  They can’t get too close to each other when they have a stick, and if they don’t follow this rule, the sticks have to be put down.

Once I needed to channel their energy and the stick toting, so with some fast thinking, I started making this little “shelter,” and the boys helped me gather the sticks and build it.

We are also fortunate that we live in rural Georgia, though we’re between the big city and a college town, which supplies us with a lot of culture and art.  We are two hours from the nearest mountain hiking trails, and we’re five hours from the ocean.  But when we can’t travel, we have Ft. Yargo, The State Botanical Garden of Georgia, the Sandy Creek Nature Center and many other parks and places to get us outside.

But wait.  I didn’t mean for “Exploration” to only imply exploration of nature.  I let my boys explore everything as long as it’s safe to do so.  When my five-year-old asks me questions about the human body, I get a book about the human body, a human body model and we also look online.  We explore his questions.

When my two-year-old wants to get into the cupboards, I lock the ones that aren’t safe, and I allow him to crawl into the other ones, pull out the pots, bowls, and whatever else might be in there.  I let him explore the world around him.

My husband and I have taken our boys to museums, aquariums, zoos, parks, and wildlife areas as much as we can.  Together we explore what’s out there.

I don’t consider myself an expert on kids; I’m learning this as I go.  But if there’s one thing I know for sure, it’s that kids need freedom to explore, and they need nature.  Even if it’s just a small park with some grass they can roll around in.  But my hope for all children is that they can have the whole world.

I could go on and on about this subject, but I would like to hear from you.  Please tell me what you do to encourage your children to explore the world and get into nature.

Posted in A Bit o' Me Philosophy, Homeschooling, Kindergarten, Nature, Preschool, Resources for Georgia Homeschoolers | 9 Comments »

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January 14, 2012

Homeschool Priorities Part 2: Imagination * Play * Motion * Literature

scenes from my five-year-old’s puppet show

My first priorities for my sons at the ages of 5 and 2 are: imagination, play, motion and literature.

I grouped imagination/play/motion together because they go hand and hand.  At five-years-old, my son is using his tremendous imagination constantly.  The two-year-old is quite adept at it too. Playing is their number one job.  Right now as I type this, the five-year-old is upstairs with all his stuffed animals.  He has arranged them “just so” on his bed, and he says he’s keeping them warm.

He runs up and down the hallway, and he pretends he’s a horse. He “flies” toys around the house. Outside, he’ll find a strand of wild onion, tell me it’s an “eel” and then go feed it “ants.”

I’m thrilled to see that at five- and two-years-old, my boys are beginning to play together well, creating forts and pretending to be dinosaurs or ocean animals.  (This is also a big relief to me because I’m getting a little more free time to myself.)

Rough and tumble play is a frequent activity in our house.  My boys are always moving, always pretending, and I don’t want to discourage that.  There is clear evidence that children learn through play.  In addition, authors Michael Gurian (The Wonder of Boys) and Steve Biddulph (Raising Boys) both write about how important it is for boys to have plenty of space, and they need to move their bodies.

Biddulph writes in Raising Boys, “Sitting still at a desk for a long time is usually hard and painful for boys (and some girls too).  In early primary school, boys (whose motor nerves are still growing) actually get signals from their body saying,  ’Move around. Use me.’ To a stressed-out first grade teacher, this looks like misbehavior.”  (This is in a section titled “Starting School: Why Boys Should Start Later.”)

I probably don’t have to convince you how important play and movement is for children (or any of this for that matter), so I’ll leave it at that.  But I will tell you exactly what I’m doing besides giving them ample time to imagine, play and move.  This is where my second priority, Literature, comes in.  The number one “schooling” activity kids this age should be involved in is soaking up books and stories: fiction, non-fiction, oral storytelling, plays, you get the drift.  (The phases of learning mentioned in this post is very intriguing to me, and I want to read more about educational philosophies that support this notion.)

  • We read books often.  If we’re not going anywhere, I have “book time” with both my boys in the mornings, and then we (my husband and I each take one child) usually read one book at bedtime with the five-year-old and look through several picture books with the two-year-old.  We go to the library too, but I’m lucky to have quite a nice collection of children’s books through library sales, so I find we have long stretches of time when we don’t go to the library because we’re busy with other things.

We read storybooks as well as non-fiction.  My five-year-old is very fond of science books about bugs, snakes, the earth or whatnot.

For a long time, I wanted to incorporate another way to foster make-believe with both my boys that I could easily participate in.  I also wanted to create some kind of morning ritual with them.  I wasn’t sure how to do this.  I started “book time” but I wanted more than that.  Then one morning my five-year-old pulled down the finger puppets that were sitting on the top of my bookshelf in the living room.  (They had been there untouched for a long time.)  He wanted to do a puppet show.

  • And that was the beginning of our morning puppet shows.  We all take turns putting on a play, and even my two-year-old will get behind the love seat and put on his own puppet show!  How cool is that?

We don’t do a puppet show every morning.  If we are going somewhere, or if the boys are playing nicely together, I don’t push it, but I do encourage it and ask for a puppet show on a regular basis.   My puppet shows are another outlet for me to impart some wisdom, though mostly I entertain.  (Once I even let their toy alligator try to eat the puppets.  It’s nice for me to have an outlet to do “boy stuff” in a way that suits my energy level.  Afterall, I’m a forty-year-old girl who likes to sit in one place!)

In addition:

My future goals:  In the near future, I hope we can find an art class for the five-year-old.  Long term goals: some kind of art study, music study, and/or creating more elaborate puppet shows.  I’d like to make some puppets or make a puppet stage.

What do you do to stimulate your child’s imagination?  And please come back.  I’ll continue to go over my homeschool priorities in detail.

Posted in A Bit o' Me Philosophy, Homeschooling, Kindergarten, Preschool, Storytelling as a Teaching Tool | 4 Comments »

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January 7, 2012

Our Homeschool Mission

Several years ago I read the mission of another homeschool family that I admire, and I liked the idea of creating a mission.  I don’t think it’s necessary if that’s not your thing, but for me, it helps me focus on what I want my children to learn.  This is especially important since I’m not depending on a curriculum.

Our mission is fluid.  Since I’m just starting out on this homeschooling journey, I’m not going to say this is what we’ll always do.  I’m sure my sons’ interests will take us on many varied paths.  But right now I need a compass to put me in the starting position.

So, almost two years ago, I began brainstorming about what was important to me to teach my children, and I came up with these lists.  The first list is “the basics” and the second list is what I want to teach or emphasize.  Many of these categories overlap, but I wrote them out as a reminder to myself.

Then I wrote the mission statement.  Yes, it’s a bit wordy and lofty, but like I said, I wanted a compass to guide me as I began to facilitate my children’s education.  Why not have a high ideal?  

Now that my eldest son is five-years-old, I am finally referring to this list and statement as I plan our activities.  I think it’ll help me focus my time and my blog, and maybe it’ll help some of you starting out too.

I begin with the categories of learning.  *Note that according to Georgia Law I’m required to teach the following: reading, language arts, mathematics, social studies, and science.  The law does not go into further detail about what I have to teach.

Categories of Learning

The Basics:

  • *Reading
  • *Language Arts (including Writing & Handwriting)
  • *Math
  • *Science
  • *Social Studies (includes History)
  • Art
  • P.E.

Mama’s Emphasis/Additions:

  • Storytelling
  • Nature/Animals
  • International Education
  • Religious Education
  • Spiritual Lessons/Life Missions
  • Leadership/Good Citizenship
  • Financial Literacy
  • Foreign Language

Without further ado…

Our Mission Statement:

The purpose of our homeschool is to not only teach our children what they need to know to be accepted into an accredited college (if they choose to do so) but to also foster a love of learning and give them a foundation on which to build a fulfilling life of their own.  We want to enable them to find what will make them prosper: spiritually, in their vocation, and for their livelihood.  We want to create strong citizens who have knowledge of the world they live in and a respect for the earth they live on.  We want to show them that learning is a life-long endeavor and that knowledge and experience are steppingstones to wisdom.

…Do you have a mission statement for your homeschool? Please share it with me.

In my next post, I’ll talk about our homeschool priorities for my sons’ current ages/levels: preschool and kindergarten.  And I’ll explain how I plan to go about fulfilling our mission.

Posted in Homeschooling, Kindergarten, Preschool | 5 Comments »

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November 12, 2011

The Importance of Play in Children’s Lives

 

Note: This column appeared in the November 9, 2011 print edition of the Barrow Journal.  Almost two years ago I also wrote a column about the importance of playing make-believe and the research on how it teaches self-regulation to children.  You can read that column by clicking here.

Sometimes I’ll get the question: “How’s homeschooling going?” and I get a little taken aback because I feel as if I should answer: “It’s great!  We’re doing reading, math, science, art and going on lots of field trips!” At least, that’s what I think people want to hear.  After all, if my child were in Kindergarten, he would be getting a daily dose of the above.

Truth be told, though we do a little of that stuff, and I’ve written about it in my columns, my main directive for my kids is “Go play.”  Because when I consider what the most important mission of a five- and two-year-old should be, it’s PLAY!

Play is one of the main reasons I am homeschooling in the first place.  I don’t want my children to have to spend their day at school and then have most of their evening hours consumed by doing homework, eating dinner, taking a bath and going to bed early because they have to get up early the next morning to go to school. 

I’m not saying that schoolchildren don’t play, but I do think that play is at a lower priority when we have to stick to schedules and get homework done.  And from what I hear, Kindergarteners are not excluded from these pressures anymore.

The American Academy of Pediatrics wrote a report on “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds.”  I recommend that parents read it.  It issues a concern that a “hurried and pressured lifestyle” may be having ill-effects on our children.

It does not say that all activities or after-school programs are bad for children.  In fact, they have clear benefits.  But it does say “…the balance that needs to be achieved will be different for every child on the basis of the child’s academic needs, temperament, environment, and the family’s needs.”

As I watch my boys grow and my eldest nears his elementary years, I increasingly feel that he needs the right balance between structured activity, academics and playtime.  Playtime should take up a much higher percentage of his time.

In “The Case for Play,” Tom Bartlett describes several researchers attempts to bring old-fashioned play back into children’s lives.

He explains that these researchers believe: “The emphasis on standardized testing, on attempting to constantly monitor, measure, and quantify what students learn, has forced teachers to spend more of the school day engaged in so-called direct instruction and has substantially reduced or eliminated opportunities that children have for exploring, interacting, and learning on their own.”

I want to homeschool for exactly those reasons cited above: so that my children can explore, interact and learn on their own.

In a wonderful New York Times opinion piece titled “Play to Learn,” Susan Engel lists what an ideal classroom daily schedule would entail for a third-grade class.  Besides being immersed in storytelling, reading, discussion, practicing computation and giving the children a chance to devise original experiments (just to name a few), they would also have extended time to play.

She writes, “Research has shown unequivocally that children learn best when they are interested in the material or activity they are learning. Play — from building contraptions to enacting stories to inventing games — can allow children to satisfy their curiosity about the things that interest them in their own way. It can also help them acquire higher-order thinking skills, like generating testable hypotheses, imagining situations from someone else’s perspective and thinking of alternate solutions.”

Reading this makes me very excited about homeschooling because this is the kind of school I want to create.  At home, I can teach my children the basics without drilling them or making them work on assignments they have no interest in.  I can give them hours of leisure time to play, or I can plan some outings and interesting projects that they’ll enjoy.

Reading the latest research on play has renewed my enthusiasm for teaching my son and has reminded me to keep asking him questions, engage him in conversation, and, most importantly, encourage him to create his own make-believe world.

Susan Engel also writes, “Scientists know that children learn best by putting experiences together in new ways. They construct knowledge; they don’t swallow it.”

At five-years-old, spending time and money worrying about a curriculum should not be on my to-do list for my son.  Instead I should be outside toting sticks and playing with him.

How important do you think play is for children…and adults?!

Posted in A Bit o' Me Philosophy, Homeschooling, Kindergarten, Preschool | 4 Comments »

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April 14, 2011

Online Resources for Homeschooling a Preschooler, Part 3

My youngest is ready to get at that computer too!

This is the third part of my 3-part column series that I wrote for The Barrow Journal about homeschooling a preschooler.  In it I focus on our online learning.  Click here to read the full column, and scroll down to find all the links I mention in the column plus more!

www.starfall.com — great for teaching kids their ABCs and phonics –>  and Free!

www.time4learning.com —  a full, online curriculum for Pre-K through 8th grade; includes reports (except for Pre-K portion)  –>  $20 per month (But they are having an April special for $4.99, so you can check it out for cheap, if you want!)

www.khanacademy.org — I didn’t mention this in my column because we have not used it yet, and I think my son needs to get a little older before we do.  But it looks awesome, and it’s FREE!  It’s great for math and science.

A few other sites that I have found, which look great, but I haven’t used them much.

www.preschoolexpress.com

www.janbrett.com —  (My sister, the first grade teacher, tipped me off to this one as well as starfall.com.)

We also use applications or “apps” on my iPod Touch.  You have to download iTunes to access these.  (http://www.apple.com/itunes/) iTunes is free to download, and it works on a PC too.

These apps were all under $2 to use.

“Letter Tracer” by Niftybrick Software

“First Words: Vehicles” and similar apps by Learning Touch

“TeachMe: Kindergarten” by 24x7digital LLC

“Itsy Bitsy Spider,” “Wheels on the Bus” and similar apps by Duck Duck Moose

Last but not least, my son and I LOVE YouTube.  I only gave it a paragraph in my column, but I wanted to go on and on about it. Sure, YouTube has a lot of junk on it, but you can also find many gems.  In the past, we have used it to look up different kinds of music and musicians because my son likes music, especially classical.  (“Play something with no words, Mommy.”)  Mostly we use it to look up videos of animals, especially ocean animals.  In fact, every time we make a paper animal as I mentioned in my earlier post/column, we always look it up on YouTube to see a video of the real animal in action.

If you are interested, here are a few of my son’s favorite videos on YouTube.  I have bookmarked them and taught him how to retrieve them, so once in a while, he watches them by himself.  (By teaching him to use the bookmarks, he goes down the list, and I don’t have to worry too much about him clicking on something I don’t want him to watch.  But I do check on him often, if I let him sit and watch by himself, just in case.)

Hermit Crab Shell Change — This hermit crab is a pet for a Kindergarten class in Florida, and in this video, you can watch it get a new home.

Lobster Migration —  Narrated by David Attenborough.  A BBC production.  For some reason, I think this is my son’s favorite.  Go figure!

Swimming with a Manta Ray —  Such beautiful creatures.  Another BBC production.

Army of Sea Urchins — Part of BBC’s Planet Earth.  (We are planning to watch that whole series sometime.)  This is a cool video because you can watch the sea urchins and starfish move in fast motion.

Shark vs. Octopus — by National Geographic.  Not for the faint of heart.

Stingray — by National Geographic.

Of course, you can watch lots of videos for kids at National Geographic for Kids!

These links are only a drop in the ocean of what is available to our kids today.  As long as children have a good balance of play time, outdoor time, and other activities, I strongly believe that it’s okay to let kids use computers, television and gadgets to learn, and I believe they enhance learning and the imagination too!  When our kids are adults, the world will be even more technologically sophisticated than it is today!  If a parent is able, why not let them start using these devices?

Posted in Homeschooling, My Newspaper Columns, Preschool | 6 Comments »

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April 7, 2011

Homeschooling a Preschooler, Part 2

As promised, here is the second column that I wrote for The Barrow Journal on homeschooling a preschooler. In it I write some specific examples of what I do to teach my son, such as activity books, games, puzzles, and some of the arts and crafts we do.  Next week I’ll post the third column, which focuses solely on the online resources that I have used with him.

Click here to read the full column, or you can scroll down to see some related links and photos.

One of the activity books we have used….  It’s probably the most “school like” thing that we do.

My son and nephew playing a game together.  We love games and puzzles, and we use a lot of them.  To learn more about the benefits of playing puzzles, click here. To learn about an easy sight word game I invented, click here.

When I first began to wonder what kind of arts and crafts I could do with my son, I discovered that he didn’t like to paint or draw, but he liked using scissors!  He cut up small bits of paper, so I began to use those scraps to make paper animals.  This is the first one I made.  He calls it his “rainbow fish” after the popular children’s book of the same name.

I try not to spend a lot of money on homeschooling, but not long ago I invested in a laminator.  I got this one on Amazon for about $30, and a packet of 50 laminating sheets for about $11.  The sheets will last a long time.  I’m very happy with it, and I think that it’ll be very helpful over the long haul.

This is one of the projects we did with the paper animals.  We learned all about what kinds of animals live in trees.  On our first day of making the tree, we took a white sheet outside and shook some branches over it.  At that time, the trees in our yard yielded only an ant and a spider, but we knew all sorts of animals live in trees.  We made a new animal every few days.  :)

Now we have an ocean on the wall.  However, I have not taught my son what lives in the ocean because HE TEACHES ME.  This kid is obsessed with ocean animals, and we already had a full supply of paper ocean animals to fill up our ocean.  (And some of them are not on the board because he likes to play with them.)

For a long time, it was Mama making all the animals, and my son refused to help.  This was a little frustrating for me, but I didn’t pressure him to change (too much), and over time, he started to help make parts of the animals (like the teeth of the saw shark above), and now he will even make the animals by himself!  Hooray!  Sometimes he gets busy making animals while I’m busy doing something else.  Double Hooray!!

I really think having an activity room helps encourage him to create and learn on his own.

This is the first animal he made:  a whipnose.  They are fish that live in the very deep parts of the ocean and have fishing-pole-like noses.

Here is his lion fish.  He likes to look in the animal encyclopedia that my nephew gave him for Christmas for new animals.

And I’m happy to say that he also likes to paint and draw now too!

What kinds of things do you do to help your children soar?!

Posted in Homeschool Activities, Homeschooling, My Newspaper Columns, Preschool, Unschooling | 6 Comments »

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April 6, 2011

How I taught my son his ABCs, 123s, and a little bit of my philosophy too

Soon I will post the second in my series of columns about homeschooling a preschooler, but first I thought it might be appropriate to start at the very beginning….That is, how I taught my son his ABCs and 123s.

I believe that learning happens all the time, and as Maria Montessori said, it begins at birth.  There are the kinds of things we teach ourselves, such as learning how to walk, talk, love and explore.  Then there is the “school” kind of learning:  learning the language our parents speak, our history, math and critical thinking.  Every kind of learning is important.

Of all the things I want to teach my sons, what I hope to teach them above all is to love learning. This world is beautiful, distressing and complex.  I hope to instill in them the desire to discover, and I want to teach them how they can find answers for themselves.  I also want them to know it’s okay to keep asking questions and how to embrace mystery, if need be.

That may sound lofty, but it’s for those reasons that I try to take my son’s lead with learning, especially now when he’s only four years old.  If I push anything on him, he’s going to balk.  As long as he’s inquisitive and thinks what we’re doing is fun, I’m going to roll with it.  (We will re-evaluate this method as he gets older.)

But I don’t sit back and wait for him to pick up a book either.  I show him books, and I introduce new ideas to him.  Usually he thinks my suggestions are pretty cool. After all, he is FOUR.

My eldest son learned his ABCs very early.  By 21 months, he could correctly identify each letter.  That is, I could say, “Point to the M,” and he would point to the correct letter.  I taught my son his letters in a variety of ways, but I think what helped him the most was our lessons in the bathtub.

I bought those letters that you can use in the tub, and we would play with them, and I simply stated the names of the letters as we moved them around.  Sometimes we would line up three letters on the edge of the tub, and I would say their names as I pointed to them.  For a while, I thought that what I was doing was pointless and that he was probably too young to get it, but then one night I asked him to pick up such and such letter and he did it!  And then he did it again!  I was amazed!

Nowadays Daddy usually gives him a bath, but not long ago I did, and that night he wanted to try to “build words” like they do in the PBS show “Word World.”  (I also credit and thank educational television shows for teaching my son the basics better than I can!  If used properly, T.V. is not bad for kids!  You can read a column I wrote about children and television here.)  You can see one word we built above.  I had to assemble it on the toilet because his younger brother kept grabbing and throwing the letters around.

Another fun activity we did was writing the alphabet on the sidewalk outside and then walking along and saying the letters.

I also used the chalk to teach him numbers.  I wrote the numbers with the chalk on the sidewalk, and I drew dots under each numeral…..1 dot for the number one, 2 dots for the number 2, etc.  Then we would find objects to put under each letter:  2 acorns, 3 leaves, etc.  I think this really helped him to understand what the numbers meant.

These are simple exercises, and they were simply part of our routine.  I did not do any planning.  I just took advantage of the moments when my son was focused and willing to learn.

Moral of the story:  Teach when child is willing and you have the energy!

It should not go unmentioned that my youngest son, the 19-month-old, is a completely different character!  Even if I had the opportunity to spend leisure, uninterrupted one-on-one time with him like I did with my first child, I’m not sure he would learn the same way.  He never sits still.  In the bathtub, he’s a fish flipping from one side to the other, and he chews on the letters.

I have not tried to teach the 19-month-old anything because I just don’t have the time or energy, but I’m not worried about him.  He is vibrant, curious, and he loves books.  He loves nothing more than sitting in my lap with a book and flipping through the pages.  Sometimes he’ll point to the images and say, “ugh!” which means I need to tell him what it is.  He will definitely learn differently than his older brother, but as you can see, he has already taken the lead on how.

If you have any other fun, easy methods for teaching toddlers the basics, please leave a note in the comment section!

Posted in A Bit o' Me Philosophy, Homeschool Activities, Homeschooling, Preschool, Unschooling | 1 Comment »

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April 1, 2011

Homeschooling a Preschooler with a Baby in the House, Part 1

As promised, I’m posting the first of my (what is now THREE-part) series of columns about my experience homeschooling a preschooler.  It’s been a challenge to do anything that looks like learning with a high energy one-year-old in the house, but after writing the columns, I have realized that we’ve managed to do quite a lot.  This is a good testament to keeping some kind of record or portfolio of your children’s work, if you choose to homeschool.

In the column I mentioned that I used the World Book Typical Course of Study (UPDATE: Unfortunately, World Book has removed this page from their website) to give me peace of mind about the “academics” side of the equation, although at this age, I really do feel it’s more important for children to have free time to play and explore their worlds more than anything else.  I wrote a column about the importance of playing make-believe a while back, if you are interested.

Above you can see my son’s “Learning Box.”  He and I decorated it together, and I fill it with the things that I want us to work on when we have time.  This is a huge help because I don’t have time for any kind of “planning.”

I keep the box in our “activity room.” It’s been a big help to have a space we dedicate to activities and learning.  All the tools are very accessible to my son, and he is increasingly going in there to use them.  Much of the learning we do is done spontaneously when he gets interested in doing it!

Click here to read the column, and please sign up for my RSS Feed so that you won’t miss the upcoming columns in which I write about what we use for learning and some of our favorite activities!  These columns will definitely have more “meat” about how to homeschool a preschooler.

As always, thank you for stopping by, and please leave your own insights about homeschooling during the preschool years!

Posted in Homeschooling, My Newspaper Columns, Preschool | 4 Comments »

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March 27, 2011

Making Spiral Berry Soup

This morning I had an impromptu exercise in “play.”  I am calling it “making spiral berry soup” because that is what my four-year-old said he was doing.  As you can see I gave them some cups of two different dried beans and pasta, several utensils and containers, and then I just let them have fun.  They had the best time, and I was happy that the toddler did not put the ingredients in his mouth or dump all of it onto the floor. (Though a lot of it did end up on the floor.)

I got this idea from two things:  1) For the hundredth time this morning, my toddler got into the dog food.  I could tell he just wanted to have fun scooping it up and dumping it, etc.  2) When he did that, I remembered the teacher in my four-year-old’s Creative Play and Movement class telling me that my son loved the exercise when they played make-believe with dried beans and pasta.  She said kids love to feel the different textures.  So I thought I’d recreate that for the two of them.

I have let my four-year-old play with the dried beans and pasta before and create some art with it, but I didn’t want to get out the glue with the toddler.  This was just as fun.

We’ll have to do this more often.

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March 15, 2011

Preschool Body Tracing Activity

I am in the process of writing a 3-part column about homeschooling a preschooler.  The first part was going to print this upcoming week in the newspaper, but I have asked them to postpone it because I wanted to write about the terrible disaster occurring now in Japan.   So, it will be a while before my preschool columns are printed and shared online.  I hope you’ll check back here for those when I post them.  I will have several extra details to share with you on my blog, mostly in the form of photos.

I can share one photo and details about it now: Above you can see the body tracings that my four-year-old and I did together.  I can remember doing this in my early years at school.  Can you?

We were lucky enough to participate in a “Mystery Friend” program at our church.  I was anonymously paired with a young person at our church, and my son was paired with an adult.  Then we exchanged letters and trinkets for several weeks before revealing our identities at a special event.  It was a nice way for the children and adults in the church to get to know each other, and it was perfect for my goal of socializing my son!  My son got a really good mystery friend who gave him some great activities to do during those weeks.

One of the activities she gave him was this huge sheet of paper and some extra markers.  She gave him the directions to trace his mother’s body on one side and his on the other.  So we did that, and then he wanted me to trace his body again, so we did it over my tracing.  Then he added the eyes and mouth and colored them in (a little).

I was very grateful to her.  I had thought about this before, but I never got around to finding paper large enough.  This activity is an oldie but goody!  We had lots of fun!

P.S.  See that coloring of the pretty flower on the left?  My Mystery Friend gave me that!  I also got a super cool mystery friend!

Posted in Homeschool Activities, Homeschooling, Preschool | 1 Comment »

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February 17, 2011

Homeschooling: A Look At Our Hammerhead Shark Project (Part 2 of Project-based learning)

This is a column that I wrote for The Barrow Journal, and it’s the second part of a two-part series on project-based learning.  In it I describe the hammerhead shark project that I did with my 4-year-old son.  You can read the first part here.  Above is a photo of the poster board we made during this fun project.

Last week I wrote what I learned about project-based learning from Lori Pickert’s blog at www.whiteoakschool.com.  This week I’m going to tell you about my son’s first project.  When I asked him what he might want to learn about, he told me, “hammerhead sharks.”  He loves ocean animals, so this wasn’t a surprise to me.

In project-based learning, the emphasis is to teach children how to acquire information.  It also emphasizes letting them have as much control over the project as possible.  Asking children questions instead of supplying them with quick answers engages them in problem solving.

At age four, however, my son doesn’t have a lot of ideas on how to proceed with projects.  He either says an emphatic yes or no to my suggestions.  At this point project-based learning is more for me to learn and think about ways in which I can get him to take the lead and learn where to go for information.

In the past if my son asked me about hammerhead sharks, I would have gone straight to the Internet and looked up a video about hammerhead sharks to show him.  This time, I asked him where he thought we might look for information about them.  I expected him to say the computer, but he surprised me by saying a hammerhead shark was on one of his “cards.”

A while back, he received for a gift a stack of cards about oceans animals, bound together with a large ring.  On the back of each card, there are two or three basic facts about the animal.  I had forgotten about these cards, but he didn’t, and it was a good starting point.  For example, we learned there are nine species of hammerhead sharks. Though he might not always have an answer for me when I ask him where we should go for information, I could certainly see the benefit in giving him the chance.

Later in the day while his little brother was napping, we made a poster about hammerhead sharks.  I was surprised at how interested and attentive he was.   He was willing to copy the words “hammerhead shark” on the top, and we colored a picture we found on the Internet.  We also reviewed the sound “SH” as in “shark.”  It was much more fun than the preschool workbooks that we often do together during this time.

The most fun we had was when we got a long string and measured it to 18 feet, which is as long as a hammerhead shark can grow.  Then we rolled up the string and taped it to the poster board.  After that, my son wanted to measure how long a humpback whale would be, so we looked it up and found out that they grow between 39-53 feet.  It was a good lesson in numbers and measurement, and we were both delighted and surprised to find out that a humpback could grow longer than our house!

The next day we went to the library, and my son said he wanted books about hammerhead sharks and humpback whales.  Usually I ask the librarian, or I look up the books on the computer, but this time I thought I would encourage my son to ask the librarian himself.  Sometimes he’s shy, so I wasn’t sure if he would.  Again, my son surprised me by speaking up when we were in front of the librarian, and he was very happy with the books she found for him.

By the next day, my son seemed satisfied with our work on hammerhead sharks and didn’t want to pursue it anymore.  This was fine with me, although I admit I would have happily delved further into the subject.

When I contacted Lori by e-mail, she told me that I don’t have to worry too much about projects at this age.  Right now it’s important to create an environment where materials are accessible to him, and it’s helpful if I begin to keep notes about the questions he asks and the things he does.  I don’t know if we will always used a project-based approach to homeschooling, but I have learned some valuable tools that will help me help him.

Have you used project-based learning?  Please tell me about it.

Posted in Homeschooling, My Newspaper Columns, Preschool, Project-based Homeschooling | 2 Comments »

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February 13, 2011

Homeschooling: A Fun Sight Word Game

{learning sight words : a fun sight word activity}

Every child learns at a different pace, so I do not want to push my children to learn anything before they are ready.  But that doesn’t mean I can’t figure out fun ways to try to get them to learn.  If they think it’s fun, they want to do it!

My four-year-old learned his alphabet very early and easily, and after that, learning the sounds of the letters seemed like a piece of cake.  Some people I know suggested I might try teaching him the sight words.  These are common words that we see everyday, and some educators feel it’s easier for kids to learn them by sight instead of trying to sound them out.  You can buy a pack of word cards for under $4.

I was told that I could introduce about three words each week to my son.  I could hang them somewhere like the refrigerator and just point them out to him each day until he became familiar with them.  The first time I tried this, I could see that he wasn’t ready for them, so I put them away and didn’t worry about it for several weeks.  The next time I tried it, I found out that not only was he disinterested in looking at the words, I was too.  I never remembered to point them out to him!  It’s kind of a boring exercise, if you ask me.

My step-mother gave him a sight word video, and he likes to watch it.  To me, it’s a boring video of words going across the screen and lackluster animations — but I’m not 4 years old.  He likes it, and he has started to learn some words from it.

I realized that part of the reason that hanging the sight words on the refrigerator didn’t work is because he would never really look at them.  I wondered how I could get him to see the whole word.  That’s when I invented this game:

I wrote some sight words on post-it notes (five seems to be the right amount for my son), and then I posted them around our living room — on the wall, hearth, T.V., sofa.  I made sure they were at my son’s eye level.  Then I gave him one card with a sight word on it.  I told him what it was, and I asked him to look for it around the room.  As he looked for it, I repeated the word over and over.  I told him if he brought the word’s “match” back to me, he’d get a sticker.  We have a special piece of paper that he gets to stick his sight word stickers to.

This game has been a success.  Now he’s really seeing the word – he has to study it in order to find the match.  At first I thought giving him a sticker for each word might be a little excessive, but after playing this game with him a few times, I realized he needed the incentive, and I want the game to just be fun for him.

As with everything we do, he can lose interest in it.  He doesn’t want to play it everyday, but even if we do it every once in a while, I think it will help.  This game and his sight word video has helped him learn a few words, and now he gets excited if he identifies a word while I’m reading a book to him!

Posted in Homeschool Activities, Homeschooling, Preschool | 2 Comments »

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February 7, 2011

Experimenting with Project-based Homeschooling, Part 1

Note: This is a column I wrote for The Barrow Journal.  For a list of all our projects, see the Table of Contents.

Now that the holidays are over, visiting relatives are gone, and we are overcoming two back-to-back illnesses, I think (I hope) I can finally begin to think about a regular routine.  One thing I have been intending to do is think more about how I want to homeschool.  After reading a website I bookmarked several months ago, I’ve decided to experiment with project-based homeschooling.

Lori Pickert is a homeschooling mom of two boys, but before her days at home, she was the director of a private preschool for several years.  Her school used a project-based curriculum in multi-aged classrooms.  Now she writes extensively about this approach to teaching on her Camp Creek Blog, which you can find at www.whiteoakschool.com.

I think project-based learning can be useful for kids whether they attend school or not, so if this peaks your interest, be sure to read through Lori’s blog.  I am not an expert on the subject, and I’ll only be sharing the highlights of what interested me about this approach and how I hope to apply them when working with my son.

In project-based learning, a child gets to choose a project that interests him or her and then study it in depth.  Then they chose who they might want to share their information with and in what format:  a book, video, poster, etc.  The teacher or parent is there to offer support and help the child find the materials he needs to fulfill his projects, but the parent should not take over the project or push her agenda on the child. 

I am guilty of this myself.  Sometimes when I sit down with my son to work on a craft, I have a hard time letting go of control.  I want that fish we’re creating to look like a real fish, so I volunteer to glue the eyes on for him or cut the paper just so.  I’m getting better at sitting back and letting him do the work, and Lori’s website was a good reminder why this is so important.  Kids learn by doing.

After reading her posts, I realized that it’s important for me to ask my son more questions instead of always offering the answer right away.  Project-based learning emphasizes that it’s less important for children to memorize facts than it is for them to learn how to acquire information.  Isn’t that the most useful thing we can teach children?  Children learn the most when they are engaged in an activity that makes them problem solve and search for the answers themselves.

There was one post on her site where Lori shared a comment from a teacher, and the teacher gave this story.  She said that one of her second grade boys once asked her whether the Loch Ness monster was real or not.  She told him she didn’t know, but she’d help him find out.  Over the next few days, this little boy visited the library, and he also interviewed his classmates to see what they thought.  She said he was having a lot of fun, and obviously he was learning valuable skills along the way.

After a few days, the teacher said the boy dropped the subject altogether.  When she asked him why, he told her that he asked his dad, and his dad told him there was no such thing as the Loch Ness monster, so that was it.  My feeling is that even though the boy may have dropped the subject eventually when he felt satisfied with his research, parents can do a disservice by supplying quick answers.

When children are truly interested in a subject, they have much longer attention spans than many adults give them credit for.  I know that my son has wanted to read the same books over and over again, and he can also watch the same television programs night after night.  There is something about these things that are captivating to him.

Another tip I learned from this site was that I should write down the questions my son asks me.  This was a light bulb moment for me because he has been asking me off the wall questions for several weeks now, and usually he asks them when we’re driving in the car, or I’m dealing with the baby or some other chore, and I can’t always engage him at that moment.  So now, I’m jotting down the questions he asks, such as, “What is a lighthouse?”  “What does fire burn?”  …Two questions he asked me out of the blue yesterday!  When we have more time, I’ll ask him if wants to me to help him find the answers.

When I told my son about working on a project and asked him what he might be interested in learning about, he came up with “hammerhead shark.”  This didn’t surprise me because he loves ocean animals.  Next week, I’ll write about our project and let you know what we came up with.

Click here to go to Part 2.  For a list of our projects, see the Table of Contents.

Posted in Homeschooling, My Newspaper Columns, Preschool, Project-based Homeschooling | 7 Comments »

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February 1, 2011

Homeschooling: A Room for Learning

 

Learning happens all the time EVERYWHERE, but sometimes it’s helpful to have a place to put all the great tools we use for learning:

This post was originally published on August 16, 2010:

Since we’re homeschooling, we decided to convert our dining room into a school room.  We painted the walls a soothing yellow, found some bargain bookshelves and painted them the color that my four-year-old picked – blue, and we were gifted a round table and chairs.  We also found some school desks, and we let him inherit daddy’s old computer.  Ta-da.  It’s a great learning space, and we’re already using it a lot.

I’m amazed that in four short years, we have acquired quite a few educational materials.  It’s nice to have a place to put these things, and I feel that having easy access to them will encourage my son to use them more often.

I’m enjoying the colors very much too.  It’s bright and airy without being distracting.

I’m curious.  Do other homeschoolers create a space in their homes for learning?  Or maybe you don’t homeschool, but you have a place for your children to do their homework?  Do you think it’s beneficial to them?  What kinds of things do you put in this space?

On another note, I don’t really like calling it a “school room.”  Do you have any suggestions for me?

Update, January 31, 2011:

We have been very happy with the room, and we use it almost everyday.  My four-year-old can access his writing and drawing tools more easily, and I think this has encouraged him to do activities like this more often.  Unfortunately, the 17-month-old is tall, so our shelves are top-heavy.  It’s rather cluttered and hard to get at things.  Hopefully once we’re passed this stage of grab-everything-he-can-get-a-hold-of, we can put it back into a more manageable order.

For some reason, I kept calling the room, “the activity room,” so that has stuck.

Update, June 7, 2011:

I found this helpful column by Rose Godfrey about setting up her homeschool room.  She says, “After 12 years of homeschooling, I still cannot define the ideal homeschool workspace.”  Homeschool workplaces can be anywhere and can suit our own tastes.  I am glad that I got my son’s input when setting up our space too.

Posted in Homeschooling, Preschool | 9 Comments »

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January 31, 2011

The Benefits of Playing Make-Believe

This is a column I wrote for The Barrow Journal.  It’s about information I learned from “The Tools of the Mind” website and how playing make-believe is important for children because it teaches them self-regulation.  Click here to read the full article.

Posted in Homeschooling, My Newspaper Columns, Preschool | 2 Comments »

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