Layers of Education

They say that you need to see an advert at least seven times before it becomes effective. The first time you see it, you barely notice it. But with each successive exposure something builds inside of you, embedding a memory in your mind which can then be recalled at any relevant moment.

I think education might work in a similar way.

The first exposure to a new idea or concept can be overwhelming to a child. Long division, for example. (Actually, that was overwhelming for me too…) Or the significance or the bubonic plague. Or the location of key geographical cities. All new information is NEW. And however spongy our kids’ brains, it may take a few times before the neural pathways are sturdy and sure.

I used to get this a bit wrong. In my pursuit for excellence of education, I mistakenly thought that each time a child was given new information, they needed to remember it perfectly before we could go on. I would feel a failure if my five year old couldn’t recall every detail of our history story. I became frustrated when my nine year old couldn’t work out how to solve every maths problem in his book. I felt that 100% learning had to happen first time around.

But I was wrong.

Lunching on the beach at high tide (and trying to avoid seagulls!)

Lunching on the beach at high tide (and trying to avoid seagulls!)

I should have known it. Am I not exactly the same? I can read a chapter of Romans, and fifteen minutes later have no idea what I read. But if I read that chapter in the morning, talk about with my kids later, write about it the next day, re-read it the following day, mediate on it, look it up in different versions, hear a sermon on it, read a book that refers to it and watch a program that relates to a concept from it – THEN I know it.

And so it is with children. One of the oh-so-many beauties of homeschooling is the way we can engineer overlapping layers of education for our children. As they learn about the effect of the moon upon tides we can offer opportunities to reinforce this new knowledge. A trip to the beach to see tides in action; a documentary on the moon; a lesson in gravity; a game about moon phases; a conversation about forces; a library book on science; a poem about tides. As pieces of the great knowledge puzzle start connecting in their minds, the strength of learning is increased and a network of pathways are created which can continue to be traveled and built upon as learning keeps taking place.

Sometimes it’s as simple as redoing lessons or rereading chapters over a few times. Sometimes it requires a topic to be looked at through various depths – an overview, a narrowed-in focus, a detailed study. Other times it’s the combination of a variety of topics interlinking with one another, such as history and geography. Whatever it is, the one thing I have learned is that frequent, varied and passionate exposure to information creates a solid education.

The elusive love of learning

Princess crocheting

Self-directed learning can be SO CUTE.

There are so many reasons our family home educates, and many ideals we hold which influence our choice.

I have always noticed that children are natural learners. The curiosity of a toddler is hard to beat. You know, that wonderful ‘why’ phase? Kids are addicted to learning! They learn to walk, talk and play with amazing determination.

One of my homeschooling ideals has always been to harness this natural desire and keep it burning bright.

Some people think this is asking the impossible. How can you possibly keep a kid enthused about learning when you get to times tables? And don’t boys just hate writing? Besides, no-one can enjoy everything, and kids need to learn to get on with it even if they are bored, right?

The truth is, I don’t know exactly how long I can keep my kids in love with learning. And yes, they do need to learn to complete necessary tasks – like it or not. But what I do know is that at eight and six, my kids are more interested in learning now than ever before.

I haven’t always found it easy to keep this love burning, and there have been times I’ve been on the edge of snuffing it out with bad choices I have made. But by the grace of God, we have got past those issues and to a place I have dreamed of – where I sit back and hold my breath in wonder as my children embrace learning with abundant joy.

Looking back, I can begin to make out some patterns – things that got us into trouble, and solutions God has provided; things that have worked so well I thank God for them daily; things I still don’t quite have under my belt, that I am searching for solutions to. But the journey so far has been fruitful.

If there is one piece of advice I would give to anyone who wants to foster a love of learning it’s this:

Know your child. Find out his learning style. Find out what makes him laugh, what he is passionate about, what he spends time doing when he’s left to himself.

This information is the key to winning your child’s heart for learning. Use it! 

Prince hard at 'work' - doing what he loves best in his free time.

Prince hard at ‘work’ – doing what he loves best in his free time.

Be ready to throw out your own preconceptions of what learning ‘should’ look like. It doesn’t have to be workbooks and tests (though some kids love these!). Find or make curriculum to fit your child, rather than expecting your child to fit the curriculum. Be creative! If your child loves music, sing educational songs – and let him indulge in music often. If he loves sport, recite times tables to the bounce of a ball – and allow him outside to play as much as possible. Pursue your child’s passions. I promise it will be productive if you look at it with the right eyes.

Make it your goal to provide a tailor-made education. This, I believe, fuels a life-long love of learning.

A smorgasbord of educational philosophies

During my seven years as a homeschooling Mama I have learnt about many different educational philosophies – Montessauri, Charlotte Mason, Classical, Leadership Education, Waldorf, Unschooling and more. What I love about this plethora of styles and approaches is that they are like a delicious buffet of ideas which homeschool parents get to pick and choose from, and delight in! As I read and learn about this variety of educational philosophies, I take out the bits I like, drop the bits I don’t, and create a personalised approach to education which fits our unique family dynamics.

Prince doing some interest-lead artwork...

Prince doing some interest-lead artwork…

Recently I have been studying the Leadership Education approach, which I am super excited about! We’re in the process of working out how best to incorporate this new style into our learning at home, but so far it’s been an inspirational journey. Today, though, I want to focus on the process of evolving a personalised educational philosophy. One of my favourite homeschooling writers, Jamie Martin from Simple Homeschool, has already written very eloquently on this topic, so I will leave you with a link to her post on The Evolution of an Educational Philosophy: My Journey of Baby Steps.

I pray that those of you considering or just starting out on your own homeschool journey will be encouraged to seek out educational philosophies which inspire you and your own family.

Leadership Education

I am currently reading Oliver & Rachel DeMille’s ‘Leadership Education: The Phases of Learning‘. I was directed to it via a blog I enjoy regularly, Simple Homeschool. Jamie Martin does a fantastic job of explaining Leadership Education in practice over there, and I recommend you check out her many posts to find out more about what it’s like to live this philosophy.

Although I am not even half-way through this book yet, I have found it to be inspiring, practical and fitting with my own ideals of education. The focus is on educating a child in the things that matter most, first. Then it follows up with inspiring a love of learning which will lead children to seek out a superb quality education. It talks a lot about tailoring education to each child’s unique talents and gifts, and seeing the goal of education as preparing them for their personal ‘life mission’. This might be in international ministry, an office job, a world-renowned scientist or a homemaker.

Reading 'Leadership Education' on my Kindle, thanks to my amazing Granny who just knew I "needed" one!

Reading ‘Leadership Education’ on my Kindle, thanks to my amazing Granny who just knew I “needed” one!

After reading through the theory part of DeMille’s book, I put together a personalised summary of the principles and beliefs that Leadership Education promotes. I emphasise personalised for two reasons: First, having not yet read the whole book I may have misinterpreted some aspects, as I don’t yet have the whole big picture. Secondly, I have included notes and quotes which reflect what I take from the book, which is not always exactly what the book means (though in most cases it is). I originally wrote this summary for a friend, but found it a helpful overview myself. I share it with you below, and hope you too find it inspiring, encouraging and useful.

I would especially like to hear from others already using Leadership Education, or those who have read the book and have more comments to offer about it 🙂

Please note that all text in quote marks come directly from the book.  I have not attached page numbers as Kindle versions don’t provide that information.  If you would like to know exactly where a specific quote comes from, please do ask and I’ll provide you with a proper reference.

Basic Premise

There are two main methods of education:

  • Conveyor belt
    • offers all children a set knowledge base without consideration of their specific gifts
    • expects all children to learn through the same (or at least, very similar) methods regardless of age
    • focusses on academic achievement as the main goal
  • Leadership
    • focusses on each child’s unique gifting and starts with this as a basis for learning
    • believes that children learn differently at different stages of life, and adjusts methods accordingly
    • lays a foundation of morality, spirituality and character development, believing this is of central importance to all other learning

 Theory

There are six stages of learning that students should progress through chronologically

‘Nearly all development occurs in stages or phases. This is also true of education. We believe it is important to take advantage of each phase of development to its fullest.’ Ages for the stage are guidelines only, as each child is unique in development.

Foundational Phases

‘over-programming’ during these phases can cause conflict in the child. This is a crucial time to figure out ‘what is success? What is maturity? … What is my relationship with God? What is my relationship with others? What is my duty? And so forth.’ ‘When we give inappropriate attention to academic achievement during these phases, it can teach our children that they dislike academics because everything is “hard” and “boring,” and/or offer our children an alternative source of self-worth that is inferior to a genuine and positive self-concept resulting from living according to true values such as faith, good works and accountability.’

  • Core:  birth to eight or nine
    • ‘During core phase we lay the foundation for all learning and service in the child’s life.’ The ‘curriculum’ is made up of values, relationships, identity and responsibilities.
  • Love of Learning:  eight to twelve
    • Pressure to learn formally in this stage can cause negative attitudes to learning. ‘These are the years when children dabble with learning, getting to know “what’s out there.”’

Educational Phases

‘During this period the bulk of a person’s “book learning” takes place.’ Through this phase the student will being to use about 70% of their time in intensive learning. Important topics are ‘our place in history and the cycles of society.’

  • Scholar:  twelve to seventeen for girls, thirteen to eighteen for boys
    • ‘At first, the new scholar may only study a few hours at a time, but … by the end of Scholar Phase, most student are studying well over forty hours a week.’ Students are still free to study their own choices of topics, though teachers should encourage and inspire them to ‘see the value, relevance, and excitement of studying other important subjects.’ Teachers should be careful not to ‘knee-jerk’ and require conformity to conveyor belt education at this stage, however some formal education at a college or similar is often useful for some topics. Mentors are key during this phase, and ideally fathers should be one of these. During these teenage years, ‘A leadership view replaces the conveyor-belt search for identity with a quest for vision and mission.’
      • NOTE:  there is a “semi-phase” before scholar, termed ‘transition to scholar’. I have not read further on this yet.
  • Depth: eighteen to twenty-four
    • ‘During depth phase, mentors asses student strengths and weaknesses, help students fill in gaps in their knowledge, go into real depth in their areas of strength and passion, and otherwise lead young people in preparation for their life mission and focus.’ As youth typically leave home for college/uni/work during this stage, it is vital that you prepare them to find mentors of their own who will encourage them wisely. This should be a time of mastering self-control and developing education to career-level.

Applicational Phases

‘Leadership Education will naturally be followed by a life of service and leadership.’ This is the time to carry out one’s personal mission work, and to have an impact on future generations. ‘The greatest component of the Applications Phases is not education per se; it is application of one’s education and whole soul to improving the world.  These phases do not have age guidelines, but relate more to the two periods of life as an adult, and then as an elder.

  • Mission
    • This phase is about ‘building the two towers of family and organization’.
  • Impact
    • This phase is about ‘changing the world to be whatever it should be for your grandchildren and their children’

 Learning Keys

There are eight keys of great teaching which can be applied throughout the phase, which enhance learning.

  • Classics, not textbooks
    • ‘Great works inspire greatness.  Mediocre or poor works inspire mediocre or poor learning.’
  • Mentors, not professors
    • Different emphasis ‘professors’ teach a set curriculum, ‘mentors’ find out student goals, talents etc. and ‘develop and carry out a plan designed to effectively develop his genius and prepare him for his unique mission.’
  • Inspire, not require
    • Lack of inspiration should cause the teacher to question ‘what do I need to do to spark their passion to do the hard work?’
  • Structure time, not content
    • ‘Great teachers and schools allow young students to follow their passions and interests during their study time and inspire them as needed to take on areas they may not initially recognize as interesting and desirable.’  This requires a degree of trust from the teacher, both in the student and the method.  ‘Students must have the freedom to fail in order to truly take responsibility for their own progress.  They must know that their education, their life, their mission, will hinge upon their own choices.’
  • Quality, not conformity
    • Resist the pull to conform to educational norms if they do not contribute to the lessons which need to be learnt at each child’s specific stage.  Also, ‘Great teachers inspire and demand quality, ever urging their students to higher levels of excellence.  They shun mere conformity and expect their students to think and perform to their ever-increasing potential.’
  • Simplicity, not complexity
    • Don’t feed students overcomplicated curriculums.  This fosters a dependence on experts and an attitude that he/she is not able to learn and understand for themselves.  Rather, ‘students study the greatest minds and character in history in every field, write about and respond to what is learned in numerous settings, and apply it in various ways under the tutelage of a mentor’
  • You, not them
    • ‘Focus on your education, and invite them along for the ride.  Read the classics in all fields, engage mentors who inspire and demand quality, structure your days, weeks and months to include study time for yourself, and become a person who inspires great education.’
  • Secure, not stressed
    • Try to ‘know what you are doing is right and that you are doing it effectively’.  Use your own system of knowing what is right to evaluate Leadership Education and see if you believe it is right for your family.  If it is right, then learn to do it effectively by taking advice from others who have done it before.  Being secure instead of stressed will result in peace, focus and joy in your educational journey.

Behind the Scenes

Seven is a really big number.

Seven is a really big number.

I’ve recently started a new schooling system. With the advent of my Prince turning SEVEN (shock, disbelief) I have felt the need to take my relaxed, interest-led, natural learning method a notch up the formality rating. Whilst I still absolutely believe in the benefits and necessity of keeping learning fun, relaxed and relevant, I also have found that some days my kids need a little prompting. With their limited world view there are some things they don’t learn about, simply because they don’t know about it. This is where I come in! I see my role as ‘Chief Instigator and Inspirator‘. (Yes, I know that’s not a word.  But it should be.)

When I let my children learn naturally, I am usually surprised at how much of what they do would be classified as ‘official schooling’ if I had instigated and formalised the learning which happens. For example, yesterday Prince saw a French book lying around so he picked it up and began reading. Sitting next to him, I peered over his shoulder and pointed out that if he read the helpful translation lists at the top and bottom of the pages he would then be able to understand the cartoon strips. With a little help he then read two pages of French conversation, practicing pronunciation and extending his vocabulary! This is my ideal:  unprompted interaction between kids/parents/tools produces effective learning.

But natural learning is not what this post is about.  Why?

Whilst I see first-hand the benefits of learning as opportunity and desire present themselves, I have also seen that there are some things I’d like my children to know which don’t come up in our everyday life very often. Also, there are some days when I feel we have done very little learning of any kind, and although I am comfortable with this every now and then, I desire to foster a habit of industrious activity rather than laziness. SO! Here is my new and improved ‘Natural Learning with a Structured Twist’: It’s very simple really. I started by drawing up a Monday – Friday timetable. Under each day I put in topics that I think are important to make sure we hit from time to time. Over a few weeks I tweaked this until I ended up with this:

My super-secret, under-cover Spring '13 timetable!

My super-secret, under-cover Spring ’13 timetable!

Now, I know how formal this looks. But looks can be deceiving. The key to keeping this natural is this: KEEP IT SECRET! I don’t let my kids know that behind the scenes of our seeming unstructured day is a chart which prompts Mommy to casually say, “Hey guys!  Let’s play ‘Flags of the Word’ together!’ on Tuesday. Or that when I start playing a French computer program on Wednesday, and they just happen to be sitting close by, I am actually taking advantage of their inability to stay away from electronic media, and capitalising on the attention I know they immediately pay to All Things Computerised.  As they listen and – usually – come and join in with me, they are absorbing new words, better accents and French sentence structures without any idea that they are ‘being schooled’. When I write maths problems on our activity board for ‘fun’, this is exactly what they think it is – little do they know that it is actually Friday’s ‘Basic Skills’. In reality, this is not a timetable for the kids – it’s for me.  I am kept accountable through the structure, then implement it through life in as natural a way a possible.

Another key to the natural flow of this new system is flexibility.  One of the joys of home education is it’s flexible nature, and I never want to lose this.  If we don’t get to History on Monday – never mind.  We’ll pick it up on Tuesday… or next week.. or we’ll do double another time… or we’ll forget about it.  Since we don’t break the year up into terms and holidays, but rather school throughout the year (and indeed, the days and weeks), there is no pressure to make sure we cover every thing, every day.  If we miss something, I can always put it down to an inset day 🙂

Reading is Princess's newest learning passion!

Reading is Princess’s newest learning passion!

Lastly, I hold to my belief that children learn best when they are self-motivated and interested. If a child is showing a new passion for music, then take time to indulge that for a while, even if it means cutting back on writing. If, as happened to us, a recent trip to France sparked an enthusiasm for French, then this is a great time to become immersed in French books, programs and conversation. If science needs to take a back seat for a while, so be it. You can always come back to those subjects you left behind, but you can’t always recapture the spark of excitement which lives in your child temporarily.  Don’t miss it – nurture it!

I know that formality, structure, and curriculums are the favourite choice of many home-educating families. But if you’re looking for something a little more natural, then maybe you want to create your own Behind the Scenes timetable.  And maybe you have some other great ideas for keeping the balance between structure and freedom?  Please share them with us all 🙂

A delight-directed journey to the ocean

I have mentioned before that we take a natural learning approach to homeschooling our kids. Delight-directed learning is another term I like to use to describe what we do, and I’d like to share an example of the way this works in our family.

Octonaut happy kids!

Late last year the ‘Octonauts‘ became a popular cartoon series on TV here in England. Although we don’t generally watch TV, we happened to stumble across this program and Prince instantly became hooked. For those who haven’t heard of it, the Octonauts is about a team of animals who go on missions under the ocean to help sea creatures who are in trouble. Having checked it out, my husband and I agreed the cartoon was fun and harmless, and so let him watch it whenever the opportunities arose. Quickly the Octonaut fever grew, and by the end of Christmas he and his sister were the lucky owners of almost all Octonaut gear available! It was then that I started to notice his increasing knowledge of sea creatures and the ocean.

By May this year Prince’s love for Octonauts had started to fade slightly, but replacing it was a deeper interest the real ocean and the creatures who live in it. For his birthday we decided to celebrate this with a trip the to the London Sealife Aquarium, which he LOVED!  From then on his passion has grown and grown. As he showed greater interest, we helped him to learn more by providing him with books, documentaries, posters, field trips and other sources of information (some of these were free, others we spent money on).

Allowing Prince’s learning to be directed by his delight has had amazing results. In less than a year he has gone from knowing practically nothing about the ocean, to being an expert on sharks (most especially the great white, which he thinks is just beautiful) and knowing more about the ocean than anyone else I know (adults included).

It may be obvious that through this passion Prince has learned a lot about science, but what may not be obvious is that it has also contributed to other areas of his education too. For example:

– His reading has improved as he borrows, buys and reads every book he can on the topic.
– Similarly, his vocabulary has increased to include many specialist words he would not otherwise have come across.
– He is grasping mathematical concepts such as percentages, size and weight measurements.
– He has written and illustrated several books on the ocean and its creatures.
– He researches and draws anatomically correct pictures of varieties of different species.

Delight-directed learning really is a delight, and I am so thankful to God that we are able to pursue this style of home education!

Putting the fun back into school

As part of our natural learning approach to homeschooling, most of our ‘schooling’ comes in the form of fun activities. Because of this, games and stories are major contributors to the education of our children. Here are some ways we incorporate learning through these mediums at our house.

Fun Games

  • Orchard Games has a lovely range of good quality games designed to help young children learn different concepts.  Some that we have and enjoy are:
    • Shopping List – builds memory and can be used to talk about life skills to do with shopping.
    • Ladybirds – excellent game for early counting and adding skills (we have also used it to talk about multiplication, patterns and art, with a bit of creativity!)
    • Tell the Time – really nice game for learning to tell time in both digital and analogue.
  • Time Bingo by Learning Resources is another great game for learning analogue time telling in 1/2 and 1/4 hour increments.
  • Boggle, Scrabble, Scattergories and other adult games can also be used with children. Prince especially loves playing simpler versions of these games with us, and they provide opportunities to improve writing and spelling skills.
  • One game we are about to start using is ‘top trumps’. Prince turns 6 this week, and we have ordered him this ocean creatures version for his birthday. I anticipate this being a great fun way to learn and memorise facts about ocean animals, and there are many other versions available on a wide range of topics that could also be useful learning tools.
  • Living Water Bible Games and Online Maths Tutor are two websites (created and run by my Mom!) which have a great range of games that can be used to teach lessons on these two topic respectively.
  • Some games can also be played when you are out and about, either walking or in the car.
    • ‘Bus Stops’ is a game my family made up when my brothers and I were little, and now we adapt for our own kids. The idea is to get as many points as you can by spotting various things on your journey. The point system is as follows: bus stops = 1, buses = 2, double-decker buses = 3, Volkswagen camper vans = 4. Playing this game has significantly improved Prince’s mental arithmetic skills, due to the Very Great Importance of keeping track of one’s score, and attempting to beat one’s Daddy.
    • I Spy has been a great favourite with our kids for a while, and they have learnt a lot about spelling and phonetics by playing this over the years.

Playing 'Shopping List'

Fun stories

  • At the moment Prince’s interest has been captured by Usborne’s phonic reader stories. We have the complete collection all in one book. Now, this a pretty thick book, and though Prince is really getting into reading now, I was still somewhat surprised when he picked up the book for the first time, and read all the way through 11 out of the 12 stories yesterday! I was yet more surprised when today, he asked for the book again and read all the way through the whole thing! I asked him what he liked about these stories, and he said, “I like them because there is a pirate one, which is called Big Pig on a Dig. And Ted in a Red Bed is a very nice one. I like all of them, Mommy.”
  • Another fun way to learn about all kinds of topics is through what Charlotte Mason calls ‘living books’. This simply means books which have been written about one topic, by an author who has an obvious passion for their subject. I like the definition given here:

“Living books are usually written by one person who has a passion for the subject and writes in conversational or narrative style. The books pull you into the subject and involve your emotions, so it’s easy to remember the events and facts. Living books make the subject “come alive.” They can be contrasted to dry writing, like what is found in most encyclopedias or textbooks, which basically lists informational facts in summary form. You might be surprised to find that living books are available for most school subjects — even math, geography, and science!”

Reading through Usborne's phonic reader stories.

I am sure that there are endless ways to have fun and learn at the same time – you just need a little creativity, a love for fun and an eye for opportunities. What fun opportunities do you and your kids enjoy?

Natural learning

As a homeschooling Mom, one of my greatest joys is watching my children learn new things. Right now we don’t follow any particular curriculum, have any set ‘school work’ for each day, or follow any term timetables. Instead, we are adopting a relaxed, holistic, natural learning method. Whilst there are merits with a classroom style approach to education, I believe that the best learning happens in every day life, as we pursue our interests and talents, as we master necessary skills, and as we encounter people with a passion for different topics. I think this is especially true for young children, who find it so hard to sit still and listen to lessons. As the kids get older I will re-evaluate our style, but for now natural learning is working for us.

So what does this natural learning method involve, and is it effective? The short answers are ‘a willing heart’ and ‘yes’. For the longer answers, read on 🙂

It’s hard to say what a ‘typical’ day looks like at our house, in terms of education, but here are some things that happen fairly often:

  • Top: a graphic design project Prince and I created
    Middle: ‘Shark’ from ‘WordWorld’, by Prince age 5
    Bottom: Copywork by Princess, age 3

    Reading.  All kinds of books are read in our house. So far today, for example, the kids have read (or listened to me read) ‘The Life of Jesus’, ‘Usborne First Illustrated Maths Dictionary‘, ‘The Story of the Olympics‘, various sections from ‘Animal Kingdom’, ‘The Big Dark’, ‘My Daddy is a Giant’ and ‘Lines and Squares’. Out of all these the only one I initiated was the poem, ‘Lines and Squares’. This reading has provided learning in the following ‘school’ topics: English (reading), religious education, maths, English literature, history and geography.

  • Drawing.  My kids are prolific drawers! They have usually drawn a few pictures each before I am even out of bed.  They take great care and devote a lot of time to their pictures. This, obviously, covers the topic of ‘art’, but we also find that their drawings inspires learning about other topics, such as geography. Today Prince also helped me create the graphics for his birthday invitation in Adobe Illustrator, which provided some ICT learning.
  • Dancing and music.  Princess especially likes to dance. She is inspired by her cousin, and also loves to choreograph her own dances and put on shows. We have a variety of classical music we love to listen to, and our favourites are Vivaldi, Mozart and Andrea Bocelli. With this we cover some P.E., music, and performing arts.
  • Questions and conversations.  Prince is at that inquisitive age, where it’s practically impossible to keep him from learning! He’s always asking questions about things, and having conversations with Daddy or me about topics which interest him. Sometimes we expand upon this by looking up more information in a reference book (our dictionary or atlas), or searching on the internet. A lot of educational topics are covered this way.
  • Writing.  Both kids like to make their own books, written and illustrated. Prince is developing quite a collection. They also write messages on their pictures, write out the ‘verse of the day’, and today Prince wrote out names on his birthday party invitations. We use these opportunities to learn spelling, grammar, handwriting, composition, creative writing, etc.

There are so many other opportunities that come up ever day – it’s impossible to even remember them all, let alone list them! We do field trips, cooking, painting, gardening, counting, telling the time, astronomy, patterns, imaginary play, construction, French, life skills, science, environmental awareness, health and nutrition, and much more.

In summary, natural learning is a fun, holistic approach to eduction. The key to making it work is, in my opinion, an open, willing mind and dedication. When we take time to see and take hold of the learning opportunities in every activity we can inspire our children to learn and seek out knowledge through their everyday life.

%d bloggers like this: