|
Home Education Academic Program School - When should you do home education
|
Home Education Acadmic Program School - When should you do home education |
There is no set time to begin a home education program. It does seem to make
sense that earlier is better since children begin learning from the moment they
enter the world.
Home educators commonly believe that curiosity is innate and that children want
to learn. Some argue that institutionalizing children in what they term a "one
size fits all" or "factory model" school is an inefficient use of their time
because it requires every child to learn a specific subject matter in a
particular manner, at a particular pace, and at a particular time regardless of
that individual's present or future needs, interests, goals, or any pre-existing
knowledge he or she might have about the topic.
Many home educators also believe that opportunities for valuable hands-on,
community based, spontaneous, and real-world experiences are missed when
educational opportunities are largely limited to those which can occur
physically inside of a school building.
Home educators note that psychologists have documented many differences between
children in the way that they learn, and assert that home education is better
equipped to adapt to these differences.
Developmental differences
Developmental psychologists note that children are prepared to learn at
different ages. Just as some children learn to walk during a normal range of
eight to fifteen months, and begin to talk across an even larger range, home
educators assert that they are also ready to read, for example, at different
ages. Since traditional education requires all children to begin reading at the
same time and do multiplication at the same time, home educators believe that
some children cannot help but be bored because this was something that they had
been ready to learn earlier, and even worse, some children cannot help but fail,
because they are not yet ready for this new information being taught.
Learning styles
Recent research has indicated that people vary greatly in their "learning
styles", that is, how they acquire new information. In a traditional school
setting, while there might be some application of this knowledge, classroom
teachers almost never allow an individual student to be evaluated any
differently than any other student, and while a teacher—particularly at the
primary levels—may use different teaching methods, this is generally done
haphazardly and without specific regard for the needs of any individual student.
In the 1970s Raymond S. Moore and Dorothy N. Moore conducted four federally
funded analyses of more than 8,000 early childhood studies, from which they
published their original findings in "Better Late Than Early," 1975. This was
followed by "School Can Wait," a repackaging of these same findings designed
specifically for educational professionals. Their analysis concluded that,
"where possible, children should be withheld from formal schooling until at
least ages eight to ten."
Their reason was that children, "are not mature enough for formal school
programs until their senses, coordination, neurological development and
cognition are ready." They concluded that the outcome of forcing children into
formal schooling is a sequence of: |
- uncertainty as the child leaves the family nest early
for a less secure environment
- puzzlement at the new pressures and restrictions of the
classroom
- frustration because unready learning tools – senses,
cognition, brain hemispheres, coordination – cannot handle the regimentation
of formal lessons and the pressures they bring
- hyperactivity growing out of nerves and jitter, from
frustration
- failure which quite naturally flows from the four
experiences above
- delinquency which is failure’s twin and apparently for
the same reason
|
|
According to the Moores, "early formal schooling is burning out our children.
Teachers who attempt to cope with these youngsters also are burning out." Aside
from academic performance, they think early formal schooling also destroys
"positive sociability", encourages peer dependence, and discourages self worth,
optimism, respect for parents, and trust in peers. They believe this situation
is particularly acute for boys because of their delay in maturity. The Moore's
cited a Smithsonian Report on the development of genius, indicating a
requirement for: |
- much time spent with warm, responsive parents and other
adults
- very little time spent with peers
- a great deal of free exploration under parental guidance
|
|
Their analysis suggested that children need: |
- more of home and less of formal school
- more free exploration with parents
- fewer limits of classroom and books
- more old fashioned chores
- to be working with parents
- less attention to rivalry sports and amusements
|
The timing of home education is extremely important but equally important is the
method of home education used. Many philosophies exist, however, the needs of
the family and the child should guide you in making the best decision. A few of
the more commonly accepted methods include the following:
Unschooling and natural learning
Some people use the term "unschooling" to describe all methods of education that
do not resemble schools.
“Natural learning” refers to a type of learning-on-demand where children pursue
knowledge based on their interests and parents take an active part in
facilitating activities and experiences conducive to learning but do not rely
heavily on textbooks or spend much time “teaching”, looking instead for
“learning moments” throughout their daily activities. Parents see their role as
that of affirming through positive feedback and modeling the necessary skills,
and the child’s role as being responsible for asking and learning.
The term "unschooling" as coined by John Holt describes an approach in which
parents do not authoritatively direct the child's education, but interact with
the child following the child's own interests, leaving them free to explore and
learn as their interests lead. "Unschooling" does not indicate that the child is
not being educated, but that the child is not being "schooled", or educated in a
rigid school-type manner. Holt asserted that children learn through the
experiences of life, and he encouraged parents to live their lives with their
child. Also known as interest-led or child-led learning, unschooling attempts to
follow opportunities as they arise in real life, through which a child will
learn without coercion. An unschooled child may utilize texts or classroom
instruction, but these are not considered central to education. Holt asserted
that there is no specific body of knowledge that is, or should be, required of a
child.
"Unschooling" should not be confused with "deschooling," which may be used to
indicate an anti-"institutional school" philosophy, or a period or form of
deprogramming for children or parents who have previously been schooled.
Both unschooling and natural learning advocates believe that children learn best
by doing; a child may learn reading to further an interest about history or
other cultures, or math skills by operating a small business or sharing in
family finances. They may learn animal husbandry keeping dairy goats or meat
rabbits, botany tending a kitchen garden, chemistry to understand the operation
of firearms or the internal combustion engine, or politics and local history by
following a zoning or historical-status dispute. While any type of homeschoolers
may also use these methods, the unschooled child initiates these learning
activities. The natural learner participates with parents and others in learning
together.
Homeschoolers use a wide variety of methods and materials. There are different
paradigms, or educational philosophies, that families adopt including unit
studies, Classical education (including Trivium, Quadrivium), Charlotte Mason
education, Montessori method, Theory of multiple intelligences, Unschooling,
Waldorf education, School-at-home, A Thomas Jefferson Education, and many
others. Some of these approaches, particularly unit studies, Montessori, and
Waldorf, are also available in private or public school settings.
It is not uncommon for the student to experience more than one approach as the
family discovers what works best for them. Most families do choose an eclectic
(mixed) approach. For sources of curricula and books, "Homeschooling in the
United States: 2003" found that 78 percent utilized "a public library"; 77
percent used "a homeschooling catalog, publisher, or individual specialist"; 68
percent used "retail bookstore or other store"; 60 percent used "an education
publisher that was not affiliated with homeschooling." "Approximately half" used
curriculum or books from "a homeschooling organization", 37 percent from a
"church, synagogue or other religious institution" and 23 percent from "their
local public school or district." 41 percent in 2003 utilized some sort of
distance learning, approximately 20 percent by "television, video or radio"; 19
percent via "Internet, e-mail, or the World Wide Web"; and 15 percent taking a
"correspondence course by mail designed specifically for homeschoolers."
Individual governmental units, e,g, states and local districts, vary in official
curriculum and attendance requirements.
Unit studies
The unit study approach incorporates several subjects, such as art, history,
math, science, geography and theology, around the context of one topical theme,
like water, animals, American slavery, or ancient Rome. For example, a unit
study of Native Americans could combine age-appropriate lessons in: social
studies, how different tribes lived prior to colonization vs. today; art, making
Native American clothing; history (of Native Americans in the U.S.); reading
from a special reading list; and the science of plants used by Native Americans.
Unit studies are particularly helpful for teaching multiple grade levels
simultaneously, as the topic can easily be adjusted (i.e. from an 8th grader
detailing and labeling a spider’s anatomy to an elementary student drawing a
picture of a spider on its web). As it is generally the case that in a given "homeschool"
very few students are spread out among the grade levels, the unit study approach
is an attractive option. Unit study advocates assert that children retain 45%
more information following this approach.
All-in-one curricula
"All-in-one" curricula, sometimes called a "school in a box", are comprehensive
packages covering many subjects; usually an entire year's worth. They contain
all needed books and materials, including pencils and writing paper. Most such
curricula were developed for isolated families who lack access to public
schools, libraries and shops.
Typically, these materials recreate the school environment in the home and are
based on the same subject-area expectations as publicly run schools, allowing an
easy transition into school. They are among the more expensive options, but are
easy to use and require minimal preparation. The guides are usually extensive,
with step-by-step instructions. These programs may include standardized tests
and remote examinations to yield an accredited school diploma.
Online education
Online schools and educational resources can improve the quality of home
education and make it more accessible. Online resources for home education
include courses of study, educational games, online tests, online tutoring, and
occupational training. Online learning potentially allows students and families
access to specialized teachers and materials and greater flexibility in
scheduling. Parents can be with their children during online tutoring session.
Finally, online tutoring is useful for students who are disabled or otherwise
limited in their ability to travel.
College years
The lack of "formal" records and transcripts (kept by school districts) is
rarely a problem for home educated students who wish to enter college. Most, if
not all, states permit home education parents to issue a high school transcript
for their child, and many parents choose to use standardized test scores to aid
colleges in evaluating students. The College Board suggests that home educated
students keep detailed records and portfolios.
In the last several decades, US colleges and universities have become
increasingly open to accepting students from diverse backgrounds, including home
educated students. According to one source, home educated students have now
matriculated at over 900 different colleges and universities, including
institutions with highly selective standards of admission such as Harvard
University, Stanford University, Cornell University, Brown University, Dartmouth
College, and Princeton University.
A growing number of home educated students are choosing dual enrollment, earning
college credit by taking community college classes while in high school. Others
choose to earn college credits through standardized tests such as the College
Level Examination Program (CLEP). |
Information source: “Homeschooling.” wikipedia.org. Article date: 20 March 2009.
Retrieved: Wikipedia. 22 March 2009 <Homeschooling>.
Information source: “Unschooling.” wikipedia.org. Article date: 19 March 2009.
Retrieved: Wikipedia. 22 March 2009 <Unschooling>. |
 What is home education?
Where should you do home education?
Who should do home education?
Why should you do home education? |
|
|
|
|
in English by mkaymer, 29-08-10 09:42