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How does a homeschooler change a lightbulb?First, mom checks three books on electricity out of the library, then the kids make models of light bulbs, read a biography of Thomas Edison and do a skit based on his life.Next, everyone studies the history of lighting methods, wrapping up with dipping their own candles.Next, everyone takes a trip to the store where they compare types of light bulbs as well as prices and figure out how much change they'll get if they buy two bulbs for $1.99 and pay with a five dollar bill.On the way home, a discussion develops over the history of money and also Abraham Lincoln, as his picture is on the five dollar bill.Finally, after building a homemade ladder out of branches dragged from the woods, the light bulb is installed.And there is light.
“You might be a home schooler if…” …you have to move dirty laundry off your desk before you can study. …you consider school work after lunch to be cruel and unusual punishment. …your social life is viewed by others to be one rung below that of a Benedictine monk. …your father has ever told you to tell the teller at Pick ‘n Pay, "We're on a field trip." …if your kitchen table serves as a lab, supply center, work area, and, occasionally, a place to eat. …Your teacher has ever attended school in her pajamas. …your biology class curriculum consists of watching your baby brother or sister's home birth.
“You might be a home schooler if…” ……your teacher has ever written your report card on a serviette. …your home economics class curriculum consists of bottle-feeding, diaper changing, and wiping up spit-up. …if you have to stop and think when asked, "What grade are you in?"…if when you check out at the library, your stack of books is taller than the librarian.…your first real date is on your honeymoon.
The MOTHER as a critical ingredient in her child's education • with special reference to Home-Based Education" By Belinda Solomon 083-443-8010
PERSPECTIVES AND PRACTICES OF ‘STAY-AT-HOME MOTHERS’ IN RELATION TO THE EARLY LITERACY DEVELOPMENT OF THEIR CHILDREN
The period of early childhood, which is regarded as the period of birth to nine years, is critical for the development of the potential of human beings
Early Childhood • Prime time for learning • Rapid brain development • Greatest changes in mental • capacity
Much groundwork is laid before a child can actually read in the commonly understood sense of the term. Literacy begins well before a child enters formal schooling, so it is therefore crucial that children be guided on their road to literacy whilst they are still young
Early childhood literacy experiences lay the foundation for better performance in language and literacy, not only in the first and second grades of a child’s schooling, but throughout the school years.
It has been shown that children who become good readers are likely to be successful both in school and in life.
The first seven years in the life of every human being is a period that is regarded by some as a ‘window of opportunity’ in terms providing quality care and education
“IS YOUR CHILD IN SCHOOL YET?” “NOT IN SCHOOL TODAY?”
Educational experiences which take place outside of the school context – in different cultures, communities and families: Are they important? What about children who spend most of their time at home with their families?
What kind of literacy experiences are they exposed to? How do the mothers of such young children understand their role in their children’s general development?
My assumptions:1. General misunderstanding or lack of appreciation from the community at large about the critical role that parents (especially mothers) play2. Misunderstanding among mothers (generally) themselves regarding the important role that they play in their children’s development
Research has shown that young children’s initiation into literacy practices, and indeed their success in this realm, is shaped by the interests, practices, attitudes, interactive styles, abilities, and the written language displayed by their parents and significant others.
The beliefs of caregivers and their approach to child-rearing are likely to determine how, if at all, they interact with their children concerning their education.
If adults perceive that their role involves teaching, it is expected that the interaction between adults and children tends to be didactic. Conversely, if adults see literacy as the domain of the school, it is likely that they will have more limited interactions around literacy (and other learning areas) with their children.
It is thus generally accepted that the mother’s perception of her role as teacher will have a direct influence on the child!A mother’s own literacy practices and beliefs will actually predict her child’s print-related knowledge.
It is important that researchers examine parental beliefs in greater depth and even go a step further to consider how best to help parents to translate their beliefs into practices.
Many educators agree that the home is generally the place where children, with their families, have their first literacy experiences.
There is widespread agreement that the home is the primary learning environment and that children’s earliest literacy encounters occur in the home with families, making this environment the “most important aspect of literacy”
In Family Literacy studies, which is based on the premise that families are a child’s first and most important teachers :The role of the school in developing early literacy is seen as secondary to that of parents, and a full and genuine recognition of pre-existing family practices is accorded.
Family involvement in a child's early education in general is critical and essential in early literacy acquisition.
Interestingly, parental involvement also has benefits for parents since such involvement also has positive effects on parents' self-development and parenting skills
Family involvement is diverse and includes various household members such as parents, siblings, caregivers and extended family members.
Quality parental involvement in a child’s literacy development can be linked not only to reading achievement, but also to improved social, cognitive and emotional skills
While the mother’s role has always been the dominant one, evidence regarding the positive effects of paternal involvement is increasing, as well as the actual levels of involvement by fathers. While this is true, fathers still continue to spend significantly less time than mothers do in caring for children, even in dual-earning families.
Even though the research findings and recommendations could apply to both mothers and fathers, the focus of this study is on the well-documented role that the mother plays as a child’s first and most important teacher.
The mother is regarded by some as a “critical resource,” and the literature suggests that she is probably the best person capable of educating her child, especially during the sensitive periods of infancy and early childhood
Vygotskian ‘sociocultural’ perspective – learning in communityMother as an indispensable mediator in her child’s learning environment
In acting as mediators in their literacy development, parents will do more than expose their children to a literature-rich environment, important as this is. They will actually ‘get between’ their children and the concepts to be learned, as it were, and direct their children to what they still need to learn and help them to make important connections.
4 children attended a pre-school • five mornings a week (from the • age of three). • 1 child attended a play school • two mornings a week. • 5 children were at home full time with • their mothers.
Two research questions: • What are the mothers perspectives • regarding their role in their children’s • development? • What do the mothers do to provide for • a suitable learning environment for • their children?
1. Provide good-quality resources for teaching literacy (and other areas);2. Make sufficient time to instruct (teach, talk to, play with) and interact with their children. 3. Provide a good example by showing that the practices of reading and writing are both enjoyable and useful; 4. Build relationships and provide them with a sense of efficacy and confidence. 5. Show a strong commitment to their children’s development.
“I think these are crucial years … that I have chosen to be with them, and I KNOW, I KNOW it’s the right thing.”
“I don’t want to go back to the work that I did. This is precious because it’s (clicked fingers) – and it’s finished. They always say, until seven – that’s the window, and then it’s CLOSED.
“I want to be available, no matter what, I want to be there!” “One is with them the whole time … you learn to know your child very well.”
