Tuesday, July 3, 2012

Independence vs. “parental proximity” (a false dichotomy)

Since publishing this post about feeling possibly called to homeschool and yet potentially not being able to, I’ve received some emails from those of you who find yourselves in a similar situation.  My heart goes out to all of you, and this post is for you… to encourage you, comfort you while your convictions are questioned, and (if you want) to give you ideas of what to share with the people in your lives that, well, may simply think you are crazy. ;)

The general consensus amongst those of us in this situation seems to be that, hidden behind the ever popular “socialization” worries (which can be pretty easily refuted), is this idea that we really just don’t want our children to become independent… we are anxious, hovering mothers, who can’t “let go” of our babies. 

This frustrates me to no end because if all the people in my life truly knew what an introvert I am, and how much I value time to myself as well as peace and quiet, they might have an idea of just how hard it is for me to do what I am convinced is best for my child.  I am a very selfish, self-centered person, and it is a daily struggle, battle even, to do what I see as my vocation, and do it well. I am convinced, however, that joy and peace are found in doing what I feel is right instead of simply what I feel like doing.  The first path is based on thoughtful discernment, and the second is the one really based on emotion.

Sometimes our feelings about the education of our children do come out sounding emotional… due to an overwhelming sense that something just isn’t right, and the inability (on my part anyway) to spit out logical information in a detached way, without using that terrifying phrase, “I feel”.  I don’t know about you, but I find it hard to be detached emotionally from any topic that affects a member of my family… but I don’t necessarily see that as a weakness, just as part of who I am… if mothers weren’t the heart of their families, after all, where would the world be?  It doesn’t mean that everything we say and believe, while having an emotional component, should be completely disregarded as emotional drivel.  (I have to say I’m blessed to have a husband who listens to me {when I finally spell things out for him instead of hoping he can read my mind} and isn’t disrespectful in the least, but I know that isn’t the case with everyone’s husband or extended family members.)

It’s hard to be in a place where your motherly intuition is telling you what your child is and isn’t ready for, which style of education might be best for them, and which lifestyle might be best for your family; and yet to be misunderstood and not taken seriously by those around you who tend to see you as a hindrance to your child’s growth instead of seeing you as an advocate for the healthy growth of each individual child.  Personally, I think much of this stems from a general misunderstanding and lack of respect for the importance of motherhood in society today .  But that is another (very opinionated) post for another time. 

I like the encouragement David Guterson gives in his book, Family Matters: Why Home Schooling Makes Sense, as he comments on the affects school has on the parent/child relationship: 

“[The intuitive sense of parents that something isn’t right] is part of the growing alienation they feel from their children, who gradually become estranged from them as they become ever more deeply immersed in the universe of their school peers – an alienation parents erroneously conclude is a ‘natural’ part of their children’s growing up, a necessary prerequisite to their independent adulthood.  This distance, though, is far from natural, and the dismay parents feel about it ought not to be repressed.” (emphasis mine)

I recently came across a book titled, The Well-Adjusted Child: The Social Benefits of Homeschooling, by Rachel Gathercole.  In it she discusses this idea of “parental proximity” and why it’s not necessarily a bad thing.  In fact, it might be a good thing! Perhaps our current culture doesn’t understand because it views the family unit itself in a rather poor light.  I want to share some of what I’ve read with you, as I found it very encouraging and interesting. 

So enough blathering from me.  I will simply share a few quotes with you…

Rachel Gathercole quotes many homeschoolers – parents and children – in her book.  I think this quote from a homeschooling parent about peer dependence is a good one to start with… Independence from parents at too early of an age doesn’t necessarily lead to independence, but simply to dependence of another sort:

“… I believe the decay of family unity is at the heart of many of the social problems our culture is facing today.  Our culture is in a hurry to rush [little children] off to school, where they are placed in a room full of ten to twenty other little children with only one or two teachers.  Then parents are shocked and horrified when these same children, years later, have become completely peer dependent and cannot identify with their own family.  But peer dependence is the natural outcome of [this type of] education because a child has a real and intense need for relationship.  When that need for relationship cannot be met by an adult (a teacher who is working with many students), then the child will turn to the only other available person, the peer in the classroom.  Consequently, a child comes to value the opinions of his school-age peers more than those of his family… Our children are starving for meaningful relationships and will engage in all kinds of unhealthy activities and behaviors to fulfill that innate need for intimacy.  What a tragedy that we have divided the family for the sake of ‘education.’  Strong family relationships and unity are at the heart of healthy communities – the latter cannot exist in the absence of the former.” – Amy, homeschooling mother of three, upstate New York.

 

“School socialization, ultimately, is really just training for a school environment.  Family and community-based socialization, on the other hand, is preparation for family and community living (in other words, for real life).” – Gathercole, p. 178

 

Regarding independence Gathercole writes:

“The idea that early and abundant independence from parents is desirable may be part of an overall societal pressure on kids and parents toward early, forced independence… More and more research is showing, and parents are discovering, that strong attachment bonds between child and parents, not forced independence, creates happy children and healthy socialization. 

The idea that the kids need freedom from their parents at a young age seems based on the premise that parents are a ‘crutch,’ to be cast aside as soon as physically possible.  However, many homeschoolers believe that children need their parents directly available to them for much more of their childhoods than conventional schooling allows.  They want to teach their children what they consider to be healthy social skills, rather than send them to learn whatever skills they might happen to learn from their peers.  And they want themselves and their children to experience the closer family relationships that homeschooling seems to encourage.”

and

“First [children] must watch their parents model years and years of good decision-making, and they must observe their parents making the careful decisions that they believe are in the child’s (and whole family’s) best interests.  In this way the child can learn firstly, that he is worthy of taking care of and should thus take care of himself, and secondly, that just as his parents make decisions with the whole family’s best interests in mind, so, too, can and should he make decisions that take into account both his best interests and the best interests of others.  The family is the perfect, naturally-designed situation for learning these things.”

and

“… As kids do reach an age when they can handle and need greater independence, homeschool parents – who have already spent a great deal of time with their kids – are generally very willing to give them a healthily increasing amount of freedom and independence.”

Healthy independence just happens when it naturally should happen.  It does not need to be rushed into or forced.

She also writes this:

“Of course, children do need to be exposed to serious and meaningful things, and this can happen while children feel completely safe, carefree, and not under pressure to rely on their own social savvy before they are prepared to.  Childhood is a time in life when a person can be free and observe, take in, and learn about the world while living under the blanket of safety of parents who are in control and protect them.  Indeed, this may arguably be the very reason children have parents at all.”

And one last quote from another homeschooling mom:

“We all want our children to be able to face life challenges, peer pressure, and all the evils of the world with strength and integrity.  They have a much better shot at this if they have the time and support to develop and grow first.  Children cannot make wise choices until they have the perspective and information about themselves and what’s in front of them.  When they are young, they are mostly influenced by their environment.  It takes time for them to be able to understand an issue to be able to make judgments about it and to act in their own best interest and in the interest of others.

At each age there are things they can handle with wisdom and things they cannot.  Our schools inundate children with things they are not equipped to handle.  I want my children to experience age-appropriate amounts of challenge and difficult choice-making.  I want to help them think it through.  I want to control, to some extent, the amount of exposure they face to the challenges of peer-dominated cultural influences, because I believe that our country is assuming that children should be rushed to grow up, and it is hurting them.  They are toughening up to it but at a personal cost.  And that will cost us all.” – Janice, homeschooling mother of two, Durham, NC

 

The entire book is well worth reading, by the way, and I hope the little bit I’ve shared here motivates some of you to read it for yourself.  You can find it here.  It would be an excellent resource to hand to someone who has honest questions about the socialization of homeschooled children.

Have a beautiful day with your beautiful children!
Nicole :)

Wednesday, June 20, 2012

More Books, Please – Chapter Books

Have you ever heard of someone who would write the first of a series of blog posts in January, and then not write the second post until June?  I mean, really, who would do that?  Someone that disorganized should not have a blog in the first place.  Sheesh.

Ahem.

So… a while back I wrote about our poetry sessions at breakfast.  I haven’t done the best at keeping a poetry book around (we usually get them from our library, and somehow it’s hard for me to stay on top of…. kind of like blogging), so this has been an on and off thing for us lately.  M has actually been asking for poems in the mornings, so hopefully that will give me the motivation I need to pick something up, like this.

In this article about the importance of reading aloud to children, Andrew Pudewa points out that we sometimes forget about the importance of listening as part of communicating.  We teach children to read, write, and speak correctly, but we overlook listening. 

When you think about it, it seems obvious that language is learned by listening… the human brain is simply geared that way.  Children will learn to speak their native language by hearing it spoken.  They will pick up on correct grammar, vocabulary, etc. naturally.  Listening is the primary means of learning to speak correctly.  Reading is something that has to be taught, and communicating clearly can not be taught solely by good reading skills.

“In fact, it’s an interesting observation, but many children who become early readers, independent readers—good readers--often do not store complete and correct language patterns in their brains. Good readers read quickly, silently, and aggressively. They don’t audiate (hear internally) each word or even complete sentences. Generally, comprehension increases with speed, but speed decreases language pattern audiation because good readers will skip words, phrases and even complete sections of books that might hold them back. And to the extent that children don’t hear (frequently) a multitude of complete, reliably correct, and sophisticated language patterns, such patterns are not going to be effectively stored in their brains.” – Andrew Pudewa, One Myth, Two Truths

So it’s important to read good, quality literature aloud to your children, even if they are super readers! 

I want to share some of our favorite chapter books with you, and hope you’ll share yours in the comments section. 

I try to pick out well-written, wholesome, and developmentally-appropriate chapter books for us to read together as a family.  Think Little House on the Prairie types. :)  Although, interestingly, Little House doesn’t hold M’s attention yet… perhaps he doesn’t get that same little thrill from reading about sweeping out the house and airing out the mattresses as I did when I was little. :)  Maybe in another year or two? 

Keep in mind that audio books are an excellent way to get in some story listening too.  They are wonderful for car trips and quiet time.  We will read a chapter or two of our current read-aloud book at lunch and/or bedtime; then at rest time (when it happens) M listens to an audio version of a different book – sometimes he will keep resting in order to listen to an entire book (up to 2 hours!).  See – that makes you want to keep audio books around, doesn’t it?

Our absolute favorites:

I’ve noted the age that M was at when reading these books, just as a basic guideline for appropriateness.

 

        (age 4)

The Story of Doctor Dolittle and The Voyages of Dr. Dolittle, by Hugh Lofting (1920 and 1922)

The idea of talking to and understanding animals captured M’s imagination right from the start.  There are some hilarious parts in this book, and it is no wonder it is a classic.  Warning: some negative racial language is used, and you’ll want to read ahead and determine how you will handle this (edit?  read as is and have a discussion?).  It’s a shame because it is such a wonderful story.  I think more recent editions have been changed slightly to avoid this… I’m not a fan of editing classics, but in this case it might be for the best.  These are books that shouldn’t be left unread simply because of a few politically-incorrect sections.  You can also find these complete books online (ready to load to an e-reader) here, and there’s an audio version!

 

  (age 3) (This image links to a set of 5 of Burgess’s books, but there are a LOT more!)

The Thornton Burgess series about animals.  These were all written between 1910 and the mid 1950s.  Burgess wrote a couple of picture books, but his chapter books are what M loves.  These are actually the first real chapter books I read to M.  They are wonderful.  Some of these are available as online downloads, here.  These make great jumping off points for unit studies about animals, forests, and that sort of thing too!

 

(age 5)

The Enchanted Castle, by Edith Nesbit (1907) – full of magic, in rare places a bit dark… I found I had to edit parts that would disturb M.  Overall well worth reading.  M used the enchanted castle in his pretend play for weeks while we were reading this.  Download here.

 

(age late 3, 4)

The Littles (first published in 1967) – a cute series by John Peterson (look for the chapter books, not the easy readers!)

 

(age 5)

The Rescuers, by Margery Sharp (1959) – super exciting adventure.

 

(age 4)

Stuart Little, by E. B. White (1945) – funny little adventure and story about friendship.

 

  (age 5)

The Boxcar Children, a series by Gertrude Chandler Warner (First published in 1924) – there are so many books in this series you will never run out of anything to read!  These are about adventurous children who love to work and are always polite, and they solve mysteries. :)  Exciting and character-building at the same time.  These also come as audio books, complete with voices for each character (check your library).  There is a more modern series about these same children (different author), which are also very good, but we prefer the originals. 

 

(age 5)

Understood Betsy, by Dorothy Canfield Fisher (1916) – great story about a little girl learning to be independent (if you are a fan of Montessori, you will love this book!)  Download it here.

 

(age 4)

Hank the Cowdog Series by John Erickson (1982).  There are a LOT of these also.  Hank does not have the best grammar, but he is hilarious and we all laugh at these books. 

 

(age 3)

Beatrix Potter books (published beginning in 1902) – wonderful stories; you can download them here, and some are available as audio downloads. (age 3)

 

(age early 3)

The Complete Tales of Winnie-The-Pooh, by A.A. Milne (1926) – very loved, gentle stories about childhood.  Great vocabulary too!

 

(age 5)

Mary Poppins, by P.L. Travers (1934) - this is what we are currently reading, and there is a whole series to explore.  These are magical and imaginative, and much better than the movie (which M has never seen)… although the movie is great too, don’t get me wrong!  I’m so glad we found the books, though!

Which chapter books does your family love to listen to?

Have a beautiful day!

Nicole :)

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