Thoughts on Homeschooling Young Children<\/b><\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b>By Mary Hudzinski<\/p>\n
Much press has been devoted to the \u201cearly academic education\u201d vs the \u201cdelayed academics approach\u201d. \u00a0What is missing is a look at ways in which parents can encourage their children to develop the skills they will need to be educated, competent adults.\u00a0 This encouragement starts at birth, but the focus of this article is on the activities one can use to encourage children between the ages of 4 and 8.<\/p>\n
The primary purpose of language arts education at this level is to build confidence and facility with the spoken language \u2013 using proper sentence structure, expanding vocabulary, and using books for fun and information. To that end, reading lots of books \u2013 picture books, chapter books, beginning readers TO the child is imperative.\u00a0 Lots of experiences \u2013 trips to the grocery store, the post office, the library, and any other places\u00a0 you can think of is helpful.\u00a0 After the experience, discussing what was observed, what was learned, what was new\/different, job responsibilities can all expand the learning that happens\/happened.\u00a0 This is the time to use language that may be unfamiliar to the child and be sure that the child hears it correctly and has a rudimentary understanding of the new words.\u00a0 For example, discuss the various fruits and vegetables seen in the produce\u00a0 section of the grocery store.\u00a0 Start with the word, produce.\u00a0 What is it?\u00a0 What are other sections in the grocery store (meat, dairy, etc)?\u00a0 What kinds of foods are found in the produce section (fruits, vegetables)? Where do some of those fruits and vegetables come from (kiwis come from Australia; the corn is grown locally)? \u00a0Maybe use a globe or a map to find these places in relation to where the family is located.<\/p>\n
A journal really helps.\u00a0 Let the child draw picture entries, copy text that is important to him or her, or give\u00a0 dictation to an adult who can write more easily.\u00a0 The point of this exercise is NOT to practice penmanship but to use language for expression.\u00a0 Sometimes a picture and some dictated sentences can be a motive for the child to attempt to read.\u00a0 Periodically reviewing the previous entries can encourage everyone at progress and\u00a0 remind them of experiences enjoyed.\u00a0 Occasionally give an assignment such as, \u201cwrite (or dictate) three sentences about the weather\u201d or \u201cLet\u2019s write a poem.\u00a0 Each line starts with the next letter of your name.\u201d\u00a0 Then, write the child\u2019s name down the left side of the page, one letter per line, and have the child think of one word or phrase that describes himself that starts with that letter.<\/p>\n
E – enthusiastic<\/p>\n
M \u2013 maker of pretty pictures<\/p>\n
M – messy<\/p>\n
A \u2013 artistic<\/p>\n
Another activity that is fun is to create a notebook of sounds.\u00a0 Create one page for each beginning sound that the child can identify.\u00a0 Cut or draw pictures of things that start with that sound.\u00a0 Put the pages in a notebook\/binder\/folder and add to each page or add pages as appropriate.<\/p>\n
There are some readiness skills (pre-reading skills) that can be worked on \u2013 this link has an excellent\u00a0 description of those skills and how to build them at home:<\/p>\n
http:\/\/blog.allaboutlearningpress.com\/reading-readiness\/<\/a><\/p>\n Other informative resources include:<\/p>\n Thoughts on Homeschooling Young Children \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 By Mary Hudzinski Much press has been devoted to the \u201cearly academic education\u201d vs the \u201cdelayed academics approach\u201d. \u00a0What is missing is a look at ways in which parents can encourage their children to develop the skills they will need to be educated, competent adults.\u00a0 This encouragement starts at … <\/p>\n\n