Why I Gave Up On Strict School Standards

I have a confession to make. I'm appalled by traditional methods of parenting and "teaching" and it scares the soul out of me for my child. 

I have been into early childhood education field for almost 8 years. I was a teacher using traditional methods and it was until I became a mother that made me realize that I have done such a tremendous error in teaching back in the days. 

I was the traditional teacher in a classroom filled with 3-4 year old toddlers, some were as young as 1.6 year olds, and others about 4-5s. I used to make lesson plans, reports, follow curriculum, and all other "important" teaching tools, visual aids and stuff. But guess what, that was a huge blunder. However, like any other life blunders, we learn from it. A mistake that led me into a better practice, and a calmer mother.

How come following a "curriculum" or making lesson plans are now defaced in some educational philosophies? There is a huge and research-backed reasons for that. Ok, i still use visual aids though, but that is no longer about "entertaining" children. 

I am a heavy follower of REGGIO EMILIA approach. If you have not really heard about that, it's quite an age-old approach actually back in world war II days. You may look up for a more profound understanding about the approach. 

Why lesson plans scare me?As an independent homeschooler, I follow no curriculum, i make no lesson plans day in and out, I don't create ANYTHING at all. How did I survive homeschooling my child? I follow my child. I follow her lead, not her following my "teaching" agenda. She is my curriculum, our themes are formed based on her interests, there is no timeline or limit when to stop or move to another topic.

I am scared of lesson plans and pre-planned activities for the day, or themes for the week, and all other things that are prepared by adults. Why? 

My child has her own unique way of exploring, discovering, learning, questioning things. If I make preplanned activities for the day, I rob my child's natural way of doing things in her own. I rob my child's chance to imagine things on her own. I rob my child's capacity to define things on her own, to make meanings of things she does, to understand things in the way she operates. 

When I was a teacher, we prepared themes and lesson plans. Regardless of whoever child is participating, we teach what's written on the lesson plan anyway. That method scares me until I became a mother. 

What if, it is not my child's interest?the subject does not appeal to her?what if my child is just not into it? Do we label her as stubborn, unparticipative, uncooperative or simply lacks social skills? I dont think so. 

Fast forward, I became a mother, then I realized the value of connection to a child. I realized the value to going deeper than just papers and worksheets. I realized, it is not the portfolio's that calculate my child's intelligence. It is her that matters. Not the lesson plans, not the output, not the hardcopied collection of worksheets. It is my child that matters. It's how I guide my child to be more inquisitive, more questioning about all that exists, it's how we discover things together, learn things together. It is not giving direct answers to her questions, it is how we both question things and discover the answers together.

Do I get this kind of focus in schools? Does my child really become the best of who she is in schools? Or maybe, she becomes too competitive and get obsessed with award in schools? To get credit that proves of her intelligence? Knowledge is not proven by a number or grade. Intelligence is not measured by awards. Skills does not progress when it is not your interest. So yes, I gave up on strict school standards, I gave up on lesson plans, I gave up on curriculum and themes...because without all of these adult-made subjects, my child continues to learn based on her own interests, at her own time and pace.

Photo credit: Google Images

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Teaching Reading and Writing in Toddlers

I have observed there are a lot of parents who are obsessed about "making" their very young children learn how to read and write. When I was teaching preschoolers between the ages of 3-5, parents are panicking on their children's reading and writing skills. Worry too much on their ability to read and write. And if their children haven't developed the skills yet, they question the teacher's ability to "teach" or the school's quality, or even question their child's "intelligence." The worst thing is other parents judge other kids in school that makes that child's parent feel irresponsible about their child's "incompetence."

So what does it truly mean when we say "literacy?" In early childhood, it is about reading and writing. Is there a specific age wherein we should make a child read or write formally? The answer is none, there should be no specific age. Then why do preschools bother teaching them? It has so much to do with standardized skills measurement and other "issues." The early childhood education organization all around the world are now spreading this awareness that we as educators should follow every child's individual development not what is something that is set by the government.

But it is rather a step that is not as easy to implement in schools due to issues like parents themselves are the ones demanding for such skills to be aggressively taught in order for their child to "catch" up with their peers. Then the issue becomes a loop, schools are supposed to "educate" these parents. On top of that is the business side when school owners want to get their marketability that all students in their school gets to read by age three or so--which should not be the case. So whatever it takes, for the love of gaining high profit, it doesn't matter to grill the child with phonics in one hour, who cares, they deliver their mission and the child actually is not of their main concern now, but addressing their marketability and addressing parental demand. The child? Do you really think all schools honestly think only about your child's struggles? Think a million times. Your role now is to question your child's school on how they do things around. But how to question if you have limited knowledge about natural reading and writing development? This is what this blog is all about.


What is natural literacy-rich environment? How do you make sure your child is "naturally" developing? Why is it so important?

"Children immersed in language and literacy in the home, have been found to do better at school and it begins pre-birth. As infants hear music in the womb they are able to connect that rhythm and beat to sounds they hear after birth. Language and literacy includes verbal and print media so books posters, signs and symbols in the environment stimulate conversations. Language also includes non-verbal communication through body language, gestures and facial expressions. The development of communication therefore, requires plenty of opportunities for children to practice speech. This is where talking to and with your child will make a big difference. Play environments where dressing up, pretending, drawing, storytelling, having puppets, painting music and songs all help children develop pre reading and writing skills. Basically every opportunity to interact lends itself to developing language and literacy skills from pre-birth to primary school. Most children immersed in language at home, develop strong language and literacy skills.
-EARLY CHILDOOD DEVELOPMENT

-The Six Basics Eleni McDermott 2009

So let's start with the first question:

What is a literacy-rich environment?

The process begins even before birth. Literacy provided naturally means there is no agenda in aiming to "teach" reading or writing at all.  It is the general experience of the infant child and the world around him/her.

The interaction that happens between the infant and the environment, including his primary care giver is very vital to the development of the much needed skills later on. 

Examples are:

√ singing aloud, listening to music

√ talking to your infant/toddler as often as you can (talking to non-verbal infants does not make you crazy, it helps your child develop, and NO it is not a MYTH, they respond through body gestures and responding to their non-verbal cues is already a communication)

√ interact during plays

√ eye contact when conversing with your child

√ reading stories repeatedly, puppet shows, shadow time, etc

√ providing writing tools for them to explore (pens, paper, markers, paint brush)

√ modelling a love for reading (they see you reading something so they will see how much you value reading)

√ providing reading materials for them to browse, books, magazines etc.

√ posting labels, print-related (materials that simply make a word like "menu," "medicine kit," or anything that doesn't necessarily tell a story but forms a word) signs, maps, etc.

How do you make sure your child is naturally developing?

Believe it or not, they already are developing since pre-birth. The key is basically providing them materials or tools that would help them build their literacy. You as the parent too has so much to do in helping them build a natural literacy-rich environment by setting up labels on their toys for example.

Why is it so important to create a natural literacy-rich environment for your child?

The general idea is to allow our children enjoy in an environment that provides rich literacy that is much needed for their skills later on or until they are school-age.

From birth until the age of 8 years old, your child's experiences affect their development of literacy which means, if you fail to provide an opportunity for your child the experience they need to build their literacy skills, it can potentially limit their reading and writing levels they can ultimately attain.

Each child has their own experiences while growing. Therefore, we cannot expect the same result for a group of 4 year olds to be reading fluently or writing properly. Most children learn to read by age 6 or 7. Very few read by 4, some needs intensive support by 8 or 9.

A kindergartner may have a level of a 3 years old in terms of her literacy development or a 3 year old may display a level of that of an 8 year old in her literacy development, and that doesn't matter--if only standardization is not imposed, there should never be a reason to push our children to read when they're not yet ready. 

As a conclusion, let us not try to hurt our children by putting so much pressure when they are supposed to be in the playground still, gaining experiences, interact with others, observe letters or signage around them. That experience alone is contributing to their literacy, so let us not focus too much in the four-walls of a classroom. Literacy is learned in a continuum, not in pure isolation.