I grabbed the paints out one day and roughly painted this image for our family.
I can't take the credit for it because I'm sure I read about it somewhere once and it seeped into my unconscious mind!
It doesn't really need any explanation, but it basically showed that Mummy is the hub of the family, each child is a spoke in the wheel, Daddy is the rim that holds us all together, and around us, within us, going right through the whole family is God.
xxxx
Wednesday, July 27, 2016
Sunday, June 26, 2016
The "Universe"?
I've seen, and heard people writing/saying things along the line of "The Universe will provide." and "Throw it out into the Universe and see what it provides."
To me this is New Age, and extremely flaky.
It's also sad that people are learning to "trust" something that can't do anything for them - and in turn, teaching others to build their lives on very shaky ground.
God created the Universe.
God provides, or withholds according to his mighty, unfathomable wisdom.
The next time I hear someone say about the Universe providing, I pray that I might have God's wisdom and the right amount of boldness to respectfully question them on it. I am genuinely interested in how people who believe this can explain it.
Wednesday, June 22, 2016
Cozy Time - What Is It?
When I first heard of the concept of
"circle time" as they might have in a preschool environment I wondered
if I could turn that into something we'd like.
It took a bit of jiggling around to find
a comfortable fit, and I took on board advice from another mum who'd
tried it and found it raised her blood pressure too much trying to get
her children to join in.
But here, in case it sounds like
something you'd like to try with your children (all ages, just adjust it
to suit) is what we have been doing on and off for a few years now.
Cozy Time
First we sing a song to mark the beginning of Cozy Time - just a little ditty I made up.
Then I launch straight into some finger plays, poems, songs etc. Something like this:
Here is a tree with its leaves so green
(stretch arms out)
Here are the apples that hang between
(clench fists)
When the wind blows the apples will
fall
(drop arms)
Here is a basket to gather them all
(pretend to hold a basket on your
hip and gather apples)
(Mime appropriate actions)
High in the tree a little nest
Climb up softly, look inside
Hungry baby birds with their beaks open
wide
I'll watch the little birdies grow, day
by day
Until they spread their wings and fly
far, far away
A little brown rabbit popped out of the
ground,
(right index fingers pops up)
Wiggled his whiskers and looked all
around.
(right index finger wiggles)
Another wee rabbit who lived in the
grass
(left finger up)
Popped his head out and watched him
pass
(right hand hops over left (wrists
crossed)
Then both the wee rabbits went hoppity
hop,
Hoppity, hoppity, hoppity, hop
(both fingers hop forwards)
Till they came to a wall and had to
stop
(both fingers stop suddenly)
Then both the wee rabbits turned
themselves round,
(hands uncross)
And scuttled off home to their holes in
the ground.
(hands hop back and finish in pockets)
Five little peas in a pea-pod pressed
(clench fingers on one hand)
One grew, two grew, so did all the rest
(raise fingers slowly)
The grew and they grew and did not stop
(stretch fingers wide)
Until all of a sudden the pod went POP!
(clap loudly on POP)
(Heaps more fingerplays, songs and game
ideas can be found in my soon-to-be-published book "Adventures In
Natural Learning - Handbook")
This morning we were having Cozy Time
and I watched our 18 month old toddling around the room, participating
when he wanted to/ when he could. I noticed that the children needed
something they could move around to, stretch their legs and arms, so I
started to sing "My pigeon house I open wide and set my pigeons free
..." Our toddler was suddenly very interested and watched two other
boys who decided they'd join in with that one. I was reminded once
again how easily and joyfully a little child can learn things when there
is no EXPECTATION on them to pick it up.
We often play some very simple games
such as "Touch the ..." where I will name perhaps four or five items in
the room, the child must repeat each item and then go and touch it.
Great for the brain. This game can be extended by saying "Touch glass,
wood, metal ..." etc or colours. It truly is a game - not trying to
force teaching. And if the children arn't enjoying it, then it stops.
Another favourite game is when I gather
random items from our junk drawer and put them on a tray. I point to
each item in turn and name it "scissors, glue stick, paint brush, wooden
bead, little horse ..." and then each child has a turn to close their
eyes and guess which one or ones I have taken away.
So we play a few games - maybe a bit of
baby sign language, or NZSL, a bit of French or German ... easy stuff,
then I wind up by singing our final song, and a saying a prayer.
Something may come up when a child asks a question or shares a thought they've had - quite naturally, nothing forced.
So that's our Cozy Time - it doesn't
always work, and it doesn't always run smoothly, but I bring it in from
time to time because it's actually quite fun when the children
co-operate.
If your children have neurostruggles and neurochallenges then Cozy Time can be rather a stuggle and a challenge for a mummy.
If your children are neurotypical then Cozy Time would be fantastic and rather easy and fun!
When I finished Cozy Time this morning I
somewhat wearily went into the kitchen where our 20 year old was making
himself a snack before returning to his work. "Well done" he said
quietly. xxxxxx Love him.
Sunday, June 12, 2016
Colour & Send Doodle Postcard Books - available now!!!
I have created these beautiful little doodle colouring postcard books for adults and children.
Some designs are intricate and fiddly, other designs are easier to colour - all are GREAT FUN!
They can be purchased via my facebook page : Doodles By Debbie Ball, or if you are not on facebook I have them listed on trademe too - search for Colour & Send Doodle Postcard Books.
Outside of New Zealand please leave me a message on this blog post with your email address and I'll contact you with our PayPal details.
There are two books - each with 18 different images to colour.
If you are sending the card to someone who likes to colour - then leave it uncoloured!!
Just pop a stamp on the back, write their name and address and send!!
These postcards are printed on delightful card that makes colouring them a breeze!
Cost: $12 for one book
or $20 for a set of two books
Postage $3 for one or two books
$4 for more than two books
I look forward to receiving your orders!
Tuesday, May 24, 2016
FAITH WITHOUT WORKS
Some years back I met a lovely lady in our local supermarket. She was looking for nappies for a visiting grandchild - I looked like someone who knew about nappies and so she asked my opinion.
I realised she was German which was exciting because we'd just started learning German. She asked me if I was a Christian (she had guessed because I home educated and wore a similar style of clothing to her home educating Christian daughter).
We became friends, and visited together several times, learning a little more German each time. We also learned that she and her husband (in her own words) " ... had been Buddists, but now we are Christians!" she said it with joy! Her new faith and openness to things of Christ was refreshing and exciting. She was excited to attend Bible studies and talk of many things to do with God.
Sadly, events in our lives prevented any further visits.
***************
Last Sunday on waking I felt a strong urging from God to attend a church. I asked God "Which one?". I haven't attended our family church for many months now for various reasons.
I was pretty sure I knew which one I was to attend and I prayed "Please tell someone, ahead of time, that I will be there!" When I told my husband that God wanted me to go somewhere, he said "Of course." I said "Why did you say that?" "Because you listen to God" he said. Then he prayed for me, and I felt sure I knew where God wanted me.
So it was just myself, my toddler and my 6 year old who pulled up outside the old stone church on the other side of town on Sunday morning. And the first people I saw getting out of their car was our German friend and her husband. She was delighted to see me. "You know we have a speaker here this morning?"
"No - I didn't know. God told me to come this morning."
"Ah, then it will because of the speaker." She said with certainty.
I figured she was possibly right, and I was keen to hear what he had to say!
Church is not the easiest environment for our 6 year old who has Sensory Processing Disorder along with the family trait of Asperger's. But he did his best.
Then during the message from the visiting speaker he said the most wonderful thing.
"Because faith without works is dead! Works is the application of faith."
He said a little more to confirm that, and then said "Oh! That wasn't supposed to be in my message - maybe that blessed someone?" And I put up my hand.
Why was it a blessing?
For the last few years I believe I have received an unbalanced message on "faith and works". Not, as you might think with the weight on WORKS. Quite the opposite.
A teaching, a permission, to back off with the works, to take it easy with works ... its all about faith.
But what does James 2 say:
14 What doth it profit, my brethren, though a man say he hath faith, and have not works? can faith save him?
15 If a brother or sister be naked, and destitute of daily food,
16 And one of you say unto them, Depart in peace, be ye warmed and filled; notwithstanding ye give them not those things which are needful to the body; what doth it profit?
17 Even so faith, if it hath not works, is dead, being alone.
I knew it, my family knew it, but it was a rich blessing to hear it via a man who was listening to God.
Having seen my German friend at that church, and hearing the whole message delivered by that speaker, I have much to think on.
Monday, May 2, 2016
WHAT DOES A "NATURAL LEARNING" CHILD LOOK LIKE?
Our daughter is 13 years old. She has always enjoyed a total "Natural Learning" life.
This is a list of a few things she's been interested in just recently. All self-directed learning.
I'm putting this on our blog not to boast but to show people HOW MUCH much learning a child can do when they're not under pressure to PRODUCE something to PROVE they are learning, and when they're not driven down avenues they have no interest in, labouring hours and hours reading dry text books and writing papers ...
Not every child at 13 would be interested in researching and enjoying such a wide variety of things, sometimes I think she is truly the "poster girl" for natural learning. And I enjoy that all the more because God only gave me one girl like this. In fact, he only gave me ONE GIRL! Our other six children are all boys. But if they were to make lists of what they've been interested in over the last 8 months or so, I think I'd be pretty impressed with them too!
Late 2015
Manners and General Must-Dos of the 1900s
WWII and Winston Churchill
Royal Family
Natural Skincare and Health Supplements
Essential Oils
Instruments and Reading Music
Typing and Computer Skills
Natural Makeup
Scrapbooking
Embroidery
Needle Felting
Making Doll's Clothes
Soap and Candle Making
Knitting and Crochet
Early 2016
Childbirth and Motherhood
The Viking Age
Art
Natural Education and the reasons it Works
Foreign Languages
Making Short Movies
Gardening
Fitness and Exercise
Natural Health for Pets and other Animals
History of NZ and other Countries
Making Clubs
Discipleship
Jewellery Making
Interior Design
Acting/Performing on Stage
Maths
English
Stamp Collecting
Doodling
Birdwatching
Lettering and Hand Design Elements
Gothic and Medieval Castles
Making Blogs and Websites
Lecturing
Writing and Illustrating Books
Auschwitz
Present
Forensics
Special Air Service
Survival
Search And Rescue
SPCA
NZ Police
and Police Informants
Martial Arts
Self Defence
NZ Air Force
Civil Defence
Gun Handling and Target Shooting
Fictional Writing
Macro Photography
Bushcraft
Natural Disasters
Geography
Making Computer Games
Poisonous Plants and Animals
Persecution
Terrorism
Human Trafficking
Swords
Character Design and Animation
Designing Survival Electronics - i.e. GPS/Compass/Weather Forecast
Legal Studies
Armed Offenders Squad
International Contact and Codes
Thursday, April 21, 2016
Essential Oils
INFORMATION
ON ESSENTIAL OILS
and
how they may help ease anxiety in some individuals (this is not
medical advice - use discretion)
A friend recently asked me if I knew anything about essential oils.
I only know a little, but I'm happy to share what I know.
I prepared the following information for a workshop on anxiety run by the Nelson Branch of Autism NZ some time ago.
**********************************
Pure
Essential oils have therapeutic benefits. Perfume oils
(inferior quality) can smell nice, but do not have the true
therapeutic benefits. Perfume oils are often the result of further
extraction after the pure essential oils have been taken from the
plant – or can even be synthetic. The use of cheaper perfume oils,
or cheap essential oils can be detrimental.
Look
at “What Are Organic Essential Oils”
http://www.aromatherapyforchristians.com/organic.html
and
also “Essential Oil Usage – What Are Essential Oils”
http://heritageessentialoils.com/usage.php
A
Pure Essential Oil will always have the Latin name of the
plant on the bottle, and will cost more than a perfume oil. Our
research has lead us to mainly:
Dophin
Clinic Oils
http://www.dolphinclinic.co.nz/home
Available
from Health 2000 shops, or
order
online/over the telephone with Healthpost (based in Golden Bay)
http://www.healthpost.co.nz
and
Aromaflex
Oils
http://www.aromaflex.co.nz
Upper
Trafalgar Street, Nelson or order online (Consultations available)
The
following information is from the Aromaflex website.
*****
HOW OILS WORK
- Direct application to the Skin
- Inhalation
- Prescribed Oral
Use
Direct Application and Massage
Blends
and Essential
Oils can be
applied directly onto the skin for therapeutic benefits. The
chemistry of the individual oils is absorbed through the
permeable layers of the skin into the blood stream. This happens
because therapeutic grade oils are small enough to penetrate through
the pores and hair follicles on the skin, thus enabling them to be
absorbed by our largest organ, the skin. The level and intensity
of absorption is different for every person depending on health, skin
type and dilution i.e you would not put pure essential oils on an
open wound.
When massaging
an area of the body you increase the circulation to an area which
increases absorption. The heat created helps to transport the oils
faster. Therefore, applying body blends after your shower when
the pores are open, is a good option.
Hydrosols
'spray' oils onto the skin for absorption. Hydrosols are a much
diluted form of essential oils and are great for wound care, facial
sprays and gargling in the mouth for sore throats and infections of
the teeth.
****
Is
it not necessary to do a great amount of research to benefit from the
use of essential oils (unless you are a “research” person and you
want to do the research!). A look at a couple of websites, or a
consultation with an aromatherapist will give you a good idea of how
oils may be able to help in the case of anxiety and ASD. The Nelson
library has some good aromatherapy books. I recommend
cross-referencing at least two or three sources when you are making a
final decision on which oil to use.
Be
aware there are warnings for the use of some oils (some should be
avoided in pregnancy, some are phototoxic – do not apply and then
expose to the sun - some are best not used for small children, some
have high or low blood pressure warnings …) so if you are not being
advised by a professional take care to read up a bit about the use of
the particular oil you are choosing.
The
Heritage Essential
Oils website
http://heritageessentialoils.com/
has information on each oil, and includes testimonials from people
who have used them which is very helpful. I highly recommend the
use of this website for information on the oils, and interesting
advice from those who have used them.
For
instance on the page for Vetiver oil I found the following
testimonial:
- Vetiver on my 11-year-old son's big toe and diluted on his spine and/or brain stem work great for my son to calm his anxiety. Potential has worked well to curb his hyperactivity - just a couple drops/day of that on the back of his neck. When I do too much of either oil it seems to cause the opposite effect. Lavender has the opposite effect on my son and Cedarwood didn't do anything. He has sever ASD and epilepsy. - Sarah
Most
people will say “Lavender is supposed to help you relax and
sleep ...” but one of my children finds it gives the
opposite effect, and it was good read this lady's report above
that it does the same for her child – we are trying Vetiver and
Frankincense together, in almond oil, instead.
Here
is some information about both of these oils:
FRANKINCENSE
(not
for use with small children)
Properties
and Usage:
Expectorant, antitumoral, immunostimulant, and antidepressant.
Researchers today have discovered that frankincense is high in sesquiterpenes, which helps stimulate the limbic system of the brain (the center of emotions) as well as the hypothalamus, pineal and pituitary glands. The hypothalamus is the master gland of the human body, controlling the release of many hormones including thyroid and growth hormone. Frankincense is now being researched and used therapeutically in European hospitals and is being investigated for its ability to improve human growth hormone production.
The sesquiterpenes in Frankincense, enable it to go beyond the blood brain barrier. It increases the activity of leukocytes in defense of the body against infection.
Frankincense has helped with asthma, depression, and ulcers. High in sesquiterpenes, it is stimulating and elevating to the mind and helps in overcoming stress and despair, as well as supporting the immune system.
Frankincense may also help with allergies, bites (insect and snake), anxiety, bronchitis, cancer, respiratory infections, diphtheria, skin issues, headaches, hemorrhaging, herpes, high blood pressure, inflammation, stress, tonsillitis, typhoid, and warts.
Expectorant, antitumoral, immunostimulant, and antidepressant.
Researchers today have discovered that frankincense is high in sesquiterpenes, which helps stimulate the limbic system of the brain (the center of emotions) as well as the hypothalamus, pineal and pituitary glands. The hypothalamus is the master gland of the human body, controlling the release of many hormones including thyroid and growth hormone. Frankincense is now being researched and used therapeutically in European hospitals and is being investigated for its ability to improve human growth hormone production.
The sesquiterpenes in Frankincense, enable it to go beyond the blood brain barrier. It increases the activity of leukocytes in defense of the body against infection.
Frankincense has helped with asthma, depression, and ulcers. High in sesquiterpenes, it is stimulating and elevating to the mind and helps in overcoming stress and despair, as well as supporting the immune system.
Frankincense may also help with allergies, bites (insect and snake), anxiety, bronchitis, cancer, respiratory infections, diphtheria, skin issues, headaches, hemorrhaging, herpes, high blood pressure, inflammation, stress, tonsillitis, typhoid, and warts.
We
have a small roller bottle (like a perfume bottle with a roller top)
in which we have almond oil, plus 5 drops of Vetiver, and 5 drops of
Frankincense. Our 6 year old asks for his oil when he is becoming
anxious or angry (if he is able to remember), and I roll it onto the
back of his neck. I do not overuse it as Frankincense is not advised
for use with small children.
VETIVER
Properties
and Uses
Vetiver essential oil is well known for its anti-inflammatory properties and is commonly used for painful joints. It is antiseptic, antispasmodic, a relaxant and circulatory stimulant.
Vetiver is used for ADHD, anxiety, joint aches and pains, depression (including after giving birth), insomnia, skin care such as for wrinkles, oily, aging and acne.
Vetiver essential oil is well known for its anti-inflammatory properties and is commonly used for painful joints. It is antiseptic, antispasmodic, a relaxant and circulatory stimulant.
Vetiver is used for ADHD, anxiety, joint aches and pains, depression (including after giving birth), insomnia, skin care such as for wrinkles, oily, aging and acne.
And
another of our favourites, both for smell and therapeutic benefits:
MANDARIN
Properties
and Usage
Mandarin is used as a digestive tonic, is anti-fungal and stimulates the gallbladder. It has a high limonene content, which has been studied for its ability to combat tumor growth in over 50 clinical studies.
Used for digestive issues, fluid retention, insomnia, anxiety, intestinal issues, skin (such as acne, oily, scars), stretch marks (especially when combined with another oil such as Jasmine, Lavender, Sandalwoods, or Frankincense). It is noted to help regulate metabolic processes and aid the secretion of bile breaking down fats.
Known as the children's remedy and is used to relieve tummy upset of babies and children. It is soothing and calming and sometimes referred to as the "happy oil."
Mandarin is used as a digestive tonic, is anti-fungal and stimulates the gallbladder. It has a high limonene content, which has been studied for its ability to combat tumor growth in over 50 clinical studies.
Used for digestive issues, fluid retention, insomnia, anxiety, intestinal issues, skin (such as acne, oily, scars), stretch marks (especially when combined with another oil such as Jasmine, Lavender, Sandalwoods, or Frankincense). It is noted to help regulate metabolic processes and aid the secretion of bile breaking down fats.
Known as the children's remedy and is used to relieve tummy upset of babies and children. It is soothing and calming and sometimes referred to as the "happy oil."
Another
of our children chose the Aromaflex “Uplifting and Soothing”
synergy (mix) which contains orange, geranium and ylang ylang. We
bought a small 5ml bottle - $13.00 - to see if it worked.
We
used a small roller bottle ¾ full of almond oil, and then 10 drops
of the “Uplifting and Soothing” synergy into the bottle. This
has proved very successful in calming this child down when anxiety
creeps or leaps up. One of the greatest successes has been in the
supermarket – this was a very good test for the oil, and it worked.
***
It
is important that the person likes the smell of the oils! Many of
our children and both Mum and Dad are intolerant of synthetic smells
– perfume, air freshner etc but high quality essential oils are
totally different, and tolerated by almost all of us.
If
the smell is not acceptable you can try putting the oils onto the
soles of the feet (diluted with a carrier oil, with the exception of
lavender which can be put onto the skin neat) in which case they are
not so easy for the wearer to smell (depending on how
sensitive/hyper-sensitive their “smeller” is!).
**************************************
Hopefully you have found something interesting in this article. I'd just like to add that if I were to choose my favourite five oils to start a collection I would have to say
1. Lavender
2. Tea tree
3. Chamomile
4. Frankincense
5. Sandalwood
Tuesday, April 12, 2016
READY to START learning?
Funny how you can be talking to someone and it suddenly dawns - "this person isn't on the same page as me."
They're not even in the same book.
Or the same library.
Same town.
Same planet ...
Well, anyway, my recent discussions with the MOE lady proved this (and I promise I will stop ranting about it soon, when its out of my system).
She wasn't on the "Natural Learning" page. Because I don't think the MOE have one. Apparently they do. But maybe she hadn't read the book with that page in.
SO - getting to the point ...
Some time back our then 5 year old was working alongside a friend who had come to help us.
They were putting out spoons for lunch and Mr 5 was counting them:
"One, two, three ... we need three more to make six."
This was not an unusual thing for him to say, so I took no notice as I was doing my thing with the lunch.
But our friend (ex-teacher, ex-homeschooling mother) looked at me and said:
"I think he's ready to start learning!"
For a second I was puzzled.
Then I realised that she probably meant "He has exhibited signs of intelligence and now we must buy him some workbooks and sit him down for a period every day and get him to work through the books and advance in an orderly fashion."
So I said:
"Hm," raised my eyebrows in appreciation and smiled. Our friend is very servant-hearted and I'm not being nasty toward her.
Just made me realise, once again, that not everybody can see how this works.
I just shared this with a friend the other day when she asked about unschooling:
" Everything you are doing with your little ones just continues on, forever and ever. They keep learning things they're interested in and because they don't have "learn now" times and "don't bother me with anything LEARNING or SCHOOLY now" times then they learn ALL THE TIME. It's is precious and breathtaking sometimes. Our 6 year old was bouncing on the trampoline one evening and he said to Daddy "What's the real name for a bluebird?" Daddy was puzzled, but I knew what he meant. I said "Do you mean the Latin name?" "Yes' said bouncing 6 year old. So I looked it up and told him.
Truly Truly Truly, everything you are doing, and not doing, with your children when they are younger can continue as they get older ... there is no "magic age" where "learning" starts, and there is no "magic age" where you need to STOP all the good fun things and start 'boring' school things."
Then I was sharing with another friend yesterday about this concept, and she said
"I wonder if people are worried that if they just continue on as they are doing, and don't start any formal "learning" type programme, they will end up with 18 years olds who are still doing what 3 year olds do?"
I wonder?
They're not even in the same book.
Or the same library.
Same town.
Same planet ...
Well, anyway, my recent discussions with the MOE lady proved this (and I promise I will stop ranting about it soon, when its out of my system).
She wasn't on the "Natural Learning" page. Because I don't think the MOE have one. Apparently they do. But maybe she hadn't read the book with that page in.
SO - getting to the point ...
Some time back our then 5 year old was working alongside a friend who had come to help us.
They were putting out spoons for lunch and Mr 5 was counting them:
"One, two, three ... we need three more to make six."
This was not an unusual thing for him to say, so I took no notice as I was doing my thing with the lunch.
But our friend (ex-teacher, ex-homeschooling mother) looked at me and said:
"I think he's ready to start learning!"
For a second I was puzzled.
Then I realised that she probably meant "He has exhibited signs of intelligence and now we must buy him some workbooks and sit him down for a period every day and get him to work through the books and advance in an orderly fashion."
So I said:
"Hm," raised my eyebrows in appreciation and smiled. Our friend is very servant-hearted and I'm not being nasty toward her.
Just made me realise, once again, that not everybody can see how this works.
I just shared this with a friend the other day when she asked about unschooling:
" Everything you are doing with your little ones just continues on, forever and ever. They keep learning things they're interested in and because they don't have "learn now" times and "don't bother me with anything LEARNING or SCHOOLY now" times then they learn ALL THE TIME. It's is precious and breathtaking sometimes. Our 6 year old was bouncing on the trampoline one evening and he said to Daddy "What's the real name for a bluebird?" Daddy was puzzled, but I knew what he meant. I said "Do you mean the Latin name?" "Yes' said bouncing 6 year old. So I looked it up and told him.
Truly Truly Truly, everything you are doing, and not doing, with your children when they are younger can continue as they get older ... there is no "magic age" where "learning" starts, and there is no "magic age" where you need to STOP all the good fun things and start 'boring' school things."
Then I was sharing with another friend yesterday about this concept, and she said
"I wonder if people are worried that if they just continue on as they are doing, and don't start any formal "learning" type programme, they will end up with 18 years olds who are still doing what 3 year olds do?"
I wonder?
About Natural Education and Jigsaw Puzzles in the Brain
Regular readers will be aware that the Ministry of Education and I had dealings a few weeks back.
During those dealings the lady from the Min asked me:
This is some of what I said to her:
During those dealings the lady from the Min asked me:
I have looked back at the applications on file for your older
children and I can see that you have made some changes in your approach to home
schooling over the years to the point where you have adopted the planned
approach for Joseph. I am very interested in how home educators make these
decisions and changes over time and I would like to hear more about this. I
know that many home educators do change their approach over the years from the
time of applications and it would be useful for my learning to hear more about
this aspect.
She also asked, at one point, how we would know if Joseph will be learning as he should be.
This is some of what I said to her:
How we will know he is progressing as he should be across the learning
areas:
I really have trouble with the “as he should be” part of this because in my
experience of many different learning/teaching styles, and many different
children I am confident that putting an expectation on a child of what
should be achieved at a certain stage is unhealthy.
I am sure you agree that nobody puts constraints on a baby as to when they
crawl, stand, speak etc – however I also understand that if a baby was not
walking by 2 years old, then something may be a amiss.
When I look at our older children I am given more and more confidence that
despite the age at which they learned to read, multiply, speak a foreign
language, research, debate, memorise etc – then the learning happened over their
younger years – and most importantly that the learning happened WHEN THEY WERE
READY TO RECEIVE the learning, and therefore it is remembered.
It’s safe to say that I don’t notice every success and sign of progress
that my children make as they can be naturally very gradual and smooth. The
progress does not need to be noticed/noted for it to continue – the children
move ahead very naturally in their own ways, enjoying the feeling of getting
better at something or gaining some new skill.
Of course, big milestones like riding a bike by himself, or learning all
the words to a poem and reciting it, or completing a whole colouring picture by
himself, or following along with a story and knowing where all “his” words are
and reading them out loud, bringing me the results of his workshop project –
these things ARE noticed by me, and I celebrate them appropriately with him
according to his mood (whether he needs a smile, a tickle, a high-five, a whoop
or great bursts of clapping).
You mentioned you were interested in why families might change their
learning style over the years. Here are my thoughts.
Above I mentioned the fact that a child will remember things if they are
learned during a time a child was interested in a subject – this is the crux of
natural learning, and I believe it is why many families go from a more
structured learning style (wherein the parent feels more “in control” of the
learning, feeling more that they can achieve a successful result because
everything is laid out in a specific order to ensure the main points are
covered) to a more natural (unschooling/delight directed learning) style.
Natural learning can, on the face of it, seem rather messy, chaotic or
perplexing from those looking from the outside, but the depth of learning and
the excitement and enjoyment the children have results in much learning being
absorbed and subsequently turned over and over in their minds later.
As an
example the other day before I could get out of bed I had four little boys in
with me. The baby was playing quietly, Joseph was on and off the bed playing
with cars, our 8 and 10 year olds were cozy under the blankets. Our 8 year old
asked me about Winston Churchill and the bad guy that he couldn’t remember the
name of. Then they both listened very intently as I told them about Hitler, and
the state that Germany was in after WWI, and Jewish people, concentration camps,
gypsies, gas chambers, Corrie Ten Boom, Churchill etc etc. If I had an
expectation that everything I said would be remembered, then I would perhaps
become exasperated that some of it was forgotten. However, I see life learning
as a large number of “jigsaw puzzles” in a child’s mind. Every time the
children hear some new information they might taken in a bit of it – or all of
it depending on their interest and their ability to take it in and relate it to
other information they know – they gain a piece (or pieces) of one or some of
the puzzles. Next time the subject comes around they may already have many
pieces of that puzzle and they will gain some more and start to see the picture
more clearly.
An example of that was when I was speaking about Churchill I mentioned the
BBC Documentary “Wartime Farm” that the children enjoyed, and I said about
Churchill keeping the hope of English people live, that they needed to believe
they could win the war. The children remembered the bits in that documentary
where the folks did without things and endured hardship.
Therefore, if I could see into their minds, and I could view their “jigsaw
puzzles” I might see that the “WW2” puzzle had more pieces in it since our talk
about concentration camps, and their “Winston Churchill” puzzle had more pieces
in relation to making noteworthy speeches, and their “Hitler and commanding
officers” puzzle had a few more pieces in relation to cyanide pills.
Thursday, April 7, 2016
Mid Autumn
There are so many seasons. Not just summer and winter. Not even just summer, autumn, winter and spring. There's early summer, mid summer, late summer, early autumn, mid autumn, late autumn ... you get the drift.
And right now, we're in mid autumn on this half of the globe.
It's a beautiful BEAUTIFUL time of the year. We're enjoying it to the fullest.
And right now, we're in mid autumn on this half of the globe.
It's a beautiful BEAUTIFUL time of the year. We're enjoying it to the fullest.
A Rare Gem
In today's world full of OSH, great whopping handrails, soft-fall landscaping, playgrounds being pulled apart and thrown away because the owners can't keep up with the regs etc etc etc rant rant rant ...
... well, we had an amazing time at a local privately-owned garden that is open to the public.
It's somewhere we've driven past a million times, on the way to appointments, jobs that needed to be done before everyone got over-tired, visits or the like - but today, we stopped and played.
Far, far better than any playground - we will be returning for sure.
... well, we had an amazing time at a local privately-owned garden that is open to the public.
It's somewhere we've driven past a million times, on the way to appointments, jobs that needed to be done before everyone got over-tired, visits or the like - but today, we stopped and played.
Far, far better than any playground - we will be returning for sure.
Saturday, April 2, 2016
Keeping a Stash of Potentially Useful things
The other day I bought some 2nd hand, wide, rainbow elastic. I don't have a project for it yet, but the children have already played quite a few games with it. I'll put it into our storeroom soon, and one day we'll need it I'm sure.
Years ago someone gave me a roll of thick clear plastic. I didn't know what I would use it for immediately, but some time later I had a Great Idea. My Great Idea was very successful and everyone enjoyed it for a while.
Last week I was tidying our library (two of the adjustable shelves had fallen over from the weight of the books, so it was time for a tidy up and a clean out) and I found an very old school atlas that I'd bought very cheaply from a sale somewhere, for some reason. (I know it was very old because I used the same edition when I was in school).
So, with the old atlas in my hand, and the roll of thick clear plastic I embarked on The New Great Idea.
The ingredients you will need for The New Great Idea are:
- one clean table
- one old atlas, or any interesting book, posters, maps etc The first time I did this idea I use an old Bible.
- a roll of thick clear plastic, or a thick clear plastic tablecloth
And there you are. Easy as that. Our 6 year old was helping me with the sticky tape and the scissors. As soon as I had finished he said "Now, where do we live on this map?"
I was so pleased! I hadn't been talking to him about it as I was doing it - he knew they were maps, he knew which ones were New Zealand, and he wanted to know where we lived!
This afternoon as was tidying in the kitchen, the children started a game of calling out places in the world and seeing if the other could find them.
Our 10 year old ran to get the magnifying glass, and world map off the lounge wall, and said "I LOVE geography".
I hadn't said a word! I just set it up, and off they went. Yay for natural education!!
And yay for keeping a stash of potentially useful things!!!
Years ago someone gave me a roll of thick clear plastic. I didn't know what I would use it for immediately, but some time later I had a Great Idea. My Great Idea was very successful and everyone enjoyed it for a while.
Last week I was tidying our library (two of the adjustable shelves had fallen over from the weight of the books, so it was time for a tidy up and a clean out) and I found an very old school atlas that I'd bought very cheaply from a sale somewhere, for some reason. (I know it was very old because I used the same edition when I was in school).
So, with the old atlas in my hand, and the roll of thick clear plastic I embarked on The New Great Idea.
The ingredients you will need for The New Great Idea are:
- one clean table
- one old atlas, or any interesting book, posters, maps etc The first time I did this idea I use an old Bible.
- a roll of thick clear plastic, or a thick clear plastic tablecloth
And there you are. Easy as that. Our 6 year old was helping me with the sticky tape and the scissors. As soon as I had finished he said "Now, where do we live on this map?"
I was so pleased! I hadn't been talking to him about it as I was doing it - he knew they were maps, he knew which ones were New Zealand, and he wanted to know where we lived!
This afternoon as was tidying in the kitchen, the children started a game of calling out places in the world and seeing if the other could find them.
Our 10 year old ran to get the magnifying glass, and world map off the lounge wall, and said "I LOVE geography".
I hadn't said a word! I just set it up, and off they went. Yay for natural education!!
And yay for keeping a stash of potentially useful things!!!
Application for Exemption from a Registered School
Due to rather a lot of interest in our recent escapades with the Ministry of Education, I thought I'd post a copy of our exemption application.
I was in two minds when I did this - I really didn't want to give TOO MUCH information out of the concern that the MOE will start to expect it from everyone if too many people do this.
But on the other hand, this was the first application I had done like this. The previous five have been a bit different. But not much.
As it turned out - I had not given TOO MUCH information. The MOE had more questions for me (see my last blog post).
Anyhoo - here it be. And if anyone wants to use it as a model for their own application please feel free if you can do so honestly knowing that you are going to use the same approach as us.
*****
What and how we intend to teach – our
philosophy/approach.
We use what we have come to call a
Natural Learning approach. It is child-led/delight directed learning
taking elements from the following sources:
- Charlotte Mason education
- Montessori
- Pikler
- Waldorf/Steiner
- Thomas Jefferson Education
- Democratic schools
- Free/liberal schools
- Enki Education
- Reggio Emilia
- NZ Government curriculum
- Christian Schools
Researching each of the above areas, we
have developed and use our own “spiral curriculum” – so called
as it is planned monthly, and we revisit the whole curriculum each
year, recapping what we have learned previously and then going deeper
and deeper into various topics as the children show interest.
Each month in our Spiral Curriculum has
seasonal activities and discussions on many and various topics. As
soon as Joseph’s interest in sparked in an area we delve further
into that area. If he doesn’t seem ready for the information, or
not interested we know that going further into the subject may spoil
his enjoyment for that subject later, so we either wait until that
topic comes up again the next year – or talk about it if Joseph
brings the subject up himself (he may have been spending time
considering what we have been talking about) – or more usually we
would talk about that particular topic again if it comes up again
naturally. An example of which: some time ago when we had been
discussing letterboxes – construction, use etc. The children
became extremely interested in letterboxes when we started actually
spotting quirky or handcrafted letterboxes locally – some time
after the original discussion took place. One of the younger children
was going through a “posting things” stage, and so the others
made a “letterbox” for that younger child, and made “letters”
for the child to post, and then collect in a bag and deliver to
family members.
Using this system of learning Joseph
will naturally go deeper into subjects each time they come up, and
remember what he has learned from the previous discussions/projects.
When we use our Spiral Curriculum it
takes place during the time of day we call “Cozy Time” where
there are songs (including action songs), discussions, fingerplays,
art lessons, short reading sessions (for example reading a portion of
a health/manners/geography type book – often Rod & Staff
Publishers), language lessons, games etc – whatever suits the age
and interests of the children. Joseph has been raised in this
environment and it is natural to him. We have a large number of
games and activities that we have developed into a booklet and we
take ideas from that.
Joseph participates as he is
interested, but is always around, absorbing what the others are
doing.
Much of our learning is oral, but often
spills over into games the children invent. As an example, whilst
watching a favourite BBC documentary series “Wartime Farm” the
children made a wartime shop where MANY experiences were discussed
and agreements/disagreements were involved.
The most effective and appropriate time
for Joseph to learn is when he’s interested, and he is encouraged
and respected when he has questions, which he often has i.e., during
a rain storm he may ask about rain, clouds etc. We will either just
discuss things, or look in books.
This is a sample from our Spiral
Curriculum, which, as mentioned, is based on what we consider to be
the “best” of many educational styles.
MARCH
Early
Autumn
Character
Quality: Boldness vs Fearfulness
Fun
Studies:
- drying flowers
- deciduous trees
- how to sincerely congratulate someone
- seas and oceans
- harvesting and saving/storage of food
- light and heavy
- sea life
- migration
- stacking blocks to make an arch
- architecture
- gorse/flax
- plastics
- re-writing a newspaper article
- send cards to people we know
- reciting – focus on not fidgeting
(these
studies may be oral, books, videos, hands-on activities, but always
done in a very natural way, not forced and Joseph is free to come and
go as his interest leads).
Games:
name items, child repeats then goes and touches them (i.e., chair,
cushion, door)
Draw
five dots then join them to be head, hands, feet
Memory
– items on a tray, take one away
Sort
buttons
Play
with precious things in the box
Make
tents
Beanbag
toss
Write
story – write a piece, fold paper and pass it on to another to
continue– two characters/this day they were/but suddenly/it was
just as well that/the end.
This list of subjects and games is a
springboard for me to use for the month. We are never restricted by
this list though, and will often delve into another subject (perhaps
from something we have seen/heard, learned in a book etc) when
interest comes up.
If, one year, we don’t get round to
studying a particular topic, then it will be covered the next year.
Any of the above subjects may be
“studied” by talking about them, or in a hands-on way –
writing, drawing, making something, playing with things etc which
really cements the learning in Joseph’s mind. I keep in mind the
topics for the month, and “strew the path” (to quote Sandra
Dodd) with resources (library books, our own books, science
equipment, art and craft supplies etc) and activities (trips out,
games, building projects etc) pertinent to those topics.
For example: Flower drying – I will
keep in mind that this topic will be looked at in March. When we are
having a walk around the paddock I might pick a few flowers and
briefly discuss them with Joseph – the name of the plant –
whether it is a weed (a plant growing in the wrong place) or
something we have planted; we’ll discuss the colour, the pattern of
the petals, maybe we’ll take a flower apart. When we get home
we’ll put various flowers carefully between two pieces of cartridge
paper, with paper towels to protect the pages, in a heavy book.
We’ll write on the calendar when we can open the pages to look at
them again, discussing time, weeks, days at the same time.
Another learning tool we enjoy is a
“Current Subjects” poster which I change every few weeks –
it is kept on our fridge, so we see it every time we sit at the
kitchen table. It is a strong visual resource spotlighting an
artist and their style of art; a person from history; a
hymn; a poem; a piece of scripture; an animal.
We discuss these posters as a family and Joseph is very much part
of the discussion, and absorbs much of the information.
The current poster we have features
- Artist: Albrecht Durer. This has already invoked discussions on Germany, the sound of a “u” when the amlaut is over it (like the oo sound in “food”), in the quote from the artist we have the word “youngsters” – would Albrecht Durer really have used that word in the mid 1500’s? and many more things)
- Historic Person: King Charles the II. We have discussed the fashion at the time of this King, where this King was in time compared to Cromwell, was this around the time of the classic literature “Children Of The New Forest” (which we have read, and will re-read next winter), we discussed the King’s nickname – The Merry Monarch, and other things.
- Our hymn is “Will your Anchor Hold” which we sing every so often, allowing the words to be memorized naturally.
- Poem: We have chosen a very long poem - a favourite of our older boys – “Saddle To Rags” written in the 1700’s presumably, discussing a highwayman intent on robbing an old man, but the tables are turned. I read this through often and Joseph absorbs it naturally as he loves the rhythm, the rhymes and the mental imagery. He often asks me to recite it at other times, and so I retell as much as I can remember – he often prompts me in the places I have forgotten.
- Our piece of scripture is Proverbs 12:15. We use the King James Version for memorisation as the language is rich and there are many benefits for Joseph growing up hearing this language being used.
- The animal we are currently studying is the “Streaked Tenric” - a favourite due to his cool hairstyle, and colour. From discussing the Tenric we learn about Madagascar, we try to pronounce the Latin name (Hemicentetes semispinosus) and we talk about habitat and other interesting points.
(In relation to Latin we often learn
the Latin and Greek roots of words, and I have made a card game where
we learn fun Latin names of animals (i.e., Gorilla = Gorilla
Gorilla) – Joseph absorbs and remembers these extremely
easily.)
Literacy is covered in the many hours
we spend reading together. Our reading aloud sessions as a family
cover such classics as Henty, Ballantyne, Laura Ingalls Wilder etc,
and then we have one-on-one reading sessions too with just Daddy and
Joseph, or Mummy and Joseph, or his big sister and Joseph.
Joseph takes over reading more and more
as his enjoyment and confidence increases. His favourite books
currently are Dr Seuss, and entwined in the reading are many
discussions including those on grammar, punctuation, fantasy,
artistic style etc. Joseph learns and retains all this information
very naturally in our style of education.
Health and Physical Education – we
have many discussions about healthy lifestyle choices – Joseph is
very aware of making healthy decisions in relation to food, drink and
enjoyable, healthy, respectful pastimes. These things are learned
from many discussions, from topics coming up naturally, or from a
story that I might invent about a child who did not make good
decisions – which is always enjoyed! We live on over 2 acres and
Joseph runs, trampolines, climbs trees and generally has a lovely
life.
Maths – we have always used
Math-U-See, and the concepts learned in the early years are covered
very naturally in everyday life currently. When Joseph is ready he
will start Math-U-See bookwork. In the meantime he is learning to
add, multiply, divide, subtract, looking at telling the time, making
charts, graphing, learning shapes and colours – all through natural
life.
Languages – Joseph could count to 20
in German from an early age simply because we were learning German,
and would sing songs and he absorbed what was interesting to him. He
is extremely verbal and has a large vocabulary. This is built on
naturally from many discussions where Joseph is respected and
listened to.
When Joseph produces some paperwork we
keep this in his schoolwork box, which will eventually be turned into
a notebook style of record (a ring binder). I am constantly
monitoring his progress in our discussions, and looking at his
readiness for various tasks and learning skills.
Joseph’s sister is very keen on
photography, and we have thousands of photographic records of our
activities.
Some Of The Resources I Intend To
Use/Am Using
As previously mentioned we use
Math-U-See
The Internet – supervised use to look
up things of interest and watch programmes
The local libraries – borrowing books
Parks – walks, games, meeting friends
Beaches – walks, games
Over 1,000 books in our personal
library – fiction and non-fiction
Daddy’s workshop tools – supervised
use of tools and being around/learning the names and function of
various machines
Mummy’s art and craft supplies –
free use of various art supplies, making things alone or designing
them and having Mummy make them
Cameras – taking photos and videos
and enjoying them again later
Toys – construction toys like Duplo,
Lego, Magna Tiles, wooden blocks, train sets, dress-up clothes,
Playmobil, small cars, puzzles, logic games etc
Sewing machine and relevant equipment
(the children use a hand-cranked Singer machine)
Musical instruments – guitars, piano,
ukulele, tin whistles, chromaharp
Moutere Hills Community Centre – we
have been involved in an art group, the recent book stall, and hope
to become more involved this year in various events and happenings at
the Centre.
Educational Goals
We would like to see Joseph continue to
love learning as much as he does. To be able to read fluently,
choose high-quality literature along with more easily read books, to
be able to speak and write effectively, communicating his thoughts
and beliefs easily and well. If we can keep him blossoming and
growing, allow his personality to develop, his character traits to
strengthen, provide and equip him with things to allow intelligent
growth, give him time and space to think, philosophise and theorise
then we shall be happy. When Joseph does not know the answer to
something, we are confident that he will know WHERE to go, to find
the answer.
Our Vision
We would like for Joseph will be
literate, competent with basic maths/English skills (or advanced
skills if his nature is so inclined) be thoughtful, kind, considerate
of others, have a wide general knowledge, a high degree of competent
independent life skills, be responsible towards his
family/community/country/world, be respectful, have covered so much
educational material during his early years that he can be sure of
his likes and dislikes which will lead him into a profession of his
choosing where he can find contentment.
Special Project or Topic Plan
Please see the information above in
relation to our “Current Subjects” poster. The plan for learning
is that I will compile information on topics that I know Joseph and
the other children will be interested in. I am completely confident
that whatever I expect the educational outcome to be the children
will far exceed this with our discussions and subsequent rabbit
trails and interests sparked from one point. As previously
described, I will use resources including the internet, our own
books, our art/craft supplies, technological tools we have (Daddy’s
workshop, Mummy’s sewing machine, digital SLR camera, computers,
printer, tablets) or anything else that fits the need.
Our educational and learning moments
are from wake up to sleep time. There is not a time when Joseph is
switched off. We have lived this lifestyle for so long, and Joseph
has been born into this, and so it is completely natural to him.
TOPIC PLAN
It is not unusual for us at any time,
on any day, to play a game involving the world map. Joseph will be
given a pointer to use (a stick) and be asked to point out New
Zealand. Then we will ask him to show us Australia, then New
Zealand. Next I will point out Japan, and subsequently ask him to
show me Australia, Japan and New Zealand … gradually new countries
are added in as he becomes confident and familiar. It is our
expectation that Joseph will eventually have a thorough knowledge of
the world’s geography, peoples, history, and learn many
geographical terms (ocean, lake, pond, isle, island, reef, headland,
cove, river etc etc.) Learning in this way is easy and fun and
Joseph asks for more and more! Next time we are discussing say,
marsupials, and mention Australia, Joseph will remember where
Australia was on the world map. And next time we are drawing maps
of imaginary places, Joseph will remember the difference between a
peninsula and a bay.
Natural Learning is joyful and
exciting, enabling Joseph to put “puzzle pieces” together
naturally, at his own pace – making discoveries, “joining the
dots” and making learning “his own”. Whether it be
technology, geography, social studies, the natural world, art,
physics, logic, languages – whatever the “subject”, natural
learning is truly as natural as breathing for Joseph.
We have a weekly schedule (copy
attached) that shows mealtimes, playtimes, jobs, quiet times –
EVERY single one of these activities is an educational time and a
learning time when it includes discussions, sharing, exploring
things, and Joseph feels very free to ask questions and provide his
thoughts.
Joseph’s Dad is a joiner with many
years experience who loves his family and spends all his spare time
with the family – working on the house or the property, or on
various things the children want built, or helping them learn how to
use his fully equipped workshop. We are blessed to have a Daddy like
this. Daddy is gifted in science, electronics, logic, mathematics,
technology and physics areas.
Joseph’s Mum is an experienced home
educator with a passion for Natural Education. She is an artist and
craftsperson, writer and researcher. She is completely committed to
her family. Her areas of interest are the arts, communications and
encouraging others.
Joseph’s siblings are his team where
he feels secure and loved, and learns many lessons including sharing,
communication, working together, teaching them and learning from
them.
Joseph will enjoy his first term at
gymnastics when the classes start up soon at the local Community
Centre – we are waiting for the schedule to be organised so we can
register for this. The family have attended the same church for the
last 10 years, and Joseph is well-known by everyone when he attends.
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