Friday, 17 October 2014

Our outdoor classroom

 So we're nearly at the end of the first half term of our 'official' home education.  To be honest, very little has changed for us as we have always enjoyed a wide variety of educational experiences.  We do up to an hour of written work on most days using maths and literacy workbooks, but it's not all in one go.  A couple of pages after breakfast before we go out, a couple more in the afternoon when we come home, and maybe a couple more after dinner.    The workbooks probably aren't completely necessary as there is so much learning going on without them, writing labels on pictures, adding up scores in our magnetic fishing game, singing number songs and so on.  For me though the books  feel like a good way to add to our paper record of progress and both boys enjoy showing daddy what they have completed at the end of each day.  Perhaps because they see both Matt and myself studying, doing what they call home school is just a normal thing for the boys.  When I'm helping Ollie with a page from his maths book, Toby will sit next to us with his colouring book concentrating just as hard on that as Ollie does on the numbers. Yesterday Ollie was talking a bit loudly and Toby said 'Shh I doin my school work' as he sat drawing faces on his little whiteboard.  Toby also likes collecting up the work books from the kitchen table and saying 'I put on Daddy's desk now, he look later'.

What forms the backbone of our learning however, and the thing the boys most enjoy, is the outdoor learning.  This can be learning about seasons and weather as they ride their scooters through the park, or something more focused such as a bug hunt.  We are fortunate to have an amazing park a short drive away with all sorts of different habitats, lots of water ways, formal and informal flower beds and an amazing collection of trees which are often helpfully labelled.

This week Ollie wanted to go searching for water boatmen after watching about them on an episode of 'Minibeast Adventure with Jess' on Cbeebies.  We headed off to the park with out nets, the plastic yoghurt buckets that we use for all sorts of things, and a bug viewer.  On the way to the shallow muddy pond that I thought might be our best bet for finding some we did a lot of sensory exploration.  I pointed out herbs such as rosemary for the boys to smell and try to name, we spend a long time in the rose garden looking at all the different colours and sizes of roses and running around to find our favourite colours and smells of roses, then wove in and out of the bamboos listening to the noise of it rustling and making up stories about panda bears.  A heavy fall of sweet chestnuts provided an opportunity to investigate the prickly outside and soft inside of the cases, and peel some chestnuts, all of which had a little maggot munching away inside to the boys delighted interest.  We looked at the difference between the leaves on the evergreens and the falling leaves of the deciduous trees.  We talked about chlorophyll and why the leaves are changing colour.  We compared leaf shapes of the different types of oak growing along the path, the sharp points of the Pin oak, the deep lobes of the Hungarian oak, the small compact lobed leaves of our own English oak.  We compared sizes, lining up the leaves we had collected in order of size and hunting for the biggest and smallest leaves we could find.

At the pond we gently scooped up some freshwater shrimp with our nets, watched them swimming around with the bug viewer and then released them.  No water boatmen today, but perhaps it's getting too cold for them now.  The 'pond' is more of a silty bottomed scrape in the earth at the side of the path, so not the best pond dipping place, but safer with little ones than hanging over the edge of one of the bigger ponds.  We then went to a place where a shallow stream pours across the path so the boys could play with their nets and buckets - no expectation of catching anything, but the action of repeatedly scooping up and pouring out water is one which the boys really enjoy. We talked about why the rivers in the park were flowing so swiftly today - about the heavy rainfall, catchment areas and valleys, the water cycle and how the valleys were carved out.

If I were to write a lesson plan about the activities of the day I would be running into several pages of learning outcomes, including the numeracy outcomes involving shapes and sizes and the physical benefits of running and playing outside.  Whether little ones are in school or following the home education path, this type of activity is something which is accessible for every family.  It's incredibly cheap - the buckets were left over from buying yoghurt in a far cheaper way than as individual pots and an old tea strainer or sieve are a good stand in for a net if you don't have one.  Most of the activities require no equipment at all (just maybe a notepad to write down anything you couldn't answer at the time to look up later - despite a Biology degree, years of teaching outdoors and in a classroom and being well into a Geosciences degree I still get plenty of questions I have to look up at home, even if it's just because it's easier to find a video of rubber being tapped from a tree than to explain it).  The only thing you need is to really look, listen and experience things yourself so you can draw your kids attention to interesting things, and respond to them when they bring you things to look at.  You are a brilliant teacher and your kids love it.

Tuesday, 14 October 2014

Understanding kids schemas

 Unless you've got small children, or work with small children, the chances are that you have never heard of the term 'schema'.  I certainly hadn't until I started looking into why it was that Ollie as a toddler was lining up all his cars in order, grouping the same colours together or doing it in order of size.

A schema is a type of action that your child prefers to carry out and will repeat often.  It doesn't mean that is the only action they perform, just that it is something they enjoy.  Schemas are in some ways comparable to the idea of 'preferred learning style' that you may be aware of if you have, or teach, older children (for example 'she is predominantly a visual learner', or 'he has a kinaesthetic learning style').

This week we covered schemas in the PACT (parents and children together) course that I am on, so I thought it was a good time to share some of the basic ideas about what types of schema there are and how you can use knowledge about your child's preferred schema(s) to support their play.

These photos are from some of the ways Toby demonstrated one of his favourite schemas.  According to some sources, including my course on Monday, the behaviour he is demonstrating is part of the 'Trajectory' schema where children enjoy throwing things, shoving cars and balls along the floor and anything moving in straight lines, such as playing with running water.  He doesn't only do these preferred schema related activities, and as a parent it wouldn't be right for me to obsessively only provide toys and opportunities that matched this schema, but it is nice to be aware of why little ones do certain activities over and over again and consider it when I pick out activities.  Providing trajectory schema children with opportunities to play with running water, kicking balls with them, and throwing bean bags into a waste-paper basket are all ways of making a connection with them by playing in a way that they understand while at the same time helping their development.

Depending on the source you look at there are different numbers of schemas, but this nice website Nature Play gives ten examples.  This website would define the activities Toby is demonstrating as a 'Positioning' schema.  We show preferences for schemas before our first birthdays and often carry them with us into adult life - the first thing I did in my exam last week was to line up all my pens and pencils neatly on my exam desk, so perhaps I was a positioning schema fan myself as a child?

Do you have a child who likes to hang upside down from play equipment?  According to nature Play this is the 'Orientation' schema.  Objects to manipulate and opportunities to play with their whole body climbing and swinging would be things an Orientation schema child might enjoy.

I found a useful PDF free to download from an organisation called NDNA which gives examples of schemas and how to support them.  One of the schemas they refer to is 'Rotation' which is apparent in children who enjoy spinning around, turning the wheels on toy cars, playing on roundabouts.  Did you have a baby who sat watching the washing machine go round?  Then rotation might be one of their preferred schemas.  The NDNA PDF suggests providing them with lots of round objects to explore, including clocks, balls and wheeled toys.

Both my boys enjoy lining things up, but they also both enjoy moving things around - usually in a toy pram, wheelbarrow or bucket.  This is part of the 'Transportation' schema and we found that providing containers for moving things around, plus lots of small objects to put in them, made for good games.  For example playing shopping and using a basket to carry objects from one sofa (the 'shop') to the other sofa ('home').  I also use this schema to get the clean washing put away because the boys enjoy charging to and fro with socks and t-shirts to put away in their drawers, rushing back to me before I've finished folding the next item.  It helps me, but more importantly they have fun and it also supports their skill in grouping items and feeling good about being part of the running of the household.  It did backfire one time when Toby was just turned two and diverted from putting socks in his drawer to stuffing them in the toilet!

In many respects the boys have shown similar preferences in schemas, but they also have their own individual styles.  Both boys for example enjoy the 'Connections' schema, building train tracks and megablock structures, but we all found Ollie's preference of the 'disconnect' element of this schema frustrating.  Insistence that you build a train track or building for him, only for him to smash it apart so you build it again may have been a natural part of his learning, but it was also really irritating for us as adults, and devastating to Toby when he came on the scene and started demonstrating that he loved the 'connection' part, patiently building miles of tracks or amazing towers.  Fortunately as he has got older Ollie has become more constructive than destructive.  He wasn't being 'naughty', it was just he enjoyed the 'oh no, here comes a disaster' game, but nevertheless I am quite glad to see it taking a backseat to other interests.

Another schema is 'Transforming', where children enjoy watching changes.  You can support this by doing kitchen chemistry experiments such as playing with home made indicator solution and adding vinegar and bicarb to watch the colour changes (boil red cabbage and the resulting liquid is a great indicator solution), or mixing paints together to see what happens.  Even exploring an ice lolly as it melts in their mouth is a great way to demonstrate transformations.

The final two schemas on the NDNA PDF are 'Enveloping and containing' and 'Enclosing', which have similar elements.  Enveloping and containing seems to refer more to enveloping themselves - playing fancy dress or making dens for example, while enclosing is more about putting items in boxes.  These are also favourite play activities for the boys, they love to roll on the floor wrapped in a blanket, hide objects or each other under fabric, hide in the same spot over and over during hide and seek, squeeze into small spaces or repeatedly fill and empty containers.  You may see this in yourself as an adult if you like to draw boxes around the things you have written, or your favourite season is Winter because you can wrap up in layers.

As you can see from the examples of my own boys, kids do not only display one type of preferred behaviour, but they can seem to be obsessed little creatures when they do perform the same action over and over again.  In our times of over-diagnosis of behavioural abnormalities for every action that we observe I thought it was important to write about schemas however so that they can be seen to be just another normal, and in fact necessary, part of how children develop and that if you are a new parent watching your little one line up the peas on their plate they are neither a genius nor an obsessive compulsive nor autistic, they are just a little kid doing what little kids do who like the positioning schema.  And if they prefer to throw train tracks than build them, they don't have ADHD, they are just preferring the trajectory schema to the connections one.  The best we can do as parents is to get down on the floor with them and provide varied opportunities for play but perhaps with schemas in mind, such as directing the large heavy object throwing towards something equally fun but less painful such as bean bags.

Friday, 10 October 2014

Exploring old technology - what's in a PC Tower

 Last weekend we decided to clear out the computer graveyard in our loft.  Before taking them down to the local recycling facility we removed the hard drives and in doing so opened up a great learning opportunity for the boys.

Modern tech is all so tiny it's hard for kids to get to grips with what does what, but the roomy space in an old PC Tower, with it's plug in boards, cables and fans is all a bit more explicable.  We had a good poke around inside using a mixture of correct terminology such as 'Printed Circuit Board' and 'hard drive' with simple explanations 'this is the computers brain, it's where the instructions are to make it work'.

Ollie really enjoyed using the screwdriver to detach
components such as the fans, and then both boys were hugely excited to be able to get the fans working using a 9v battery.  Ollie was so enthusiastic about this that when he returned home from being at the allotment with Matt later on to find his grandparents visiting he rushed straight over to tell them about his fans and battery before he had even said hello to them.

All this may seem like a contradiction to folks who know how keen I am to limit screen time and avoid tech dependence in the kids, but to me poking around with real electronics is a world away from sitting glued to a screen.  I don't know how much the boys have taken in with regards the way computers function, but Ollie certainly understood that when the computer works it gets hot and needs a fan to blow the heat away, and that the fan can be made to work with electricity or by blowing on it - either way you are giving it energy.  We also used it as an opportunity to remind them to stay away from electrical sockets, that the little amount of electricity in the battery is Okay, but the electricity in the socket is strong enough to really hurt you.

Safety bit: as always, you know when your kids are ready for activities - if they're still putting everything in their mouths this is obviously not the activity for you yet.  Batteries are especially something to be careful of as children can be seriously harmed or killed by swallowing batteries - the most dangerous are the small 'cell' type - you won't find these in an old PC, but it's something to bear in mind if you are looking at the innards of other equipment such as toys.  Watch out also for sharp edges of metal housing in the PC case - these things are not designed as toys and are therefor inherently somewhat risky.  Never dismantle equipment that is plugged in - usual common sense stuff.  Don't do this activity if you think it will result in your kids trying to dismantle other things without you - it's worth really emphasising to them that you do this activity together and keep screwdrivers well out of reach the rest of the time.

Learning opportunities: basic science such as how circuits work, fine motor skills in manipulating the screwdriver, language skills and vocabulary in describing together what you are looking at and what happens when you make a circuit with the fan and battery, working safely and home safety, self confidence and self esteem in spending time with an adult focusing on an exploration together.



Friday, 3 October 2014

Pet rescue literacy game

 This is a game that evolved from a little post box game.  The boys love posting things into our shoe-box post box and this has developed into 'writing' letters to post.  With Ollie's current love of forming real words the next step in the game has been to draw a picture of a cat or a dog and write the word next to it.  He says that the animal is lost and he is posting a letter to the owner to tell them.

Yesterday the game took another step and became a letter to a mountain rescue team to find a lost dog.  Ollie wrote the words he can do by himself (help a lost dog) and then asked me to spell out 'the mountains' for him - I asked if he wanted to write the shorter word 'hills' but he was very insistent it had to be 'mountains'.

He drew his dog and the mountain and helpfully included an arrow showing where the dog was.  He then hid his toy dog on the back of the sofa (the mountain) and delivered the letter to me (the mountain rescue team).  Toby also delivered his letter to me (he's been trying out drawing lines with pens in both hands at the same time) and helped me rescue the dog.  Unfortunately at some point a wizard turned me into a bear, so I spend a lot of time huffing around on all fours trying to catch the boys and (gently) roughhousing, while Ollie grabbed books off the bookcase to try to find a spell to change me back.

So this is all a lot of fun, but it also has a lot of educational outcomes.  The physical benefits are to fine motor control in handling pens and manipulating folded paper into the envelope (quite tricky for little hands).  It is useful for developing literacy and can be easily tailored to the child's level of development - from simple mark making, to drawings, to first words such as writing their name on their drawing and then starting to form other simple words such as 'cat'.  There's a place for copying letters and words in exercise books, but to really engage children in writing and reading they need to see a useful purpose to it, such as labeling their pictures or making up postcards.  This type of game is also a great way to explore narrative in play - the children are making up their own stories as you play together and combining physical objects in their environment with their own imagination.  Encouraging children to describe what they're doing and give you instructions is a useful way to develop their vocabulary too.  But best of all their grown up is spending uninterrupted time paying attention to them and being led by their wishes.  Even the chase and catch element have a benefit because boys especially tend to want to play in quite a physical way and playing with them in this way helps them to learn how to play physically without hurting anyone else or themselves.

I try to build  unstructured play time into our days, where I supply a few props perhaps but then let the boys lead the play.  I think this is really important for bringing up self motivated, self sufficient kids.  If every minute of the day is scheduled into taught classes and adult led activities then when does the child learn to find out things for themselves? I firmly believe in the adage 'only boring people get bored' and that helping children develop (and hold on to) their natural instinct for imaginative and creative play prevents them becoming boring people.

Tuesday, 30 September 2014

Milk bottle animals (and fighting for family services)

A quick post to cheer myself up after the rather sad Local Area Group meeting I went to this morning where the lack of communication to parents/ apathy of parents means that virtually no-one attended a set of consultation meetings about the future of our local children's centers which has led to some of them being about to be 'de-designated' (read that as 'closed down').  Over the whole county of East Sussex there were only 180 responses to questionnaires asking for people's opinions on the proposals to close the centers, which could have had a lot to do with the use of the meaningless word 'de-designate' instead of 'close'.

Added to this, the unrelated loss of my closest venue means that there is potentially no children's center within sensible walking distance of my street, which is in the middle of one of the most deprived areas of one of the most deprived towns in Britain.  I'm fortunate to have a car, but I can see how this decision will impact on other local families, especially with current proposals for cuts in bus services.

 Even with a car, unrelated changes to the venues and groups mean that I am no longer attending Children's Center play groups, which had been the backbone of our week and of my volunteering, and have lost touch with most of the families I was supporting through the groups.  I'm no political radical, but the apathy of folks locally to get involved and feel like they can make a difference is a real problem.  We won't move forward as a society until decisions are made with the people they affect rather than a top down approach were things are done 'for' or 'to' people.

I want to make it clear I feel there is no allocation of blame to the Children's Centers themselves who did the very best they could with the hand they were dealt, hosting consultations and providing opportunities for people to have their say, and who continue to provide many amazing services and opportunities.

I'm doing my best by nudging anyone who's nearby and even half interested into training and volunteering opportunities, going to meetings to try to give families a voice, and generally promoting the work of any organisation I come across who is involved in families, including education opportunities for parents, but we need more people with access to the 'target' groups who need the services most (and use them least) to give the families they know a little push to go along to all the amazing opportunities that are on offer.  The target groups include young parents (under 20's), incoming families for whom English is not their first language, unemployed parents and families on low incomes among others.  Most of us know, or are, families that hit one or more of these targets, so everybody has a chance to make sure services are well used and that everybody benefits from what is already on offer.  If we don't use them, and fight for the ones that are already well used, we will lose them.

Anyhow, on to the cheery stuff.  We all know recycling is a good thing, and that it doesn't have to always mean chucking stuff in the recyclables wheely bin for the council to send off to be re-used.  Here's a simple use for a 2 liter (4 pint) plastic milk carton to make an elephant and a weird-looking rhino.  This is an idea I pinched from an advert for a craft pack in a Tesco's magazine, but mine definitely looks as though the kids made them rather than an Art Graduate!

You will need:
A plastic milk carton with a handle
PVA Glue (white gloopy glue)
Old magazines, newspaper or any other thinnish paper
Smallish pieces of thicker card - ceral packet card is ideal (to roll into a cone for rhino's nose and to block the hole where top of his head will be)
Optional stick on googly eyes/ ready mix paint

How to do it:


  • Cut your bottle in half so that your cut is at the level of the bottom of the handle  - the handle will be the elephants trunk (the circular hole in the bottom half of the bottle will be where you poke a horn through for your rhino).
  • Mix half and half PVA and water in an old pot (about a tablespoon of each is a good starting amount - you can always make up more if you need it)
  • Tear strips from your magazine, dip in the PVA/water mix and lay over the half a bottle which will be your elephant
  • Leave to dry for a couple of hours, or overnight
  • When it's dry you can paint if you chose to, or just stick on googly eyes if you like the magazine effect
  •  Sames as above, but this time roll some card into a long narrow cone, poke it up through the hole left by the handle of the bottle, secure with sticky tape.  
  • I poked a lolly stick into the cone and secured it in the base of the bottle with blue-tack so the horn wouldn't be pushed in when the boys play with the rhino.  
  • Tape card over the bigger of the two holes left by removing the top of the bottle to use for the elephant.  
  • Cover everything as above with strips of paper, leave to dry and paint if you wish to.
If you don't feel like making the rhino, as Toby didn't, you can just leave the container open, cover it in paper and decorate how you like to make a pen pot.

The cutting is best done with big people scissors, so if you have small children I would do the cutting for them.  The edges of the carton can be a bit sharp, so you may want to cover these first by papering over them before you let you littlies loose on the rest of it.  Googly eyes are a choke hazard so avoid with smaller littlies.  The milk bottle top is also a choke hazard, so ensure it's pasted over with paper.  In general supervised making, supervised play, discard if it's starting to fall to bits - usual stuff.

How is it educational?
This activity targets creativity, imagination and also fine motor skills - the act of tearing up the magazine for example is a lovely sensory activity that builds fine grip and hand control.  You can use images to show little ones what they are making, and also use the finished items as part of a home-made safari collection (we have a cardboard box giraffe too) which you can use as part of an imaginary zoo adventure or visit to Africa.  Extensions include showing children on a map or globe where your animals come from and talking about the kinds of things they will need in their home, such as water and food.