Some basketball fun at the Kozukue community center (3 train stations away from our home). Ethan is the athlete but Nikki is slowly learning to love sports because of Ethan's enthusiasm for physical activities. Hopefully, both of them will find their own individual sport later on. =D
Friday, February 23, 2007
BASKETBALL
Some basketball fun at the Kozukue community center (3 train stations away from our home). Ethan is the athlete but Nikki is slowly learning to love sports because of Ethan's enthusiasm for physical activities. Hopefully, both of them will find their own individual sport later on. =D
YOUR HOMESCHOOLING PROGRAM
How To Have a Great Homeschool Program
by Dr. Raymond Moore
http://www.homeeducator.com/FamilyTimes/articles/12-2article8.htm
If you are thinking about the possibility of homeschooling, or even if you simply want to explore early childhood to know more about how your child or children develop and learn, you (will do) the right thing by reading School Can Wait. It will help you decide why you want to educate your child or children at home. This becomes your basic philosophy and will help you set appropriate goals, which you hope to accomplish by your decision. You will need to assess the resources, which are available to you and finally you will want to determine the methods you will use, based on your philosophy, goals and resources. We will discuss these further to help you make some very important decisions.
Philosophy: Any teacher certainly needs to know why he is doing what he is doing. And the parent-teacher is no exception. Your philosophy is basic to your commitment and your willingness to follow through. If you decide to teach your children at home because it is popular, or the private school is too expensive, or you don't like the school or the teacher, your commitment is hollow, for the conditions could change.
On the other hand, if (1) you realize that no one understand and loves your children as well as you do, (2) you want to be directly involved in their physical, mental, and emotional growth enough to make a sacrificial commitment, and (3) you realize that warm, responsive parents are master teachers, homeschool is for you!
Several years ago Steven Gray, Ph.D. did a study of homeschools in Southern California in which he asked parents two questions: What were your reasons for deciding to homeschool? And why have you continued to homeschool? For the first question, the attitudes seemed to focus on negative qualities of the schools, such as the values conflict between the home and school; personality changes in their child; dissatisfaction with school quality, in some cases, even safety of their child; children with special needs including readiness; time demands, such as homework and school activities; and academic failure.
The second question brought more positive responses, because of the satisfaction parents found in their decision to homeschool. The most cited reason was the real family unity and improved socialization because of increased communication and interaction at home. they also appreciated flexibility in curriculum, methods, and time constraints. All the negatives about school had been healed, such as restoration of motivation, more positive behavior, academic success and enjoyment of their children. We have heard all these positive responses from families everywhere.
Goals: You may be tempted to think that your purpose for your child is to help him excel academically. After all, isn't that what school is all about? But such goals, though worthy, are relatively unimportant compared to your basic, long-term goals to help your children (1) develop excellent character and a healthy sense of self-worth; (2) develop high moral and behavioral standards; (3) become responsible members of the family and society; and (4) become friendly, sociable, service-oriented individuals. You may also decide you want to avoid early home separation, peer socialization, and the often unhealthy competition of grades, sports, and materialism. These over-all goals should be consistent with your basic philosophy of education.
A lesser set of objectives need to be kept in mind for the mastery of academics - Student Learning Objectives (SLOs). The Moore Formula Manual sets these out in approximate age levels rather than by grades, which do not take into consideration the readiness of the child. The early grades objectives are unfair to many children, especially boys, who do not mature as early as girls. Refer to SLOs, but don't be a slave to them. They are guidelines to the academic goals you want to meet, and they help you determine how well you are progressing. As you review hem periodically, you will be surprised at how much you are accomplishing, and they will keep you aware of some things, which need to be worked on. Break SLOs down into quarterly, monthly, even weekly goals, yet not just to assign certain pages in the textbooks or workbooks so that you can complete them in your school year. Rather these objectives should be much more basic in what you hope your children will accomplish in those time periods.
Resources: Don't worry that you don't have the materials, opportunities, or facilities which the traditional school affords. The home is normally equipped with superior laboratories (the garden, kitchen, garage, or basement) and innumerable real-life experiences. In addition, you have a whole community of learning possibilities, including the store, the bakery, the fire house, etc. and usually parks or woods and the public library. Also you can invest in your own tapes, maps, and books instead of school expenses such as clothes tuition, and other fees.
Make a list of your resources and don't forget the talents and interests of people - your own extended family, neighbors, and friends. Brenda Lewis tells about a retired lawyer friend of her fourteen-year-old would-be-attorney son who asks him dozens of questions. And there's a horticulturist who shares his knowledge while he works with his young apprentice neighbor in his orchard and garden.
Do write out your philosophy, objectives, and resources, with your whole family's help. Don't do it only because it may be required by school officials, but for occasional times when that inevitable question arises: Why am I doing this anyway?
by Dr. Raymond Moore
http://www.homeeducator.com/FamilyTimes/articles/12-2article8.htm
If you are thinking about the possibility of homeschooling, or even if you simply want to explore early childhood to know more about how your child or children develop and learn, you (will do) the right thing by reading School Can Wait. It will help you decide why you want to educate your child or children at home. This becomes your basic philosophy and will help you set appropriate goals, which you hope to accomplish by your decision. You will need to assess the resources, which are available to you and finally you will want to determine the methods you will use, based on your philosophy, goals and resources. We will discuss these further to help you make some very important decisions.
Philosophy: Any teacher certainly needs to know why he is doing what he is doing. And the parent-teacher is no exception. Your philosophy is basic to your commitment and your willingness to follow through. If you decide to teach your children at home because it is popular, or the private school is too expensive, or you don't like the school or the teacher, your commitment is hollow, for the conditions could change.
On the other hand, if (1) you realize that no one understand and loves your children as well as you do, (2) you want to be directly involved in their physical, mental, and emotional growth enough to make a sacrificial commitment, and (3) you realize that warm, responsive parents are master teachers, homeschool is for you!
Several years ago Steven Gray, Ph.D. did a study of homeschools in Southern California in which he asked parents two questions: What were your reasons for deciding to homeschool? And why have you continued to homeschool? For the first question, the attitudes seemed to focus on negative qualities of the schools, such as the values conflict between the home and school; personality changes in their child; dissatisfaction with school quality, in some cases, even safety of their child; children with special needs including readiness; time demands, such as homework and school activities; and academic failure.
The second question brought more positive responses, because of the satisfaction parents found in their decision to homeschool. The most cited reason was the real family unity and improved socialization because of increased communication and interaction at home. they also appreciated flexibility in curriculum, methods, and time constraints. All the negatives about school had been healed, such as restoration of motivation, more positive behavior, academic success and enjoyment of their children. We have heard all these positive responses from families everywhere.
Goals: You may be tempted to think that your purpose for your child is to help him excel academically. After all, isn't that what school is all about? But such goals, though worthy, are relatively unimportant compared to your basic, long-term goals to help your children (1) develop excellent character and a healthy sense of self-worth; (2) develop high moral and behavioral standards; (3) become responsible members of the family and society; and (4) become friendly, sociable, service-oriented individuals. You may also decide you want to avoid early home separation, peer socialization, and the often unhealthy competition of grades, sports, and materialism. These over-all goals should be consistent with your basic philosophy of education.
A lesser set of objectives need to be kept in mind for the mastery of academics - Student Learning Objectives (SLOs). The Moore Formula Manual sets these out in approximate age levels rather than by grades, which do not take into consideration the readiness of the child. The early grades objectives are unfair to many children, especially boys, who do not mature as early as girls. Refer to SLOs, but don't be a slave to them. They are guidelines to the academic goals you want to meet, and they help you determine how well you are progressing. As you review hem periodically, you will be surprised at how much you are accomplishing, and they will keep you aware of some things, which need to be worked on. Break SLOs down into quarterly, monthly, even weekly goals, yet not just to assign certain pages in the textbooks or workbooks so that you can complete them in your school year. Rather these objectives should be much more basic in what you hope your children will accomplish in those time periods.
Resources: Don't worry that you don't have the materials, opportunities, or facilities which the traditional school affords. The home is normally equipped with superior laboratories (the garden, kitchen, garage, or basement) and innumerable real-life experiences. In addition, you have a whole community of learning possibilities, including the store, the bakery, the fire house, etc. and usually parks or woods and the public library. Also you can invest in your own tapes, maps, and books instead of school expenses such as clothes tuition, and other fees.
Make a list of your resources and don't forget the talents and interests of people - your own extended family, neighbors, and friends. Brenda Lewis tells about a retired lawyer friend of her fourteen-year-old would-be-attorney son who asks him dozens of questions. And there's a horticulturist who shares his knowledge while he works with his young apprentice neighbor in his orchard and garden.
Do write out your philosophy, objectives, and resources, with your whole family's help. Don't do it only because it may be required by school officials, but for occasional times when that inevitable question arises: Why am I doing this anyway?
NIKKI'S DRAWINGS
This is Nikki's concept of Spring, Summer, Fall and Winter. =D
He learned this from Blue's Clues: a cash register, a cart, and groceries.
These names are from Little Einstein. He also learned to like classical music because of this show.
Nikki's penmanship has improved a lot. He still needs to practice his lowercase letters though. But my sis thinks his handwriting is a lot better than my brother's. =D
I didn't realize this picture was a bit blurry... This is another drawing from Blue's Clues. Nikki could easily follow Steve's or Joe's directions on how to draw the clues. (A cup, a straw and a cow.)
I think the prints look like bear prints rather than dog prints. =D Also, Nikki put an extra apostrophe. Will have to teach him that later on...
Thursday, February 22, 2007
HOW TO READ ALOUD TO YOUR CHILD
When you read aloud to your child, is it a rewarding experience or an exercise in frustration? Here are some ways to help ensure an enjoyable experience for both of you when you read aloud, with children's books that make great read alouds and effective reading aloud techniques.
Difficulty: Easy
Time Required: 20 minutes
Here's How:
- You don't have to wait for your baby to get to a certain age to begin reading children's books to him. Start now!
- Continue reading aloud to your child until he is at least 10 years old. Children continue to benefit from listening to others read long after they themselves have learned to read children's books.
- For young children, children's books with rhyme, rhythm and repetition are excellent. Be sure to read Mother Goose rhymes often.
- Be consistent about reading aloud to your child. Do it daily and, if possible, about the same time every day. Reading children's books right before bedtime often works well.
- If you have several small children, you can read to them together. Picture books work well for this.
- Don't be surprised if your children want to hear a favorite children's book again and again. That's fine. As they get to really know the story well, have them fill in words for you.
- Try to choose children's books that are above your child's reading level but at the child's interest level.
- Some children love reading about the same characters. If that's what your child likes, choose several short books in a series or a longer chapter book. Reading a chapter a night works well.
- Vary the subject matter of what you read as well as the type. In addition to fiction, you might also read poetry, magazine articles and non-fiction.
- Try to find children's books that match your child's interests. Get suggestions from the children's librarian at your school or public library. Check with a bookseller at your favorite bookstore.
- If your children are several years apart you will need to read to them individually as they get older to ensure that each children's book you choose is at the appropriate reading and interest level for each child.
- As your child gets older and gains in reading ability, occasionally pick a book right at her reading level and take turns reading to one another.
Tips:
When reading a chapter of a children's book each night, always review what happened in the previous night's chapter before starting a new chapter.
When you begin reading aloud to a baby, you will only be able to keep your baby's attention for a few minutes. That's to be expected.
As children mature, so do their attention spans.
What You Need:
children's books
time
enthusiasm
http://childrensbooks.about.com/cs/readalouds/ht/readaloud.htm
TEAR-JERKER
This is a really lovely letter. I hope someday my kids will be like this too...
My Helper
One night, we were getting ready for our evening routine. The kids were in bed, and I was getting ready to read from our nighttime book. My 3 year old daughter Gina started to grumble, "I want to read something different tonight."
Then my 5 year old son Mikey chimed in, "Mommy, I know what to read, I'll go get it!"
"Okay", I said. I wanted to see what he had in mind.
So he ran out to where we keep all our homeschooling books. A few moments later MIkey came running in and jumped into bed. He brought a counting book.
He blurted out, "Mommy, I want to teach Gina counting, she always gets it wrong."
"Okay you can.", I said. Without a blink they jumped into bed together and snuggled up. Then I began to witness one of the most joyous moments of my life.
I watched as my 5 year old son began reading to his little sister and proceeded to teach her how to count. "Now Gina, do you see this, that's a...", he began.
I almost started to cry right there on the spot. I had to fight hard to keep from crying. I knew it would really confuse them. So I just sat quietly and soaked up the moment.
It reminded me of one of the most important reasons I homeschool. It's not just me teaching my child. It's all about the bonding and family. When one child teaches another, their knowledge deepens, and thier love grows, and I cry some more!
-J.N-
My Helper
One night, we were getting ready for our evening routine. The kids were in bed, and I was getting ready to read from our nighttime book. My 3 year old daughter Gina started to grumble, "I want to read something different tonight."
Then my 5 year old son Mikey chimed in, "Mommy, I know what to read, I'll go get it!"
"Okay", I said. I wanted to see what he had in mind.
So he ran out to where we keep all our homeschooling books. A few moments later MIkey came running in and jumped into bed. He brought a counting book.
He blurted out, "Mommy, I want to teach Gina counting, she always gets it wrong."
"Okay you can.", I said. Without a blink they jumped into bed together and snuggled up. Then I began to witness one of the most joyous moments of my life.
I watched as my 5 year old son began reading to his little sister and proceeded to teach her how to count. "Now Gina, do you see this, that's a...", he began.
I almost started to cry right there on the spot. I had to fight hard to keep from crying. I knew it would really confuse them. So I just sat quietly and soaked up the moment.
It reminded me of one of the most important reasons I homeschool. It's not just me teaching my child. It's all about the bonding and family. When one child teaches another, their knowledge deepens, and thier love grows, and I cry some more!
-J.N-
PAPER CHAINS
Another fun activity...
"first I get a strip of paper then loop it."
"okay, now I put the sticky tape."
"first I get a strip of paper then loop it."
"okay, now I put the sticky tape."
"all done, mommy!"
Wednesday, February 21, 2007
UNDERSTANDING THE TODDLER
Learning All the Time
A peek inside the toddler mind
By Holly Bennett
What is toddler learning? Is it chanting one to 10, or memorizing the letters for cat and dog?
That kind of learning is not high on a toddler’s list of priorities, says Christine Cadieux, a professor in the department of early childhood education at Centennial College in Toronto. “Young toddlers are in what’s known as the sensory-motor stage. They learn through their senses, and by moving around. It’s all about exploration.” Starting at about age two, children enter the pre-operational stage and begin to add pretend play to their activities.
And what are they learning? Cadieux points to some specifics: “The toddler in the sandbox is learning about gravity. What he pours goes down. He’s learning what fits in different size containers, about measurements, about properties — if he adds water to sand, it acts differently than dry sand. He’s learning cause and effect: What happens if I do this?”
In fact, toddlers are busy developing a basic understanding of what things and people are, how they act and how to interact with them. That’s the essential ground on which their further learning is built. So toddlers need to literally get their hands on the world. We can help by:
• giving them lots of interesting, safe objects and environments to explore, dress-up clothes and realistic toys such as telephones or play stoves for pretend play
• including them in our own everyday activities such as shovelling snow or setting the table
• providing opportunities for them to learn about whatever captivates them at the moment, whether that’s cars, animals or vacuum cleaners
• talking to them about what they — and we — are doing
• cuddling up to read together
Hands-on experience
That’s not only a rich environment for all kinds of valuable learning right now, but also important preparation for later academic learning.
Because toddlers are not yet symbolic thinkers, they can’t really understand what letters and numbers are. They may learn a counting song, and even enjoy it, but from a math point of view, “it doesn’t really mean anything,” says Cadieux. But if a child has hands-on experience with, say, sorting rocks and socks, watching his dad cut a pie into eight slices or giving two crackers to each person at playgroup, then when he does start learning math he will be well equipped to understand what numbers actually represent.
Play teaches other lifelong skills too: problem solving, self-direction, creative thinking and, as soon as another person joins in the play, social skills. Oh, and one more not to be underestimated: the ability to have fun!
Learning stages
Annika, 18 months
Stage: sensory-motor
What she loves: exploring the great outdoors. “She loves to pick up stones, dandelions, sticks, and put them in her pocket or throw them,” says mom Astrid Van Den Broek. “She gets in the sandbox and runs her hands through the sand, tries to pick it up, digs at it with a shovel, lies in it, even tries to eat it.”
What she’s learning: fine- and gross-motor skills (picking up, manipulating tools, throwing), textures, gravity, cause and effect. “Maybe even her own power to change things,” speculates Van Den Broek.
Giselle, 16 months
Stage: sensory-motor
What she loves: filling and dumping “She does a lot of playing with the cups in her bath,” says her mom, Karen Gow. “She pulls out all the plastic bowls and cups from the cupboard, then puts them back in. She moves Cheerios from one bowl to another. Anything in a bag or box, she likes to unload, then fill back up again.”
What she’s learning: Gravity, volume, mass (the water fits in one cup, but not in the other), object permanence, fine-motor skills, early numeracy (the Cheerios), tidy-up skills
Daniel, 2
Stage: pre-operational
What he loves: helping in the kitchen “He stands on a chair beside me at the counter and helps mix the ingredients for muffins, or watches me cut vegetables. His favourite is adding coloured icing and sprinkles to cupcakes,” says mom Fina Scroppo.
What he’s learning: fine-motor skills, measuring, changing properties (dry ingredients to batter), safety and hygiene rules, healthy food attitudes
Reilly, 2½
Stage: pre-operational
What she loves: playing with her Little People Zoo. “Reilly loves animals,” Sharon Hanley-Smith explains. “She has more than 50 little animals. She plays animal rescue with her zoo set. She tells me one is stuck or lost, then she brings him back to the zoo and reunites him with his family.”
What she’s learning: When it comes to animals, Reilly is an information sponge! She knows the names of all the animals she has, from iguana to yak — and the sounds they make. She’s learning about habitats — that bighorn sheep live in the mountains, and hippos and crocodiles live near water.
A peek inside the toddler mind
By Holly Bennett
What is toddler learning? Is it chanting one to 10, or memorizing the letters for cat and dog?
That kind of learning is not high on a toddler’s list of priorities, says Christine Cadieux, a professor in the department of early childhood education at Centennial College in Toronto. “Young toddlers are in what’s known as the sensory-motor stage. They learn through their senses, and by moving around. It’s all about exploration.” Starting at about age two, children enter the pre-operational stage and begin to add pretend play to their activities.
And what are they learning? Cadieux points to some specifics: “The toddler in the sandbox is learning about gravity. What he pours goes down. He’s learning what fits in different size containers, about measurements, about properties — if he adds water to sand, it acts differently than dry sand. He’s learning cause and effect: What happens if I do this?”
In fact, toddlers are busy developing a basic understanding of what things and people are, how they act and how to interact with them. That’s the essential ground on which their further learning is built. So toddlers need to literally get their hands on the world. We can help by:
• giving them lots of interesting, safe objects and environments to explore, dress-up clothes and realistic toys such as telephones or play stoves for pretend play
• including them in our own everyday activities such as shovelling snow or setting the table
• providing opportunities for them to learn about whatever captivates them at the moment, whether that’s cars, animals or vacuum cleaners
• talking to them about what they — and we — are doing
• cuddling up to read together
Hands-on experience
That’s not only a rich environment for all kinds of valuable learning right now, but also important preparation for later academic learning.
Because toddlers are not yet symbolic thinkers, they can’t really understand what letters and numbers are. They may learn a counting song, and even enjoy it, but from a math point of view, “it doesn’t really mean anything,” says Cadieux. But if a child has hands-on experience with, say, sorting rocks and socks, watching his dad cut a pie into eight slices or giving two crackers to each person at playgroup, then when he does start learning math he will be well equipped to understand what numbers actually represent.
Play teaches other lifelong skills too: problem solving, self-direction, creative thinking and, as soon as another person joins in the play, social skills. Oh, and one more not to be underestimated: the ability to have fun!
Learning stages
Annika, 18 months
Stage: sensory-motor
What she loves: exploring the great outdoors. “She loves to pick up stones, dandelions, sticks, and put them in her pocket or throw them,” says mom Astrid Van Den Broek. “She gets in the sandbox and runs her hands through the sand, tries to pick it up, digs at it with a shovel, lies in it, even tries to eat it.”
What she’s learning: fine- and gross-motor skills (picking up, manipulating tools, throwing), textures, gravity, cause and effect. “Maybe even her own power to change things,” speculates Van Den Broek.
Giselle, 16 months
Stage: sensory-motor
What she loves: filling and dumping “She does a lot of playing with the cups in her bath,” says her mom, Karen Gow. “She pulls out all the plastic bowls and cups from the cupboard, then puts them back in. She moves Cheerios from one bowl to another. Anything in a bag or box, she likes to unload, then fill back up again.”
What she’s learning: Gravity, volume, mass (the water fits in one cup, but not in the other), object permanence, fine-motor skills, early numeracy (the Cheerios), tidy-up skills
Daniel, 2
Stage: pre-operational
What he loves: helping in the kitchen “He stands on a chair beside me at the counter and helps mix the ingredients for muffins, or watches me cut vegetables. His favourite is adding coloured icing and sprinkles to cupcakes,” says mom Fina Scroppo.
What he’s learning: fine-motor skills, measuring, changing properties (dry ingredients to batter), safety and hygiene rules, healthy food attitudes
Reilly, 2½
Stage: pre-operational
What she loves: playing with her Little People Zoo. “Reilly loves animals,” Sharon Hanley-Smith explains. “She has more than 50 little animals. She plays animal rescue with her zoo set. She tells me one is stuck or lost, then she brings him back to the zoo and reunites him with his family.”
What she’s learning: When it comes to animals, Reilly is an information sponge! She knows the names of all the animals she has, from iguana to yak — and the sounds they make. She’s learning about habitats — that bighorn sheep live in the mountains, and hippos and crocodiles live near water.
Tuesday, February 20, 2007
SUMMER FUN
I plan to keep the boys busy this summer to make up for the 6 months we were here and dwindling in their lessons. I did a bit of research and saw this article from a mom. Of course, not all the suggestions are applicable to Nikki's age, but I know we could come up with other fun ideas. I think all the summer plans mentioned below are great and I can't wait to try these out with the boys! =D
.....
El Cheapo Summer
Dateline: 7/18/00
By Annette Berlin and Ann Zeise
No money for camp? Not a penny for vacation? How will you and the kids ever survive the summer?
Very well actually, if you're willing to get creative. You can treat your kids to a fun, educational and el cheapo summer if you learn to look first at the resources you already have access to before taking out your checkbook.
Start with your library. Libraries often have wonderful music, nature and reading programs running from June through August. Most of the programs are free but they do require you to reserve a place ahead of time, so call early to avoid a last minute disappointment.
Next, work your way over to the new book section. Harry Potter is on every library's most wanted list but maybe you'll be lucky enough to be the next to find a copy. If not, dig into some good mysteries, historical fiction and how-to books instead.
Then, see what's available in the crafts section. Our local library has half a dozen books on making "treasure from trash." Also search for titles on dough crafts, paper crafts and scrap fabric crafts.
Before you leave, be sure to read the "what's happening" section of your local newspaper. Most big cities have free outdoor concerts, puppet shows and art fairs throughout the summer months. See what's in your neck of the woods.
Here are some of the projects our family came up with to while away the summer. Use them as a starting point for your own creative ideas:
Ideas
Keep a nature journal of your own backyard
Write to an email pen pal
Make nature crafts - painted rock, wreathes, dried flowers
Design a quiz-type game show on history
Study cartooning
Build from cardboard
Cook an authentic Chinese dinner
Keep a diary
Create a historically accurate diorama from scrap materials
Read, read, read
Arrange a neighborhood yard sale
Get a job walking dogs, cleaning or doing errands for a neighbor
Make a food pyramid from old magazines
Learn to comparison shop for groceries
Plant a vegetable garden
Draw original mazes
Create a birthday card
Design a web page
Make a quilt from recycled materials
Volunteer at the library
Invent something
Observe your pet and record your findings
Grow an indoor terrarium
Learn origami
Learn a foreign language
Build with scrap materials
Make your own holiday presents
Compose new, science-based lyrics for popular tunes
Participate in online projects
Write a script for a puppet show
Learn to use a word processor
Attend local museums on free days
Learn to sew
Design a variation on the game checkers
Borrow educational videos off the internet
Participate in a nature scavenger hunt
Learn to paint with watercolors
Practice cake decorating
Obedience train your dog
Create paper mache bowls from old newspapers
Make handmade paper
Buy and learn to play the recorder or harmonica
Enter all kinds of contests
Solve word problems
Make and observe a bird feeder
Play scrabble and other board games
Do low cost science projects
By Annette Berlin
Homeschooling Journey
.....
El Cheapo Summer
Dateline: 7/18/00
By Annette Berlin and Ann Zeise
No money for camp? Not a penny for vacation? How will you and the kids ever survive the summer?
Very well actually, if you're willing to get creative. You can treat your kids to a fun, educational and el cheapo summer if you learn to look first at the resources you already have access to before taking out your checkbook.
Start with your library. Libraries often have wonderful music, nature and reading programs running from June through August. Most of the programs are free but they do require you to reserve a place ahead of time, so call early to avoid a last minute disappointment.
Next, work your way over to the new book section. Harry Potter is on every library's most wanted list but maybe you'll be lucky enough to be the next to find a copy. If not, dig into some good mysteries, historical fiction and how-to books instead.
Then, see what's available in the crafts section. Our local library has half a dozen books on making "treasure from trash." Also search for titles on dough crafts, paper crafts and scrap fabric crafts.
Before you leave, be sure to read the "what's happening" section of your local newspaper. Most big cities have free outdoor concerts, puppet shows and art fairs throughout the summer months. See what's in your neck of the woods.
Here are some of the projects our family came up with to while away the summer. Use them as a starting point for your own creative ideas:
Ideas
Keep a nature journal of your own backyard
Write to an email pen pal
Make nature crafts - painted rock, wreathes, dried flowers
Design a quiz-type game show on history
Study cartooning
Build from cardboard
Cook an authentic Chinese dinner
Keep a diary
Create a historically accurate diorama from scrap materials
Read, read, read
Arrange a neighborhood yard sale
Get a job walking dogs, cleaning or doing errands for a neighbor
Make a food pyramid from old magazines
Learn to comparison shop for groceries
Plant a vegetable garden
Draw original mazes
Create a birthday card
Design a web page
Make a quilt from recycled materials
Volunteer at the library
Invent something
Observe your pet and record your findings
Grow an indoor terrarium
Learn origami
Learn a foreign language
Build with scrap materials
Make your own holiday presents
Compose new, science-based lyrics for popular tunes
Participate in online projects
Write a script for a puppet show
Learn to use a word processor
Attend local museums on free days
Learn to sew
Design a variation on the game checkers
Borrow educational videos off the internet
Participate in a nature scavenger hunt
Learn to paint with watercolors
Practice cake decorating
Obedience train your dog
Create paper mache bowls from old newspapers
Make handmade paper
Buy and learn to play the recorder or harmonica
Enter all kinds of contests
Solve word problems
Make and observe a bird feeder
Play scrabble and other board games
Do low cost science projects
By Annette Berlin
Homeschooling Journey
MAKING A SNOWMAN
Yesterday we found this page on a magazine where you use some cut-outs to make a face for a snowman. So, I cut the oranges and coals (for eyes), the carrot and eggplant (for the nose) and the leaf and banana (for the mouth).
Nikki wanted to do it so I just gave him all the cut-outs and readied the camera to take a photo of what he'll come up with. As usual, he used the "obvious" choices for the face (oranges, carrot and banana). When I told him to make use of the other cut-outs, he decided to use the coals for buttons and then put the eggplant on the snowman's hand and the leaf on the snowman's bucket hat. It wasa nice picture and Nikki was proud of his work.
Ethan was watching close by and he wanted to try it too. So, I let him. Ethan's was more creative, I suppose. He used a coal for the nose and a carrot for a button and then he placed the eggplant and the leaf on each of the snowman's mittens. That really freaked Nikki out and he wanted to "fix" Ethan's work. It took all of my strength to hold him back just so Ethan could have a go at the activity. They were really funny and really, in this simple activity you could see how different Nikki and Ethan are as individuals. I had as much fun watching them as they were doing the activity. =D
.....
"I want this carrot for the nose..."
"Almost done..."
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