24th June, 2018 – a trip along the river

Following on from my blog post last week in which we got two new kittens, W has been very interested in finding out as much as she can about their care. This is great for us as we can include many different subjects to learn into this particular topic, and W has been very motivated to learn as much as she can in order to give the kittens the best care possible.

So, our week looked a little like this:

Science / Nature: We put up our posters that we received last week from The Cat’s Protection League and read through what cats and kittens need to keep them happy and safe.

We did an experiment with Skittles sweets and made a rainbow pattern on a plate, while talking about how the pattern is made and how sugar dissolves in water.

We learned about the summer solstice and why daylight hours are longer in June than in December.

W has a tablet, which she spends little time on (more on screen time in a later blog). However, today she wanted to play on her Playmobil Hospital App, where she learned about medicine, broken bones, nurses’ roles, doctors’ roles etc. It is a brilliant app for her as she loves hospitals and going to the GP….

Science / Engineering: We saw a cruise ship on the Thames, which W had never seen before, so we talked about the lifeboats, cabins, satellite receivers etc and what they were for. She also asked how such a big ship can stay afloat.

We ended up passing a different cruise ship whilst walking back alongside the Thames and looked at the differences and similarities between this ship and the first one.

We also passed the HMS Belfast, which W loves and is able to explain what it was for and when it was in use, then we finished off the sea theme with a walk past the Cutty Sark.

On the way home, we rode on the DLR , which W loves to do, especially because there is no driver, so we can sit at the front and pretend to drive the train. Sometimes, there is someone at the controls at the front of the train, but that’s even better because then W often gets to do the announcements herself, when they ask her to!

This time, W loved spotting where the points and signals were on the railway. She was especially pleased when she saw some points coming up and then the train changed tracks when she said it would.

A few weeks ago, W asked how the Shard was built, so today we looked at timelapse videos of the construction. She wanted to know if there was actually a crane that tall. The answer was yes and no…

History: W asked about the great fire of London and how it started, so we went through the events that happened then. We then moved on to fire hydrants and what they do and where modern firefighters get water from when they are fighting fires.

On the bus, we talked again about the Royal Family, building on discussions we have had over the last few weeks. We also covered how a monarch abdicates and who is next in line to the throne.

Biology: My partner gave blood this week, which gave W an opportunity to learn what the blood is used for and how it helps people.

Geography: W revisited the worksheets we did a few weeks ago on wheat and how it is turned into flour.

Later, we went on a boat trip on the Thames and saw lots and lots of famous landmarks. We went under Tower Bridge and we talked about the engines that lift the bridge again, following up on our previous visit there.

Economics: W wanted to buy a toy online, so we counted her pocket money together and she learned about the different coin denominations.

Music: As we were passing the Cutty Sark earlier, we stopped to watch the filming of a music video and then the children were asked to appear in it as audience members. It was very exciting for them to watch the filming and to have the cameras on them too.

Board Games: We played many games of Monopoly Junior, which seems to be a favourite for all the children at the moment.

Socialisation / Play: W and D played with the little dolls in the dolls’ house a lot. W also played with it by herself, setting up a home for all the dolls and deciding which one should have which room and furniture.

Whenever we were waiting for a bus, we played catch with W’s teddy (she always carries a soft toy with her on our travels) to occupy ourselves and to practice our throwing and catching skills.

We went to Greenwich park, which is a fabulous space for play, where all the children played with their Grandpa.

Later in the week, we went to our favourite social group, where W played with her friends and also chatted to the adults a lot about her new kittens!

At Rainbows, there were more opportunities to be sociable, with W playing a lot with all her friends there.

On the train to visit relatives, W and I played ‘fashion shows’ with some Lego minifigures, which was funny for us, but possibly not for the other travelers….

Literacy / Maths: We visited Waterstone’s, where we bought a new book. Storytimes are very enjoyable these days. We read a chapter of her book per night and she loves the cliffhangers at the end of each chapter, which leave her wanting to read more each time.

W decided later that day that the kittens needed a ‘Welcome Home’ card, so she bought one and painted in it for them. I think they liked it, but it was hard to tell.

For part of our literacy learning this week, W has been reading the letters and mail that arrives at the house to see who each item is for (we get a lot of post for my business). She was delighted to see that she had received a parcel herself, so that was a lovely natural reward for her reading by herself.

The next day, W decided that she wanted to more reading and writing, so worked on some of her activity book that she had received from Rainbows. She then moved on to another activity book with word puzzles and number exercises too.

When we were talking about the Great Fire of London, we ended up discussing the definitions of ‘Great’ and we talked about examples such as the Great wall of China, the Great War and the Great fire of London. W was concerned that the fire was described as “Great”, but it didn’t seem to fit with her definition of great…

Spatial Skills: W completed a geometric shape puzzle by herself when we were at our social group earlier in the week.

Art: To round off a very busy week, at Rainbows, W enjoyed the craft section – she painted some salt dough that she had made in a previous week and was pleased with the results.

It is interesting looking through this blog and seeing that some weeks seem light on learning and some weeks seem quite full. Last week has around half the word-count of this week, for example…. and that is the beauty of home education. Letting W discover and learn at her own pace means that she is incredibly motivated to learn when she is ready to.

 

10th June 2018 – Questions

This week, W seemed to be full of questions. It was a week of learning outside the home, with little sit-down work.

Here is what we did:

Numeracy: When we walked along the street, W read every house number along the way (they were 3-digit numbers).

Later, she also enjoyed reading the numbers on her old Lego trading cards (numbered 1 to 140) whilst she put them in order.

Music: We visited the library to take out and return some books. When we were there, there was a Rhyme Time session on and W listened and sang along to the songs.

Science / Nature: We spent some time feeding the squirrels in the park again and W enjoyed watching them bury their nuts. She is really good at being calm and quiet around the squirrels, so that they will come to her to get the food. This is another benefit of home education: it really does give us these lovely quiet opportunities when there are very few other people around and we can take our time to look at animals or flowers uninterrupted by others.

We visited the Science museum and W really enjoyed it there. She was a little nervous of the dim light in the ‘Space’ area, but loved the orb in the centre of the room, which had the different planets and moons projected on to it whilst audio was playing with information about each one. She was particularly interested in our moon.

We looked at space suits and how they keep astronauts cool, found out how astronauts go to the toilet (poo and wee are hilarious at the moment….), looked at models of space rockets and the space station, saw a real spacecraft, saw a real skeleton from 100BC and found out how they worked out how old those bones were.

Together, we learned so many things, including facial reconstruction of skulls, how skeletons are excavated, how vaccinations work, how anaesthetic used to be administered, what gravity is and more!

On the way home, we looked at, and talked more about how train points work, as we did last week.

Then she wanted to know how cranes are delivered and how they can turn into lorries. Luckily, I have seen many cranes at work due to a previous employment, so was happy to bore W with details about them….

And to top off a day of questions, W asked how steam engines work, why they can’t go into space, and why there were no spacecraft a long time ago, so we covered that too.

A few days later, W was thinking about our visit to the science museum visit and asked how a person’s skin and flesh decay to become just a skeleton (I tried to explain this in as nice a way as possible – saying that it basically becomes the earth around it with the help of insects and bugs).

Politics: On by-election day, we had a discussion over breakfast about the main political parties and touched on their policies too. W came to watch me vote and we discussed how the voting system works in this country. We went through the political parties again and talked about their policies a little and then she wanted to know how a person can become an MP.

Play: After our visit to the Science Museum, W played with her siblings and other children, chasing bubbles in the ‘garden’ of the Museum.

At home, there were many opportunities for play and the children chose board games, Lego and dolls to play with.

History: One evening, W asked to see the Royal family’s family tree with pictures, which I showed to her and explained what it meant and who the people are.

She then asked to see a family tree from a different country, so we looked at the French kings and queens back to 1300!

Religion: We visited a church on the way to Bank station (at her request) and learned what the pulpit and font are for and we looked at the ten commandments on the wall. She asked what the bible was and we talked about that. She wanted to read a gravestone inside the church, so we did, and then after that, we lit a candle and made a donation.

Time: At Euston station, W saw a digital clock and asked why it is different from an analogue clock. This led to a discussion on the 24-hour clock.

Literacy:  This week, W wasn’t feeling like doing any writing, so only did a couple of pages of an activity book until she moved on to something else.

As always, I didn’t push W to do any more writing than she was comfortable with. She is still so little at 5 years old and has many years ahead in which to perfect her skills in that area. An interesting recent study has shown that children taught to read and write early perform no better (often worse) academically at 11 years old than those who experienced play-based learning in the early years. This really shows that, if children are allowed to learn subjects when they are ready to, they will remain keen to learn the subject and are also capable of learning it more quickly.

For now, W writes when she wants to and loves to do so.

20th May – a holiday

This week, W was lucky enough to go on a holiday. Obviously, there was no structured learning while on a break, but of course learning happens organically every day, without effort on our part. I just love that, even if we have no plans for specific educational activities in a particular week, learning will happen anyway, whether we want it to or not…

So, in order of subjects, this is the breakdown of W’s education for the last seven days:

Maths / Numeracy: W worked on her new pull-the-tab Counting Book. She went through the flashcards, which had questions like: are there more bees or more flowers in the picture? She was really engaged and loved counting everything. She also went through the other flashcards and read the numbers up to twenty. On other flashcards, she was asked which number was missing in a sequence and got all of them right.

On the addition pages, she had a good go at adding numbers under 10 together and loved it when she pulled the tab and had got the answer right.

I must say at this point that I try to not focus on whether W gets the answer right or not. I feel it is important to praise (or at least encourage gently) the effort that is put in, rather than the result. There was a very interesting study on this subject by Dr. Carol Dweck of Stanford University. In it, she found that students who had been praised for intelligence performed worse than those praised for effort. The psychological reasons behind the findings are detailed here.

 Literacy / English: W read the book The Big Carrot from the Oxford Reading Tree.

Science / Nature: We planted some wildflower seeds in the garden, so learned about germination and what a plant needs to grow. We also pulled up some old daffodils to store for next year, providing an opportunity to learn about the difference between bulbs and seeds.

W then spent time investigating what happens to chalk marks when you pour water on them. She realised that chalk could be washed off the bricks or ground, so she then tried wetting the chalks themselves and saw that the chalk marks were much brighter when the chalk was wet.

Then W decided to get a bucket of water and a paintbrush to paint the brickwork of the garden wall. She saw that is was darker when wet and lighter when dry. Her and D had a lot of fun spraying water and washing pebbles etc, noting what happens to different kinds of rocks when wet.

Play: W spent time indoors playing with D, which included lots of role play with her Lego minifigures and her dolls.

When we were travelling on the train, W and I played some more with her dolls, which I’m sure the other travellers enjoyed listening to…..

Geography:  In the car W had a go at interpreting road signs, and also learned what the lines on the road mean.

W also read the map of the holiday site, finding our lodge by herself and also spent time reading signs and finding numbers everywhere.

PE / Play: There were little log barriers all over the site, and W enjoyed balancing on these wherever she went.

She also played for hours in the playgrounds and parks with other children, having lots of fun!

There was a pool on site and W spent many happy hours playing generally, but also learning to swim as she did so.

…And then it was time to come home. However, there was no feeling of dread for going to school on Monday morning. We will simply go back to our usual learning through play, through our regular fun activities and basically being led by W in terms of her education. On days like these, at the end of a holiday, I am especially grateful for the path that I have chosen for W.

15th April 2018 – A birthday

W had her 5th birthday this week, so we had a great time seeing the grandparents and playing with new toys. She was lucky enough to get this Stephanie’s House Lego set (age 6+) and built it almost by herself. She showed good concentration and is now very good at rotating objects in her head to see where the Lego pieces might fit. A few days later, she built her new LEGO Minecraft set and then played with it afterwards, role-playing showing her minifigures around the new sets.

Building her new Minecraft set had spurred W on to play real Minecraft on her tablet, where she built some more of a house that she has been creating. I have to say that I am amazed at how quickly children can pick up the game and learn how to create things on it. I don’t let her use the multiplayer mode yet, but she is happy enough creating her own ‘world’ in the game so far.

I’m pleased that W plays with Minecraft Lego as well as Friends Lego. I need to point out that we do not do ‘boy’s toys’ and ‘girls’ toys’ in our house. Toys and clothes are not gendered here. The children are free to wear pink or blue or any other colour that they choose. They can play with any toys that are age appropriate (and are not guns) regardless of which gender they are marketed to (more information on this can be found here). I read a fantastic book, backed up by a great deal of research on the subject by Cordelia Fine, called Delusions of Gender. In it, she debunks ‘neuro-sexism’ and explores how society will have us believe that there are huge differences in male and female brains; and seeks the scientific proof to the contrary.

Another new birthday present that W received this week was this Disney Princess Heart Box, which she spent some time decorating. She then really wanted to paint this Galt Toys Tea Set. W enjoyed choosing the colours and styles that she wanted on each item. She liked it so much that a few days later, she went on to paint a couple of china chicks for us to have as Easter ornaments. They turned out great and are now part of the Easter box of plastic eggs and trinkets that we get out every year.

W, D and J all did some ‘work’ for me on my business when they wanted to. This is both educational and a great way for them to learn about the value of money. I have written more about the subject in my blog posts about pocket money and chores.

The next day, J, D and W all played together at a soft play centre. On the way there, W wanted to spot which bus was ours. She looked out for the correct numbers on the bus and found the right one in no time. She then spent a long time talking to J on the journey, and teaching him all she has learned over the last few weeks, showing that she has taken in a lot of information.

Later, all the children watched two videos together, as they needed to wind down after such a busy day. Whenever we watch a video, we have the subtitles on. The older one likes to read them to catch anything he may have missed (or to pick out inaccuracies), the middle one likes to read the words of the songs so that she can learn them, and it is helping W to be motivated to learn to read as well.
Three friends came to the house later in the week for an Easter egg hunt. My partner had set up clues for the children to follow to find eggs around the house and garden. D and J’s clues were written, and W’s were in words and pictures. They all did well to work out the answers and find their eggs. After much chocolate was eaten, they all played noisily in the park and the house and properly enjoyed their day! We had another social engagement later in the week when another friend came to the house to play and much fun was had again.

In addition to the planned play dates we had, there was also an impromptu social opportunity for W, when one of the trains that we traveled on this week was delayed, meaning a 3 hour journey for us. W spent the time playing with 4 other children (ages 9, 7, 5 and 3), sharing her toys and role-playing moving house, going to prison (!) and playing doctors, amongst other things. The other children loved playing with her and they all got on very well for the whole time we were travelling.

Back at home, W wanted to work on some activities in one of her magazines, so she read a few words of an Alphablocks story, even reading a couple of words without sounding them out first. She also matched some sticker shapes, followed dotted lines with her pen and cut out some shapes.

Since we are lucky enough to have all the children at home because of the school holidays, we visited Deen City Farm. There was lots to do and the children learned about what goats, sheep and cows eat. One of the goats ate a piece of the paper packet that the food was in and we had a discussion about what would happen to the packet and why goats eat things that they shouldn’t. They also learned the difference between herbivores’ teeth and carnivores’ teeth, since they noticed what shape the goats’ teeth were. We had a chance to pet rabbits and guinea pigs, and to ask lots of questions of the staff there.

We saw owls and W asked why the owl was awake in the daytime. She learned about how owls are bred and tamed, and how they are cared for. We then watched a riding lesson and then pooped in to see the rabbits and guinea pigs being cleaned out.

After looking at all the animals, it was time to play in the playground. Even though it was the school holidays, we managed to find another home educated child there to play with. W chatted to him and played with him on the slides and climbing frames.
D and W played catch at the bus stop on the journey home and then D later read her book to both W and J while we waited. W just loves being read to and loves books in general, so having D read to her benefits them both so much. We had one of those perfect parenting moments at that bus stop. You know, one of those moments where all the children are behaving perfectly and doing something very sweet while people look on and smile. It was definitely one of those times where I felt all smug (before the children’s grumpiness kicked in a few minutes later, but I won’t mention that…..).

Subjects covered:

Economics (business), Maths (receiving wages for ‘work’), Spatial skills (Lego, Minecraft), Art (pottery painting and decorating jewellery box), English, Biology (mammals’ teeth and animal characteristics), socialisation (friends visiting, meeting a new friend at the park, sibling play, extended family visiting). Technology (Minecraft).

8th April 2018 – The Big Bank

W has been very interested in money this week, so we decided to visit The Bank of England Museum. I love it there and, although it is a small museum, it is free entry and they have great activities for children, such as Easter Egg hunts.

There was lots to do and we started with looking at the different security features of banknotes, since W asked last week why people don’t just print more money when they run out. She learned about the Royal Mint and why it is important that money only comes from there. She got to use a UV light to show patterns on bank notes, which she loved.
In the museum, you have an opportunity to hold a gold bar and to try to lift it. W had a go (but couldn’t lift it as it weighed around 14kg – the same as her….). She asked why it was so heavy when it was so little, so we talked about density. There was also a fabulous display on the properties of gold and why it is so valuable.
After that, W learned what people did before money came into use, and also about the history of the Bank of England itself. She found some of it fascinating and engaging, then had a rest at one of the tables where some crafts were set out. She had a great time colouring-in and drawing too.
Next, it was time for the fun (and still educational) part – an Easter hunt around the museum, following clues to find certain things and answering questions about some items. We filled in a quiz as we went and got a chocolate egg as a great reward at the end. The staff were all lovely with her, especially when we realised that we had left her beloved teddy somewhere inside the museum. We searched everywhere, but had no luck. Eventually one of the porters helped us, even moving some exhibits to look behind them.

In the end, to W’s relief, Teddy was found and all was well with the world!

On the train home, W asked about the UV light that she had seen: what is it and why did it show patterns on the bank notes? We had a good long conversation UV light – eg how it fades fabrics, what it is etc. At this point, I found myself reflecting on the fact that school children don’t get as much of the ‘follow-up’ learning that W does, in that there isn’t time on the way back from a school trip for a child to ask so many questions of what they have seen. Sure, there is some time, but it is very short, considering that teaching staff are focussing on getting so many children from one place to another safely. I don’t know if it is different for other children, but my kids tend to learn so much more after an educational trip, rather than on it. There are usually additional questions for days afterwards, after they have had time to process what they saw or did.

Later in the week, W was lucky enough to be able to go on the London Eye. It was great for her to see the city from a different perspective and to have a chance to point out her favourite landmarks, which she loves to do.

When we travel, W loves to help me to find the correct train and platform and this is currently her main motivator for learning to read. She really wants to be able to find the right train on the display and to tell me which platform to go to. Aside from being a sweet thing to do, it is also a valuable life skill to have and I’m sure she will get to grips with it very soon. We keep looking at the displays together every time we get on a train.

When we got home, we spent some time building a Lego set. She is learning now that, although a build can take a long time, when she perseveres with it and finishes, she gets a brilliant toy to play with afterwards. Her building skills are great, so it doesn’t take her too long to put them together and she does really enjoy the end result.

W also noticed that she had some mail today. The Book Trust provide free books to all reception-aged children, so that includes home-educated children. W’s book had arrived, so we read it together. It is always lovely to have a parcel in the post that you weren’t expecting, and this was a lovely example.

The evening board game this week was mainly Charades For Kids and, as usual, we had bedtime stories every day.

[Topics covered: Science (UV light), Maths (denominations of money; what was used as currency before money and how it was added together), Geography (London’s skyline), English (reading books and departure boards), Spatial skills (Lego building)]

1st Apr 2018 – Overcoming Fears

After seeing Tower Bridge in all its glory from a train window, W was desperate to go on a visit there, so this week we took a trip to The Tower Bridge Exhibition and experienced the glass walkway at the top of the bridge. I was scared to walk on it, but W was not nervous at all and even lay down on the glass to watch the traffic below. I didn’t mention my nerves at all and eventually convinced myself to walk on it too. Being able to overcome fears that I have is something I have only managed to crack since becoming a parent. I know that, if I show my (more irrational) fears to W, she gets the message from me that she should also be afraid. Obviously, for some situations, a degree of nervousness is needed in order to keep us safe, but in this instance, W was really enjoying herself and was completely safe. Who am I to take that from her by telling her that I am terrified and that, by default, she thinks that she should be too?

It’s so hard to face fears like that, but I can honestly say that I have done so much more than I usually would, just by giving my children experiences that I wouldn’t normally give myself and it has been quite liberating, to be honest. I would happily go on the glass walkway again.

Anyway, this is not a diary about me – this is about W’s learning, so….

We visited the engine room of the bridge and learned about how the bridge used to be lifted by steam engine many years ago, and how it works now. We also saw the tools that were used to build the bridge and learned how it was built across the river and why, by watching a video on it’s construction. W was interested in what people’s job roles were on the bridge and where all the materials came from to build it.

When we were on the glass walkway above the bridge, we spent a long time watching the river and road below. After that, we spent a long time playing in the fountains nearby with some other children and also walked through the gardens and tall buildings and looked at their different features.
When we were at the side of the river, we talked some more about the Thames and where it goes.

The next day, we did some work on telling the time, because she is keen to learn it at the moment. The main reason, I think, is wanting to know how long it is before her step brother and sister come home from school as they love playing together so much. She wants to be able to tell the time herself so that she doesn’t have to ask me how long it is until something happens. So, W now knows what the hour hand is for and knows what ‘half past’ means.

After that, it was time for a visit to the library for more chapter books that I will read to her at bedtime. W chose fiction books with an animal theme this time. She has one chapter of a book before bed (or one picture book, but she usually chooses chapter books nowadays), and D and J also have the same, so W actually gets 3 chapters read to her of an evening. She can also have unlimited chapters or picture books read to her in the daytime if she wants, of course, but at bedtime there is a limit of three, or bedtime would take even longer than it currently does…

I took W and D to the park and the children watched ladybirds for a while, to see how they moved.
J (9) and W made breakfast by themselves one day and W was proud of making it herself, so proud in fact, that she and D later wanted to put away all the shopping too.

I took W to the social group that we visited a couple of weeks ago. She played with lots of children, built Lego, played with a geometric shapes game and generally had lots of fun again. We stayed right until the end as she loves it there.

Just to squeeze in a bit more playtime, we went to a funfair, just for… well fun…. I can’t say much for the learning aspect, but they really had a great time there! After that, a friend came to visit and W had a great time playing with her, as usual.

Although it is great that we have so many opportunities for learning everywhere we go, I am still careful to not make everything we do educational. Its important to simply have a good time for the sake of it and this week was definite example of that – certainly for me and I hope for all the family too. Having children is a great excuse to be able to go to funfairs and be silly, in the name of entertaining them.

Socialisation and Home Education

Whenever I talk to other people about home education, the socialisation question almost always comes up. Actually, it is a bit confusing for me as I wonder where people have got the idea that home educated children don’t see other children. Where did it come from? It can’t be that all these people know some home educated children somewhere who sit at home and see no other children at all, because I’ve never met any and I’m fairly sure that this mythical family doesn’t exist…

Is it from the media? It is certainly true that there have been a couple of cases where the children in a family have been held captive and haven’t been allowed to see the outside world, but these are extreme and incredibly rare cases. It is estimated that there are between 40,000 and 80,000 home educating families in the UK. Is it the popular belief that all of these families are hiding from the world at a desk at home?

The truth, in fact, is that us families see each other. A lot. The friendships that home educated children have cross all age ranges, social strata and are neurodiverse. They form friendships according to common interests and not simply because they are exactly the same age or ethnicity etc. Schooled children are made to sit with the same people of the same age for 6 hours a day, 5 days a week. The potential for these children to find other people who like similar things and play in the same way is drastically reduced as the ability to mix with a varied range of children is almost completely closed to them.

I would like to suggest that actually, us home educators are as worried about socialisation as much as anyone (because we are questioned about it so much, perhaps), and because of this, we go out of our way to seek groups and play opportunities for our children in order for them to form many friendships. It has to be the case that our children are having so much opportunity to mix with children with common interests, that they could be forming more varied and meaningful friendships than those children who happen to be in the same class, age (and often gender) at school.

So, if you are new to home education, or have been doing it for a while and are worried about socialisation, here are some tips for how to get your children out there and forming lasting friendships:

1. Join as many home education Facebook groups as possible.

I have found that the vast majority of meet-ups are advertised on local Facebook groups. Just search for “home education [your area]” in the Facebook search bar and it will bring up groups local to you. Try searching by county and also towns local to you. You’ll find a range of meet-ups and groups at various dates and times available to you.

2. Don’t worry if you’ve been to a meet-up and your child didn’t play with anyone.

As is the case for adults, children also need to find other children that they ‘click’ with and have the same interests as them. Don’t be disheartened if you have been to a group (or a few) and your child hasn’t engaged with many people. It will come. Keep going to different meets until you find your ‘tribe’… Those people that ‘get’ you and your children and welcome you for who you are.

With more reserved children, it may take a few visits to the same groups for them to ‘warm up’ and step outside of their comfort zones to talk to other children. I find this especially true for those children who have found school stressful or difficult socially. They need time to adjust and to regain their confidence for making friends. For some, school settings can be damaging socially (it certainly was for me, but more about that in a future post), and it takes time to undo the fear that some children experience when walking into a busy room full of children again. Give it time.

3. Chat to the parents!

When you go to meet-ups, make sure you chat to others. It can be daunting, but I have found that there is a big sense of community amongst home edders and they are happy to share knowledge and tips with others as they have been where you are too.

Other parents can tell you about the social meets and groups that are not advertised on the Facebook sites. These meets are many and varied and are often arranged by a group of friends whose children get on well together. If your children have common interests with the others (and even if they don’t), they will be welcomed along and you will have a full social diary in no time!

4. Go to your local park in the daytime.

Do your children play with other children at the park? If they do, walk over to the children’s parents and chat to them. If your child is playing with another child for a long time, go and say ‘Hi’ to their parents and introduce yourself. Parks are very busy after school, but if you go in the daytime, it is much easier for your children to play with one or two other children and have the space to run around. I have found other home-educating families this way and have made some great friendships, for me and for W. It is a bold step to go out of your way to meet people in this way, but you and your children could end up with friends for life, who live very near indeed.

5. Go on organised trips.

Organised trips for home educators happen all the time. In fact, they are so frequent that I have to pick and choose only the best ones for W to go on as there is so much choice.

Ask other parents at regular home-ed meets to join you to email lists and Facebook groups that are advertising trips at the education discount rate. It is not expensive to go on these as home educators can get the schools rate when they go in a group. Adults are often free and children’s tickets are at a drastically reduced cost, often with workshops included in that price too!

Search on Facebook for ‘Home education trips’ to find some of these.

When you are there, you will meet even more families similar to yours, especially if you are going to s specific workshop for a specific interest.

6. Relax

Try not to push your child to mix with others if they are not comfortable doing so yet (especially if they have recently been deregistered from school and are still finding their feet). Our job is to provide the opportunities for them to play with others, but not to push them into it. If a child feels pressured to do something, it is less fun and less meaningful for them than if they had done it under their own steam.

Model the behaviour you want to see in your child. Talk to others (adults and children) and show that being with others can be a fun experience. Take it easy, though. It takes time to step outside of your comfort zone, just as it does for our children.

We have all been there. We have started the home-ed journey with nerves, trepidation and doubt. We all found each other somehow and have the common goal of doing the best for our children. Taking the first step of de-registering (or even deciding to home educate before school age) is a huge decision to make, but we did it. And we did it with our children’s best interests at heart. And that is the point of all of this, after all.