I’m ever so slowly working through her readings (six volumes!) and I’m in volume 1 and haven’t even finished but this is what I have so far.
This is NOT a summary of her writings, this is simply the points that jumped out at me that we want to implement combined with my thoughts – these are NOT Charlotte Mason’s philosophies, these are the Heidi philosophies influenced by Charlotte Mason. You’ll have to go read her works (all available on-line for free, I’m too lazy to link right now) and then see what you think. 🙂
Points for me to remember:
Children should spend first six years in secure, quiet childhood and focus on just growing and being. No formal lessons/table work (though if they want to play at handwriting, math, etc that’s fine but do not enforce structured lessons until 6 years.) Playing with phonics is great, games with math, any fun learning activities – but don’t attempt to start “school” before six.
Be outside as much as possible, 4 to 6 hours a day, good or bad weather. She says April through October, I think March through June and October & November are more realistic in Texas. 🙂 Eat outside, let the baby play. Mom must go WITH and be there for children.
Things to do outside – sight seeing (go tell me what you’ve discovered) and picture painting (describe in detail the nature/landscape/discoveries.) Paint a mental image. Other lessons taught – flowers, trees, animals, geography, exercise, tracking (camping skills?) Use nature guides, learn more about your area. She says don’t bring books to read (focus on nature instead) but I think reading outside is wonderful! Don’t go to playground, which prevents kids from exploring and focusing on nature because they’re playing on the big plastic slide.
Habit Training – focus on teaching child to form good habits early!
Attention – if baby drops toy, pick up and try to engage baby’s attention a bit longer, describe, interact, etc. Teach to focus just a little longer. Lessons for children under 8 years should be around 20 minutes and varied, to keep their attention. Let them MOVE, clap and dance and jump. Set lesson times (we do 30 minutes.) If child finishes early, let them have spare time time to run, explore, play until next lesson. If child is distracted, seek to regain attention and if not able then move on – don’t make it a battle, don’t allow time wasted by wandering mind.
Knowledge is its own reward, do not bribe or use praise or competition to motivate. (Punished by Rewards book!!)
Habit of application – focus, think quick on feet, respond to questions promptly. Don’t ask them questions when you are distracted and then not follow up. Teach them focus & application by you applying yourself fully.
Habit of thinking – allow child to form their own conclusions, do not just give them the answer or tell them the point. Even if it’s incorrect conclusion, the habit of thinking is crucial and recognizing a mistake and then trying again is wonderful process.
Habit of imagining – ask questions, allow them to ponder. Read books that aren’t twaddle, encouraging them to imagine and visualize. No twaddle books, avoid television or anything that creates the story for them and leaves nothing to imagination. Blank piece of paper is better than coloring book. Illustrated book is worse than one with no pictures – allowing them to visualize for themselves. Encourage them to CREATE. Art, music, stories, handiwork.
Habit of remembering – review previous lesson as starting new (briefly is okay) and connect facts. Concepts learned in context will stick, randomly given bits will be harder to recall.
Habit of perfect execution – better one perfectly formed letter than a whole row of half hearted work. Teach them to do their BEST work each time, not just to rush through it. Compete projects, don’t give up and leave undone. BUT don’t give children projects they cannot complete/not age appropriate.
Habit of obedience – FOLLOW UP on rules & requests, do not say they must do something and not follow through or you are setting them up to be disobedient. If it’s important, then be consistent. If it’s not important, don’t ask for it. Even just once of NOT following through with a request or lesson teaches child that you will not enforce rules and there are exceptions. (Heidi phrase – pick your battles carefully, do not make everything a battle, but do NOT lose!) If it’s important enough to make a rule/request then it MUST BE ENFORCED EVERY TIME. I have no idea how to handle this in situations like bedrest? Nursing a new baby and unable to get up immediately? But consistency in expectations/rules will encourage obedience and give them structure and something to count on…
Habit of truthfulness – not just deliberate lying, but careless lying through exaggeration or inaccurate information should be addressed. Teach them to be precise in language and respectful to all people.
Part II of Volume I: I’m reading the summary of the modern english so this is so butchering it, and I’m NOT summarizing – I’m just writing down the points I want to remember and implement. Sorry, no abridged version for ya!
Do not expect narration before 6, though children under 6 will eagerly share – do not make it a requirement.
Do not expect compositions before 10, dictation (writing) and narration (speaking/summarizing) are practicing for writing until then.
Do not ask children to memorize twaddle – memorize good works.
Do hands on math (manipulatives) before expecting children to understand abstract symbols (numerals.)
When students are reading (any subject, history or literature, etc) locate on map and put into century book and/or timeline.
CREATE CENTURY BOOK! Notebook with tabs for each century, have them write in some notes/dates/information for each author or topic they study. Similar to timeline but more detail, creating a chronological encyclopedia of their own studies. Use from year to year.
Art, music, exercises & handicrafts should be started at six.
Art appreciation – artist, style, and create own work in style. Similar to “painting picture” in nature study. Show work, take away and ask for details – what did they see, what did they think, how did they feel?