This year we are homeschooling a kindergartener. In typical classrooms we would be teaching our son, at five-almost-six years old, how to read. In reality, from a sensorimotor perspective we started to teach him to read a long time ago.
We read books together.
We visit the library together so he gets an idea of the reading opportunities available.
We bought him a balance bike when he was two-and-a-half years old.
My son mastered how to ride his balance bike by four years old. In fact he was so good at riding it, he wore it out before he turned five. This spring his cousin took 30 minutes sharing her bike with him, and I received a video of my son riding a bike with pedals, no training wheels. There are specific neurological areas of development that need to occur, and skills that need to be mastered before a child is ready to read. Learning how to ride a bike with pedals, no training wheels, is one of those neurological skills which points to readiness. These are areas as parent-teachers we can and have supported.
There is one thing that we are waiting on. My son hasn’t expressed the desire to read yet.
There are many things that I want to try to see if they help him learn to read. I have sensory ideas. I have ideas for learning to read outside. I have ideas for including grandparents, cousins, siblings in learning to read. Until my son is interested in reading, though, I keep finding ways to make reading interesting, and to focus on his sensorimotor development. We are also taking steps to help our younger son start to learn how to read. This spring he started riding his first balance bike.
From a developmental point of view, these are foundational neurological pieces that are stepping stones to advanced academic skill. The end goal of course is for the student to experience the “fruit” of their academic labor, demonstrated by sustained attention, cognitive reflection, and the ability to memorize and recall information. There are sensorimotor skills that are needed first to strongly root a child through practice, experience, and relationship that the child will need to understand abstract academic skills. An article I read in The Atlantic, “An Unfinished Quest in Education,” discussed how children going into school, but lacking sensorimotor experiences, has made it more challenging for them to learn. As parents in a homeschool setting, we have the opportunity to provide sensorimotor experiences as part of their learning, and introduce specific learning skills as a child needs them.
In younger years children benefit from shared experiences — which can really be as simple as reading or cooking together, to build the relationship between parent who is also teacher, and child who is also student — and lots of time to play. In older childhood and especially adolescence, when a student is stuck, having the experience working through challenges together will be helpful in working through abstract academic skills.
Things to watch out for are signs of a behavior, relational, or emotional imbalance (mental health problems or concerns). There are often interventions a parent can put in place at home. Sometimes the family may benefit from guidance of a mental health professional who can provide support for the parents, the child, and the whole family.
Throughout this school year, I’ll provide ideas on how to help a child’s neurological “roots” to flourish, because this is the hard work, the work that leaves me wondering if I’m preparing my child appropriately. This is the work I need support on, and where I want to provide the support to other parents. The very activities we choose could influence our children for a lifetime. We are shaping our son’s interest in reading, interest in exercise, and his relationship with us and learning. There is a lot going on right now that isn’t evident, but is just as important — or maybe more important — as the “fruit” of academic learning.