Motoric skills are essentials for the kindergarteners. A 5-year kid develops gross motoric skills when she/he :
* Walks backward with heel-toe pattern
• Hops
• Balances on alternate feet with eyes closed
• Uses hands more than arms to catch a ball
• Jumps down three or four steps
• Jumps rope
• Roller skates

fine motoric?
• Ties shoe laces
• Copies a triangle
• Prints a few letters or numbers crudely
• Draws a person with six parts
• May print first name
• Uses hammer to hit a nail
• Uses scissors and some tools such as a screwdriver
• Folds paper diagonally
• Does simple puzzles quickly and smoothly
• Builds structures out of large boxes

Somehow, living in a country like Indonesia, the 5-year are necessarily prepared for the readiness for literacy.They need to develop dynamic tripod finger posture which consists of the ability to use of thumb, index and middle finger as the tripod while the fourth and the fifth finger as support. For such skills, they do not have to tortured by pencil or crayon holding drill. Guess what?

First, they can have more fun practicing by :
- touching each finger to the thumb ( you could ask them singing while doing it)
- finger painting which allows them to dipp in each finger in a paint and somehow using their tips of finger to create something
- arranging beads

These modern beads are not too expensive, but hygenic and non-toxic. They call it "Hama Beads" . They have many hama boards such as car (as in the picture)or plan, bear or house with colorful beads make it perfect for eye-hand coordination practice. The older the children get, you could give him/her smaller size of beads.

After that, the children could put an oil paper on the hama beads and have it ironed to make it more challenging and attractive.

Dare to try?

Sources:
http://extension.unh.edu/Family/documents/ec345_phys.pdf
Pediatric Home Care By Wendy L. Votroubek, Julie Townsend ,1997
http://www.moolka.com/jzv/prod?o=epinions&prodId=20006

Some Sundays would not allow me to go out. Mom said she has things to do at home. Then, she took out papers and crayons. Well, the difference is... my Dad sat together with me. He used to be really good at drawing but then his lack of practice gave me a good room to compete him.



There are good books to learn to draw, you might want to try at home.
- www.drawright.com 
- or local books such as :


Tips for our moms:
- My drawing is not the same with any adult's , so don't compare!
- Boost my confidence by not correcting my drawing
- Coloring books and patterned drawing books might kill my creativity.

Somehow, after drawing, we have some other activities :
a. Quiz
Mom will ask, " What can we make from a circle? "

b. Discussion
We talk about things like how beautiful morning or summer is, what the things we see, what is the color, whether it is big or small.

c. Drawing from obervation
This is one of my favorite thing, I 'll put an object like the Ultraman toy and take a closer look before making some sketches on a paper.

And maybe your parents can tell a good drawing from the criteria:

1) Sketches
2) Color
3) Composition
4) Originality of ideas
5) Neatness
6) Effort

I;ll show you my drawing in the next post!

We've been thinking of sending Wisnu to the Art class. Yeah, art. Not that we are obsessed the idea of sustaining the culture because we belong to the so-called Balinese.

Who ever thought of teaching Art for a kindergarten-age homeschooler? Who ever questioned what and why they taught drawing in the K-level when the pupils are to make a complete figure of a person or a typical farm with the river and mountains or a must-call car with four wheels?

As I found the curriculum from here, you might want to weigh for your kids. No harm.


Art Parts

1. understand that anyone who makes art is the artist.
2. Apply the concept of artist to themselves as they develop works of art.
3. Recognize at least one famous artist from art history, their style and contribution to
society.
4. Understand that people create different styles of art, a personal expression.
5. Apply the concept of styles by creating individual pieces developed upon varieties
of media, and choices of expression.
6. Recognize two different styles of art and be able to compare and contrast.
7. Understand the use of subjects and themes to provide inspiration for production of
artworks.
8. Understand the use of imagination to the production of artworks.
9. Recognize some subjects used for the source of art as found in famous artworks:
landscapes, still life, portraits and storytelling.
10. Apply the use of theme—subject matter—to the production of artworks.
11. Understand that form can mean what the artist makes out of the tools and media
he chooses.
12. Understand that there are many forms of art both 2-dimensional and 3-
dimensional.
13.Apply themselves to the process of creating both 2-dimensional and 3-
dimensional art forms.
14. Recognize both comparisons and contrast is different art forms.
15. Understand that the audience is important to the appreciation of art.
16. Understand that the audience asks questions about art, the who, what, where and
when of art.
17. Apply the use of discovery by asking questions and seeking answers about
artworks, and the artists who made them.
18. Apply the use of thinking skills and critical analysis by explaining their own works
of art.
19. Recognize special places designed for the display of artworks.
20. Aesthetically scan their own work and the works of master artists in descriptive
language.


Language of Art

1. Observe and identify line, shape, color, value, space, texture and form in their own
work.
2. Identify the elements of art in nature and the world around them.
3. Recognize the elements of art as used by master painters through discovery,
perception, contrast and comparison.
4. Apply the use of the elements of art to the art process creating artworks with them.
5. Apply the use of the elements of art to describe artworks in aesthetic scanning.
6. Observe movement, pattern, balance, unity, contrast, emphasis and composition in
their own work.
7. Identify the principles of design in nature and the world around them.
8. Use descriptive words to communicate ideas and feelings about both their own
artworks and art in the world around them.


Art History

1. Compare and contrast artworks made by various students, grade levels, artist in
the local community and on a larger level looking at these examples for greater
understanding of the role of art in the world.
2. Develop an understanding of a timeline by charting projects they have created
during the year through various approaches: scrapbook, journal, group timeline,
portfolios, or photo-charting.
3. Recognize at least one famous artist, one style, and one culture from art history.
4. Learn and recognize some forms of art evidence as paintings, sculpture,
architecture, landscape art, costumes and technology.
5. Compare and contrast works of art made by groups of artists who work in similar
styles or during the same time in history to find similarities and differences.
6. Learn the names of six main periods of art history and be introduced to some art
crated during these times.
7. Sort and classify painting upon different themes such as artist, subject, time
created and style.
8. Recognize how culture can influence art by creating projects that reflect events
within the school community and compare how different classes respond to the
same theme project.
9. Introduce cultural content using the local culture.
10. Introduce cultural influences such as rules, beliefs, climate, landscape, costumes
and folklore of a culture on artworks.

Production and Problem Solving

1. Use tools such as crayon, markers, oil pastels, chalk, watercolors and tempera
paint, fibers, clay and natural materials.
2. Use names of tools and processes such as: crayon resist, painting, drawing, pinch
pots, paper weaving, etc.
3. Work from a variety of materials and processes.
4. Draw from memory, observation and modeled processes.
5. Use imagination and brainstorming for creative motivation.
6. Follow step-by-step directions for sequenced projects.
7. Use material without step-by-step directions, providing opportunities for choices
and self direction.
8. Use planned as well as spontaneous ways to create art.




To Wisnu, this picture means a giant spider web with two spiders on and two spider beds (they have one for each). When we asked him what the 4 round shapes he put there... he said he's thinking what they mean. Aha!

Who wouldn't be  amused to read the advertisements on ECEP (Early Childhood Education Program) available on the market? On their brochures or websites, they put bright colored and beautiful pictures  of facilities and activities they have in their institutions to convince us that they are offering the kind of learning that ordianary parents could not give  at home. I used to think that those schools are outstanding especially when they mentioned the imported curriculum  with certified teachers, the testimonies from parents who send their kids there. 

Now and then I would love to learn more about at least, the Montessori approach they claim they give. Do I really know the Monttessory is all about? Do I see it in them --the teachers, the activities, the kids?

These are what I got about the Best Practices of an Authentic Montessori School


A. The learning environment should be :

1. A Child-Centered: The focus of activity in the Montessori setting is on children learning, not on teachers teaching. Generally student will work individually or in small, self-selected groups. There will be very few whole group lessons.

2.  Responsively Prepared: The environment should be designed to meet the needs, interests, abilities, and development of the children in the class. The educators should design and adapt the environment with this community of children in mind, rapidly modifying the selection of educational materials available, the physical layout, and the tone of the class to best fit the ever changing needs of the children. 

3. A Focus on Individual Progress and Development: Within a Montessori environment, children progress at their own pace, moving on to the next step in each area of learning as they are each ready to do so. While the child lives within a larger community of children, each student is viewed as a universe of one. 


B. Learning Activities should be:  

1. Hands On: In a Montessori learning environment, students rarely learn from texts or workbooks. In all cases, direct personal hands-on contact with either real things under study or with concrete learning materials that bring abstract concepts to life allow children to learn with much deeper understanding.

2. Spontaneous : It is natural for children to talk, move, touch things, and explore the world around them. Any true Montessori environment encourages children to move about freely, within reasonable limits of appropriate behavior. Much of the time the children select work that has been presented to them individually and which captures their interest and attention, although the Montessori educator also strives to draw their attention and capture their interest in new challenges and areas of inquiry. And even within this atmosphere of spontaneous activity, students do eventually have to master the basic skills of their culture, even if initially they would prefer to avoid them.

3. Active : In Montessori learning environments, children not only select their own work from the choices presented to them, but also continue to work with tasks, returning to continue their work over many weeks or months, until finally the work is so easy for them that they can demonstrate it to younger children. This is one of many ways that Montessori educators use to confirm that students have reached mastery of each skill.

4. Self-motivated : One of Montessori’s key concepts is the idea that children are driven by their desire to become independent and competent beings in the world to learn new things and master new skills. For this reason, outside rewards to create external motivation are both unnecessary and potentially can lead to passive adults who are dependent on others for everything from their self-image to permission to follow their dreams. In the process of making independent choices and exploring concepts largely on their own, Montessori children construct their own sense of individual identity and personal judgment of right and wrong. 

5. Freedom Within Limits: Montessori children enjoy considerable freedom of movement and choice, however their freedom always exists within carefully defined limits on the range of their behavior. They are free to do anything appropriate to the ground rules of the community, but redirected promptly and firmly if they cross over the line.

6. Self-disciplined: In Montessori programs, children do not work for grades or external rewards, nor do they simply complete assignments given them by their Montessori educators. Children learn because they are interested in things, and because all children share a desire to become competent and independent human beings.


C. The  Learning Communities should be:

1.  Mixed age groups: Montessori learning environments gather together children of two, three, or more age levels into a family group. Children remain together for several years, with the fully developed students moving on to the next age grouping when they demonstrate readiness to do so.

2. A Family Setting: Montessori learning environments are communities of children and adults. As children grow older and more capable, they assume a great role in helping to care for the environment and meet the needs of younger children in the class. The focus is less on the educators and more on the entire community of children and adults, much like one finds in a real family.

3. Cooperation and Collaboration, Rather Than Competition: Montessori children are encouraged to treat one another with kindness and respect. Insults and shunning behavior tends to be much more rare. Instead we normally find children who have a great fondness for one another, and who are free from needless interpersonal competition for attention and prestige. Because children learn at their own pace, Montessori educators refrain from comparing students against one another. 

4. The Child As A Spiritual Being: Montessori saw children as far more than simply scholars. In her view, each child is a full and complete human being, the mother or father of the adult man or woman he or she will become. Even when very young, the child shares with the rest of humanity personal hopes, dreams, and fears, emotions, and longing. From Montessori's perspective, this goes beyond mental health to the very core of one’s inner spiritual life. Montessori educators consciously design social communities and educational experiences that cultivate the child's sense of independence, self-respect, love of peace, passion for self-chosen work done well.

5. Universal Values: Montessori educators deliberately develop in children not only appropriate patterns of polite behavior, but seek to instill basic universal values within the core of the child's personality. These values include self-respect, acceptance of the uniqueness and dignity of each person we meet, kindness, peacefulness, compassion, empathy, honor, individual responsibility, and courage to speak from our hearts. 

6. Global Understanding: All Montessori schools are to a large degree international schools. They not only tend to attract a diverse student body representing many ethnic backgrounds, religions, and international backgrounds, but they actively celebrate their diversity. The curriculum is international in its heritage and focus, and consciously seeks to promote a global perspective.

7. Service to Others: Montessori's spiritual perspective leads Montessori schools to consciously organize programs of community service ranging from daily contributions to others within the class or school setting, to community outreach programs that allow children and adults to make a difference in the lives of others. The fundamental idea is one of stewardship. 

 
An Educator should be :

1. Authoritative: The Montessori educator is firm at the edges and empathetic at the center. The Montessori educator is never punitive but is the kind of adult who responds empathetically to children's feelings, while setting clear and consistent limits.

2. An Observer: The Montessori educator is an observer of children’s learning and behavior. These careful observations are recorded and used to infer where each student is in terms of his or her development, and leads the Montessori educator to know when to intervene in the child’s learning with allowing more practice time, making a presentation of a new lesson, a fresh challenge, or a reinforcement of basic ground-rules.

3. An Educational Resource: Montessori educators facilitate the learning process by serving as a resource or caring mentor to whom the children can turn as they pull together information, impressions, and experiences.

4. Role Model: Like all great educators, the Montessorian deliberately models the behaviors and attitudes that he or she is working to instill in the children. Because of Montessori's emphasis on character development, the Montessori educator normally is personally attractive, exceptionally calm, kind, warm, and is always polite to each child.


Now, I bet you are willing to be the Montessori parents and educate your children in the natural environment. When you feel that you would give up educating your children, you should reconsider sending your kids to those so-called Montessori-based institution and avoid being involved in your children's education. As parents, basically we have the capacity to love our children and sustain their growth as well as nurture universal virtues. That's why God trusts the kids to us, don't you think?


What does it take to be the best teachers for our children ? If we can bear conceiving the babies and delivering them, how can we claim we do not have the passion to grow them up? I am not saying that homeschooling is the ideal practice to educate children but it is a feasible choice.

But for those who have a greater courage than I do to trust their children in the hand of certain formal institution, please remember that the main responsibilities of their education lay in our hands. Do not let the time pass by before we know that we have lost the golden moments to contribute in their lives.

Whenever you are with them, try to

-  not so much to teach but  to inspire, mentor, and facilitate the learning process.

-  create an environment for learning within which children will feel safe, cherished, and empowered. 

-  accept that children unique individuals who learn in many different ways and at their own  
   pace,so we need to adjust to our children's strategies and timetable to fit the development 

-  be able to identify the best response to the changing interests and needs of each child

-  carefully organize appropriate social settings and academic programs for children at their own 
  level of development through the design of the learning environment, selection and organization of learning 
  activities, and structure of the day.


Don't you think it's worth of trying to be the best educators for our own kids?

 

A friend of mine dropped me a book to lend. A very nice a book written by a real surviving homeschooler mom with four kids.
From the book , she seem to share the hillarious parts of my life of trying to survive with the idea of making a difference for my kid's education. It gave me more courage to stay on course. 


She mentioned the criteria to suceed in homeschooling :

1. Genuinely like your child (children) and ENJOY his/her/their company.
2. Have a sense of humor
3. Be able to read, write and do basic math and be willing to upgrade your skills as necessary.
4. Have a commitment to a philosophy that leads you to homeschool
5. Be willing to develop communication skills : (read: LISTENING SKILLS)
6. Be prepared to receive criticsm for your decison to homeschool
7. Have a support system (your partner or community)
8. Be able to learn from mistakes
9. Be willing to develop limit setting skills
10. Be willing to develop PATIENCE
11. Be weilling to develop observational skills
12. Be willing to change

Geee...don't you think those criteria develop ourselves to be a better parents ?

STAY ON COURSE...........................

Wisnu, our first son, was born on August 2, 2004. At the age of 20 months we took him to Yokohama and we stayed there for a year. We did not send him to any kindergarten there but we made a very simple but age-appropriate activities for him based on the reliable references. He seemed to be able to get along with other kids eventhough he used his mother tongue--Indonesian to converse with those Japanese kids or Nepali ones whom he encountered during our stay there. Not going to school did not make him anti social nor social mal-adjusted. He seemed to enjoy private play but had fun mingling with other kids in the park.

When we returned to Jakarta,  I was still a fulltime mom for about 3 months before I was reemployed, Wisnu stayed at home, played with me and his siblings while we are looking for educational information. After a year of visiting numerous kindergartens which give quite a great range of promises from bilingualism, montessory-based, international curriculum, child-centered approach..(u name it) we did not make any option. Why? They do not show us the values they are promising.  The teachers, facilities or environment fail to reflect the approaches or methodology they were promoting, Those beliefs remain words in the brochures and left us being skeptical about how they deal with this lucrative early-childhood education business. With our limited budget but  personal idealism, what do we do?

Finally, we heard and read much about homeschooling concept and we gained our confidence to try this out to Wisnu. It  might not be easy for us, but we are sure we can give him more  and develop his potencials as a unique individual who has certain preferences, needs and strength. We are sure have the capacity to love him while nurturing his learning skills.

Well, as they say...a great journey starts with a tiny step.
So we'll say... we are stepping our first step. 

This journal is a reflection toward our experiments. Therefore, we welcome you to share.