Tuesday, 22 December 2009

Evidence that Playing is good and educational enough!

"By preschool, the brain can handle larger numbers and is struggling to link three crucial concepts: physical quantities (seven marbles, seven inches) with abstract digit symbols (“7”), with the corresponding number words (“seven”). Lessons like the one Ms. Andzel taught are meant to fuse this numeric trinity, which is crucial for understanding basic math in kindergarten.

Children begin recognizing geometric shapes as early as 18 months, studies find; by preschool, the brain can begin to grasp informal geometric definitions."


http://www.nytimes.com/2009/12/21/health/research/21brain.html?pagewanted=1&_r=2

Sunday, 13 December 2009

Education acquired thru everyday living

I always said...when there's a need for it..Jnr will learn it.

So far, he's proved me right. Everytime someone question our homeschooling decisions, whether we're qualified enough, whether Jnr will be learning the right thing, blah blah blah.

My standard answer is "Look at him...is he coming across to you as stupid, ignorant and mute? Uable to understand you or communicate sort of boy!!??" The answer is always inevitably a dragging "No..ooo.... BUT what about exams?"

ARRRRGGHHH and LOL!!!


Well, I will say to the person...do you think Jnr is smart enough for you? Did he not asnwer all your questions? Did he not entertained you of his latest car and speed passion? Did he not informed you of his pocket money budget?


The answer is yes....BUT what about exams?


I replied "What is the exams for? What good doe sit do? Did Jnr not past the exam you just imposed on him? Surely he must have passed with flying colours for he answered each and every of your questions wonderfully....you seemed happy with the conversation you had with him. Jnr has proved to you he is an intellectual, intelligent child who is able to answer questions and conduct conversation in proper grammer. He has not provide you any reason to think I am failing him...so why would you still be so worried about me not teaching him anything LOL!?"


"But...."


The moral of this story is...there will always be a BUT. People has been led to think exams is a must and is a very important component of our lives. The people believes to be examined and measured is the right way forward, to be able to categorised each other so that each other knows where in the society one stands.

These people will forever be blinkered and unable to see alternatives....despite it being smack right in front of thier face.


The proof that osmosis learning works ....is in the pudding, as they all say. Just looking at Jnr...I can see he is growing up fine....just like any "school going" 9 yrs old, if not better I dare say.


Informal Learning: An Interview With Dr Alan Thomas MSc, PhD, FBPsS
http://www.youtube.com/watch?v=kakCOKJ9AUE

Thursday, 3 December 2009

The Importance of Touch

I am a true believer in touch-healing. I love massages not only for that momentary 1 hour of "me-time peace" it brings to my mind...but also that noticeble beneficial healings tp my body and skin, that inevitably trails after that one massage session. In short...massages to me is therapy. And regular therapies is what I offer to my son.

I am constantly either massaging DS's feet when we're watching tv, or stratching his back, or rubbing his back whenever I'm near him. It is second nature to me for I am a very tactile person. Becoz of this, it is hard for me to say if any of this "touchings" is healing or beneficial to DS for it is an ongoing thing without any observations.

Until...recently, due to a death in the family, staying in a different country, I have totally lost my routine, and having to spend alot of time apart from Junior, I then realised Junior is beginning to get very hyper and out of control again. I then realised the lack of "contact" between us of which i quickly resume my mini massages for him.

Strangely enough, preceeding this phase of hyperness, I have failed to recognised Junior's own recognisaton of his tactile sensory needs...many times he has asked me to be just sitting next to him...he just wants to be close to me. Even in the morning, he would rather stay in bed with me, snuggle up. Bedtime was all about lots of lots of back scratches, unable to switch off. Junior was exhibiting signs of clumsyness as in he is beginning to be bumping and banging into things. His energy level is high, un-able to control his power in most everything like crashing into us when walking or running to us, constantly rolling and playing on the floor, shadow fighting with lots of flipping and rolling on the floor.

How silly of me to have missed all these signs of his skin sensory is seeking input/ feeding.

So, it is back to whole body massages for Junior, and mini foot massages too and lots of bear hugs too.

Sunday, 22 November 2009

Intro into Autonomous Education

Crossposted with permission of author. K xx

-----Original Message-----
From: UK HOME EDUCATION SUPPORT LIST [mailto:UK-HOME-ED@...] On
Behalf Of Jennifer Moore
Sent: 19 November 2009 02:40
To: UK-HOME-ED@...
Subject: FAO media teams & bloggers

Hello all

"MPs told of research which Badman ignored"

"Badman ignored relevant research, MPs told"

I think the AEUK submission to the select committee would justify a
little headline like that, and I wonder if AHEd &/or the EO media team
&/or anyone else would like to hang a press release on its recent
emergence into the public domain...?

And, in general, I'd like to see that document become more widely known
and referenced. We put a big load of work into it, and I think it's
potentially useful as a general intro to autonomous education in its "UK
home ed" manifestations. So any bloggers who'd like to flag it up &
link to it, who haven't already, please do go ahead.

It's at l>

and Raquel already set up a shorter url too: http://bit.ly/T44rp

Feel free to cross-post this email.

Jennifer

--
www.uncharted-worlds.org/blog/

Monday, 12 October 2009

Unschooling an aspie kid.

It's coming to 3 years of unschooling Junior and...we've been thru alot. When it comes to asperger, I can see that as much as Junior is very capable of mature reasoning and self directed learning...he is also very prone to childish logic.


To how i observed...Junior is a 9 years old with an emotional capacity of a 5 years old. He is still snuggling my chest for comfort...to a point sometimes grabbing my breast in public! On a bad day, he is so nervous that he can't go wee or anywhere...without me standing by his side. So, on a "down day" Jnr is a fulltime job...from helping him finish his meal to accompanying him everywhere in the house because he is too nervous to be alone....to helping him calm down enough to switch off at bedtime by scrathing AND reading to him so he can fall asleep. It is days like these that no one seems to understand how limiting an asperger child's world is....how tiring it is caring for an asperger child....simply because other people don't live thru it...hence just cannot comprehend the possibility of a 24/7 cling-on 9 years old.


Junior is capable of GCSE's level work. I use the word "capable" is because... we are aware Junior is capable of understanding GCSE's level of work tho we don't do any of them. It is the occasional "Eureka HEing" moments that he comes up to me and discussed certain things. It is his Eureka moment....when certain concept clicked with his brain.

He's been reading lots of wikipedia...it is his new favourite "thing" to do. So far, to my knowledge... he's been reading about cars history and locations, history of fast food (KFC in particular) and coffins.


We've been doing lots. We've been learning Malay language and Junior is picking up conversational Malay rather well. We're learning about the nature of tropical climates, comparing the 4 seasons in UK, to the year long summer weather in Asia.


He's also playing on both Toontown and Runescape simultaneously.


Junior is showing us that he is learning lots despite us parents not telling him what to do. He has shown plenty of signs of maturity and responsibility...like helping his little cousin with her games by reading games instructions for her, helping her do her maths homework LOL and many more!! He brought up and we discussed about "working for a living" and what job would he like to do when he grows up. So it does seems like my kid IS growing up fine and dandy...just by living his life the way he deemed fit.

Well, I summarised our unschooling journey so far to be happy, satisfying and still "the best decision ever" we've ever made as parents.

Making autism ‘normal’ won’t help my son...

Making autism ‘normal’ won’t help my son. It may reduce the stigma but it trivialises the learning difficulties and isolation sufferers endureMichael Fitzpatrick


In the 15 years since autism was diagnosed in our son James, the public status of the condition has changed dramatically. In the early 1990s autism was still regarded as a rare and obscure disorder, associated with “mental handicap” or “retardation” and life-long institutional care. Today autism seems to be everywhere. It has become a common, even fashionable condition, linked to talent and creativity or simply making people interestingly different. But the fact that everybody now talks about autism does not make life any easier for people affected by it.

The higher profile of autism cannot be attributed to scientific advances. Though there have been impressive developments in our understanding of the genetics and psychological features of autism, neuroscience has yet to make much headway in elucidating the mediating links — or in suggesting therapeutic interventions. The increased awareness and wider diagnosis of autism appear to be largely the result of a cultural trend towards redefining human differences in terms of disorder. The question we now face, as James embarks on the transition to adult life, is: have things really improved for people with autism?

There can be no doubt that in many ways we have made progress. Parents are no longer blamed for making their children autistic through their frigid personalities, as they were as result of influential psychodynamic theories in the postwar decades. Behavioural and educational programmes have been developed for children at home and at school, though access to these remains uneven. And though there is much talk of provision for adults, including help with housing and employment, the reality remains one of a constant struggle for services.

On the other hand, the apparent upsurge in the prevalence of autism has provoked the notion of an autism “epidemic”, fostering fears and anxieties that provide a fertile terrain for irrational theories. These include the idea that autism is the result of demonic possession (as popularised in the book and film Horse Boy) or, in a modernised version of the same atavistic prejudice, that it is caused by vaccines or some unknown environmental toxin. The depiction of people with autism as “dead souls” or “metabolic train wrecks” — both familiar themes of the “unorthodox biomedical” movement — is disparaging and dehumanising. Rogue scientists and unorthodox practitioners, together with credulous journalists and celebrity parents, have all helped to promote these theories and the associated therapies, which they claim can produce miracle cures and “recovery” from autism. Desperate parents have become customers in a multimillion-dollar global enterprise.

The cultural fascination with autism is reflected in the plethora of films, novels and soaps featuring autistic characters. Yet, with some notable exceptions, such as Mark Haddon’s The Curious Incident of the Dog in the Night-Time or the Australian film The Black Balloon, popular depictions of autism tend to be voyeuristic or sentimental. Autism seems to offer endless scope as a metaphor for the discussion of contemporary anxieties about masculinity, fatherhood, the family. Reflecting on the “outlandish, offensive” misrepresentations of autism in film, writer Stuart Murray (also the parent of an autistic child) concludes that “overall, it is debatable how much progress has been made in cinematic depictions of autism since the foundational success of Rain Man”.

The concept of the autistic spectrum, including people with Asperger’s syndrome and “high-functioning” autism as well as those with “classic” autism, who usually have severe learning difficulties and more profound social and behavioural problems, has helped to reduce the marginalisation of people with autism. But the tendency to label as autistic every computer geek and eccentric scientist, and every obsessive train-spotter and stamp-collector (compounded by the vogue for identifying historical figures and even contemporary celebrities as autistic) carries the danger that the spectrum becomes stretched so wide that autism loses its distinctiveness.

“Normalising” autism may reduce stigma, but at the risk of trivialising the problems of those with more severe learning difficulties and also of underestimating the extreme aloneness that results from the social impairment of autism, even in higher-functioning individuals.

When James was found to be autistic, as a GP I knew virtually nothing about it. Recently a woman at the supermarket checkout, noticing his odd behaviour, asked if he had Tourette’s syndrome (familiar from Shameless and Big Brother). Yet, though everybody now knows the labels, the prospect of continuing high unemployment and public spending cuts mean an uncertain future for people with autism. The National Autistic Society has sponsored a campaign to increase awareness of adults with autism — but it remains unclear whether resources will be provided to meet the needs that are identified. The “autism angle” may provide publicity for the new Sherlock Holmes film or for the sequel to The Phantom of the Opera, but for families like ours the struggle is set to continue.

http://www.timesonline.co.uk/tol/comment/columnists/guest_contributors/article6870232.ece

Michael Fitzpatrick is a London GP. He is speaking at the Battle of Ideas satellite debate, Age of Autism: Rethinking “Normal”, at Foyles Charing Cross Road, London

Thursday, 2 July 2009

We're into fast cars.

The month of June had been really full on with eating, sleeping and dreaming about cars, cars and more cars.


I was explaining about the benefits of asperger to my mum. I have finally managed to convinced my family that my mum, my brother, my sis and me....we're all on the autistic spectrum. One of the positiveness I pointed out is our narrow obsessions with things. Like me now, my obsession is finding out all info on adult aspgerger.

My son's obsession is finding out all about fast cars. Three weeks ago, he was just only beginning, exploring, gathering info via the library books, the internet and watching Top Gear every morning. This week (week 4), he is a walking encyclopedia on cars. Ask him anything about cars, and he will rattle on and on and on.

He is constantly pointing out the different cars to me as we're driving along. And I have managed to help him tune into his "lessons".

I was given a copy of the ACE curriculum's timetable, with rows for days and subjects for columms (Maths, English, Word Building, Literature and Creative writing, Science, Scial Studies and Bible). I just love the simple and colourful layout. I got hubby to colour copy enough to last for a whole year.

I have taken to printing on the back of the schedule, outlining our lesson philosophy/ framework for the week. I then fill in the individual boxes, translating Jnr's "work"/ discussions/ readings in educationese language.

So for instance, on Monday, I'll penned in:-

* Maths (charts; timing his races, and working out the time differences on each race);
* English (lots of discussions on driving techniques)
* Word building (using lots of new technical words to describe the driving and the condition of the route)
* Literature and Creative writing (tho we didn't do any writing but we are reading alot of books on cars plus working our way thru the DS 1000 Classic Stories every night)
* Science (we're reading and discovering the science of aerodynamics and physics; we're discoering scientific words like momentum, friction, downforce, gravity and many more)
* Social Studies (geography and history of car invention, manufacturing and racing history)

Anything new covered, will be scribble down too on the back by the end of the day. This way, I find, I won't forget...and I will always have a record of his "lessons" should I need it.

Unschooling Food, Money and Personal Hygiene.

This is cross my mind this morning and I had to share it. Hopefully it'll bring
some comfort and possibility to some on this list.


FOOD.
-----

Well, the philosophy still stands. If we buy it, then I have to be prepared to
let him eat it all, at any rate he wants. Tho I don't stop him from eating it
all at one go, I do suggest to Greg perhaps after 2 bags of crisps, allow space
for dinner and finish off the 3rd bag or 4th bag afterwards. Or keep it for his
midnight snack. This normally works, the idea of having something to munch on at
11pm before bed, seems to entice him enough to stop at bag no 2.

So, the past 2 weeks, Greg's been buying and eating crisps for breakfast (before
his regular breakkie), lunch (before his regualar lunch), have his regualr
dinner and crisps for midnight snack.


Chewing gumn is another fix he is hooked on. And those aspartame do kick off his
hyper activeness. We're very sure of this becoz we know Haribo gummies don't,
chewy sweeties like Fruitella don't, sugar lumps don't but give him a sugar free
gum, you'll see his senses heightened and give him another, Greg is be
absolutely buzzing like a busy, busy bee!! LOL!!

But again, if he buys a box of chewing gum, I am fully prepared to let him
finish it at his pace. As always, I will suggest that if he has too much, he'll
be "aspie drunk". It is Greg's choice to whether lose himself into such state or
remain "sober" of which he's now discovered a choice of jaw compression
actitivities he can indulge in - Haribo Starmix or Knex sticks (the rubberised
bendy Knew stickes from his beginner Knex set) Greg has tld me that it calms him
down when chewing on these 2 things. But he has yet to share what do his aspie
drunk do for him.


Aspie drunk is what me and Greg refer to that feeling of "losing control his
brain (I recognisegd it as impulsiveness)and feeling like wanting to do lots of
things (I recognised it as erratic behaviour)"

In short, HYPER ACTIVENESS.

I do explain Greg my perspective of him during his aspie drunkness, and he
explains his internal emotional perspective to me. We reckon it is no different
to how a person will behave when drunk. Losing control and senses of one's
judgement and balance...hence the word "aspie drunk" becoz we refer to these
behaviours as part of his aspieness.

So yesterday, he's decided not to touch his box of chewing gums, but instead
chewed on a new Knex stick.



Personal Hygiene
----------------

Greg hates showers and brushing his teeth, just as much as any other aspie kid.
But he doesn it, with much moans and groans and complains. I cannot say we're
unschooling in this department but showering and brushing teeth is definetely a
non negotiable issue. But what I do is I am constantly explaining to him why we
need to do it.

We talked about how important his new teeth is for it's meant to last him a
lifetime. We talked about how important fresh breath becoz it doesn't turn
people off when we talk to them. Bad breath can gives people a wrong impression
that we're dirty, which we're not (and he very quickly points out that he
showers everyday! LOL!) And I do re-inforce the idea of "bad breath turning
people off" by deliberately not brushing at night, and eat something stinky
before bed like cheese, and talk to him closely first thing in the morning
before brushing my teeth. Most definetely do the trick about turning Greg off
LOL!!

To support his sensory needs, we do try lots of different tooth brushes, for the
fun of it. He's settled for an electric one which he alternates with a regular
one. We alos experiment with lots of different tooth paste and chance upon an
organic one which is a smooth trasnparent gel instead of the white gritty paste.
For me, this gel like consistency takes some geting use to , it's like baby
tooth paste but a minty version. In the end, we edned up with 2 toothpaste, the
white gritty one for us, and gel tothpaste for Greg.


He stills moans everyday, asking why should he shower when he showered the night
before. I still tells him, it is his choice, either shower, then he can snuggle
next to me in OUR bed, or don't shower and he can sleep and deposit all his
"germs and gritty sand particles" that he collected during his daytime charging
arond playing.....ON HIS OWN BED, next door in his OWN room. NOT IN MY BED.

And very often, once he is in the shower, he forgets about his moans and very
happily plugs in the bath plug and wil be playing away for the next half hour. I
do buy lots of bath toys. We have multi coloured bath bombs. We have a huge
basket full of toys, syphoning tools, measuring cups, toys syringes. I am
looking for some bath coloured tablet in the shops...I saw some crayola ones,
once a upon a time but can't find it now. I do hate shopping online but looks
like I have no choice.


MONEY
-----

To how i understand from an teenage aspie support forum, it seems like aspie
kids commonly has no sense of budgetting. They either blow the whole lump sum in
one go and moan for the rest of the month till the next payday, or some of them
have no cpmprehension of money and never spends any at all (tho this is a
minority)


My kid is the spend everything and moan forever type LOL!!


He will blow his whole £20 (plus any loose change that his dad gave him every
evening) on one thing...and then realised he's now broke. And then start wishing
he hadn't blown the whole lump sum on "this toy" (which he now decides is sucha
waste of money!)

And then he'll spend the rest of his afternoon, picking at the new toy's fault,
justifying how it is not worth the amount of money he's paid for it. And then
the next few days will see him adding salt to his own wound by goin on the
internet, checking out all those other toys that he could have bought, or how he
could have 5 different toys instead of just spending it on ONE. Then he
degenerates into a lump of self pity and keep saying what a stupid decision it
was to buy "THAT so not worth it's price TOY", eventually, starts calling
himself stupid for not thinking properly.

Then he'll start asking, what can he do to get extra pocket money. I points out
that his egg runs gives him generally £3 of profit. He thinks it is not enough.
Then he suggest car wash, which I agree to, but he''ll want to do it now (many
times, this is at some silly timing like bedtime or when we're on the way to
somewhere. Any suggestion to do it tommorrow morning is declined)

Then he'll start declining if I offer to pay him small money if he helps with
the laundry, or helped pick up his toys, for really, we don't have many things
that he can do, just so to earn extra money.
And he wants BIG money, not small money that he'll have to save up to form a
decent amount.

And this circumstances repeats itself every month.

Two days ago, we're in the mall. As always, Greg is moaning about how broke he
is, how he is unable to buy anything despite me offering to give him £2 to
spend. I am beginning to think how spoilt my child is!!! And I really can't face
this dilemma anymore.


So, I've decided. Instead of me paying for his food and drink and all. He's to
pay for it himself. I'm giving him £10 everytime we're out and about. He's to
pay for his half of his share. He's to pay for his meal, half the parking fees
and petrol which works out to be roughly about £5 average. I worked it out, that
the balance £5 should eseesntially buy him either a decent toy, maybe with
balance left over, which can be save for next trip or he might decided to blow
it all on a 2nd toy. Or if we're near a games arcade, he should be able to play
a game or 2.

All in all, theoratically, Greg should be able to feel fulfilled, and happy, and
in control over his own budget. And still not feel sad and despair over his
decisions, becuase there will be another £10 coming his way when we next go out
again. Hopefully, this will teach him a better sense of budget.

With Greg sense of "big money", he might surprise me by not spending his 2nd
half of the £5, but to use it just for the sake of buying something, but to save
it for a more desired toy in the future.


So, how's everyone getting on with thier aspie journey?


BWS
SharonBugs.

Friday, 26 June 2009

Rubber Gym Ball and Earphones

Finding out about Jnr's sensory issues was such a blessing. For the first time in our lives, we could see Jnr seizing back control over his impulsiveness. He no longers complains about having no control over his brain. Doing things he knows not to, but yet cannot stop himself. Or crying in anguish about having an evil brain inside him, egging him on.


The past 2 weeks have been nonstop busy busy busy. It is almost like Jnr's suddenly got switched on inside. Supporting him with all my knowledge and understanding of therapies, I see my son growing and expanding his world, rapidly. He can focus now. He wants to do things that he never used to want to do. He wants to socialised, he is keen to do everything. I don't know which part of this is naturally unschooling, or is it because his therapies has calmed him down so much, that he can actually asked for something to do, plan for it, and follow it thru.


Today, I am SO PROUD! We were at the shoe shop and the shop manager asked Jnr why he was not at school. Jnr replied loud, calm and confidently ... "I don't go to school. We're homeschoolers. I do my lessons at home" For the first time, my son was able to answer someone's query, clearly and confidently, without me having to help with words.


Who would have thought, rolling a big rubber gym ball over Jnr, and slipping a pair of earphones over his ears, can make such a huge difference to our lives. And he is very excited and looking forward to practising his writing, when his pencil grip arrives. Everyday, he goes riding on his little canary yellow bicycle, giving him the much need joint compression exercises.


In saying that everything is going swell, Jnr is beginning to show signs of set backs. Maybe, tiredness is finally setting in; or maybe as Jnr always predictably do, for every step forward, he takes 2 step backwards, before pushing forth again.


I have always view my son's regressions as a good sign indicating posititve development going to happen, or sometimes, already happened.


We have always embraced Jnr's diagnosis positively. I think we welcomed it, becoz finally, we have confirmed idea of what we're dealing with. It has made life so much more easier and predictable to a certain degree. We have used it to guide us positively thru all his challenges.


Which is why it gives me a rather rude shock when faced with another mum, who refuses to acknowledge thier child have obvious challenges. Why?


BWS
SharonBugs.

Friday, 5 June 2009

June 2009 - another milestone in our lives and.....

What have we been doing recently? Well, nothing much other than Jnr is really keen on company and desperate for friends. He has been constantly complaining that he is lonely....baggering me for a sibling.....a dog....even suggest that we adopt one of those poor kids in Africa LOL!! I think he must have been reading my Grazia mags about Angelina and Madonna LOL!!

So we have been busy, diligently attending each and every homeschooling gathering...and Jnr have truly been enjoying himself playing with other children.


But the recently milestone achieved in our lives has nothing to do with lessons.

We are becoming more aware of Jnr's challenges as he grows another year older. We've finally found the last puzzle to his erratic hyper active behaviour. It is not the diet, it's not gluten, it is not about lack of structure, it is not sugar tho aspartame is still very much an enemy. It's now confirm - it's his sensory intergration.

Jnr suffers from multisensory intergration dysfunction (SID or just SI as it's commonly known).

This explains his constant tripping over his own 2 feet, him constantly flinging himself and rolling on the floor; banging and jumping on the bed and sofa; his headaches and his many erratic moods. Now we truly understood why his hyper activeness switches on and off like a light switch. It is his sensory re-action to his environments.


The occupational therapist have managed to resolved Jnr's issue with writing IN ONE SESSION!!! It's a tri-angular special rubber grip that is slipped onto the pencil. Jnr amazed me and his dad with the most perfect, straight, even-sized and shaped alphabets as he copied off what therapist wanted him to.

While he thorougly enjoyed and and thrived on the challenge and breeze thru his speech assessment 2 months ago, this time round was a totally different story.

He really struggle thru his occupational assessment, doing simple task like drawing and writing and walking and jumping; stopping halfway refusing to continue. Jnr very immediately repond to his stress environment by being comical and started flopping and dropping himself onto the ground, launching and flinging and rolling himself on the soft padded floor. It was his sensor requiring extreme feelings to help himself digest what is goin on.

This has help me see why and how he used to struggle in school, in the fair group and in the mall or supermarket.

So I've learnt deep pressure therapies. Him wanting to chew gum is supposed to be beneficial for his hypo sensors in his mouth. And when he starts to constantly jump and bounce on sofa and the bed, then it's time to do some deep pressure therapy. This requires Jnr to lie down on his tummy, on a long cushion and me bouncing and rolling a rubber gym ball over him, applying pressure. Amazingly, this child can actually lie still, absolutely motionless for 20 minutes. With regular sessions, my beloved genius child will soon learn to face and accommodate his world better.


So, with this in perspective...we've been busy learning to help Jnr learn and manage himself better. Being so used to the erratic hyper active child...life is so strangely calm and complacent...so much so that I am beginning to wonder if we will ever be doing anything new, exciting and different ever again LOL!!


But then this calmness has allowed my body to fall back and relax and all my tiredness is coming to the surface and manifesting itself under the guise of flu-like symptoms. Yeah...maybe it good too that we're not doing much exciting and new stuff....perhaps that will surface when I'm healed and ready.


For the time being now...we're just focusing on Jnr's sensory needs, growing stuffs in the garden...Jnr practising his skateboarding...RC Car driving...and simply just enjoying these sunny summer days.

Wednesday, 22 April 2009

April 2009...a month full of excitement.

I'm convinced sunny days has positive effects on DS. All of the sudden, it's like he's woken up from his long winter slumber, and is now all energised, ready for an exciting summer.

The sunny days also seems to make him want to do more things. So far, he has express his wish to rediscover old interests like wall climbing and dry slope skiing. He's also pushing for some go karting sessions. Driving seems to feature strongly in his mind lately.

He's keen on seeking out other children to play with too.

He's been playing on the keyboard, practising new songs.

We've started his own egg run, selling free range eggs to the neighbours. This venture is coming along nicely, netting Geckco Jnr an average of £3.00 profit every weekend.

Best of all, he's outside enjoying the sun. Everyday, he can be found playing on our driveway. Yesterday, he was really cute. He laid on our rug, on the driveway, sun tanning LOL!!

Then he decide it'll be fun to watch the world go by, so he got his little wooden chair, a mini can of coke and a Panama hat on his head, plonk himself on the pathway and watched the world go by.

Today, we spent the afternoon at our friend's garden. It felt so good, laying on the grass, looking up at the clear blue sky. There was a few hoveflies hovering over us, which trigger off discussions amongst the adults and kids about what do hoverflies eat, hummingbirds, snails, lobsters and nits lol!

Yes, April has been a satisfyingly busy month.

Tuesday, 21 April 2009

A Brilliantly Written Fairy Tale

For those who's not familiar with the UK Home educator fight to defend thier autonomous rights to educated thier children wihtout any official interference, this easy to digest tale pretty much sums it up.


Many thanks to Renegadeparent for allowing me to post it here.

------------------------------------------------------


15. April 2009 08:00

Are you sitting comfortably? Then I’ll begin.

Once upon a time, there was a Baroness. When surveying her kingdom of schools and teachers, she came across a small community of parents who had legally opted to retain their independence.

She recognised that the people in question were but a minuscule community within her kingdom, and she paid lip service to their efforts thus far.

"Parents are able, quite rightly, to choose whether they want to educate children at home, and a very small number do. I'm sure, the vast majority do a good job," said she.

But the Baroness did not quite trust them. She could not guarantee their protection from The Unknowable Dangers, and she was concerned that, without her superior knowledge and wisdom, they would never be able to rise to the elevated status of People of The Five Outcomes.

"However, there are concerns that some children are not receiving the education they need. And in some extreme cases, home education could be used as a cover for abuse,” she maintained.

And so she appointed a good man of fine teaching stock, Sir Badman, to undertake a quest to ascertain exactly how untrustworthy, dangerous and out of control these people really were. She named this quest The Review.


"This review will look at whether the right systems are in place that allow local authorities and other agencies to ensure that any concerns about the safety, welfare or education of home educated children are addressed quickly and effectively,” she pronounced.

The righteous Sir Badman was keen to make the ignorant, wayward people (who had elected to educate their children themselves for reasons incomprehensible to him) understand that they had responsibilities as well as rights. He, like the Baroness, wasn’t at all sure that mere parents were capable of raising their own children.

He proclaimed: "Legislation affords every parent the right to choose to educate their child at home but with those rights go responsibilities, not least being to secure a suitable education."

And so Sir Badman was tasked with making recommendations in order that this lost and disenfranchised community could be governed accordingly, For Their Own Good. Because Of The Children. With Non-Negotiable Support. In The Fight Against The Unknowable Dangers.

Preparing the brave and noble adventurer, Sir Martin Ward (deputy of the Realm of School and College Leaders) helped Sir Badman into his armour, chanting The Ancient Song of the Risk Obsessed:

"There have been concerns about a small number of cases where this option has been exercised to the detriment of the child."

And this is how the Review began.

Once Sir Badman and his loyal band followers had been dispatched, the Baroness retired to her chamber to rest.

Responsibility for every single child in the rest of the kingdom weighed heavy on her shoulders, for it was her duty was to ensure that each one be protected from The Unknowable Dangers to become a Person of The Five Outcomes. In concentrating her people’s taxes on a handful of children, whom she knew to be no more at risk than any other child, she began to feel quite faint.

How was she possibly to care for every child, when she was but one Baroness who had delegated parental responsibilities to loveless institutions and bureaucrats, forsaking above all others their actual parents? She paced to and fro, wringing her hands in dismay.

Presently, there was a knock at her chamber door, and a messenger appeared in the door way, clutching a scroll.

“Baroness, baroness, I bring you the news of the kingdom -


The quality of human input is far more important for our children’s learning than the equipment in our schools. The sages are now questioning the wisdom of Building Schools For The Future!

Our children no longer roam the forests and fields, breathing the sweet air, adventuring and exploring. The sages are now questioning the wisdom of attempting to offer full protection from The Unknowable Dangers!


School activities are now so prescribed that teachers are little more than administrators of minutiae and children are little more than empty vessels to be filled with piecemeal knowledge. The sages are now questioning the wisdom of the all-reaching National Curriculum!


The formative years of our children are being jeopardised through substandard nursery care as resources are stretched to breaking point. The sages are questioning the wisdom of pushing extended state provision for such small children!


Your desire to test and instil literacy and numeracy in children before they are all developmentally ready is seriously disrupting primary schools. The sages are questioning the wisdom of schooling at such an early age, demanding more time for play, creative activity and self-directed learning!"

The Baroness took a step backwards and sat down on her bed. No sooner had she done so, there was another, more urgent knock at the door. A messenger burst into the room.

“Baroness, Baroness! I bring you news of the kingdom -


The Teachers in our schools are complaining that they can no longer control our children! They are running riot! They cannot hold a knife and fork, or dress themselves, or express themselves, and they are frequently violent! This destructive behaviour is wasting weeks of school time every year. Even the parents are physically and verbally abusive. They say that that you demand too much from them which they cannot possibly deliver. Relationships with children are deteriorating due to fear, mistrust and discordance. The teachers say similar. They are requesting payment increases in lieu of protection. Social workers are overworked, under-resourced, inadequately trained and stifled by bureaucracy. No-one is clear of their roles and responsibilities. All feel powerless and under attack!”

The Baroness sank backwards, clutching the coverlet in dismay. There was a third knock at the door.

“Baroness, Baroness! I bring you news from the kingdom - your officials have been forced to take unprecedented action to subdue civil unrest...


We have drafted in support from ex-marines, prison officers, bouncers and policemen to patrol our classrooms and maintain order amongst our thuggish children.


We have initiated withdrawal rooms to isolate the worst offenders and protect their peers as far as possible from violence and disruption.


We are jailing those parents who do not ensure that their children attend school regularly.


We are preparing a programme of compulsory service for older children.


We are introducing child protection home inspections for under 5s who are looked after full-time by their parents.*

We expect that these measures will regain some control; but they are indeed costly and not without risk. This escalating situation will, no doubt, continue to have a profound effect on the ability of our children to become People Of The Five Outcomes. It is, however, a price we must be willing to pay.”

The Baroness rolled over and lay face down, a tear trickling down her cheek.

Moments later, there was a quiet knock at the door. A fourth messenger walked quietly over, head bowed.

“Baroness, Baroness, I bring you some news from Sir Badman. He has completed the first part of his quest and wishes you to know the following:


“The community places a high premium on the quality of human interaction. They believe that parents understand and love their own children better than anyone else. Their children roam the fields and forests, breathing in the sweet air, adventuring and exploring. Unencumbered by the demands of school, these children have more hours in the day to pursue diverse areas of learning. Parents are as engaged in the learning process as their children. The ratio of adults to children is remarkably low at all times. Children are able to learn at a developmentally appropriate place, which varies dramatically from child to child. There appears to be plenty of opportunity afforded for play, creative activity and self-directed learning.


But, Baroness, the value of such things cannot be measured. A tangible outcome is often not provided. Many of our boxes remain unticked. There is no consistency of approach. We cannot be sure of equality for every single child. We cannot guarantee that they will be safe. We cannot control everything from top to bottom. The status quo will not remain.”

And the Baroness thought back to the classroom patrols, and the withdrawal rooms, and the jail sentences, and the compulsory service, and the home inspections.

And she gazed upon the Five Outcomes, woven into a richly coloured tapestry that hung from her wall: Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution, Achieve Economic Wellbeing.

And she sat, and she stared, but she did not quite see. They were only words, after all.

And then she tossed a coin.

* I made this one up, kind of.

Thursday, 12 February 2009

Will they ever get off the gamebox?

The most common fear in parents when dealing with autonomy of the video gaming.

We've all heard about de-schooling, whereby parents are encouraged to allow the child re-discover themselves. No schedule, no lessons, no expectations. Just pure freedom to let themselves go and re-discover thier own intrinsic motivation, without us diverting them off thier natural course.

Well, my story today is about me and my kid's journey of video gaming, so far.

Today, I had the opportunity to say, Yes, they do get off thier butt and ask to do something new. They can and is capable of wanting new things(and not necessary just new video games) and new experiences. They are capable of getting fed-up playing infront of the tv and yearn for a change of scenery.

Gecko Jnr shown me this. On and off in the past 2 years, he will have a glut of video gaming which will last anything between 3 weeks to 3, 4 months or even more.

But then, there will come a day that he's satiated and decided the video games is boring (HORROR!!! I never thought I will ever hear that word- video games, boring!!?? LOL!). This is the time, he'll ask for new experiences.

Last year, he asked for sailing classes and an electric drum. Unfortunately, he is under age, no sailing school will take him in, and as for the drum, we just didn't have the budget.

This year, he asked for fencing classes, which he will be starting this week, and an electric keyboard, which we can afford.

Yesterday, we spent hours infront of his pc, playing his old Tanko construction game, demolishing, building and moving all those diggers, cement tanks and platform trucks around his little Tanko city.

Now, if you make an effort to disregard everything, and just focus on your child even for just 1/2 an hour, you'll realised lessons can be derived from such simple, unscheduled and un-coordinated situation.

Yesterday, Jnr not only paid alot of careful attention planning his city (could be age-related), but he was also very interested in naming all his buildings, in very creative ways. He was doing what is known as "divergent spellings", as described here in Wikipedia.

http://en.wikipedia.org/wiki/Spelling#Divergent_spelling

There was Cipperz Fish Monger. I said to him "Chip-pers?" He said, "No mum, it's not spelt CH, it's spelt "Ci", so it's pronounced "Kippers". Good point LOL!

Then there was Padd Lokk, well, I'll let you figure it out what do this shop sells.

We also had the opportunity to discuss and understand the concept of singular and plural as in where the apostrohe stands, before or after the "s", means different quantity.

Then we went out for the afternoon, catching up with friends. We had a great time.

Came home after dinner, Jnr went straight back onto his pc. He started another game called Star Wars Pit Droid Puzzles. It is a game of planning and sorting, ensuring all the tiny multicoloured pit droids (they looked like colourful worker ants)
ends up in the right spot. Kinda like The Lemmings.

Jnr was soon busy clicking away, placing directional signs, syphoning the Pit droids to thier individual colour post, adding in self-spraying paint stations to change the colours of the Pit droids to match the station they are heading to. And so much more.

It was really interesting to observe how his brain works, planning, assessing and implementing his solutions, as his little fingers were tapping away on the keyboard and clicking away at the mouse.

His divergent spelling continues on thru this game. As he progress thru the night, he was saving and labelling his many creations with very creative names, and spellingz.

So, will they ever unstuck themselves from the gamebox?

My answer is, yes they will. If you just be patient, and still continue to offer an array of choices, like foods, drinks, parks, window shopping at the local toy shop or go check out some new games? For you'll never know when will be that day when your offer will seem much more enticing than that boring old game that they have been sitting in front of, for weeks.

A trip to the local pizza place to pick up a pizza for lunch (i know there is such thing as delivery service, but the objective here is to entice them to go stretch thier legs abit and take a break.) A short trip to the local shops to buy a loaf of bread, with a reward of a lolly or ice cream, for everyone needs little incentives to entice them to do something, sometimes.

I am convinced Jnr's interest in fencing classes is from him playing Pirates of the Carribean for weeks. Therefore I can't complain about video gaming for it has helped spawned many new interests, discussions and not forgetting the numerous opportunity and platforms to explain "lessons" to my kid.

Saturday, 7 February 2009

Socialising in the 21st century.

It's been exactly 2 years 3 months now since I last view the gamebox as evil, mind numbing and bad for my child.

Ever since the beginning of our homeschooling journey, when Junior opt to deschool via his playstation, I have research the internet for thoughts and opinions, read lots of books and held lots of discussion with Papa Gecko. I am now, a very strong supporter towards gaming as the 21st century tool of learning. My past blogs have mentioned the lessons spawned from just psp games, and I have written about how our children's world will be so technology based, so much so, any screen or gadget is as familiar to them as our microwave is to us.

Now, Junior has asked for an Xbox, simply because it can be connected to the internet, enhancing the experience of his gaming. It is about interaction with many more people will playing your game, or playing the game with another person somewhere in the world. It is actually online community, but this is thru the gamebox, instead of the computer.

This Xbox wanting started when his best friend was given one for Xmas. And eversince then, his best friend has made more friends online and is now more keen on playing and communicating with his new online friends, neglecting Junior in the process.

I can see now how if Junior don't have one, he is effectively being left out, an outcast, separated from the "online playground". Which makes me think, is this how socialising will evolve for our kids?

It is already happening, people are socialising online. With the numerous online community like War Craft, Second Life and Facebook and many more.

I enjoy Facebooking. Now that I'm on the other side of the world from my family and friends, it helps me stay connected to them. I don't feel isolated anymore. I'm always up to speed with everyone's plans and vice versa.

So this is it. Could it be that, to not be able to play Xbox Live online, means that Junior is not part of the social fabric that's being weaved now?

I do think so, well at least when it comes to his best friend. I'm thinking perhap, if they can't meet up in human form, they can still meet up and play together in cyber form, in thier cyber playground, right?

Well, at least for sure, if this social connection is established, it doesn't matter where in the world we are, Junior will still be able to keep his best friend.

As always, Junior is pushing me out of my boundary, kicking me out of my comfort zone, and dragging me into new territory. He's opening my eyes to new perspectives. Just like he did, 2 years 3 months ago.

While I'm supposed to be homeschooling him, it seems like he is unschooling me instead LOL!

Our free online learning resources...

If you're stuck for ideas as to what to do, here's a list of the websites, that we dip in and out, approved by Junior as in "it is exciting and fun enough", worthy enough of his attention.

Some of it is really for my reference.

Maths
-----

http://www.math.com/school/subject1/lessons/S1U1L2GL.html#

http://www.visualmathlearning.com/index.html

http://www.apples4theteacher.com/math.html#geometrygames

http://home-ed.info/Resources/maths_resources.html

Science
-------

http://www.sciencewithme.com/index.php

http://www.bbc.co.uk/schools/digger/index.shtml

French
------

http://french.about.com/od/kidsmusic/French_Music_for_Kids.htm


History
-------

http://www.pantheon.org/areas/mythology/

History Timeline, mostly for grown-up reference.
http://www.historyexplorer.net/?World_History_Timeline


General topics
--------------
http://www.bbc.co.uk/schools/ks2bitesize/games/questionaut/


Yesteday, we did this -
http://www.kidsknowit.com/interactive-educational-movies/free-online-
movies.php?movie=Pirates

It is an animated story about history of pirates, and there's a questionair at the end of it.

And if you still have no clue where to start, and would prefer a curriculum guideline of some sort, here's a good link.

Curriculum with it's objective and purpose explained.

http://www.standards.dfes.gov.uk/schemes3/?view=get