learning when ready.

I have written many times before about the fact that one child may walk at 9 months and that another may walk at 13 months, and the parents of either child, upon asking their pediatrician will learn, "that's normal," and that the exact age at which a child walks is not predictive of future  or final development of intellect, or educational success. Some children mature physically, mentally and emotionally on a different timeline than others, and rather than the timeline tightening as the child approaches school age, it is more likely to widen.

When a child arrives school at age there's nothing magic that happens that allows a teacher to have all students on the same page for learning. Things just don't happen that way. Children are not all ready for reading and math at the same time. Some start seriously trying to read at ages three or four and some could care less about reading until 8 or 9.

In an ideal situation children are allowed to learn and grow without being forced (and thereby being made to feel dumb), and to exercise their growing skills and talents as they arise and when ready (and to thus feel smart instead). Is that not the way things were before education was invented in the first place?

Yesterday I reviewed materials from my editor at Woodcraft Magazine for my article about box guitars, and answered questions from my editor at Fine Woodworking about my article about the hidden spline joint. Both of those are in line for publication this spring.

Today at the Clear Spring School, I will assist students in making canes, and will assist first, second and third grade students in making puzzles.

Make, fix, and create...