Parents may think counting and recognizing numbers are the nuts and bolts of preschool math. While these are important skills for young mathematicians to master, building a foundation for complex mathematical thinking begins in the early childhood years. Sorting and classifying objects helps children begin to notice how items are alike and different, and creates an awareness that is vital for math learning.
Ask around at your next homeschool conference to compare what people answer when this question pops up: "What does it mean to unschool?" Some will answer that unschooling is homeschooling without using a pre-packaged curriculum. Others will say it's simply the degree of freedom that the parents allow the child in his learning. Still others will say that unschooling defies definition because each child is unique and will go at learning in his own way, in his own time. So what's the big difference between homeschooling and unschooling? In homeschooling the parents make decisions on how to best educate the child, while in unschooling the child somehow makes those decisions for herself.
The biggest concern among the concerned is socialization. In other words: homeschooled kids are annoying and weird, and you don't want your kids to be annoying and weird, do you? Well, why are homeschooled kids so annoying? Because no one tells them that the way God made them isn't cool enough.
Little is known of Canadians who were home educated as students, particularly as they compare to their Canadian adult peers who were educated in publicly-funded and private schools. Are they as engaged as their peers in democratic, cultural, and economically productive activities? How do their income levels and income sources compare? Are they more or less likely to pursue postsecondary education, to be involved in their communities, to be physically active? How do they evaluate the advantages and disadvantages of their home education experience? This study provides a demographic and lifestyle snapshot of these young adults and offers an initial description of some of the indicators of the outcomes of the first generation of home education in Canada. The study followed up with Canadian survey participants fifteen years after they first shared information about their home education practices, family demographics, and academic achievements (Ray, 1994). It describes their current education level, occupation, community participation, religious observance, income, life satisfaction, recreational pursuits, and family status, and compares these with those of the general adult population of Canadians in the same age group. We also asked graduates to reflect on their home education experience and how it prepared them for their future.