Two Resources for Gardening In The Classroom

I recently obtained two resources from my local library that I thought might be of interest to some of my readers.  The first resource book I picked up was “The Garden Classroom: Hands-On Activities in Math, Science, Literacy & Art” by Cathy James.  This book is aimed at children ages 4-8.  This is a fairly substantial book at 221 pages. It has acid-free, recycled paper for the publishing and includes many photographs.  The sections include:

  • Welcome to the Garden Classroom
  • Introduction:  Nurturing Young Gardeners which points out that the environment is the third teacher (Reggio Emilia philosophy), that the garden provides an ever-changing and varied curriculum as it evolves through the season,  and that connection to nature is a gift.  It also includes a section about organizing a garden classroom that I think would be helpful to classroom and homeschool teachers alike. A glossary of key gardening vocabulary is included in this section.
  • Section One:  Let’s Grow! Garden Basics includes five favorite plants to grow, a word about bees, planting seeds with suggestions for all kinds of seed pots, a project of “egg heads & tin can hair salon” , ideas for quirky ecoplanters, painted plant pots, grow your own meadow, cultivating a snipping garden, making plant labels, making a DIY watering can, making garden potions to help feed your crops, harvesting your own seeds, and a word about strawberries.
  • Section Two:  Play & Imagination.  This section includes ideas about loose parts play and materials for your play space, how to build a fort,  making a pretend-play pottery shed, having a mud-pie tea party, making a fairy garden, making a dinosaur world, making miniature gardens, creating garden sensory tubs, having a sensory treasure hunt, playdough in the garden, and snail races.
  • Section Three:  Reading & Writing  brings ideas for the alphabet and words outside, using story tents and other literacy methods, writing a garden observation journal, creating a chalkboard observation station, creating a sensory word hunt, creating a nature treasure bag,  telling stories (example given is Jack and the Beanstalk, but there are many tales that would fit the bill), using story stones, creating a gnome or fairy mail box.
  • Section Four:  Science & Math.  Science in the garden can include soil testing, composting, use of magnifying glass or microscope, use of reference books (Note:  In Waldorf Education, some of these things would be held until much later grades. We always start with naked eye observation and nature observations.)  Ideas are given for math manipulatives from the garden, math games for the garden, a counting treasure hunt, addition and subtraction, and graphing.  There is a section on creating an  “investigation table”,  a growing seed experiment,  a minibeast bingo game,  creating a bird cafe, looking a small garden creatures close up, creating a bug hotel, making a ladybug number line, the use of measurement through a one-yard leaf race, hosting a plant olympics (counting, measuring, weighing), making a sunflower height chart, making a symmetry butterfly, making a tree-trunk geoboard.
  • Section Five:  Arts & Crafts.  This section includes making paint and paintbrushes from the garden, making natural plant dyes, making handprint sunflowers and cement-tile art, making garden buntings,  finger knitting flowers, making leaf collages, making a daffodil bunting, (which I am so going to tie into our Feast of St. David  of Wales in March!), making daffodil pinwheels, making large scale landscape art, making a spring flower bouquet. Other projects include making:  sticky pictures, caterpillars, clothespin butterflies, clay leaf impressions, clay faces and creatures, land-art wreaths, land-art mandalas, and scarecrows.
  • Section Six: Garden Recipes. This section includes notes on edible flowers, customized soup, basil pesto, and zucchini relish.  Other ending notes include a form to create a garden journal,  a list of blogs and websites, great books for children and adults.

I am happy to say that this book runs about eight to thirteen dollars, depending upon if you buy it used or new.  I am happy to recommend this book to you all.  Although this book is not aimed at Waldorf Education, I think it could be used for the Early Years, and grades one through three easily.

The next resource I had to order through inter-library loan and it came from another state.  This book I cannot find anywhere under  about  thirty-five dollars.  This book is “Math In The Garden”, but Jennifer White and published by the National Gardening Association.   This book is more of an oversized paperback, with pencil drawings throughout.  It is about 160 pages long.

This book includes an Introduction that explains how to look at each page of activities (for example, each activity denotes an age range, group size, what you need, getting ready .  A lightning bug “illuminates” math concepts and skills featured, a hummingbird icon to point out notes for success in conducting the activities, a section for a databoard and what to put on it, and ideas for more math in the garden).  Pages 9 and 10 denote activites by age (and for my Waldorf homeschoolers, these may or may not match what we do in Waldorf Education).  The activities span age ranges 5-13, so essentially grades K-8 in a public school system.   A section regarding making  a garden journal is also included.

  • Chapter One: Numbers, Operations, & Algebra.  The activities include estimation and counting and comparing in “How Many Seeds in A Tomato?”, number sense/tally and number sequence in “Everything Counts In The Garden” (which also includes movement ideas for walking a numberline), coordinate grids and using a x and y axis in “Locating Garden Treasures” and “Inside the Coordinate Grid”, number sense and estimation with nonstandard measuring tools in “Comparing the Area of Leaves”,   area and perimeter in “Area & Perimeter of Leaves”,  measurement/dividing by increments of one-half in “Half of a Half of My Garden Plot”,  ratios in “Ratios of Shoots and Roots”, fractional equivalents in “Soil Plus Water Profile”.
  • Chapter Two:   Measurement.  This includes using hand spans, metric unit measuring,  converting nonstandard units into standard units, measuring growth in the garden,  measuring with steps (nonstandard measurment), using consistent nonstandard units of measurement,  estimating and measuring volume,  weighing garden harvest (consistent nonstandard units), and making a balance scale.
  • Chapter Three: Geometry  & Pattern includes exploring attributes of geometric shapes, using craft stick caliphers to record and compare angles, using radius, diameter and circumference of circles, exploring patterns,  exploring symmetry and asymmetry,  exploring bilateral symmetry, rotational symmetry, and asymmetry, drawing trees to look at proportions and identification of shapes and patterns.
  • Chapter Four: Data Analysis.  This includes collection and interpretation of data, including the meaning of range, sorting and classifying data,  recording, organizing, and evaluating data, use of pattern recognition and proportional reasoning, using mathematical models to represent quantitative relationships (this one is found in the exercise “Self-Similarity”), linear measurements and graphing to compare changes over time.

I like this book as well. I think for Waldorf homeschoolers, we most likely would use this book most in third grade (measurement) and then onward.

Blessings,
Carrie

 

Needs of The Waldorf Homeschooler

I have been thinking  the “drop- off points”  in Waldorf homeschooling (if families get through the second and third grade then it seems many drop- offs occur between fourth and fifth grade, again around sixth grade, and then again before high school.  Lots of drop-off!).  I   find lack of curriculum and understanding how to develop academic skills a Waldorf way is a reason many  parents cite.

I don’t think this should be so; Waldorf Education is supposed to be a rigorous education.  However, skill development is often something that seems to be more of a subject of discussion in the “early grades” with Waldorf Education .  For example, for the early grades, many of those  “How Does Waldorf Education teach children to read?” or “What is the Waldorf approach to learning math?”  articles abound.  In general, I think we see less regarding academic skill development in the Waldorf community for grades 5 and up, and even less discussion for Waldorf homeschoolers regarding what needs to be done to prepare seventh and eighth graders for high school.

And yes, there are products on the market for some of these areas.  However, I do not consider having only ONE product  ( or even two!) that may or may not resonate with a Waldorf homeschooling family to be enough!  Waldorf homeschooling families  would also  like to hear a variety of experiences and “how we really did this” for the upper grades especially, because these upper grades can vary considerably in experiences and skill levels.  Waldorf homeschooling is not Waldorf School!

What I hear over and over from Waldorf  homeschooling mothers regarding what they want in ” subject-specific  ” curriculum is:

  • Something for spelling by grade and block .  Yes, the spelling words should be pulled out of the blocks, but I think homeschooling parents are searching for what spelling rules are taught when, how a spelling word is different than a vocabulary word,. and how spelling can be built upon year after year, block after block in a systematic way.
  • Something for grammar by grade and block.  This is a constant source of difficulty for most parents.
  • Something for math, that includes MANY creative practice problems for daily use .  Yes, there are guides, yes, there are Waldorf math books, but  I think a few more options on the market to help parents along would be well- appreciated for the upper grades and high school.  The amount of topics needing to be reviewed gets intense, and for those parents less well-versed in math, even something like mental math can be difficult to make up on one’s own. (For that matter, even parents with children in the early grades would like some more laid out mental math options.  If a homeschooling parent has a child in first through third grade, chances are he or she may also have a kindy aged child and maybe a baby.  We are sleep deprived!  It is hard to create number journeys about gnomes  and fairies for second graders when we are sleep deprived. :))
  • Something for  developing great writing skills for the middle school years.  This is particularly needed for grades seven and eight as students look to transitioning into high school subjects. Between the  idea of an “animal report” in fourth grade and a “state report” in fifth grade, and the standard “Wish, Wonder, Surprise” block in seventh grade (which sometimes works well in the home environment and sometimes not!),  I think parents are often left wondering what they should be doing step by step in writing instruction, especially if writing is not their forte.
  • Along this vein, more ideas for general preparation for high school.
  • For the upper grades, more ideas for blocks and how a block can look very different from homeschool to homeschool… More of the “how” to teach these blocks and the academic skills that should be intertwining in these blocks. Many of these subjects  in grades 6-8 are foreign to parents.  Some parents never had Roman History, for example, in high school or college. It is a lot to put together every block with no background, and it is a lot to learn about every subject from scratch well enough to teach it to your child (plus figuring out HOW to teach your students the academic skills using this subject as vehicle).  Parents get frustrated or simply are scared off because they think Waldorf homeschooling is no longer for them because they don’t know much about these subjects, let alone  how to teach these vast subjects in a “Waldorf Way”.  I personally want Waldorf homeschooling parents to feel very supported in these upper grades and high school so they don’t give up!
  • In that vein, we could use more high school products to choose from.

What products would YOU love to see on the Waldorf homeschooling market?

Blessings and love,
Carrie

 

 

My Top 5 Tips – Thriving in Homeschooling and Homemaking

We are starting our third week of homeschooling this week and I was reflecting on the fact that I have been homeschooling for ten years (I am counting my oldest child’s six year old kindergarten year forward to ninth grade this year).  I was trying to think the other day of what really helps hold everything together for me as a homeschooling mother in terms of also being a homemaker, since as homeschooling families we are moving in both overlapping circles continuously.   When children are smaller, the academic demands are less and I think easier to work into homeschooling, but as children get older these arenas become more separate in some ways.  After some thought,  I found five things that help me homeschool and make a home:

  1. Accept some mess will happen…If you look at my house on a homeschooling day, yes, it may have papers and colored pencils and clay and main lesson books and projects in both our homeschool room and in our breakfast nook. Our high schooler tends to work in the breakfast nook, and the other children tend to work in our homeschool room so that is why we have two places.  The garage, where we do a lot of movement, can also get messy.  However….
  2. Accept that mess can be cleaned up within a half hour window.  That is sort of my barometer.  Can everything be tidied up within half an hour?  If it can, then the part of me that is extremely sensitive to visual clutter rests a little easier.  Everything everywhere just doesn’t work for me.
  3. Do things as promptly as possible and have a rhythm.  For me, the prompt part means doing dishes after we eat, sweeping up when the puppy drags in mud and grass on her paws, throwing in a load of laundry every morning, etc.  Of course, having a rhythm really helps with many of these pieces. What day do we change the sheets on the bed, clean the bathrooms, dust?  At what points during the day do we tidy up and clean up?   I cannot always free up hours on end to these things consecutively, but all of  these things can get done within in the course of the week.
  4. Elicit help. All members of the family can help, and i notice the more upper level grades I am teaching and the more subjects I am teaching, I  simple need more help because I am spending more time teaching and then older children may have activities they need to be driven to after teaching is done. I need everyone to pitch in and help, and at this point, our older two students are adept and independent in many areas of housemaking.
  5. Think ahead and streamline. For me,  things such as menu planning; sitting down and figuring out doctor and dentist appointments and field trips for two to three months at a time; deep cleaning at various points in the school year actually ends up saving me time in the long run.

I would love to hear your best tips for homeschooling and homemaking together.

Blessings,
Carrie

The First Week of Homeschooling High School

…..and what I learned…

This is the first time I ever been through homeschooling high school, and it is definitely a learning curve when you are putting together your own materials for the most part.  I talked a lot about planning this grade in this back post. , and many families have homeschooled children with strong interests that they can creatively mix into their child’s first high school year.  We are following more of a traditional Waldorf School kind of high school path modified for the home environment and what I can feasibly do.

Our first week was a mix of homework for an outside Algebra I class that is a mainstream class,  a year-long biology class that I created, and our first block of the year which is Native American and Colonial History which includes not only a main lesson book but a literature study on the book “Last of the Mohicans” (hint: the book was not as easy as I thought it would be!) (block also created by me).  These are the things I learned along the way this first week of homeschooling high school from a sheer weekly/daily structure kind of standpoint:

If your child takes an outside class, the child will have a good amount of homework to do if the class meets only once or twice a week.  We figured this going into it all, but I am so glad I put time in our rhythm every day to field homework questions.  And I am so glad I totally remember my high school algebra for whatever odd  reason!  Seriously, though, homework is an independent endeavor, but your student still needs time to ask you questions and you need to have a plan of how your child can get help if it is a subject you are not as familiar with or don’t remember well.

For year-long classes that you are creating, particularly science, do make sure your child knows how to take notes from what you are saying and from what you assign for reading for the class.  I learned I really needed to break things up more by day  and into  much  smaller chunks than what I anticipated in the original syllabus I created, and also that I needed at first to give a little guidance how to pick out the most major ideas and key phrases, etc. We had done some of this in middle school, but reading technical and scientific things can be quite different than other types of reading.

It is a delicate balance between track and block classes and the amount of work.  It is important to look at it all and really plan longer for the blocks than you might normally.

The artistic end of the high school work is so very important.  I know in the Waldorf Schools there are specialists in these areas, and I consider myself so NOT a specialist.  Of course we have been drawing, painting, and modeling just like in previous grades, but I also have been relying on some kits to help us  and am searching for some outside teachers or classes as I locate them for the artistic skills our high schooler wants to learn. For this particular history block, I tied in Native American basketry (kits), Native American beading (already knew how to do but working on more complext patterns and such) and soapstone carving (kits).  For biology, we are tying in block printmaking (experimenting on our own with the help of books from the library) and the art of gyotaku, Japanese fish printmaking (kits and experimenting on our own – the fish are plastic replicas in the kits).  Music, drama, and speech are also important.  We are fulfilling these things outside the home but also tying in music and speech in with our history block.

Nature and exercise – has to be up there on the priority list.  Ninth graders really cannot sit still well and need those healing balms of movement and nature.

For those of you going through homeschooling high school, what have you learned that would help a first time high school homeschooling mom as far as the day to day scheduling and priorities?

Many blessings,

Carrie

Regulation of Emotions In Children – Part Two

Back in the fall of 2015, I  went to a course for my physical therapy licensure renewal  that focused on the regulation of emotions in children who have anxiety, anger challenges, ADD/ADHD, or who are on the autism spectrum.  It was geared toward teachers, therapy providers, and principals in the school setting.  One thing that was emphasized over and over is that a calm child who is not feeling stressed by the environment can learn better than a child who is stressed. Part of education is to understand ourselves as teachers and therapists (why do we do what we do in the classroom or with the children we are with?), to empower children to understand who they are and why they do what they do,  and to help children develop emotional regulation.

I talked about the first part of this course in this  back post about the things some schools in the United States are doing to try to keep things calm for their students, including:

  • Understanding the brain
  • Ryhthm, including the use of photo books to show the child doing each daily activity and using accommodations to make certain children do not get over-stimulated
  • Using connection and love to calm the child
  • Use of movement, art, hydration, music, art, time in nature to all help increase learning and memory and keep children as even-keeled as possible.

The question I posed at the end of Part One of this post (linked above)  was what are the schools doing in the moment, when things are going really badly?  Children with these kinds of challenges can throw desks, they can really fall apart, and it can be difficult for not only the student, but the teacher and the other students in the class when all of this is happening.

The approach in some schools and as modeled in this course I attended is a three step process involving  to  take notice, to intervene, and to plan ahead.   I don’t know if this would appeal to parents in the home environment or not, but I place it here as food for thought and for you to decide how it fits into your philosophy of education and development.  This course was absolutely NOT geared toward Waldorf Schools, and again, I place it here for thought.

Notice – in this course, this meant to empower children to understand emotional states and triggers.  For small children under the age of  9  I am a fan of using stories, music, little circle time activities, modeling, sharing good things in circle time, etc.  I think this can be empowering in the feeling life for the purpose of “noticing”.    For older children, discussion as they need to start to learn to function in the real world may be necessary.  Children with challenges may need very well to start these “noticing” strategies before the nine year change in development, and I think what this entails  is really  up to the family and the health care/educational team.   Remember this course was geared toward those working with children who had challenges with anxiety and anger, which is different.  Some children especially  need real help in  noticing other people’s behaviors, body language, tone of voice, etc.  and again, I think we have to look at the child in front of us whilst keeping in mind development.

Intervention:  This may include  a proactive phase. For example,  what are the child’s triggers?  What is the environment doing (or not doing) for the child?  How do we prepare the child? For example, some children need serious help with groups. Some need serious help with transitions.  How do we anticipate the problems that might come up? In a school setting, this might require a team conference involving almost all staff present.

The early intervention phase might include redirection, and moving into proximity to the child to help, and to use calming strategies.  If a child is past early intevention and is melting down, then steps might include removing the child to a safe environment, not engaging in a power struggle, distracting, offering a safe activity, allowing time to calm down, and then addressing the situation but more in an informational gathering way, not in a way that immediately goes into the negative behavior of the child for that setting.

Note to families reading:   Remember, these are grades aged children. From a Waldorf persepctive for tiny children under the age of 7, I wrote a post about time in for tinies that might give you some ideas about how to create a “meltdown plan” for your littles.

Plan:  The plan part of this is to know that this behavior is cyclical (most likely).  Most likely it WILL happen again.   A plan is helping to empower the child (and I have to say I think this is much more appropriate for older children than younger from a Waldorf perspective) and using a classroom behavior plan.  Role-playing, drawing the scenario and how it would be a happier ending for all parties can sometimes help, and for older children, journaling can be helpful.

Practice: There are many other very cognitive-based approaches that were mentioned that I think could be useful for middle school and up for the normal course of health class or whatnot ( to me personally.  I am sure in some school settings these techniques are being used with much younger children and especially for those who desperately need these tools to try to self-regulate).  These include things such as introducing the parts of the brain and functionality (which in one sense I am for in that children should learn correct parts of their body just like other bodily names but this is applying the names and functionality in a pretty cognitive way that might be better for interested middle schoolers); introducing a “circle of control” (ie, what is in the child’s control and what is not in the child’s control), scales of emotional intensity, scales of importance of events and comparing to the emotional scales.  Other things mentioned were breathing techniques, (which could be used younger than middle school ages obviously )   and using post-incident interviewing techniques.

Here are some ideas for searching techniques that could be helpful for your child (I am not endorsing any of these per se except ones we have used personally); these are just repeatedly mentioned in courses I have taken:

  • Brain Gym (which we do use, I have taken a course in it, and I would endorse)
  • Heart Math
  • Ready Bodies, Learning Minds
  • Play Attention (this might be computer based, I am not sure?  Has anyone out there used it?).
  • Under the Thinking Cap, which is the company of the person who presented this course
  • MindUP Curriculum (has three levels – grades K-2; grades 3-5 and grades 6-8) (I am currently looking at the level for grades 6-8 and hope to have something to review about it soon!)

Are there any products, programs, or techniques you have found for emotional regulation that you have loved?  Have you found a better age to introduce some of these things than other ages?  What did you find worked best for your child?  What about those of you with children who do struggle with anger, anxiety, or other challenges?  Did starting earlier help?

I would love to hear from you.

Blessings,

Carrie

 

 

 

 

 

 

 

 

The First Week of First Grade

Our little first grader came dressed for  the first day of first grade as a gnome, complete with hat, beard and pointy shoe covers and announced that I would be teaching “Pebbles the Gnome” every day this year. Those of you that have read “A Donsy of Gnomes” probably can understand this little gnome character! (Pebbles is his favorite!)   At any rate, we had a fun first week of school.

We always start with movement, so our first day was jumping rope and other movement from Brain Gym and Extra Lesson work, our first grade verses,  our seasonal circle, our  math games (oh yes!  I start right away!),  and then a few words about school in general.  So,  in addition to the “normal” things that I think are often ingrained in us from Steiner’s lectures to do on the first day of school  (talking about what we do with our hands, painting with blue and yellow and yellow and green – see Steiner’s lecture four  in “Practical Advice to Teachers” if you are looking for more information), I also made several other points to suit the dynamics of our family.  This included a good, new look around the school room in which our little guy has hung out since he was born – what is on the Nature Table?  Where are all the supplies kept?  Where is the rhythm of the day?  How do we know if it is a Feast or Fast Day?   Let’s look at this space  with new eyes since now you are in first grade!

We also talked quite a bit about coming to school and how school is for those eager to learn, and how we learn how to do things that make us like our mommies and daddies and our older siblings and how eventually we can use those things to help other people.  Even at this early age, our first grader completely understands that his father’s work is to help other people and the work outside the home and inside the home  was to help other people.  So that made sense to him.

We talked about the rules of our school time.  Normally I wouldn’t be so direct with a first grader, because perhaps we think of first grade in the home being modeled and held by rhythm and a presence of loving  authority, but I decided with much older siblings in the mix (middle school and high school), our first grader has a different perspective and really wanted and needed to hear the expectations of school in direct but kind and firm words.

After that, we went into the great secret that all inventors, artists, scientists know – that everything in the world is made of the line and the curve.  We had a delightful Irish tale about Lusmore of Knockgrafton on the first day and then the next few days we worked with a story I created that held archetypal images with more lines and curves in various configurations.  We did an intense amount of movement and math in rhythmic verses, counting, and games along with three beautiful paintings and  keeping up with the rhythm of our home in cooking, cleaning, baking, and handwork.  Next week will include more modeling and painting and form drawing.

Overall, it was a very fun week for both of us that I know he carried inside of him.  One night as he was falling asleep, he said to me, “You know, roads are  straight lines and cul-de-sacs are curves. Some roads are curvy too.”  A fitting image to drift off to sleep, wondering about all the beautiful secrets in the world outside his door.

Blessings,

Carrie

Development of the Tenth Grader

Today is a quick sneak peek at the development of students in tenth grade. In Waldorf Education, this corresponds to an age close to sixteen.  If you are searching for ninth grade, close to age fifteen, try this back post.. If you are searching for age fourteen, which is typically closer to grade eight in Waldorf Education, try here..

Tenth Grade (closer to age 16):

  • Usually there is  reduction in mood swings, irritability, greater ability to manage anger.
  • Can be the year of the “Sophomore Slump” – many students feel “graduated” from childhood and are weighed down by the beginnings of adulthood but many sixteen year olds can’t look much further than today.  They are much more interested in the here and now than the future.  This year can also be a cocky year for many students where they become overconfident in their abilities.
  • A teenager of this age is often asking  “how”?  How do I bridge between myself and the world?  The process interests them.  How did the world come into being? How is “X” true?  How does this work?
  • There is a growing independence, especially often with branching out into driving a car or holding a part-time or seasonal job.
  • Teenagers  are more conscious of their clothing, their gestures, their behavior.
  • They no longer feel connected to their classmates, their teachers, their parents and feel vulnerable, lonely, not sure how to stand on their own. This is typically a hard year at school. They may completely change sets of friends as they struggle to find out who they are and may separate from their usual peer group.  For some students, this leaves them vulnerable to peer pressure and the behavior of the teenager can be very different this year than in previous years. This can be an age of super strong attachment to friends, especially different friends than in the past,  or to a love relationship. It can be an age of intense peer pressure and manipulation and of heartache in relationships.
  • They may completely change extracurricular activities
  • For those of you who follow Waldorf Education, there is a correlation between the nine-year change and this sixteen-year change. If you think back to how your child handled the nine year change, there may be a correlation as to how they handle this period in their life.
  • The maturation of the physical body has often slowed down by this point, the emotional chaos has also slowed down, but the teenager comes face to face with the idea of mortality. They may discover they have physical limits as far as lack of sleep, poor nutrition, being a perfectionist, carrying too many activities. Sometimes teenagers end up sick during this period because they are doing way too much, and being sick actually affords them time to step back and come up with priorities and choices that reflect these priorities.
  • There may be spiritual questions, philosophical questions but other teens may be more into having a thrilling physical life. Sometimes this can lead to poor choices and dangerous situations, including use of alcohol and drugs, teen pregnancy and other situations.  If they can experience their own mortality, their own spiritual separation and resolve it in a healthy way, they can participate in the world and find the answers to their spiritual questions in ways that are satisfying.
  • Around 16, the brain is usually fully capable of thinking in abstractions, in generalizations and can compare, contrast, analyze and synthesize information. They may still want to debate on things before they have all the material digested, and often come off as arrogant to adults.  They love finding flaws in adult reasoning, but at the same time, adults are blamed less and less and instead it becomes more important to  the adolescent how he or she takes responsibility for things.
  • The challenge to find a new way of relating to life during this time period can lead to crisis in many arenas – eating disorders, sexual relationships, alcohol, drugs and tobacco, etc but most important is that the child knows they will never, ever be abandoned, and that with freedom comes responsibility.  House rules and boundaries are still important – school and work are integral parts of life.
  • After this phase, one sees a time of distinct ACTION. The action can come from what was gained and learned in the earlier years, and the years of 17 or so to 21 can be most fruitful.
  • This is a great article from the Wall Street Journal that talks about supporting development from ages 13/14 through age 17.

Blessings,

Carrie