Learning Differences

The day the child will not do the work: telling ordinary resistance from a signal worth acting on in a K-3 homeschool

The curriculum is chosen, the day is built, the progress is readable, and the additions around the core are settled, which is a complete early-grades year on paper and no protection at all against the morning a child refuses to open the math book. In our assessment no curriculum prevents it, and resistance is not usually a curriculum problem. This issue separates the ordinary friction that a young child can produce from the smaller set of signals that indicate something structural, gives the order in which a family should change things so it does not throw out a working program over a bad fortnight, and names the point at which the right move is an outside opinion. Plus the policy dispatch as the Texas accounts are funded on a calendar that works differently for homeschool families than for private school families.

The prior four issues built a complete early-grades year, the curriculum chosen, the day assembled around a young child's working attention, the progress read by watching the child work without a school's testing machinery, and the enrichment resources around the core chosen on whether they serve t…