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I Can Do That*

Summer is almost here and soon the children will be set free.  Lockers and cubbyholes will be cleaned out and juice box stained mortarboards discarded.  Those with (state recognized) diplomas will bid a final adieu to attendance, directives issued by bells, homeroom and gym class.  They are skipping into the sun off to great adventures.

But what of those children between juice box and Starbucks?  What does the summer hold for them?  No doubt there is a population spending their summer as free-range children.  They spring forth from the house after a hearty breakfast and are not seen again until their next feeding.  They scamp, scurry, swim, and explore with other children.  There are evenings of lightening bug hunting (and teary mornings when the bugs are discovered on the bottom of the jar, decidedly dead and unilluminated.)  There are lawn sprinklers and ice cream trucks and chalked sidewalks.  Then there’s reality.  Even if there are real live children somewhere, hopefully named; Molly, Stewart, Daisy and Marvin, having this halcyon summer, most children are not.  The majority of children are simply not free-range.

Their summer days, by design, or necessity (of finance or parental mental health) are structured.  There are children who respond very positively to structure of course.  A camp that allocates hours and days to prescribed activities can be heaven for some children.  For them it is comforting to awake thinking; “It’s Tuesday it must be lanyard day.”  For other children, they flourish best in the wild.  (It’s the difference between a cultivated orchid and a wildflower.)  These children need the uncertainty of an unscheduled day to find their footing.   They can be wildly physical children who love nothing more than to whirling dervish their way into an exhausted heap of sweat and dirt at day’s end.  They can also be dreamy, quiet children, whose idea of perfection is a quiet spot and a stack of Nancy Drews.  Hopefully every child gets what he or she really does need to be happy and strong.

Somewhere between names being written in underwear, and swimming goggles being unearthed (why were they in the broken bread machine?) there is an opportunity to shake things up a bit (even if it’s in the car on the way to the mall to get that style of shorts that ‘everyone is wearing and I can’t go to camp without them or I might as well just give up any hope of ever having any friends ever in my whole life, would that make you happy?!’)  There are approximately 8 weeks in a child’s summer (I know, in our addled sentimental grown minds we think of it as sprawling, languid months, but it’s not.)  What if every child learned 8 tasks of adult life this summer?  Before the cries of “isn’t the summer reading list enough chore for my child?” let me assure you that kids think adult stuff is interesting/fun (unless we’ve been moaning and carrying on about it in their presence for years.)

There is a life skill lesson appropriate for any age.  Pre-schoolers love the chance to fold laundry or sort light from dark.  Six-to-twelve year-olds can be involved in every aspect of getting food into the house and onto the table.  If there’s a family car, the younger can learn about keeping it clean, and the older can learn about keeping it going.  Thirteen-to-eighteen year-olds can learn just about anything; how bills get paid, how insurance works, how local politics impact the family, what parents really do for a living.  This last life lesson should not be confused with ‘take a child to work day’ that in many workplaces has been turned into “work as amusement park” day.

Understanding more about how the world works and what being adult really means helps a child make informed decisions as they grow.  Learning to do something (i.e., balance a checkbook, make a potato salad, change the oil) is exactly how self-esteem is built.  Swimming medals and ‘color war’ certificates make a child happy.  But knowing you can do something that is a necessary part of being an adult makes the world more exciting and less daunting for a child.

A Chorus Line (1975) – Edward Kleban & Marvin Hamlisch

 
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Posted by on June 8, 2012 in Childhood

 

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Home Economics 2.0

Recently I’ve wondered what has become of Home Economics.  Not the actual classes I was subjected to (more on that later) but the concept itself.  I’ve tossed the query out to various friends and acquaintances and have received murmurs of “budget cuts” in reply.  Hardly empirical data I know, but today’s opinion piece provides confirmation of our suspicions.

Now I would never extol the virtues of tedious sewing projects which only resulted in tears and an ancient teacher so frustrated by my stellar ineptitude, she used the my arm as a pincushion in an attempt to make her point.  I would never suggest someone else endure the humiliation of laboring over one simple skirt for an entire semester while the rest of the class created the equivalent of the Spring Line of Thomas Jefferson Junior High School.  I would never wish upon anyone the hollow sense of accomplishment that comes with an end of year unveiling of a skirt that no longer fit.

But cooking, and nutrition?  Well that’s a horse of a different color.

I think we can all agree, we’ve got a little weight issue in this country.  There is nothing like learning about the origin of food, nutrition, and cooking to aid in the decision process involved in eating.  If that weren’t reason alone to re-imagine Home Economics classes, consider for a moment the inherent math and science lessons to be had in growing and preparing food.  Chlorophyll, banana cultivation, baking chemistry, weights and measures…Years of lesson plans are just waiting to be delivered in the most entertaining (BAM!) delicious ways.

There has never been a better time to consider this curriculum.  My family (of origin) sat down to dinner together every single night.  Lunches were consumed at home, or were packed in a brown bag (note: mashed banana and peanut butter on whole wheat really needs the protection of a proper lunchbox) weekend breakfasts were a family affair.  There was no junk food (except for birthday celebrations) and nutrition was often discussed.  Again, without any scientific proof, I’m willing to say that the majority of children are not experiencing their meals in this manner today.

Unlike technology in the classroom (we’ll save debating the return on investment of teaching students power point, for another day) the teaching of Home Economics need not be an astronomical financial investment.  Yes, the title “Home Economics” is a bit cloying, and does conjure apron-y imagery.  But with the modern interpretation of say; Domestic Engineering, we can begin to imagine how making education (specifically math and science) personal, makes all the sense in the world.

 
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Posted by on September 6, 2011 in Education

 

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