O – or self education

The Toddler is like a sponge. He repeats everything we say and takes an interest in everything around him. He wants to know how things work, what things mean, where they go, what you can put in them and particularly what else you can do with them: the skin off a bit of pepper becomes a flag, a tube of soaps becomes a truck and his crayons can be rearranged to become a racing car.

His main love at the moment is numbers and his favourite is number 8. He will gleefully shout out any number he spots around the house or in the supermarket or anywhere else really, but number 8 deserves an extra dose of toddler-volume: “EEEEEEEEEIIIIIIGHT!!” he roars gleefully when he sees it anywhere. He also has very sharp eyes, as it can take Mummy and Daddy a little while to see where he’s spotted it.

It never ceases to amaze us what he is learning at this early age, and all with great enjoyment, prompted by his own interest. He can count up to ten and is working on eleven and twelve. He can count backwards from ten and adds “Blassoff!” for good measure. He recognises the numbers up to ten.  Best of all, he can make the number seven from Found Materials: he will nibble on a square of toast until only two sides are left, hold it up reverently and exclaim: “Seven!” He is also practising counting objects. Sometimes he is very good at it: this morning he pulled three of his books off the shelf and counted: “One, two. Three books.” Straight after that, he jumped from book to book and counted them again, but this time he got to nine. So not quite there yet.

And now, he is starting to discover letters. He knows that letters make sounds, though up until recenty not which sound belonged to which letter. He would scribble on the steamed up shower enclosure with his finger, spelling out: “m-a-m-a: Harry!” or “e-m-a: Maisy Mouse!” But suddenly, last week, the Toddler picked up one of his Cheerios and held it up for me. “O!” he said proudly. Since then he has been finding “o” all over the place. At lunch today, he curled a slice of red pepper around so the ends met and said: “o, Mummy!”

What strikes me most about all this, other than that my son is clearly a genius, is how much he loves discovering all about letters and numbers, in other words: reading, writing and maths. These are subjects that schools and colleges are battling to teach their students, from age 3 up to age 16. I used to work in a college, and the number of students who would come through the door at age 16 or up with shockingly poor maths and English skills was astounding. Yet my son, at 2 years of age, is going around educating himself. I’m sure he will be reading before he gets to reception.

I am not trying to say that my son is anything special – although clearly he is in the eyes of his doting mother. Lots of toddlers I meet are interested in numbers and letters, colours and animals, but also science: how things work, what they are for and what else you can do with them. My question is this: what has gone wrong between the unbridled enthusiasm for learning of the toddler years and the painful apathy of the school years? Why can we not harness the thirst for knowledge that our children show early on and channel it into learning Maths, English, Science and goodness knows what else they might be interested in? I think it is time to scrap everything and start with a blank page. It is time to re-imagine education.

I’ll get back to you once I’ve done that.

6 responses

  1. It is perhaps because we have lost the connection between play and learning. We think that once children get to school they must stop enjoying themselves and get down to ‘work’.

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