Top Three Benefits of Using a Holistic Approach in Your Homeschool

I never bought in to Rudolph Steiner’s complete philosophy of education, although I do admit that using a holistic approach in our homeschool when my girls were younger had many benefits for us. The Enki Education curriculum is a curriculum that takes the whole child into consideration. Using it helps you meet their emotional, academic, physical and spiritual needs. We used the Enki curriculum for a couple of years when my girls were very young. We saw some very important benefits from using this type of approach when my girls were young.


1. Forces You to Slow Down

This curriculum, and the support that came with it, came to us at just the right time, and filled the needs of all of us. It truly changed our lives. My eldest daughter at the time began exhibiting more behaviors that we just knew had to do with her sensory issues, however, there was something more to it. She is a gifted child who has always been a thinker. To help her get “out of her head” and more grounded, we switched things up and began using Enki. She needed a more holistic education which included time for story-telling, crafting and generally just “being”. (We all did!) If you have a child like this, I highly recommend taking a breather and looking at a more nature, play, story-telling-based curriculum.

2. Helps You Remember What’s Important

For me, the Enki principles kept me grounded in my belief that our choice to homeschool our girls was the best for for our kids. Keeping my eyes toward a holistic way of educating at the time really helped me remember what is important in our lives.

Using this approach helped me to remember that family rhythms and the rhythms of nature are the foundation at this point in our homeschooling journey, especially for little ones. It helped me breathe deeply when I wondered if I was doing “enough” with my girls; if they should have been enrolled in all the extra-curricular activities that our friends were doing; if we should have also been joining this, that, or the other group.

3. Family-Centered

The principles of holistic learning and family-centered education can be implemented in any home, at any time regardless of what curriculum you use. It is my belief that incorporating any of the holistic principles in your life and home can only enhance it. For us, it helped us to become deeply rooted in our rich Catholic faith which has its own rhythms and celebrations. It is easy to lose sight of these important things as the academics increase in number and scope. If you have little ones, especially, I invite you to look into a more holistic approach to educating your children.


The Right To Control One’s Learning

Should we honor our children’s right to curiosity, their right to not only choose what they want to learn, but from whom they want to learn it?

No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you,  but about what interests and concerns us.

John Holt, child advocate and supporter of school reform thinks so. Read more about natural learning here and when you’ve finished, please comment and tell us your thoughts! ​

What You Need to Know Before Your Homeschool Portfolio Evaluation

I will not ask your child to jump through hoops for me. A few years ago, in my local area, it was common to hear from homeschooling families that their evaluator “tested” their kids during a portfolio evaluation. My initial reaction: WHY?! During a portfolio evaluation with me, I will not ask your child to read aloud to me, do math computations for me, or recite the dates of the major battles in the Civil War. There are, however, certain things that all homeschool evaluators must look for according to FL law, and a portfolio evaluation does not include any of those things listed above.


We are so fortunate in our state to have several options to choose from when it comes to providing evidence that our students have made progress each year. The benefits of using the portfolio evaluation option are many. Just take a look at this article to read more. I feel so strongly that the portfolio gives you and me a much more comprehensive picture of your child’s progress than any standardized or nationally normed test, that I do portfolio reviews exclusively.  Testing has its place. I have my girls test every year in addition to reviewing their portfolio and I often recommend that my clients do both as well. 




Portfolio assessments provide an authentic way of demonstrating progress, skills and accomplishments. If I ask your child to read aloud to me, in order to assess his/her fluency, what would I be basing that day’s progress on? I would not know how your child’s fluency was at the beginning of your homeschool year in order to compare. Similarly, if I ask your student to take a math test for me, or any other one-time summative assessment, I would need a standard or benchmark with which to compare.


Let’s Look at the Difference Between Formative and Summative Assessments

A portfolio should include any type of formative or summative assessments that you, (the teacher) have done throughout the year.  The difference between formative and summative assessments is that formative assessments are given by you (the teacher) and help you monitor progress and provide feedback as you go along. For example, you are reading a great work of literature with your student, and you pause at the end of every chapter in order to assess comprehension. You provide feedback and identify any areas of strength or weakness which will help your student improve their learning.

Summative assessments are assessments that come at the end of a unit or course, and will examine your student’s learning by comparing it against some standard or benchmark.  For example, you may make up your own grading rubric after doing a unit study on Shakespeare. You then ask your student to compare Romeo and Juliet to Julius Caesar by designing a multimedia project.  Your grading rubric shows your student details of what you expect out of their paper or project which you will later use to “grade” it.

What I like to See as an Evaluator

During a portfolio review, I like to see YOUR formative and summative assessments included in the child’s portfolio.  I am happy to listen to your child read so that I can assess fluency if you would like me to, however, I never include this as part of my portfolio evaluation process, nor does the Florida law ask me to.

I am concerned that if homeschool evaluators who conduct annual portfolio reviews continue to ask their students to do these types of activities as a general rule, that they will be setting a precedent for this, and eventually our homeschool-friendly State of Florida will be adding these requirements to the law so that all homeschool evaluators will then put your child to the test As a homeschooling parent myself, I rather enjoy my freedom to be able to decide whether or not I want another person to administer (any type of) test to my children.  I certainly wouldn’t want my children to have to be subjected to it during a portfolio review.





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Why Play Should be an Integral Part of Your Homeschool

Lately everywhere I turn homeschooling parents are over the question, “is my child doing enough to get ahead?” The pressure on young children today is incredible. Even the developers of PBS believe that the biggest obstacle American children face in terms of education is being unprepared for kindergarten. No wonder parents are worried! Not only are parents over-teaching, but they are also over-scheduling, I believe it’s being done out of fear.

Phonics lessons and grammar lessons in the morning, music and Mandarin lessons in the afternoon, and in between all that Moms are forcing their young children to work in newly purchased math workbooks and insisting that they complete multiplication and division problems. The words “algebra” and “geometry” are being tossed around at play dates and these parents really think that they are doing the right thing. They’re giving their children a “leg up” right?

They are not. Here’s why.

First, young children are not developmentally ready to pursue such academic activities. Are some seemingly “able” to do this type of academic work? Perhaps. But a completed worksheet does not equal a deep learning for a subject matter and even if you believe that your child is ready, there is evidence that doing so is more harmful than helpful.  Take a look at this article written by a mathematician </a>for reasons why worksheets should not be used with young children.

Just because they can, doesn’t mean they should.

Secondly, the importance of play has been so overlooked in the last decade or two that it is shameful.  Here’s what Edward Miller and Joan Almon say in their book Crisis In The Kindergarten: Why Children Need to Play in School.

Such practices are contributing to high levels of frustration, stress, and anger in kindergartners, sometimes resulting in extreme behavior problems. At the same time that we have increased academic pressure in children’s lives through inappropriate standards, we have managed to undermine their primary tool for dealing with stress— freely chosen, child-directed, intrinsically motivated play.

David Elkind’s “hurried child” is now not just hurried but also worried. ​

​And this is only one outcome of the push to turn our kindergarteners into first and second graders and our second graders into adolescents.

We homeschoolers know why public (or private) schools aren’t the choice for us.  We’ve heard the stories, and sometimes experienced them personally. Please don’t fall into the trap of thinking that you need to “keep up” with what schools are doing and bring these inappropriate expectations into your home school.

Play is supremely important for developing imagination, for learning to be “thinkers”, not just “do-ers”, for getting the body moving and the blood flowing. Movement is so very important to brain development (again, a very important subject for another day.)

Perhaps a recommendation by the American Academy of Pediatrics will be enough to convince:

​Play is one of the vital signs of health in children.75 Parents intuitively recognize this and often describe the severity of a child’s illness by how much he is able to play. When a child is very ill, play ceases. It returns when the child is well again.

If play is such a strong indicator of children’s well-being, what happens when children grow up without adequate opportunities for play? How does this affect their immediate and long-term health, both physical and mental?

The American Academy of Pediatrics expressed concern about the demise of play in a clinical report issued in October 2006. Its recommendations included the following:  Pediatricians can promote free play as a healthy, essential part of childhood. They should recommend that all children are afforded ample, unscheduled, independent, nonscreen time to be creative, to reflect, and to decompress. They should emphasize that although parents can certainly monitor play for safety, a large proportion of play should be child-driven rather than adult-directed.

Pediatricians should emphasize the advantages of active play and discourage parents from the overuse of passive entertainment (e.g., television and computer games).

Pediatricians should emphasize that active child-centered play is a time-tested way of producing healthy, fit young bodies.

​What did Miller and Almon find about the effects of the the academic push on mental health?

​The overall picture of children’s mental health is summarized by psychologist Sharna Olfman in this way: The number of American children being diagnosed with psychiatric illnesses has soared over the past decade and a half. The National Institute of Mental Health
(NIMH) estimates that today one in ten children and adolescents in the United States “suffers from mental illness severe enough to result in significant functional impairment.” During this same time period, psychotropic drugs have become the treatment of first choice rather
than the treatment of last resort. Recent years have witnessed a threefold increase in the use of psychotropic medications among patients under twenty years of age, and prescriptions for preschoolers have been skyrocketing.

Over 10 million children and adolescents are currently on antidepressants, and about 5 million children are taking stimulant medications such as Ritalin. 83

Having been involved in the field of education since 1990, I have seen the despicable results of such changes in the education system. Like many things, the pendulum swings to the left, then to the right, and hopefully settles somewhere in the middle. Right now there is no middle. Continuing to take away the things that foster and nurture our children can bring nothing but more anxiety, frustration and depression to kids who should be free to love life and all it has to offer.

This is only one study. There are countless other books and articles on the subject of the importance of play.  Listen to Kathy Hirsch-Pasek discussing her book Einstein Never Used Flashcards.

Don’t let this blog post be enough. I urge you to read the entire text of Crisis In The Kindergarten and let the failures of the school system prompt you to make the right decisions for your kids. When you read, however, keep in mind that this was published in 2009 and so many of Miller’s and Almon’s references to “turning our kindergarteners into first graders” can easily be translated into, “turning our kindergarteners into second and third graders.”  The pendulum has swung that much further in the last several years indeed.

All quotations are taken from:
<strong>Edward Miller and Joan Almon, Crisis in the
Kindergarten: Why Children Need to Play in School,
College Park, MD: Alliance for Childhood, 2009.</strong>

The entire text can be found here for free.

  • this blog post was originally published on April 11, 2011

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