Written in December 2015 with a current update at the end:
One of the apparent consequences of having an unschooling mindset about my children’s education and interests is that often they’ll end up with intense passions about things that I know next to nothing about. Usually they will then progress more rapidly in their passion than many people are used to seeing.
My only real educational goals with my children have been that they be happy, kind, enjoy learning new things, and have the foundation they need in order to learn anything they want or need to learn in the future. This leaves a good deal of open space for them to fill in for themselves.
Our family greatly values unstructured time for learning and exploration and our children typically have an abundance of unstructured time in which to discover and explore their interests. I try not to project my own ideas of what they should or shouldn’t be interested in, although I do encourage them all to at least learn the basics of playing a musical instrument of their choice (something I can easily help them with because of my own background).
My children primarily have different interests and passions than I had.
My oldest is as avid a reader and writer as I am and was at that age, but has also become enamored with and competent in the area of computer programming, something I know next to nothing about, and had learned six different programming languages before their tenth birthday. They’re a very graceful ballerina as well, although their interest in ballet has ebbed and flowed somewhat more than their interests in programming and reading/writing have.
My second to youngest has extremely innovative fashion ideas and runs a tight ship on Minecraft. While not yet officially “school-aged” she enjoys listening in, watching, and participating whenever her older siblings are doing something that piques her interest and she’s getting very close to having the skills to read and write more than just the names of people in our family.
The youngest is a walking, talking baby with a passion for pulling everything off the shelves and throwing them on the floor. As it should be.
My second to oldest is the child I’m going to focus on most in this post because she very recently discovered one of her passions that took us all by surprise.
When we were helping a friend move in the fall of last year, my children watched the American Girl gymnast movie “McKenna” with my friend’s daughters. My daughter expressed interest in gymnastics very briefly that fall and nothing came of it until she rewatched the movie in late spring earlier this year.
At that point, the tiny spark she had felt last year came roaring into full flame. Suddenly, she was watching around an hour of gymnastics videos — both instructional and not — on YouTube daily. After watching some videos early in the day, she would then spend literal hours out in the backyard, at the park, or in her bedroom diligently working on the moves she had seen in the videos.
At that point, I knew even less about gymnastics than I knew about computer programming, which is saying a lot. I had friends tell me that they were very impressed with my daughter’s skills and it did seem impressive to me, all the flipping and flopping and handstands and such that she could do, but I very much didn’t (and don’t) want to fall into the trap of thinking that my child is amazing at anything just because they’re my child and I didn’t feel qualified to make that call.
Years ago, due partially to financial constraints and partially because we didn’t want to push our children into structured commitments before they were ready, we had set 8 as the age at which our children could choose one out of the house, specific class or activity to be involved in. As soon as our second to oldest turned 8 years old, she chose gymnastics as her activvity. Not realizing how the gymnastics year was set up, we waited until the first of August and signed her up for the beginning girls recreational gymnastics class at a local gym.
After five classes, when she demonstrated some more advanced skills, her coach moved her up to the intermediate class, which she and we were elated about. Her goal was to move up until she could compete. We cautioned her that she would likely not be the most accomplished gymnast in the intermediate class, that being in a class with more advanced students is a good thing because it presents more challenges.
And that seemed to be that. Until we went to the open gym day at her gym and one of the coaches happened to see her do some of the things that she did all the time at home and at the homeschool park days we go to every week.
Thus began the most surreal discussion of my life. I learned that my daughter has a natural aptitude for gymnastics and that she had apparently done a much better job of advancing in her passion than I had previously realized. She was invited to attend the next advanced recreational class and was offered a potential spot on the Xcel Bronze team, with some talk about how this could potentially lead to a junior olympian (JO) team placement and scholarships in the future.
It took my brain several days to be able to even comprehend that this was really happening and to not feel overwhelmed by the commitment we’d been invited to make. My daughter had wanted to compete and, by golly, she had worked hard enough, mainly on her own, to make it onto a team!
In retrospect, now that she’s on the team and I’ve spent hours upon hours learning more about gymnastics than I ever thought I’d know, I’m not sure why this situation felt so unreal to me at first. After all, I’ve been reading about self-directed, self-motivated learning since my oldest was a baby. I even experienced a similar progression in my own life regarding my *musical abilities.
Yet, this isn’t how children are expected to learn in our society. We expect children to need a push or to be started in an activity at a very young age in order to excel. Learning for the sake of learning, or because the subject or activity is something a child genuinely enjoys and has an aptitude for is not a common occurrence.
But it should be common. Children need to be given the time and opportunity to find their own passions and interests and do with them what they want to do. Maybe none of my children will end up being truly impressive with their passions as they get older and the stakes become higher, but they’ll know how to find a new passion or they’ll be able to figure out how to integrate their previous passions into their lives in a meaningful way and through it all they’ll be supported completely in their endeavors.
Their lives are not mine. Rather, I am honored to support their lives and interests as they grow and mature.
I’m following their lead, encouraging, facilitating, and am often left simply watching — in awe of how effectively and quickly they follow and develop their passions.
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Update: My gymnast child went from Xcel Bronze (where she was bars champion at both the State and Regional competitions) to JO Level 4, then Levels 5, 6, and 7. She’s now training for Level 8 and still loving it at age 12!
*In some ways, my parents were unschooly about my interests and my siblings’ interests as well. They didn’t sign us up for structured lessons at the first sign of interest, but instead waited until we had demonstrated a willingness to learn on our own and had shown interest for a fairly significant amount of time. Because of this, I was older than usual when I started formal piano lessons. By that time I was very self-motivated and had almost completely worked my way through John Thompson’s first grade book and shortly after I began lessons I was moved over to Faber book 4. By the time I had taken lessons for a little over a year, I discovered Scott Joplin’s music and after my piano teacher told me that the original version of Maple Leaf Rag was too difficult for me, I went directly home from that lesson and had the first three pages learned and memorized by the next week’s lesson. I went on to learn almost every musical instrument to proficiency, just because I wanted to.
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