Tag Archive for: how children learn

Why Ages 0-3 is the MOST Crucial Time of Brain Development

Embracing Motherhood How Children's Brains are Wired for Learning

I’ve raised five children, and I’ve learned though experience and research that the ages from 0-3 are the most crucial years for brain development. Understanding the science of brain development will make it clear just how important this time is because of the massive synaptic pruning that begins occurring at 2-3 years of age. It’s a “use it or lose it” notion that develops the brain which is based on a child’s environment and experiences and leads to how their brains will become optimized to function to their fullest capacity.

Synaptic Pruning

When children are born, genetics will determine the roughly 86 billion neurons that fill their brains (which by the way are the same 86 billion neurons they will have as adults), but more significantly than the neurons themselves is how they are connected to each other. Neurons don’t actually touch each other, but send messages across a gap called a synapse. These synaptic connections are formed based on how children interact with their environment. The more signals sent between neurons, the stronger the connection grows.

In the image below, you can see the dark clusters which are the neurons and where they are starting to branch out which are the synapses. You can see that at 36 weeks gestation and as a newborn there are very few synapses, only about 2,500. Fast forward to 2-3 years of age, and the number of synapses explodes to its lifetime peak of about 15,000.

Reproduced from Seeman et. al: Human Brain Dopamine Receptors in Children and Aging Adults, Synapse 1987: 1:399-404. Copyright ©1987, Wiley-Liss Inc., a division of John Wiley and Sons, Inc. Reprinted by permission of John Wiley and Sons, Inc.

At this point, rapid pruning occurs and as you can see in the image above, by the time a child is four and six, there is a drastic reduction in synapses. The brain overproduces synapses at a young age so that it can fine tune itself according to the sensory input received from the child’s environment and experiences. This synaptic pruning is most dramatic when a child is three years old but continues through adolescence and results in a 50% reduction in synapses by adulthood.

Neuron Growth & Connections Over Time Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA: Harvard University Press; 1975

By the time children are three years old, their brains are 80% of their adult size, and by the age of five, their brains are 90% of their adult size. This is why it is absolutely crucial to provide children with the best opportunities for brain growth at a young age as their brains are creating the framework for all future learning.

Neuron (Neural Cell)

To further understand synaptic pruning at a deeper level, let’s take a look at where it all begins….with a neuron. A neuron is made up of four main parts. The dendrites receive information, the cell body processes that information, the axon carries the information from one part of the neuron to the other, and the axon terminal transmits the information to the next cell in the chain. A bundle of axons traveling together is called a nerve, and nerves can transmit information over long distances (from your brain to your big toe for example).

Photo Credit: Wikimedia Commons, By User:Dhp1080 – “Anatomy and Physiology” by the US National Cancer Institute’s Surveillance, Epidemiology and End Results (SEER) Program ., CC BY-SA 3.0

Dendrites are the part of the neuron that receives incoming signals. Based on the strength of this incoming stimulation, the neuron must decide whether to pass the signal along or not. If the stimulation is strong enough, the signal is transmitted along the entire length of the axon in a phenomenon called an action potential. This is when we say a neuron fires.

Synapses

The word “synapse” is derived from the Greek words “syn” and “haptein” that mean “together” and “to clasp”. The synapse is like a crossroads or a junction between neurons. Each neuron can form thousands of links with other neurons to make up to 1,000 trillion synapses in a typical brain. The more signals sent between neurons, the stronger the connection grows. The connections that are not used as often weaken. Synapses are basically what allows you to learn and remember. There are two types of synapses: electrical (which is less common) and chemical (which is more common).

Photo Credit: Wikimedia Commons, user:Looie496 created file (2009), US National Institutes of Health, National Institute on Aging created original / Public domain

Electrical synapses remain in their pure electrical state and cross the synapse using a gap junction as a short cut. In this way, one cell and one synapse can trigger thousands of other cells that can all act in synchrony. Something similar happens in the muscle cell of your heart, where speed and team effort between cells is crucial. But if every synapse in your body activated all of the neurons around it with electrical synapses, your nervous system would be overstimulated, maxed out, and exhausted. *Interesting Fact: Electrical synapses are much more abundant in embryonic nervous tissue where they help guide neural development. As the nervous system matures, many electrical synapses are replaced by chemical ones.

Chemical synapses are used more often, slower, easier to control, and are more precise and selective in what messages they send and where. Chemical synapses have the ability to convert an electrical signal to a chemical signal and back to an electrical signal to become an action potential again in the receiving neuron. In order to diffuse across a synaptic cleft, chemical action potentials need neurotransmitters, or chemical signals, to help deliver their message.

How the Brain Transmits Signals – Photo Credit: Wikimedia Commons (2013) Gif created from Inside the Brain: Unraveling the Mystery of Alzheimer’s Disease

Neurotransmitters

Depending on which particular one of the hundreds of neurotransmitters bind to the receptor, the neuron might get excited or be inhibited. Any region of a single neuron may have hundreds of synapses, each with different inhibitory or excitatory neurotransmitters. So the likelihood of that post-synaptic neuron developing an action potential depends on the sum of all the excitations and inhibitions in that area. When we look at some of the most common neurotransmitters, it becomes clear that the most stimulating thing for the brain is to be learning. This is why children crave stimulating environments where they can learn through play. (Source for Synapses and Neurotransmitters)

Excitatory Neurotransmitters excite neurons increasing the chances they will fire off an action potential.

Glutamate is involved in more than 90% of all excitatory neurotransmitters and is associated with learning and memory. It interacts with four different receptors and has more opportunities to have messages successfully and quickly sent between nerve cells. This fast signaling and information processing is an important aspect of learning and memory. Glutamate also allows nerve cells to build associated information, which is the foundation of learning. *An overabundance of glutamate can stress out the brain, however, and cause seizures and migraines which is why some people are sensitive to msg (monosodium glutamate) in their food.
Norepinephrine is a familiar excitatory neurotransmitter that helps control alertness and arousal.

Inhibitory Neurotransmitters chill neurons out decreasing the chances that they will fire off an action potential.

GABA (gamma-aminobutyric acid) is the primary inhibitory neuron. It is known for it’s calming effect and plays a major role in controlling nerve cell hyperactivity associated with anxiety, stress and fear. GABA and glutamate act like and “on” and “off” switches and work in opposite ways. To have a properly functioning brain, a delicate balance between the inhibitory effects of GABA and the excitatory effects of glutamate. In fact, GABA is made from glutamate. GABA also works together with serotonin.
Serotonin in an inhibitory neuron that affects mood, hunger, and sleep. Low amounts of serotonin are linked to depression.

Inhibitory and Excitatory Neurotransmitters play both sides and can either excite or inhibit depending on what type of receptors they encounter.

Acetylcholine enables muscle action, learning, and memory.
Dopamine influences movement, learning, attention, and pleasurable emotion.

When children get older, they might lack the motivation to complete school work or get good grades, but children ages 0-3 are wired to want to explore their environment. What looks like play to us is really the most effective way for children to learn. By providing children with a stimulating environment that allows for exploration of their world and a chance to play, it will help their brains to grow to the best of their abilities.

Myelnation

Myelnation is what makes learning automatic. For example, when you first learned how to read the word cat, you sounded out each letter, “c-a-t…cat”, but after sounding it out several times, you simply memorized that word as “cat”.

Every time an action potential travels through the axon of a neuron, the axon is coated with a myelin sheath. Mylenation both insulates the axon and increases the speed of the action potential. Myelin is made out of glial cells and wraps around the axon in a spiral fashion. Glial cells (also called neuroglia) are non-neuronal cells in the central nervous system and peripheral nervous system that support and protect neurons, maintain homeostasis, clean up debris, and form myelin.

Glial cells in the central nervous system (which is comprised of the brain and spinal cord) are called oligodendrocytes, and glial cells in the peripheral nervous system (which is comprised of autonomic functions and body movement) are called Schwann cells. Myelin is what makes up the white matter in the brain.

When an action potential travels through an unmyelinated axon to the corresponding synapse of another neuron, it moves like a wave, but in a myelinated axon, it hops through it like a portal.

When children experience something over and over and over, the myelinated axons will make these experiences automatic. Think of the brain like riding a bike and how people say, “you only need to learn how to ride a bike once.” So, the first time you get on a bike it’s completely foreign. You don’t know how to work the pedals or balance at all. The first few times of trying to manage the pedals and handlebars at the same time leave you shaking and wobbly at best, but slowly and over time you become more and more confident until one day you’re whistling a tune and looking of in the distance as your body expertly carries out the work.

Love Versus Neglect and the Brain

Neurotransmitters aren’t the only chemical messengers in the body. The endocrine system is a set of glands that slowly releases hormones into the bloodstream. Oxytocin, known as the love hormone, is important during early life for proper development of neural pathways. Maslow’s Hierarchy of Needs details the basic psychological and self fulfillment needs all humans need to thrive.

Maslow’s Hierarchy of Needs: By Saul McLeod, PhD | published 2007, updated April 04, 2022

The disturbing image below shows two brain scans. The first brain scan is of a normal healthy 3 year old child. The second brain scan shows a much smaller brain of a child who suffered extreme abuse and neglect.

Photo Credit: Dr. Bruce Perry, 2005, Maltreatment and the Developing Brain

In his article, Maltreatment and the Developing Child: How Early Childhood Experience Shapes Child and Culture,” Dr. Perry who is an internationally recognized authority on child trauma and the effects of child maltreatment explains that,

“In the most extreme and tragic cases
of profound neglect, such as when
children are raised by animals, the
damage to the developing brain – and
child – is severe, chronic, and resistant
to interventions later in life.

Children who are provided with a loving and nurturing environment with stimulating experiences will incorporate these elements into the framework of the brain, and this will lay the foundation for all future learning. Children who are raised in an environment of chaos, unpredictability, threat and distress, however, will have an adapted brain structure designed to survive in that environment that will not be best suited for future learning.

Romanian Orphans

In his NPR article, “Orphans’ Lonely Beginnings Reveal How Parents Shape A Child’s Brain“, Jon Hamilton explains how when the corrupt Romanian government was overthrown in 1989, the world was shocked to learn about the more than 100,000 children in government care that were left alone in their cribs, wallowing in their own filth, and with nothing but the white ceiling to stare at and the cries of the other babies to keep them company…for days and days and days. There was no one there to soothe their cries, no one there to hold them and give them affection, and no one there to talk to them and help them to interact with their environment. The result was stunted growth and a range of social and emotional problems.

The odd behaviors, language delays, and range of other symptoms suggested problems with brain development, and so researchers began studying the children using a technology known as electroencephalography (EEG), which measures electrical activity in the brain. What they found were disturbingly low levels of brain activity. As the children grew, there were able to conduct MRIs on them, and it showed that their brains were actually smaller and that they had a reduction in grey and white matter. (The grey matter is the outer part of the brain and is all of the neurons bunched together. The white matter is the inner part of the brain which is the myelinated axons that connect the neurons together.)

fresh brain sliced open to show gray matter and white matter

White Matter and Grey Matter – Photo Credit: Wikimedia Commons (2007) Suseno

In another experiment conducted after the orphaned children had been adopted, it showed that their brains could not discriminate the face of a stranger from the face of their adoptive mother. Because their brains were not able to identify with a loving caregiver at a young age, that part of their brain wasn’t developed, and then when someone was ready to give them love, they didn’t know how to accept it. This is called reactive detachment disorder, and with lots of patience and love, it is possible to rewire the brain, unfortunately it’s just not very probable. Today, the system in Romania is still corrupt, and there are currently 70,000 children waiting for adoption. 🙁

In Conclusion

Milestones such as a baby’s first tooth, transitioning to solid food, their first step, and sleeping through the night are important parts of the early years of development, but just as (if not more so) are the neural pathways that we are helping our children create that will lay the foundation for all future learning. So grab a book, get some flashcards, set up learning stations, and get down on the floor and play with your child because you only get one chance to lay the foundation…so make it count!

Resources for Further Research

Throughout this article, I’ve linked to my resources where appropriate, but I also read the following articles and watched the following videos that helped me to get a broad understanding of this topic. If you’d like to learn more about this topic, I highly recommend checking out some of these videos and articles.

How the Brain Works – A 9 minute video by MsThinkology that does a wonderful job of explaining how the brain works.
Neurons and How They Work – A great 5 minute video by the Discovery Channel with great images that show how neurons work in the brain.
Neurons, Synapses, Action Potentials, and Neurotransmission – This article by Robert Stufflebeam from the Consortium on Cognitive Science Instruction thoroughly explains how the brain works using language that is complex, but easy to follow with excellent graphics.
Nurturing the Developing Brain in Early Childhood – This PowerPoint by Lisa Freund, Ph.D. from The National Institutes of Health in Maryland really sums up everything I’ve talked about in this article.
Baby’s Brain Begins Now: Conception to Age 3 – This article by the Urban Child Institute goes into more scientific depth about why children are primed and ready to learn before the age of 3.
Children and Brain Development: What We Know About How Children Learn – This article by prepared by Judith Graham, Extension human development specialist, and revised by Leslie A. Forstadt, Ph.D. Child and Family Development Specialist through the University of Maine offers a succinct explanation of how the brain works and provides lots of specific things that parents can do to help their children’s brain development.
Brain Plasticity and Behaviour in the Developing Brain – This scientific article by Bryan Kolb, PhD and Robbin Gibb, PhD published in the US National Library of Medicine National Institutes of Health goes into thorough detail about the plasticity of the developing brain and discusses all factors that affect it.
Why Practice Actually Makes Perfect: How to Rewire Your Brain for Better Performance – I really like this blog by Jason Shen because he does a wonderful job of explaining the importance of myelination.
Discovering the Brain: The Development and Shaping of the Brain – Very thorough and in depth explanation of how a baby’s brain develops in the womb and how nerve cells know where to go and what to become.
From Neurons to Neighborhoods: The Science of Early Childhood Development. – Great chapter about how experiences help to shape the brain and how important neonatal health is.

December 23, 2022/by Stacey Maaser

How Children Really Learn to Read…in 10 Steps

General, Reading, Teaching

When should children learn how to read? Do we have to teach children how to read or does it just happen on it’s own? Why do some children struggle with reading? What can I do to help my child learn how to read?

The U.S. Department of Education would have you believe that learning to read is rocket science, which makes it sound extremely complex and like something that should only be left to trained professionals. As a former elementary school educator for seven years with a Master’s degree focused on Linguistics, I almost believed this to be true. But then I had my five children, and after following these 10 steps, I saw them all learn how to read from a very young age, much like the Finnish children do which is “as if by chance”.

So without further adieu, here are the 10 steps that I have found which have led my children to reading. (And click here to see the resources I created to help me do so.)

1. Make Them Feel Safe and Loved

This may sound like a strange first step for learning how to read, but it is the most important aspect of human development. I know that against all odds, there are many who have succeeded even when they have been raised in the most unfortunate of circumstances, but the best environment for a child to thrive is one in which his or her basic needs are all being met and where he or she is shrouded in love.

Ophelia Reading with Great Grandma Gene

Children who are noticed, children who come first, children who matter, and children who are loved will be able to reach their own personal best in whatever areas they are so inclined to grow.

2. Provide a Language Rich Environment

When adults realize that children are blank little slates who know nothing about the world or the things in it, and then take the time to talk to them and show them all of the little things that they see and interact with, it helps their oral language development to flourish and grow thus providing them with a rich foundation of vocabulary.

When little babies sit in the grass across from their parents, rolling a ball back and forth for the first time, they don’t know what a ball is, what it means to roll, to throw, or to catch. They don’t know what colors are or that the little blades poking their legs are called grass…they don’t know that the sound they hear is a bird chirping or that the tall green thing next to them is a tree. They don’t know about clouds, or wind, or sun, or rain…these are all things that they must learn, and the more we talk to them and the more they hear these words repeated over and over and over again, the sooner they’ll learn the names of the things in their little worlds and their worlds will get bigger.

Research shows that a child’s vocabulary is correlated with reading comprehension in upper elementary school and that children who enter school with limited vocabulary knowledge fall further and further behind as compared with students who have rich vocabulary knowledge. Children who enter first grade as linguistically rich will know 20,000 words and children who are linguistically poor will only know 5,000.

When children have a rich vocabulary based on experiences, this is known as background knowledge, and is a key piece of learning how to read.

3. Sing Songs and Nursery Rhymes to Build Vocabulary

Another aspect of language and vocabulary development occurs when children memorize songs and nursery rhymes. As children’s brains are growing, whatever is repeated over and over and over again will strengthen the neural pathways and lay the foundation for further brain development. Neurons that are used will remain; neurons that are not used will die. Starting at about 6 months, you’ll notice an explosion of neural connections which will reach its peak when children are between the ages of 2 and 3. By age 4, synaptic pruning begins. You want to lay the foundation BEFORE this happens and what better way to do it than with songs and nursery rhymes.

Not only are songs structured in a way that is predictable and patterned, but singing them is enjoyable and therefore, we do it a lot. It is this repetition that helps us commit what we sing to long term memory. Check out my YouTube playlist of favorite nursery rhymes here. Here’s another playlist of all of my favorite preschool songs and another one just for the ABCs. The standard Mother Goose Nursery rhyme book is good too.

With my children, I love making up songs about everything all the time! I have songs about how much I love them, songs about waking up in the mornings, a song before we go to bed, songs about getting dressed or getting in the van…and they LOVE it! It’s absolutely fascinating to me that our youngest son, who is 20 months and still developing his ability to communicate using complete sentences, yet can sing all of the words to his favorite songs and nursery rhymes.

4. Foster a Relationship with Books

Reading is so much more than just words on a page. It’s a feeling, it’s an expression, and it’s a whole new world that can be discovered just by turning a page. By building a foundation of reading that is based on bonding and love, your child will grow up having positive associations with reading that will motivate him to peruse reading on his own…not just when it’s “reading time”.

Reading with Julian in My Comfy Rocking Chair

This is why I love creating reading routines that are just part of our day. When my babies are little, I have nursing stations set up around the house with my comfy rocking chair and a table nearby for water, burp towels, and anything else I might need. When my babies are ready (usually around 6-8 months), I start keeping little baskets of books nearby too. I love reading before bed, when they wake up in the morning, before naps, or anytime we’re just cuddled up and rocking together.

While this early reading is going on, children are learning about some very important pre-reading skills such as how to hold a book, how we read from left to right, how we turn pages, how books have a beginning and an end, and how words are used to represent pictures on the page. Check out my blogs: How to Engage Your Baby with Reading and Best Books for Babies for more ideas on reading with babies.

Throughout the entire process of learning how to read, this step remains crucial. We need to find the time in our busy lives and in our busy days to read often. We need to build libraries of books, use reading as part of our routines so that it doesn’t get missed, make reading fun, and make reading about snuggling up in the arms of someone you love to explore something new. As your children grow and changes, find out what engages and excites them, and continue to look for new books that they will like.

4. Pre-Reading Skills are Very Important

Instead of listing these each of these separately, I wanted to lump them together to emphasize that they are best taught simultaneously, but each one is of vital importance. In fact, without these skills, children will struggle as readers for their whole lives, but with a solid foundation in them, they will learn to read from a young age “as if by chance”. When my children are about 6-8 months old, I have found that this is the optimum time to start teaching them these skills.

Ophelia (2) Fridge Letters

Words Have Meaning: Before children start learning about the alphabet, they need to know what the alphabet is used for, and they need to see that words have meaning. I learned about this valuable skill when our first born daughter was 6 months old and we started watching Your Baby Can Read videos together. It took awhile for her to master the first batch of words, and she didn’t really start articulating her understanding of them until about 12 months of age, but once she did, her word memorization skills cascaded like a waterfall. (I have created my own resources to teach children how to memorize words here.) I have also loved using books like this – Hinkler First Words to teach my babies that words represent things.
Letter Names: Teaching letter names is where it all begins. Learning uppercase letters is in some ways easier because they are more distinct and easier to differentiate, but children will encounter the lowercase letters more often, and so I like to teach them simultaneously. In the English language, we have 26 letter names that children must learn, which is a pretty straightforward process that simply requires repeated exposure and rote memorization.
Letter Sounds: Learning the letter sounds is a bit more tricky because while we may only have 26 letters, they make up 44 different sounds. Being able to understand and recognize the different sounds in a language is called phonemic awareness. (So it’s really more auditory than visual.) When children are learning their letter sounds, I have found that it’s best to work in layers. First teach the consonants (using the hard c and g) and short vowels. After these are mastered, you can start getting into more complex letter sounds such as long vowels (and all of the different ways they are represented…starting with the most basic), digraphs (two letters that come together to make a single sound like the /ph/ sound in “phone”) and dipthongs (vowel combinations where neither vowel sound is heard such as in the words “coin” and “moon”).

5. Decoding Three Letter Words

Learning how to decode three letter words is where the true act of reading begins. When children can look at the word “cat” and are able to isolate the individual sounds that each of the letters make, “/c/-/a/-/t/” and then blend those sounds together, “c-a-t”, to make the word “cat” this is what is known as phonics.

Ophelia and Elliot Spell Words

Children are ready to embark on the journey of learning three letter words once they have completely mastered their letter names and letter sounds. If you push them into decoding too soon, they will get frustrated, lose confidence, and possibly hate reading forever. Okay, maybe it won’t be that severe, but it’s much much better and way more effective to wait until they are ready.

One of my favorite tools for teaching three letter words is Starfall’s Word Machines. (Watch a little video of us using it here.) This is a really fun and cute way for children to become familiar with decoding three letter words. After that, I love using a muffin tin like this and some foam letters like these to teach word families. It’s best to first start with three letter words before branching out to words with four letters or more. Read more about this process in my blog: Using Magnet Letters to Teach the ABCs.

I wouldn’t have realized that this step was so important unless I had seen it with my own eyes with all of my children. It’s like once they figure out this step, the floodgates open and they start reading more and more words at an increasingly rapid rate. (Read more about teaching three letter words here.

6. Memorizing Words with Repeated Reading

Once a children have sounded out the word “c-a-t” many many times, they eventually will just know that this is the word “cat”, and they won’t have to sound it out anymore. Children can also just memorize words that they encounter often without ever learning how to sound them out at all.

The more children are read to and the more that they “read”, the more they will be exposed to words over and over and over again which will help commit them to long term memory. Going back to the brain development I discussed in the songs and nursery rhymes session, it is this repeated reading that will help children commit words to their long term memory.

When you think about how you read as an adult, especially when you encounter a slightly challenging text like a college textbook, think about how you read, and in particular, notice how you read when you come to a word you don’t know. Many times, we simply see the beginning and ending letters of a word and this leads to recognition, that’s why we can still read and make sense of a paragraph like this. Other times, we will rely on a plethora of other skills (not just decoding) to figure out a new word such as our background knowledge, context clues, and looking at the structure of the word (i.e. root words, syllables, etc.).

In the primary grades, there is a HUGE emphasis on teaching phonics, as if learning every single rule of the English language is the true key to learning how to read, but the reality with all of these phonics lessons is that while they are really good for helping children learn how to spell, they are not a crucial component of learning how to read. In fact, a meta-analysis of 71 intervention control groups looked at the long term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions and found that phonemic awareness and comprehension interventions made a difference whereas phonics and fluency interventions did not.

As a teacher, but mostly as a parent, I have been enlightened as to what learning truly is and is not.

Learning isn’t about memorizing a series of facts and rules. Learning is about creating meaning. True long term learning occurs when something is so entertaining, so engaging, and so useful, that the repetition needed to commit it to long term memory seems effortless.

7. The Different Stages of Reading

There is a progression of reading that children will go through at different ages based on a variety of factors. You might just notice your children are going through each of these stages on their own, or you might see that they need a little nudge and some guidance in getting to the next stage.

Picture Reading: This is basically where children flip through the pages of the book and just talk about whatever is seen in the pictures. You can read to your children this way to teach them what picture reading is like or you might just observe them doing it. This was something our daughter Ophelia would do on her own starting at about a year and a half. After watching Dora programs, she LOVED all of the Dora books and would flip through all of the pages saying words that she knew. With our son Elliot, who wasn’t quite as interested in books, I would encourage him to read picture books like this and this and this because he was ready to “read”, but not quite ready to tackle the words on the page.
Repeated Reading: When you read books over and over and over with your children, especially really good interactive books where they can lift the flaps and such, you’ll probably fall into some patterns based on what entertains them. For example, if there’s an animal, you might ask what the animal says, or if there’s a rhyming word, you might pause to let them fill in the blank. By having these predictable routines, your child will love anticipating his or her participation.
Reading Single Word Books: This is an excellent way for children to memorize words that will help them read while letting them practice their reading skills. Sometimes, word books can get very busy making you think you’re getting a better value because in 10 pages, they cover 100 words, but trust me, less is more. I absolutely love the simplicity of these Hinkler First Word books and how they keep it simple with just one picture and one word per page.
Reading Sentences: Once children are out of the baby stage and have a good foundation of basic reading skills, they will love reading books with simple sentences. Gone are the Dick and Jane books of the past, today’s easy readers are Mo Williams books! One of our favorites is this, but we try to buy as many as we can because every single one is pure gold.
Reading Books of Interest: Teach your children how to find books that they like at the library and even on Amazon. Organize your books at home using bookshelves and baskets of books so that your children can easily find new books that peak their interest. They might choose books that are too hard and just look at the pictures, they may select all of the baby books they enjoyed reading over and over with you from long ago, or they might discover a new genre that they can read on their own.
Reading to Comprehend: There are a variety of comprehension strategies that you can engage your children with as they become more accomplished readers, and I explain these more in detail in my blog: How to Teach Reading Comprehension. One of the best ways to help your children with their comprehension skills is simply to talk about the books they are reading. You might want to read the same book as they are or read together so you know what the story is about, but sometimes it’s fun when you don’t know what the book is about and they have to tell you as much as they can.

8. Let Children Progress At Their Own Rate

By going through this progression, three out of four of our children have become very early readers (before the age of two), but one of our children only started reading recently at the age of 5. Now, this may be due to the fact that we skipped the memorizing words stage with him (due to the fact that we were in the middle of a huge life transition at the time…see my blog: How I Became a Stay at Home Mom) or it could just be that due to his personality, he wasn’t interested in learning until now.

At any rate, I believe strongly in letting each of our children develop at their own rate and according to their individual interests. My strongest teaching philosophy is rooted in the zone of proximal development that encourages teachers to continuously provide students with learning opportunities that are not too challenging, but just challenging enough, and then providing scaffolding as they learn the new idea or skill until they can do it on their own. In this manner, I am always creating learning goals for all of my children that helps me to meet them right where they are.

Learning how to read is not a race, and nobody is going to give you an award for being the best parent just because your child reads at a young age. BUT, when you place these pre-reading tools in front of an eager learner, and they POUNCE on them, it seems almost cruel to think our society would have us wait until they are in school to begin reading.

9. Encourage Your Child to Ask for Help

This is a reading comprehension strategy known in the teaching world as “Monitor and Clarify” meaning that good readers know how to monitor their reading to make sure that they are understanding what is being read and working to clarify anything that they don’t understand.

When I was a teacher, I designed many lessons to teach this concept, but it wasn’t until I read with my children, side by side, every day, that I truly grasped the importance and the organic nature of this process. Every night as part of our bedtime routine, I read with our oldest daughter Ruby (currently 6). She has a HUGE stack of chapter books she keeps in her bed next to her little nightlight, and every night we cuddle up and she reads to me for 10-20 minutes any book of her choosing. As she reads aloud to me, she’ll pause at a word that she doesn’t understand to say, “What does this word mean Mom?” I never taught her how to “Monitor and Clarify”, and yet somehow she just does it.

How? Well, when she asks me a question, I answer it. I don’t put it back on her and say, “What do you think it means?” or “Let’s look at the context clues to figure this out.” Yuck. No thanks. When Ruby asks me the meaning of a word, I simply tell her, and we move on. When she struggles to correctly pronounce a word, I quickly read it for her, and she doesn’t skip a beat. There is this misconception that we need to let our children struggle in order to learn, and I disagree. What typically happens after I tell her the meaning of a word is that she knows what that word means and she applies that knowledge the next time she encounters the word or phrase in question. If she somehow can’t remember and asks for help again, I’ll simply tell her again…just like that.

10. Become a Family Who Reads

Both my husband and I love reading. Our children know this, our children see this, and they know we are a family of readers. Our house is FULL of books, and we have bookshelves and baskets of books in every room. We read books every night before we go to bed, we cuddle up and read throughout the day, we listen to books on tape, we go to the library and get as many books as they’ll let us check out, we pay regular library fines for late books, and we don’t even mind, we have book wishlists on Amazon for ourselves and for every child, and we buy books to add to our library for birthdays, Christmas, from the tooth fairy, and anytime there’s a really good book that we just have to have.

When you become a family of readers, your children will become readers. When you teach your children not only how to read, but how to access books (from your home library, from the public library, and from Amazon), they will become masters of their own destiny. Instead of going to you like an empty vessel waiting to be filled, they can fill their own tanks with whatever knowledge they desire. Here’s what I mean…

When we found out we were pregnant for baby #5, our daughter Ruby went straight to our Basher Books collection (an EXCELLENT source for teaching young children higher level concepts…we have purchased just about every single one), and read the book about the human body. She came to me later and said,

“Mom, did you know it’s really up to dad if our baby becomes a boy or girl because he’s the one who carries the x or the y chromosome?”

And that’s what I’m talking about folks! This is what reading is all about. It’s not about reading early or getting high grades, and it’s not about becoming proficient or advanced or reading the right number of words a minute. Reading is about unlocking the world around you, discovering new things, exploring new ideas, getting lost in another world, and having access to all of the knowledge that the world has to offer.

In Conclusion

Learning how to read is not rocket science, it is not something that should wait until formal schooling to be learned, and it does not need to be taught by a trained professional. In fact, very little “teaching” is actually needed in order to lead children to reading. What is needed is an environment conducive to reading, deliberate exposure to word recognition, letter names, and letter sounds, guidance in discovering the structure

By creating an environment conducive to reading and by building a foundation of some key basic skills, children can learn to read “as if by chance” and in the process unlock an entire world that is just resting at their fingertips. Check out my teacher’s pay teacher’s store to help you teach your child to read.

Happy reading!

Videos of Our Kids Reading

Reading with Julian 18 months. Notice how much he interacts with the books I am reading. These are some of his favorites that we read all the time.
Ophelia reading at 2.5. Ophelia started reading from a VERY young age, and it really blew our minds!
Elliot reading some Mo Williams at age 5. Elliot started reading on his own fairly recently, and he is so proud! He has a nightlight by his bed, and we hear him over his monitor reading to himself every night.
Ruby reads The Princess in Black at age 6. Ruby start reading at a VERY young age like Ophelia and absolutely LOVES reading!
Here’s a playlist of our kids learning how to read over the years. *Showing children videos of other kids reading can be a great way to get them motivated to read!

June 28, 2018/by Stacey Maaser

The Importance of Learning the ABCs

General, Reading, Teaching

Learning the ABCs is something so intrinsic to childhood that as adults, we might hardly recognize the importance, but learning the ABCs is more than just singing a song, it’s understanding that each letter has a name, each letter makes a sound, and that these sounds come together to make words. Having a strong understanding of this concept at a young age will make learning how to read seem to happen “as if by chance” (which is how Finnish children typically learn to read).

What Does It Mean to Learn the ABCs?

Letter Names: Learning the names of the 26 letters is pretty basic and straightforward. When children learn what each letter is called, it paves the way for learning the sounds that the letters make.
Letter Sounds: Learning the sounds that the letters make is a bit more complex…probably due to the fact that our 26 letters actually make 44 different sounds. Knowing the different sounds that the letters make is called phonemic awareness.
Letters Come Together to Make Words: Before children start putting letters together to make words, they need to understand that words represent something…a person, action, thing, idea, etc. Then, they learn that the letters “c”, “a”, and “t” can be sounded out as /c/-/a/-/t/ to make the word “cat” and this is the gateway to reading. This is what is known as phonics.
Writing Letters: I often hear of children learning how to write their letters at the same time they are learning letter names and sounds, and I believe that these are two very different skills that should not be taught simultaneously (unless the window for learning has been missed, and there are no other options). Learning how to write letters requires an advanced level of fine motor skills that children do not typically possess until about 4 or 5 years of age, but learning the letter names and sounds is something that can begin as young as 6-8 months of age.

How Children Really Learn How to Read

There is a misconception in the United States (and other countries too) that children are not ready to learn how to read until they begin formal schooling. The U.S. Department of Education actually supports the notion that Louisa C. Moats coined in 1999 that,

“Teaching reading is rocket science.”

They go on to explain that,

“Becoming a reader is not a natural process, but requires direct and explicit instruction.”

This type of rhetoric perpetuates the stereotype that only qualified professionals are equipped to teach children such a complicated skill as reading. And while yes, teaching the letter names, sounds, and simple phonics does require a wee bit of direct and explicit instruction, it mostly occurs naturally when a learning environment is created that encourages the teaching of these skills.

If you look at the way they do things over in Finland (which boasts some of the highest reading scores in the world), you’ll see that children there are immersed in reading skills from a very young age and learn how to read “as if by chance”. (Read more about the differences in the U.S. and Finland’s educational system here in my blog: 15 Reasons Why Schools in Finland are Performing Better Than Schools in the United States).

In my blog, How Children Really Learn to Read..in 10 Steps, I explore the true progression that occurs when a child learns how to read based on what I’ve learned during my seven years as an elementary classroom educator and ESL teaching coach, throughout the acquisition of my Master’s degree centered around language acquisition, and from raising our four children who have all learned their ABCs from a very young age and then went on to read “as if by chance”.

Basically, learning how to read is about acquiring a battery of skills that starts at birth. It begins with feeling safe and loved and having all basic needs met, then it progresses into vocabulary development in a language rich environment that includes lots of songs, nursery rhymes, and repetitive reading, after that children need a solid foundation in letter names, sounds, an understanding that words have meaning, and explicit guidance to see how letters come together to form words. It then all culminates with a massive amount of word memorization that occurs almost effortlessly when a love of reading is nurtured and allowed to grow.

Brain Development

In my article, “How Children’s Brains are Wired for Learning“, I explain in depth how children’s brains are wired to learn A LOT from a VERY young age. If you look at graphics like this one and this one that show the number of neurons and synaptic connections in between neurons, you’ll see that there is an EXPLOSION of connections beginning at about 6 months, culminating at an unprecedented height between the ages of 2-3, and then dwindling beginning at the age 4 when synaptic pruning occurs. During this process, the connections that are used become reinforced and the connections that are not used go away.

What does this have to do with the ABCs? When children begin learning about the ABCs at a very young age (like 6-8 months), the brain learns that this is something VERY IMPORTANT, something that needs to be reinforced, and something that will be used to help lay the foundation for all further connections that will be made in the brain.

Understanding the letter names and sounds from a young age is absolutely crucial to being able to sound out new words and add them to the memory bank of words. When this knowledge is solidified at a very young age, it makes learning how to read happen “as if by chance”.

Research Supports Early Learning of the ABCs

In every bit of research I have ever studied about early literacy, there is insurmountable evidence that a strong foundation in phonemic awareness produces amazing results. Take a look at this meta analysis of 71 intervention control groups in studies reporting post test and follow up data looking at the long term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. What they found is that,

“Comprehension and phonemic awareness interventions showed good maintenance of effect that transferred to nontargeted skills, whereas phonics and fluency interventions…tended not to.”

This reinforces the fact that learning phonemic awareness (the letter sounds) in conjunction with comprehension (so not just isolated phonemic awareness drills, but phonemic awareness in the context of learning say, vocabulary) is extremely important and WAY MORE so than phonics and fluency.

The National Institute of Child Health and Human Development (NICHD) research has studied 10,000 children over the past 15 years and found that the one of the main reasons why children struggle with reading comes down to their inability to do one simple thing, and that is to connect letter names to letter sounds. The research shows that children need to be explicitly taught the letter names, the letter sounds, and how to decode words, and that these are not skills that children will just “figure out” on their own with exposure.

The bottom line is that it is MUCH easier for children to learn things correctly the first time around. According to the research in “Learning to Read: A Call from Research to Action” by G. Reid Lyon, Ph.D 85-90% of all reading disabilities can be corrected if early intervention occurs (like in kindergarten). But unfortunately, many kids don’t become identified as having a reading disability or being behind in reading until they are 9 years old and by then, their brains aren’t as ready to accept new pathways of learning, and only 25% will be able to reach average reading levels with interventions.

The biggest disservice we are doing for children is that we are waiting WAY too long to teach them reading skills in the first place. If we can start to build the foundation for reading as parents when our children are young, then we won’t have to wait until it might be too late.

Observations with My Own Children

When our first daughter was born, being an educator, I naturally had great plans to stimulate her mind and help her grow, but after using portions of Your Baby Can Read and teaching her letter names and letter sounds I have been continuously BLOWN AWAY by all that she can do. When she knew all of her letters at 15 months, I was astounded, when she was reading words (that she memorized) well before the age of 2, I was blown away, and when she was full on able to read at the age of 4. Now, at the ripe old age of 6, she absolutely loves reading chapter books. (See more videos of all of our children learning how to read here.)

With all four of our children, we have taught them the letter names and letter sounds from a very young age (starting at about 8 months). At the same time, we have used repetitive reading and my own videos teaching vocabulary and the concept that words have meaning. After we taught my three older ones (now ages 3, 5, and 6) how to decode simple three letter words and continued reading to them regularly, we noticed that they all started to read (each in their own good time) “as if by chance”.

In Conclusion

By teaching children the ABCs from a young age, not only will they enjoy it and be entertained by the challenge, but they will move into the next phase of learning how to read with such strength, confidence, and ease without any of the challenges that come from not knowing the letter names, sounds, or how they work together. Check out my free reading resources for flashcard and video digital downloads to help you teach your child to read.

August 4, 2016/by Stacey Maaser

15 Reasons Why Finland’s Schools Are Performing Better Than Schools in the United States

Education, General, Teaching

Unless you’re really interested in education, you might not be aware of what’s going on in Finland’s schools. If you are, you may have read a few click bait articles about more recess, delayed kindergarten, and play based learning, but the whole story is much more interesting…and complex.

In this article, I hope to shed some light on why Finland has become such a buzzword for educational experts, how they got to be where they are, and all of the parts that make up the whole of their successful educational system. Throughout this article, I will compare what is working in Finland to what is currently being done in the United States to help paint a complete picture.

PISA Results

Let’s begin with the Programme for International Student Assessment (PISA) that put Finland on the map (as an educational buzzword that is) in the first place. PISA in an international test given every three years to 15 year olds in the areas of reading, math, and science with the 65 countries that have chosen to participate.

Below, I have listed the most recent scores (from 2012) from Finland and the United States in the three categories that the test covers. Below that, you will find their overall ranks listed with all of the other countries who participated. *Also note that Finland was ranked 1st in reading, 4th in math, and 3rd in science in 2000, 1st in reading and science and 2nd in math in 2003, 1st in reading and 2nd in math and science in 2006, and 1st in reading, 6th in math, and 2nd in science in 2009.

Finland

Reading – 6th
Science – 5th
Math – 12th

United States

Reading – 24th
Science – 28th
Math – 36th

2012 PISA Results

Shanghai-China
Singapore
Hong Kong-China
Taiwan
Korea
Macau-China
Japan
Liechtenstein
Switzerland
Netherlands
Estonia
Finland – 12th
Canada
Poland
Belgium
Germany
Vietnam
Austria
Australia
Ireland
Slovenia
New Zealand
Denmark
Czech Republic
France
UK
Iceland
Latvia
Luxembourg
Norway
Portugal
Italy
Spain
Russia
Slovakia
US – 36th
Lithuania
Sweden
Hungary
Croatia
Israel
Greece
Serbia
Turkey
Romania
Cyprus
Bulgaria
UAE
Kazakhstan
Thiland
Chile
Malaysia
Mexico
Montenegro
Uruguay
Costa Rica
Albania
Brazil
Argentina
Tunisia
Jordan
Colombia
Qatar
Indonesia
Peru

Since PISA began in 2000, Finland has held 1st place for reading year after year after year (which is why it initially gained such notoriety). The 2012 testing year saw Finland fall in rank from it’s usual top spots; read the theories about why that happened here. One of the theories is that countries like China, who are now showing up in the highest positions, emphasize rigorously preparing for tests via rote memorization which leaves children lacking in social and practical skills, self-discipline and imagination, and curiosity and passion for learning (source). Another theory is that Finland has been so preoccupied with being in a fishbowl while everyone analyzed what made them so great instead of focusing on their continuous progression. Always room for improvement, right?

1. Finland’s Reform

It is important to note that the educational system in Finland hasn’t always produced such pleasing results. In his article in the New Republic, “The Children Must Play“, Samuel E. Abrams, a visiting scholar at Teachers College, explains how Finland turned it’s educational system around in the 1970s.

“Finland’s schools weren’t always so successful. In the 1960s, they were middling at best. In 1971, a government commission concluded that, poor as the nation was in natural resources, it had to modernize its economy and could only do so by first improving its schools. To that end, the government agreed to reduce class size, boost teacher pay, and require that, by 1979, all teachers complete a rigorous master’s program.”

By recognizing the need for change and taking radical steps to do so, Finland is now performing near the top of the list. They faced a lot of scrutiny about their methods until the PISA test results came out in 2000, and now everyone is trying to figure out what makes Finland’s schools so successful.

In the rest of this article, I’ll focus on the hallmarks that have contributed to Finland’s successful educational system with a brief comparison to the educational system in the United States. Please keep in mind that it is all of these components working together that contribute to Finland’s success.

2. Being a Welfare State

As one of the world’s best functioning welfare states, Finland takes care of all of its citizens equally. With a poverty rate of just 5.3%, you won’t find huge disparities between the rich and the poor. Even if you grew up in poverty here, however, you would still get the same resources including high quality education as someone who grew up with more privileges.

Some people say that Finnish people are paid like doctors, but it’s not because teachers get paid more, it’s that doctors get paid less. In Finland, the amount of money you pay for a speeding ticket is all relative to your income. One millionaire was fined the equivalent of $103,000 for going 40 mph in a 35 mph. In Finland, the playing field is made as level as can be.

United States: In the United States, there is not the same sort of equality. The poverty rate in the U.S is 15%, but it’s even higher for children at 21%. That means that there are 15.5 million children, or roughly 1 in 5, that live in poverty. (Check out this poverty map to see the huge variance of poverty statistics from state to state.) In the United States, there is a huge disparity between the rich and the poor, and if you grow up in poverty, you will NOT be afforded the same opportunities as those who grow up with more privileges. In fact, the United States is the ONLY nation in the world where the quality of public education is based on local wealth.

So, in the end, Finland’s economy promotes social harmony, but the competitive nature of America’s economy has fueled many innovations…but at what price?

3. A Culture of Literacy and Learning

Finland is a country that prides itself on their love of learning and literacy. Check out this great PowerPoint created by the Finnish National Board of Education that explains what they do as a society (not just as an educational system) to create successful students.

One way that Finnish society supports literacy is by having one of the world’s best library systems. They are constantly getting new books and there is a high check out rate. Most homes subscribe to at least one newspaper, and the typical Finnish family starts the day at breakfast reading the morning paper and commenting on the day’s news.

About half of all Finnish TV is broadcast in a foreign language (mostly English) using Finnish subtitles (rather than dubbing). So when children are watching foreign TV, they need to read everything in Finnish! Bedtime stories are also a very important ritual.

United States: What are the priorities of the United States as a whole? This was kind of a hard one to sum up because the United States is so much bigger than Finland, but I think that this guide to living in America for foreigners gives a very revealing portrayal of what foreigners should expect when trying to fit into “American culture”. First of all, it explains that Americans are individualistic and time oriented as well as friendly and direct. It goes on to say that Americans love their sports, love their hobbies, and are fastidious about their appearance. It also warns of the prejudices and racism found mainly in small towns and in the south often expressed in off color humor where the presenter maybe doesn’t realize that they are sounding racist.

In my opinion, I feel that there is this pervasive (yet erroneous) notion of the “American Dream” fostered by stories such as Abraham Lincoln living in a log cabin and rising to become president just because he worked hard enough when the reality is best expressed in the story of “The Death of a Salesman” which gives a much more realistic (and grim) portrayal of this ideal. The majority of American culture that I have encountered (throughout my brief exposure to the entirety of the United States) can be summed up by our stereotype of nerds. They are often portrayed in sitcoms, movies, and life as being very smart yet socially awkward, not into fashion, not invited to parties, and thus a less desirable position to be in. Then you have those who slough of school, who don’t need to work hard, and who have all the friends and popularity portrayed as the ultimate achievement leading to true happiness. The fact that the notion of “nerds being unpopular” even exists reveals that our true opinions are of learning and literacy are that it is more important to look cool than to be smart and that the two don’t typically mix.

4. Teacher Training

I think that one of the most important things that Finland did to reform education was to create highly qualified teachers. They did this by not just requiring all teachers to get a Master’s degree, but by paying for it as well. Not only is college in Finland free, but when teachers are enrolled in the graduate level teacher’s program for three years, they get a stipend for living expenses so that they don’t go into debt while they’re going to school.

Getting into this graduate level program is tough with only 10-15% of applicants being accepted, so the teacher education program is truly getting the top of the pool. Being a teacher in Finland is considered a highly prestigious position because the entire Finnish culture supports learning.

United States: In the United States, most states require teachers to have a bachelor’s degree and a teaching certificate, but because of teacher shortages, there are many alternative routes to becoming a teacher and private schools do not often require teaching certificates at all. Also, there is no free college here. You may get some financial aid for a bachelor’s degree, but the average debt of a Master’s level degree in education is $50,000.

5. Taken Care of From Birth

One of the hallmark’s of Finland’s success is how they take care of their mothers and children. All working mothers are provided a 4 month paid maternity leave in addition to a free Finnish baby box (or cash value) that includes everything needed for a newborn. Then, either the mother or father can take a paid parental leave until the baby is 9 months old. This benefit is extended to adoptive parents as well.

If a parent chooses to stay home with their child until he/she is 3, they will get a Child Care Allowance in the equivalence of $385/mo. Approximately 50% of all mothers take full advantage of this. *This is in addition to the $107/mo. Child Benefit package that is given until the child reaches 17.

United States: The United States is pretty much the only country that doesn’t provide maternity leave for mothers…or fathers, except for assuring twelve weeks of unpaid paternity leave without losing their job. The Child Tax Credit does take approximately $1,000 off your tax bill per child, a recent increase which is actually pretty cool.

6. Early Childhood Education (Day Care)

When parents in Finland choose work and send their children to day care, it is not at all considered to be a babysitting service. There are National Curriculum Guidelines that discuss such things as the child’s well-being as the target, the role of the educator, the joy of learning, the role of language, how young children learn through play, parental engagement, and content orientations in the areas of mathematics, nature, science, history, aesthetics, religion, ethics, religion, and philosophy. This is because day cares fall under the jurisdiction of the Ministry of Education. In addition, most teaching and guidance staff in day cares hold a bachelor’s degree.

About 80% of mothers with their youngest child between the ages of 3-6 are working and most take advantage of the municipal day care system which is heavily subsidized based on family size and income. There is also a private day care allowance if that is the route parents choose.

United States: In the United States, it is a completely different story. First of all, there is no unifying system for day cares, no guiding curriculum that focuses on the “whole child” or any sort of educational or enrichment standards whatsoever, and the Department of Education is not involved in any way shape, or form. Instead, day cares are overseen by the Licensing and Regulatory Affairs that merely provides a massive checklist of possible health and safety violations. (Check out this example from Michigan.) Even though every state is slightly different, most day cares require only a high school diploma for employment.

A 2007 survey by the National Institute of Child Health Development found that the majority of day care facilities were either “fair” or “poor”, and only 10% were found to provide high quality care. The recommendation is that there is one caregiver for every three infants between the ages of 6-18 months, but only one-third of settings meet that standard. Horror stories like these are way too common in day cares across the United States.

The overall statistic says that 61% of all children ages 3-6 are in some sort of center-based care. The reality is that for poor families, this looks more like 45%, and for wealthier families, it looks more like 72%. And even though the government subsidizes up to $3,000 per family for daycare (regardless of income), this only covers a fraction of the costs which can be upwards of $15,000/year.

7. Pre-Primary Education (Pre-School and Kindergarten)

While kindergarten may not start until children are 7, mandatory preschool starts when children are 6. Before this became mandatory in 2015, 97% of children were already attending preschool.

Just like with the day cares, the preschools are governed by the Ministry of Education and use a very holistic pre-primary curriculum (used for preschool and kindergarten) that focuses on the development of the whole child. This document discusses the purpose of pre-primary education, general objectives of education and learning, the concept of learning, what constitutes a good learning environment, and more. And while yes, they do include paragraphs detailing the big ideas for language and interaction as well as mathematics, they also have sections explaining the instruction of ethics and religion, environmental and natural studies, health, physical and motor development, arts and culture, and more. It is a very well rounded curriculum guideline.

United States: In the United States, preschool starts at the age of 3 or 4, and it is not mandatory. A 2015 report by the Department of Education called A Matter of Equity: Preschool in America, explains how only 41% of 4 year olds attend preschool and that there are racial and socioeconomic disparities that prevent access to high quality preschool programs for all children. It also explains how we know that the preschool education provided is abysmal and that steps are being taken to correct that…but are they the right steps?

Grants were recently given to 20 states to design better plans for teaching young children, and states like Missouri did a nice job of creating Early Learning Standards, but the problem is that the focus is just too narrow and too specific. Instead of presenting a narrative that gives the big idea while still allowing for teacher and student autonomy and flexibility, everything is broken up into core subjects and then extremely specific descriptors are given for every possible skill that anyone could ever imagine covering. The document is so large and overbearing that there is no way someone could teach all of this without carrying around a little guidebook telling them what to say and do every step of the way.

8. A Curriculum That Focuses on the Whole Child

Here are the Finnish standards for the basic education, which covers grades 1st – 9th. Like with pre-primary education, they focus on the whole child and cover a wide variety of topics that extend far beyond just what is measured on standardized tests. While art, music, and PE are being cut for budgetary reasons in the U.S., Finland still finds time to teach crafts, home economics, foreign languages, health, religion, ethics, music, visual arts, physical education, and more. This focus on the whole child is one of the hallmarks that makes their educational system not just work, but thrive.

The Center on International Education Benchmarking, an organization dedicated to learning from the world’s high performing education systems explains how,

“Finnish classrooms emphasize the importance of learning through doing, and place particular emphasis on group work, creativity and problem-solving skills. From primary school onward, students are expected to work collaboratively on interdisciplinary projects. In many cases, students are expected to contribute to the design of these projects as well. In upper secondary school, students are expected to contribute to the design of their course of study.”

They also describe how,

“In the early years of school, Finnish students often stay together in a class with the same teacher for several years. That way, the teacher can follow their development over several grade levels, and they are able to learn in what many consider to be a family-like environment.”

United States: In the United States, we have federally created Common Core Standards that most states have adopted and then adapted for their own personal use. Since I live in Michigan, here are Michigan’s standards. I encourage you to at least browse through their categories. You’ll notice an emphasis on core subjects with standards that give very specific examples for how each grade level should progress through each standard. Check out these English Language Arts Standards for K and 1st grade to see exactly what I mean.

There is this sense in the United States that we have to teach skills to mastery and that it is facts and skills that will lead to knowledge and success, but Finland has touched on something that I have found to be highly successful in my own teaching experience both in the classroom and with my own children, and in my opinion, it is this:

Children are not empty vessels to be filled. They are curious, inquisitive, and imaginative beings that only need to be given the tools to reach their given potential. Our role as teacher should be to guide them towards their interests, to provide them with the skills and resources necessary to take their learning to the next level, and to be an audience as they share their discoveries.

If we can do this, our children will reach greater heights than anything we could ever design for them.

9. How Finnish Children Learn to Read

There is a misconception that because Finnish children don’t start going to compulsory school (kindergarten) until they are 7, they don’t start learning how to read until then, but that is simply not true.

Because the National Ministry in Finland is in charge of the day cares and preschools, it designs a curriculum that supports the literacy growth through all developmental phases. In day care, children are engaged in play based learning that prepares them for preschool. In preschool, they teach phonological awareness and vocabulary through a variety of genres and types of literature.

And this is why the Finnish National Board of Education states that,

“half of the pre-school pupils learn to read as if by chance.”

There is also a lot of support for struggling students. 37% of first-graders get some kind of additional support, but the students who struggle rarely do so because of a lack of basic skills. (i.e. Students enter school with a strong foundation in basic skills.) Early intervention is strongly emphasized, and all teachers have knowledge and expertise on learning difficulties. The cooperation between parents, teachers, and other experts is intense and is a HUGE part of student achievement.

Finally, Finnish is actually one of the easiest languages to learn how to read. The Finnish alphabet is similar to the English alphabet but with only 21 letters (that are used anyways) and no weird exceptions (like the hard and soft g and c and diagraphs). In addition, every Finnish word is pronounced exactly as it’s written, and there are simple rules for everything with very few exceptions. This makes it very easy for children how to read “as if by chance” and explains why the vast majority of Finnish students enter school with strong reading skills.

United States: Children in the United States are taught to read according to the five components of reading.

Phonemic Awareness: Letter sounds
Phonics: The relationship between letter names, sounds, and how they work together
Fluency: Reading with accuracy, speed, and expression
Vocabulary: The meaning of words
Comprehension: Understanding what is being read

The instruction is systemic (meaning that it is carried out by the entire system), and systematic (meaning that it is carried out in a step by step process).

When it come to reading, the U.S. Department of Education supports the notion that,

“Becoming a reader is not a natural process, but requires direct and explicit instruction.”

Remember how in Finland kids were learning to read “as if by chance”? Well, not so in the U.S. Here, students must patiently wait until their empty little brains are filled with all of the facts and skills that teachers can cram in there.

And how well is this working? Not so well. According to the most recent 2015 national reading test as reported by the NAEP (National Assessment of Education Progress) otherwise known as the “Nation’s Report Card”, only 36% of 4th graders and 38% of 8th graders were proficient in reading. Yikes!

10. No Standardized Testing

One of the biggest hallmarks of Finland’s educational system is that they have no standardized testing whatsoever. The only test they are required to take is when they graduate high school if they wish to go on to a university. Samuel E. Abrams explains how,

“While nations around the world introduced heavy standardized testing regimes in the 1990s, the Finnish National Board of Education concluded that such tests would consume too much instructional time, cost too much to construct, proctor, and grade, and generate undue stress.”

United States: In the United States, we spend $1.7 billion on standardized testing every year. In her article in Education Week, “Why Bipartisanism Isn’t Working for Educational Reform“, Ann Stuart Wells, a professor at Teachers College points out that since NCLB, we now spend five to six times more funds on testing with 90% of this going to private testing companies. In this environment, teachers can’t help but feel inundated with testing that seems to drive every aspect of their teaching day. Even Obama says that he regrets “taking the joy out of teaching and learning with too much testing”.

11. Teacher (and Student) Freedom and Autonomy

Not only are all teachers in Finland highly qualified, they are trusted to do what is best for their students. Samuel E. Abrams explains how,

“Teachers in Finland design their own courses, using a national curriculum as a guide, not a blueprint, and spend about 80 percent as much time leading classes as their U.S. counterparts do, so that they have sufficient opportunity to plan lessons and collaborate with colleagues.”

In his article, “Inside of a Finnish Classroom“, Tim Walker, an American teacher teaching in Finland shares his observations of what Finnish classrooms look like.

“In Finland, it’s common to find classrooms that are very different from each other. This makes sense given that a teacher’s individuality is deeply respected.”

He goes on to explain the slow pace of the classroom where the teacher is calm instead of, “anxiously pacing around the classroom, checking in on everyone”, which is so often the mood in the U.S. schools, especially during testing time. Teachers also dress casually, are called by their first names, and students don’t even have to wear shoes.

Check out this video of a teacher in a Finnish school where you’ll notice her calm demeanor, the freedom and autonomy that the children have, the lack of discipline problems, the way that the students are engaged and on task, and the way that each child is given time and attention. At no time does it feel like a script is being followed.

United States: Check out this video of a teacher in the United States teaching literacy. This is pretty much the exact same thing you will see in just about every primary literacy lesson because teachers in the United States must follow a very scripted method of teaching which leaves little room for freedom and autonomy for teachers or students. The teacher is typically either addressing the entire class as a group or working with small ability groups.

12. Less Time in School

In Finland, school starts between 8 and 9 am and ends between 1 and 2 pm. During this 5 hour school day (7-8 year olds attend half days), there is lunch (hot lunches are provided free for every student) with a 75 minute long recess and 15 minute breaks every hour where kids must go outside to play. Their playgrounds are also elaborately designed (sometimes with the help of the children) in ways that encourage lots of movement as well as creative and imaginative play.

In his article published in Education Week, “Classroom Shock: What I Am Learning as a Teacher in Finland“, Tim Walker explains how not only are the kids getting a break every hour, but the teachers are as well. During their 15 minute breaks, teachers are encouraged to catch up with their colleagues while drinking coffee in the teacher’s lounge rather than frantically trying to prepare for the next lesson.

Finnish teachers work on average 570 hours a year, nearly half of the 1,100 hours that U.S. teachers do. In addition, they also have little to no homework.

United States: Students in the U.S. spend about 7 hours a day at school with a 30 minute lunch recess and maybe a 15 minute morning recess for the younger grades.

13. Smaller Class Sizes

In 1985, when authorities in Finland postponed tracking from 7th to 10th grade (meaning the separation of students based on ability), they knew that they would need to make class sizes smaller to accommodate these heterogeneous groups. Now, the average class size in 1st and 2nd grade is 19 students and in grades 3 through 9, it is 21 students.

United States: It’s very hard to find reliable data about class sizes in the United States because we are governed by a 16:1 student to teacher ratio, meaning that specialist teachers from speech therapists to music teachers who might not be in the room every day count towards this ratio leaving some classrooms to balloon to 30+ students. We saw this in our daughter’s kindergarten class before we switched schools.

14. Play Based Learning

Finland encourages play based learning as the foundation of day care, preschool, and kindergarten.

In an article published in the Atlantic by Finland education blogger Tim Walker, he explains how kindergarten students only engage in desk work, like handwriting, once a week. He goes on to explain what he noticed while observing classrooms:

“Instead of a daily itinerary, two of them [teachers] showed me a weekly schedule with no more than several major activities per day: Mondays, for example, are dedicated to field trips, ballgames, and running, while Fridays—the day I visited—are for songs and stations.”

During his observations, he noticed kids singing songs and chants, attending stations such as fort-making with bed sheets, arts and crafts, and running a pretend ice cream shop.

United States: In select preschools in the U.S. there is a remarkable programs being used Tools of the Mind that uses play based Vygotsky-inspired learning that encourages creative and imaginative play, but this is the exception, not the rule.

15. Cooperation not Competition

In his article, “The Finnish Miracle“, published in Great Kids!, Hand Pellissier, a freelance writer on education and brain development, explains how,

“Americans give lip service to the notion that ‘all men are created equal’, but our appetite for competition creates an intense focus on ranking low and high performers — whether they’re schools or students.”

Without standardized testing in Finland, schools aren’t ranked against each other, teachers aren’t evaluated primarily by the test scores of their students, and the curriculum isn’t organized around these tests. This creates an environment without the pressure to “perform” on one single measure of assessment, but to allow for more open ended model of learning.

Students aren’t ability grouped, and the advanced students work alongside the struggling ones. There isn’t a sense of one group looking down on another, they realize that they all have different strengths and weaknesses, and they work together to help each other out.

There are also no private schools, no schools of choice, and no sense that the best students are being skimmed off the top. Also, most schools don’t even provide organized sports.

In Conclusion

Since their reform in the 1970s, Finland has turned around a stagnant economy by focusing on the improvement of their educational system. As a result, they have a thriving economy and one of the world’s most respected educational systems. They didn’t do this by just having children start kindergarten at a later age or providing more recess time (which are the two big buzz topics that always get all of the attention), they did it by focusing on the entire infrastructure of education from the ground up…from funding, to training, to best practices, to seeing results.

In the end, what makes Finland work is a mindset. They love learning, they enjoy it, they see each child as an individual, not a test score, and they provide an open ended method of instruction that leaves the sky as the limit. By adopting this mindset within our families, within our homes, and within our communities, maybe that can be the first step in a long journey of educational improvement in the United States…and around the world.

*Check out my free resources, tips, and tricks for teaching children how to read here.

To Learn More:

In my article, I have provided links where appropriate to all of my sources. These links below are either resources that I didn’t link to in the article or that I thought provided a very thorough and complete look at this topic.

The Secret to Finland’s Success With Schools, Moms, Kids—and Everything – This is a very comprehensive article about Finland that might just make you want to move there!
11 Ways Finland’s Education System Shows Us that “Less is More” – A great article that sums up everything that is great not just about Finnish schools, but about the Finnish way of life.
What We Can’t Learn from Finland’s Schools: Apples, Oranges, and Denial – This article does a nice job of explaining the folly of comparing schools in the US to Finland and why we can’t just adopt one part of their policy and expect the same results.
Finland: Slow and Steady Reform for Consistently High Results – This is a very thorough and informative article that covers the main points of what makes schools in Finland successful.
A Research Synthesis / Unequal School Funding in the United States – If you’ve ever wondered how education in the United States is funded, this is a great resource.
Finland – World’s Best Readers by Stuff4Educators.com – Check out some great documentaries along with a list of the hallmarks that make Finland’s educational system great.
NBC Nightly News “Why Finland Has the Best Education System in the World“
Finland Comes to England – Primary – A great video of a teacher exchange program with the UK.
Literacy Primary Reading – A looked at mixed ability grouping in a book making literacy project.

July 25, 2016/by Stacey Maaser

How to Raise Children Who WANT to Read

General, Reading, Teaching

Teachers, librarians, parents, politicians…we’re all guilty of saying it. Our intentions are noble and so we say, “Read, read, read!” Or, “The more you read the better you’ll get!” But it’s not about setting a timer to read for 15 minutes every day, it’s not about filling up a monthly reading calendar to get a prize, and it’s not about reading because someone told you to. It’s about igniting a passion within your children for reading so that they will be inspired to read because of their own intrinsic motivation. It’s about getting them to choose reading on their own because it is something they want to do.

In order to build a positive relationship with reading, we need to create memories of reading that evoke emotions of love, joy, and happiness. By following these steps, you can ensure that your child will build a positive relationship with reading.

1. Start Young

As soon as they are old enough to hold their heads up, stick a book under them! I started doing this with my not even three month old, and I was flabbergasted when he started to smile and look at the book. I use the same two or three books when he does tummy time, and he loves it!

3 month old baby looks at a book while doing tummy time

3 Month Old Julian Looks at a Book

Babies are definitely ready for some real reading routines by six months old. (Check out my blog :How Children Really Learn to Read to see how you can teach your baby to read.) We have always enjoyed incorporating story time before bed at around this age. This is also when we really start talking about letters, watching word videos, playing with ABC toys, and sitting them on our laps for story time. (Check out my blog Oral Language Development…More Important Than You Think to learn about one of the biggest precursors to learning how to read and Tips, Tricks and Resources for Teaching the ABCs to learn about how to give your child the foundation of reading.)

2. Go to the Library

It is very interesting to me to watch other families at the library who don’t share the same love of reading as we do. They come into the library with a very specific agenda, they let their child check out two books, and then they are out of there as quick as can be. With us on the other hand, going to the library is a special event! We get comfortable and enjoy the library atmosphere by playing with the magnets, using the chalkboard, playing with blocks and puzzles, and snuggling up in the chairs to check out a few favorite books. (Our library is VERY small, but we still enjoy it to its fullest!) Meanwhile, I am combing through each aisle finding books that I know my children will love.

Ophelia Playing with Magnet Letters at Our Library

Elliot is Busy Searching for Books

Ruby Reading at Our Library

I like to find short books that will appeal to all the kids for bedtime reading, longer books to read while snuggled on the couch, and books for all levels and interests of the readers in our house. When my children are ready, I help guide them towards picking out their own books. I teach them how to look at the spine for the title, how to choose interesting books based on the cover, and how to flip through the pages to make sure it’s a “just right” book. When our bags are full of the maximum number of books (35, but sometimes they let us go over), we check out. Also, I’m not afraid of a few late fines or lost or damaged books; it’s a small price to pay for such a wonderful service.

3. Build a Library of Books

Going to the library is fun in order to get some new books to read, but even better than that is having an eclectic collection of books at home that you can read over and over again. Sometimes it can seem overwhelming to start a home library, but you have to start somewhere! My favorite place to get books is at thrift stores and garage sales (that way you don’t have to worry if they get ripped, damaged, or torn…which they will). I love it when I can find garage sales where the people are transitioning away from younger children and are getting rid of everything in one massive dump. Getting piles of quality books for 10 cents each is the best, and I totally stock up! The collections you’ll find at thrift stores are more hit or miss. It definitely helps to have an agenda and know what you are looking for here, but sometimes you just want to add a little “bulk” to your library and this is a great place for that.

Once you know what kind of books really intrigue your children, you can start building Amazon wish lists for birthdays, Christmas, and anytime you have a few extra dollars. You can even buy used books on Amazon that are in pretty good shape. (Although I’d recommend staying away from the used books if they are the lift the flap kind, I haven’t had the best luck in this department.) For some book suggestions, check out my Amazon stores: Best Books for Babies, Best Books for Toddlers, and Best Books for Kids.

4. Make Books Accessible

Once you have books, you’ll want to make them easy to access! I love having books on bookshelves, but those are easier for storage and for adults to access. Kids like to see books displayed in a way that makes the books easy to see and easy to reach. My favorite method of storage is baskets. Here are the wicker baskets that I like to use. They are a nice way for me to keep the books organized with the covers facing out, and then I can strategically place them in places where the kids like to read. I love putting baskets next to little chairs and couches, near their little potty chairs, by their beds, and at little coffee table reading stations throughout the house. I’m pretty sure that every single room in our house has baskets and piles books!

I have also screwed gutters (found at Lowes or Home Depot) onto the walls to store books. They looked really cool, but didn’t get used as much as I thought they would. Plus, the kids would sometimes pull or hang on them and they weren’t super sturdy, but if put a tacking strip behind it and found some studs, it would probably hold up really well!

Using Gutters as a Bookshelf

3 Year Old Elliot Loves His New Bookshelf

There are also some cool book storage racks that display the book covers all facing forward. I liked having things like this in my classroom when I was a teacher. You’ll have to find the perfect way to make your books accessible based on the needs of your children and the design of your home.

5. Make Reading Time Special

During the day, we love snuggling up on our big soft couch to read piles of books. I store new library books in our coffee table and I keep baskets of books nearby. But I will usually set up a little pile of their favorite books that I know they will want to read before I sit down. Then I track down their silkies, pacifiers, and anything else they like to snuggle up with. Sometimes I’ll grab some milk and cookies or some other tasty treats before we begin reading. Then, we all snuggle up close together and enjoy some fun cuddles and special reading time.

Reading Time is Special

Before bed at night, we always read books in our oldest daughter’s room. We have a big full size mattress on the floor that is covered with blankets and stacked with pillows. There are baskets and piles of books strategically placed nearby and we all enjoy cuddling up at night while Daddy reads stories.

I have some old Christmas lights stapled near the ceiling that create a nice soft glow perfect for night time reading. After that, we read to our older children (or they read to us) while they are tucked into bed, and then we read to our littlest ones in rocking chairs before putting them to bed.

6. Carve Out Time for Reading

I am always ready to drop everything and read books when my children are ready, but I also like setting aside special reading time during the day. Either mid morning or after lunch are my favorite reading times. I like to read after my kids have eaten, had play time, and are changed, dressed, and ready for the day. We enjoy cuddling up for nice long reading time and it’s really fun. I know that our days can get busy, but I think that just like we make time for eating every day, we need to make time for reading every day too. If you always read books at bedtime, you’ll always have reading as at least the end part of your day. Reading before bed is one thing that we never ever skip. If we’re in a hurry, we have a basket of little mini books that we can read in a hurry, but we never skip reading time.

7. Pick Interesting Books

When you sit down to read with your children, start by reading the books you KNOW they will enjoy rather than introducing something new. After you’ve read a few favorite books and you’re in the rhythm of it, then you can introduce some new books.

Each of our children have been into different types of books at different ages and stages. Our babies have really liked Sandra Boynton, touch and feel, ABC, and lift the flap books. When both of our girls were younger, they REALLY liked Dora books, and our son has always enjoyed books about superheroes and anything funny or gross. Whenever we know that our children are really into a particular type of book, we look for it at thrift stores, garage sales, Amazon, and the library, and we keep those favorite books stocked nearby. These are the books they gravitate towards and start to read independently. The cutest thing is seeing our toddler picture read the books we have read over and over.

8. Have Fun With It

If you get books that you really enjoy and really truly have fun while you read, your little ones will be able to tell, and it will make it a fun experience for them too. When I was taking classes while in pursuit of my teaching degree, I had one class about teaching reading that really stuck with me. The teacher did something truly remarkable and seemingly unorthodox…she read to us! And she didn’t just read the words on the page, she made them come alive. It felt so strange to sit in a class with a bunch of young adults and have a children’s story read to us, but I felt myself getting lost in the story as she read using different voices for the different characters and read with lots of expression and passion. Ten years later, I still remember the first book she read to us. It was Buzzy the Bumblebee. I bought that book, a nice hard cover copy, and thoroughly enjoyed reading it to my class and then later to my children. Because I love it and read with lots of expression, they love it too.

9. Involve Your Children

Children love to be involved in reading. Before we start reading a book, I like to spend a minute looking at the cover. We read the title, look at the cover illustration, and make predictions about what we think the book will be about or what will happen in the book. As we are reading, I like to involve the children in little ways by having them help me turn the pages, lift any flaps, or point out simple things that they notice in the pictures. For more of a challenge, I ask the them open ended questions about what they think will happen next, why they think a certain event happened, how they think the character is feeling, or if the story reminds them of anything that has ever happened in their lives.

I also like to involve my children by getting them to read parts of the text whenever I can. One of my favorite ways to get them to do this is with books that we’ve read over and over. I pause at certain words I think that they’ll know or at the last word in the sentence (especially if there is a rhyming pattern) and let them fill in the blank. This is a gradual release to the time when they will be reading independently.

10. Be Silly

Most of the time, we read the books as they are written, but sometimes, it’s fun to make the book silly. We do this by making up words to make the story silly. Potty humor always gets a big laugh (Poophead!) and so does saying the opposite word that will give the meaning a silly twist. We also like making songs out of some of our favorite books and using silly funny voices. Our kids beg Daddy to read books the “funny way” especially when it’s bedtime; using humor is a great way to get through any tired fussy moments.

11. Don’t Force It

The worst thing you could do is treat reading like a mandatory time of the day that you must “get through” in order to reap the benefits of the results. If you’re not feeling it one day, skip the reading. If you’re skipping the reading every day, figure out what needs to change in order to make it a fun part of your routine. Are you feeling uncomfortable and unsure of your reading abilities? Don’t worry! Your children won’t judge you, and the more you do it, the more comfortable it will feel. Are you having a tough time getting your children to sit still long enough for story time? This happens with my rambunctious son from time to time, and so I have found that he LOVES it when I read books with interesting figures like these Basher Books and make them “come to life”. I kind of skim and scan the book and make the characters talk to him and he interacts with them. This even carries over into his imaginative play. Do whatever works for you!

In Conclusion

If you make reading a priority in your life, and if you make it fun, your children will grow up having a love of reading that will last a lifetime. I think it’s also really important for kids to see that you enjoy reading as well. My husband really enjoys fiction and he’s always introducing our kids to his favorite books. Right now he is listening to The Lion, The Witch, and the Wardrobe with our oldest daughter on their way to school every morning.

I personally like reading nonfiction and doing research for my blog, and I love sharing what I am learning with our kids. Reading is an amazing and wonderful skill, past time, and family event. If you help teach children how to read (Check out my blog: How Children Really Learn to Read) and show them how fun it can be, you will be amazed to see what they choose to do with their love of reading as they grow. One of my favorite things in the world is seeing our children choose to read on their own. When you see this happen, you know you have succeeded!

Elliot Loves to Read

Check out my blog Oral Language Development…More Important Than You Think to learn about one of the biggest precursors to learning how to read and Tips, Tricks and Resources for Teaching the ABCs to learn about how to give your child the foundation of reading.

September 20, 2015/by Stacey Maaser

Tag Archive for: how children learn

Synaptic Pruning

Neuron (Neural Cell)

Synapses

Neurotransmitters

Myelnation

Love Versus Neglect and the Brain

Romanian Orphans

In Conclusion

Resources for Further Research

1. Make Them Feel Safe and Loved

2. Provide a Language Rich Environment

3. Sing Songs and Nursery Rhymes to Build Vocabulary

4. Foster a Relationship with Books

4. Pre-Reading Skills are Very Important

5. Decoding Three Letter Words

6. Memorizing Words with Repeated Reading

7. The Different Stages of Reading

8. Let Children Progress At Their Own Rate

9. Encourage Your Child to Ask for Help

10. Become a Family Who Reads

In Conclusion

Videos of Our Kids Reading

What Does It Mean to Learn the ABCs?

How Children Really Learn How to Read

Brain Development

Research Supports Early Learning of the ABCs

Observations with My Own Children

In Conclusion

PISA Results

Finland

United States

2012 PISA Results

1. Finland’s Reform

2. Being a Welfare State

3. A Culture of Literacy and Learning

4. Teacher Training

5. Taken Care of From Birth

6. Early Childhood Education (Day Care)

7. Pre-Primary Education (Pre-School and Kindergarten)

8. A Curriculum That Focuses on the Whole Child

9. How Finnish Children Learn to Read

10. No Standardized Testing

11. Teacher (and Student) Freedom and Autonomy

12. Less Time in School

13. Smaller Class Sizes

14. Play Based Learning

15. Cooperation not Competition

In Conclusion

To Learn More:

1. Start Young

2. Go to the Library

3. Build a Library of Books

4. Make Books Accessible

5. Make Reading Time Special

6. Carve Out Time for Reading

7. Pick Interesting Books

8. Have Fun With It

9. Involve Your Children

10. Be Silly

11. Don’t Force It

In Conclusion

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