Charlotte Mason Reading Lessons Part 2: Readiness
One of the most highly-debated subjects when it comes to our children’s education is this: at what age should a child learn to read? If you’re like most parents, you can be pressured by all that you see around you, including on social media, about toddlers who are happily reading books aloud. It doesn’t help that other well-meaning parents are proud to show their little ones’ newly-acquired skill!
In this post we talk about what Charlotte Mason affirms is the first step in reading lessons: readiness.
Expressing Interest: A Sign of Readiness
According to Miss Mason, a child usually learns letters on his own accord:
“Let the child alone, and he will learn the alphabet for himself: but few mothers can resist the pleasure of teaching it; and there is no reason why they should, for this kind of learning is no more than play to the child, and if the alphabet be taught to the little student, his appreciation of both form and sound will be cultivated. When should he begin? Whenever his box of letters begins to interest him. The baby of two will often be able to name half a dozen letters; and there is nothing against it so long as the finding and naming of letters is a game to him. But he must not be urged, required to show off, teased to find letters when his heart is set on other play. (Volume 1 pages 202-203)
Is it possible that most mothers struggle with teaching the alphabet, not because the child isn’t able to learn, but because it isn’t the right time or way?
Miss Mason says we begin reading lessons whenever the child expresses interest in his box of letters. But take note that we are supposed to keep it a game; it should never cross over to testing our children, or reprimanding them for making a mistake, or required to give the right answer to family and friends.
Practical Things to Do for Pre-Reading and Readiness
From Miss Mason’s principles, we can see a few things we can do so we can encourage learning, before we even see if our child is ready to learn to read:
1. Keep a box of letters handy.
“As for his letters, the child usually teaches himself. He has his box of ivory letters and picks out p for pudding, b for blackbird, h for horse, big and little, and knows them both. (Vol.1 page 201)
2. Encourage observation.
“But the learning of the alphabet should be made a means of cultivating the child’s observation: he should be made to see what he looks at. Make big B in the air, and let him name it; then let him make round O, and crooked S, and T for Tommy, and you name the letters as the little finger forms them with unsteady strokes in the air. To make the small letters thus from memory is a work of more art, and requires more careful observation on the child’s part. A tray of sand is useful at this stage. The child draws his finger boldly through the sand, and then puts a back to his D; and behold, his first essay in making a straight line and a curve. (Vol. 1 page 201)
3. Have a tray of sand for regular ‘play.’
“Our children learn their letters without any teaching. We always keep by us a shallow table drawer, the bottom covered half an inch deep with sand. Before they are two, the babies make round O and crooked S, and T for Tommy, and so on, with dumpy, uncertain little fingers. The elder children teach the little ones by way of a game.”
“The sand is capital! We have various devices, but none so good as that. Children love to be doing. The funny, shaky lines the little finger makes in the sand will be ten times as interesting as the shapes the eye sees. (vol 1 page 208)
Enjoying the Pre-Reading Stage
Yes, we may be excited to start our child learning how to read. But we encourage you to enjoy the pre-reading stage as well, and watch for the signs of your child’s readiness. You can save yourself a lot of unnecessary frustration and tears!
