Usborne vs Barefoot Books

Usborne books

You will find Usborne and Kane Miller books the most exciting, engaging, and educational books on the market today. They are high quality, innovative, lavishly-illustrated and best of all they are the books kids love to read. Enjoy browsing through the almost 2000 bright colorful and fun titles covering a wide variety of subjects. 

30 years ago Peter Usborne pioneered a new generation of books that prove that it is possible to create books that compete with the vast media that attracts children today.  From activity books, to neat fiction series, to internet-linked science and history encyclopedias, Usborne does books better. 

Kane Miller books come from all over the world to bring a different feel, culture, or just a silly story that kids everywhere can enjoy. Fantastic fiction series make Kane Miller a wonderful choice for the readers in your life. 

• Illustrated classics, myths, Shakespeare, etc.
• Intro to deeper, academic subjects: science (the body, space, animals, etc.), math, 
• Activity books and cards: sticker books, how to draw, dress up, etc. (a cool Victorian doll house or castle building set with book)
• Cute and engaging toddler books

Barefoot books

We empower you to share stories, connect with families and inspire children.

What’s childhood for, if not exploring?

From finding butterflies in the garden, a famous landmark in a far-flung city or a new favorite story character, every day brings the children in your life a door to adventure and discovery. The door just waits to be opened!

Every Barefoot book is designed to open kids’ hearts and minds, to launch little people on big adventures.

• Folk and Fairy Tales
• Activities: yoga cards, puzzles, games, puppets, etc.
• Books with cd (music or story)
• World cultures (music and books)--bilingual too!
• Nature-based and Healthy lifestyle books
• Life lessons books

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So, the way i'd summarize the two different book companies is to say both are great! They just serve different purposes and audiences. So as a general statement: if you're looking for exposure to subject matter in simple, engaging ways....go Usborne. And if you're looking for world or more nature-based exposure through experiences and stories, rather than facts, go Barefoot (you can take that literally or not). :)

Some of my favorites off the top of my head, since I've never written them all down...

Usborne: Classic dickens for kids, ballet stories, intro to classical piano music, some great collections too, the Victorian doll house or the castle kits, etc.

Barefoot: yoga pretzel cards, childrens poetry, earth tales, animal tales, any of the collections!

Symbolic Hebrew Foundations

We are learning symbolic Hebrew this year.

What is Symbolic Hebrew?
Look at the first column and see the pictures? Ancient, or early Hebrew was symbolic. The picture represented not a sound, like modern alphabets, but rather they focused on meaning. You can see how over time the pictures were changed to more unrecognizable forms, then changed to Latin and Greek and appeared merely as lines to represent sounds. There was a diminishing attention of meaning, until it all disappeared altogether. Now we teach our children "A" says long a, short a, etc. But this doesn't hold meaning for our children. Our modern day English is flat, not to mention confusing, in comparison to the beauty and depth of the symbolic language of the past. (similar to comparing business writing to poetry--which holds a depth of rhythm and feeling).

But what if we could teach our children a greater depth, relevance, and understanding of the symbolic hebrew, that leads to a greater appreciation for and understanding of Latin, Greek and modern English?

This is a helpful char to understand the gist of how things changed over time. Though it's one person's interpretation, so bits I've noticed a few errors and pieces differ from what he's got on here. But again, the general idea is super helpful to see.

We can...it's super cool!

So each month I get to focus on one Sumbolic Hebrew letter/number (for they were one and the same..no distinction back then). Each symbol carries with it basic principles and meanings, along with a number, letter, shape, etc. Each one holds a wealth of information. But how?

Let's illustrate the first symbol: Aleph -- ox-head
This symbol, ox-head, represents an ox. It can represent strong, powerful, leader, #1, etc. It is the predecessor to the Greek Alpha, or letter A.



This chart below shows how it has changed over time...


Here's the Second symbol: Bet -- tent/house
This symbol represents a house, family, or being inside. It can also represent 2, as there is a division inside (for a man a woman...also could mean partnership). It is the predecessor to the Greek beta, or letter B.




If you put them together the Greek ABBA is just sounds that create the name of a famous music group--haha, or it could mean Alphabet--the series of 26 letters we currently use (Alpha-beta), if you just take the first half.

But in Hebrew, ABBA means Father. And symbolically the meaning could be interpreted a variety of ways, such as...The Strong, powerful leader, of the house or family.

Wow! How much more beautiful and powerful is being able to grasp the meaning behind the name and letters/symbols? Hebrew definitely puts God back into our Education!

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So, how do I learn this?
Like I said, each month I focus on one symbol/letter. We enjoy trying to guess what the symbol represents and looks like. We play and guess and recreate it with our fingers and such. Then we read a story that illustrates many of the principles behind the symbol. This gives our children a chance to discover the meaning for themselves, so it sticks deeper and feels more wonder-filled for them. Then we sing a short, simple song that goes along with the basic principle--a type of affirmation of sorts to stick in their head whenever they see the symbol. Then finally we allow the principle to be discovered during the week and month as we play and notice those principles in our daily lives. And while we do that, we recall and retell the story and principles through playing with toys that go along with the story.

For Example. Aleph --ox-head
We talked about the ox and how people back then used them for--their value to society. We then told the story of Ollie the Ox who wanted to be powerful and strong like his dad and lead the other oxen. And we sand the "I am Powerful and Strong" diddy. Then that month I put out a red ox beanie baby and let my kids retell the story and such. And when someone helped carry in groceries and was showing strength I'd point out "Wow. you are powerful and strong!" Little things like that and singing the song a lot.

Side note: Later in the month I did point out that the letter A looks like the oxhead, upsidedown. And they thought that was amazing. I explained that pictures and meanings were the foundation of our alphabet and help it make more sense. And now I see a greater appreciation for letters and numbers.

And here are some other photos I made to help instill the principles of the next three symbols.

Bet - Differences/partnership

Gimel - service in action

Dalet -  the door

Anyway, the way I do this is through a Symbolic Hebrew curriculum that was created by Katie Hansen--after lots of research of various hebrew sources and through great prayer and effort/desire to bring something of truth and beauty to the world. And it is great. (though it may seem foreign to those of us who were unfamiliar with hebrew, esp symbolic Hebrew, like I was initially.)

It's purpose includes teaching these foundational symbolic principles and building a morally strong character, as well as other purposes. It is full of tons of helpful ideas for further exploring these principles though other books, movement, activities, etc. She even includes a dance and emphasis on a different culture for each one. There are art projects and games and all sort of things. But at this point in my life I just try to sneak in a 15 minute fun focus once a month during a FHE and that's all we need for now. Just the principles 1-8 for this first year (of the 22 total--which would take 3 years total at that rate). As we continue to grow we can build deeper and deeper on these great foundational principles.

If you are interested in learning more you can check out her website. She has a simple online membership, you can try for one year. Or you can buy the online + the parents guide books (which are online, but you'd have to print everything on your own). I have a binder I print and put stuff in, with an overview in front. I like this for having just the story, song, symbol and words in...but if I wanted everything...I'd rather just buy the books. They are beautiful and make it so easy. (she also has a blog of other info if you wanted to read other stuff)

I also found this interesting article on the evolution of hebrew: http://www.hebrew4christians.com/Grammar/Unit_One/History/history.html

The Call for Moral Education and More

So...Have you ever tried building a Ship in a bottle?

It's one thing to have the pieces, and another to start putting it together. But you also have to understand the sequence of how to put it together. And most importantly, how to do it within context of the bottle! IF you don't get that last piece, you can't navigate the building within the bottle. IT doesn't work to build the ship and then try to get it in the bottle!

What does this have to do with education....?

Neil Flinders, who use to be both a professor and head of the BYU's McKay School of Education. Also writes and speaks on the need to teach our children morals and in context of something greater than just ethics and social relativism. Two of his books are entitled, Teach the Children, and Creating a Moral School. In those he shares his thoughts about the essential pieces of planning education with morals, within context of something greater. (An apparently this is a foundational document for the Thomas JEfferson Educational Model!)

 The Path/Elements of Education:
(He mentions schools mostly focus most on content and process)

1. Context- why/meaning of teachings (when ignored, ends become means; if not understood, there will be confusion. This influences and ultimately determines the next three steps)
2. Content- what you teach
3. Process- methods of teaching
4. Structure- order/sequence of what is taught

Then Flinders shares the evolution (or should we say digression of our national education system). Here's the timeline of how it has changed.

He goes on to say that "We can learn more about true education by studying the life and character of Joseph Smith, that by reading all the books on education." In fact, Flinders wrote a book about Joseph Smith, called America's Greatest Educator.

Here is a view of the system of Education, from Joseph's Smith (vs. the Common Core's View)

Joseph Smith	(vs. common core)
1. An individual obligation	(state, government)
2. A family obligation	(local/tax-payers)
3. A church responsibility	(teacher/administrator)
4. A state interest	(individual/family)
(concern?...)	(now teacher-Union)

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Here are some more notes from his PDF on Creating a Moral School

Education is Growth and Development
He describes the balance needed in the following areas in order to grow and develop fully:
1. Physical -Bodily desires control the intellect, causing the person to ignore morality, and become blind to the spiritual. The physical dimension is not evil, but it requires appropiate control, subject to reason and moral order. When an individual lacks such selfrestraint , growth and development will diminish.
2. Intellectual -The adage "mind over matter" expresses the ability we have to govern our physical being to serve the powers and interests of our intellect. This intellectual governance leads to a higher and more versatile existence than one following human passions, but it may occur independent of the ability to recognize right or wrong, good or evil. Intellectuality is not a synonym for morality and people can become slaves to their intellect as they ignore needs of the body and other principles of morality and spirituality.
3. Moral (and Socially responsible) -requires that both intellectual and physical capacities be subjected to pinciples that protect the rights and welfare of all. Moral conduct requires us to identify and choose right over wrong and good rather than evil in our actions. A pre-requisite to spirituality.
3. Spiritual -the awareness of victory over one' s physical and intellectual selves; it is the sense of being in harmony with moral law.


The Role of Loving and Caring ("Actions= Behavior + Intent")

• For the Leaner. To distinguish between action and behavior and to recognize the influence of caring and love are especially important. When we desire to be like other people, to acquire their skills, attributes, and abilities, we must obtain their point of view.
• For the Teacher. Parents and teachers can also apply this principle for effective communication. Caring and loving are the legitimate means for reaching out and into others ' lives. In order to penetrate the barrier of behavior, we must envision the intent behind the act; we must put ourselves in the other person' s place. We must see things from another ' s perspective. This process helps us to understand people as they are, improving our ability to communicate with them.

A difference in educational strategy occurs when we shift from emphasizing action to focusing on disposition . To make this distinction clear, we need specific definitions for two common words-decisions and choices. Our particular definitions of these two words are important to understanding a significant point: In this context, one should think of a decision as the private expression of intent. A choice can be considered the public expression of that private decision.

Theory of Discipline:

Love them, correct them, and prepare a way for them. In a single phrase this is our theory of discipline for the home and school.

1. First, love them. Parents must first love their children, teachers must first love their students; and by this they make it possible for their children or their students to love them. 
2. Second, correct them. Mutually accepted standards must exist in a healthy relationship that communicates knowledge and wisdom. Otherwise everything becomes arbitrary and relative, impulsive and chaotic. Confusion and disorder rather than success and satisfaction prevails. 
3. Third, provide a way. Children and students need help. That is why parents and teachers are to assist the child, the student, by helping them discover or provide the right thing for them to do. It need not be perfect, but it should be personal. It may not be totally adequate, but it should be appropriate.

Methods: Comparing Learning Stages

How do you know what to teach a 3 year old, versus a 14 year old? What are the phases of learning according to differing ages?

This is a questions I asked when I first started homeschooling...and am still learning more about.

So, let's look at a few popular alternative homeschooling methods that have similarities in the ages/phases, and see how they describe each. (Although I'm skipping the traditional school model, because many of us grew up with that and know the grade levels in school)

Thomas Jefferson Education: The 4 Phases of Learning

Core Phase (ages 0-8)

Inspire, not require. A time for basics, within the context of daily home life. Allow confidence and curiosity to flourish. Grow a love and value of work and learning.

Love of Learning Phase (ages 9-14)

Develop a love for learning. Allow time to dabble in a variety of subjects freely, for fun. Explore learning with a light heart, without the strict demands of scholar phase.

There is a transition phase for adolescents between 12-14, where they get use to scholar requirements gradually.

Scholar Phase (ages 14-20)

Students study long hours and work with a mentor to refine their academic skills—the emphasis placed on cultural literacy and a personalized approach to studies. (ultimately preparing them for a deeper mentoring experience of their own, before they are able to move into their personal  "Mission Phase.")

*for more detailed notes, see my post or go to www.tjed.org.

Waldorf Education: 7-year Cycle

The early years (0-7) Willing

Children primarily learn through empathy, imitating their environment. They stimulate pupils' desire to engage with the world by offering a range of practical activities.^[33] The educator's task is to present worthwhile models of action.^[11 Children are also given daily opportunities for creative, imaginative play.^[34] The early years education seeks to imbue the child with a sense that the world is good.^[35]

Second Stage (7-14) Feeling

Children primarily learn through presentations and activities appealing to their feelings and imagination. Story-telling and artistic work are used to convey and depict academic content so students can connect more deeply with the subject matter. The educator's task is to present a role model children will naturally want to follow, gaining authority through fostering rapport. The elementary years education seeks to imbue children with a sense that the world is beautiful.^[35]

Third Stage (14+)  Thinking

children primarily learn through their own thinking and judgment.^[36] They are asked to understand abstract material and are expected to have sufficient foundation and maturity to form conclusions using their own judgment.^[11]:391 The secondary years education seeks to imbue children with a sense that the world is true.^[35]

*for more about Waldorf, see my post on an Intro to Waldorf education

Celestial Education

For more info on Celestial education, see full graphic on my Why homeschool post.

Thomas Jefferson Education Phases of Learning

If you'd like to know more about Thomas Jefferson educational stages by age...here are some notes from the website. www.tjed.org

Foundational Phases

Core Phase (ages 0-8)

The Goal? "Inspire, not require."

A time for nuture and growth. Fearless, no-failure. Curiosity and confidence. Play and fun.

Lessons Taught? right vs. wrong, good vs. bad, true vs. false, relationships, family values, routines, responsibilities, accountability, value and love of work.

How to Teach? Best learned at home through daily home life experiences uncomplicated by secondary goals of academic achievement. Parents model active and spiritual scholarly life and nutring relationships. Instead of discipline, think "instruct and train."Focus on basics of family's faith, and how to recognize truth. Prepare children to make choices and heed conscience (know when heart is inspired).

Love of Learning Phase (ages 8-14)

The Goal? "Love above learning."

Dabble in subjects to get to know variety and options. If they enter their youth with a profound excitement for and love of learning, there is absolutely nothing that they can’t “catch up.”

Lessons Taught? Children learn accountability through family obligations, chores, personal grooming, attitude, etc.

How to Teach? School is simply fun, with no sense of obligation to be responsible or commited to a particular path. Essentially let them get what they came for, but set healthy limits. Support their love of learning (so they can enjoy experiencing many, but also excel in some). Project-learning and reading family classics together. Avoid trying to cover everything. Avoid committing to a curriculum or lesson structure that has external demands (financial commitments, practice schedules) you are not willing to compromise. In most cases, you can find a way to gain the value of that experience without the Scholar-level requirements. Be patient! The time for such demands and structure is coming soon. Near the end of this phase start the "practice scholar phase" (transition to scholar phase).

Educational Phases

Scholar Phase (ages 12-19--ofter older for boys than girls)

The Goal & Lessons Taught?

Transformational time, during puberty, where youth is able to comprehend fully that requirements are not reprimands, achievements are not affirmations, and acquisitions/deficits are not her.

How to Teach?

Peer involvement that supports her best self (including educational philosophy and goals) is important during Scholar Phase.

It is well for a parent to look ahead to this time and do some concerted community-building in order to facilitate the Scholar Projects that are so ideal to meet the needs of youth in Scholar Phase.

Four sub-phases:

Practice Scholar (transition to scholar phase, during love of learning stage)

During Practice Phase, allow them to move in and out of Scholar Phase with its adult-level privileges and love of learning liberties.

Apprentice Scholar

Self-Directed Scholar

Mentored Scholar

Depth Phase (18-24ish)

students submit to a mentor-guided program, whether privately or in a formal college setting or a "mission".

Applicational Phases

Mission Phase (age 25+)

The individual continues in self-education as he or she builds family and community through professional vocations, entrepreneurship, social leadership or some other focus.

Impact Phase (mature/older age)

The individual asserts leadership on a broader scale as an "elder" in society, acting as a mentor, philosopher, philanthropist, artist, community leader and generational elder in the family.

*notes also taken from wiki-pedia