How Children Acquire “Academic” Skills Without Formal Instruction

by Peter Gray

Children who grow up in a literate and numerate environment do not need to be taught how to read or how to use numbers to calculate. They pick these skills up in the course of their everyday living. In this collection of essays, developmental psychologist Peter Gray presents the evidence that this is so. He also presents evidence that teaching-especially when it is forced and comes too early-can interfere with children's learning to read and calculate. In addition, in one essay he describes the difference between Self-Directed Education and progressive education, and in another he presents evidence refuting the claim that children lose academic skills during summer vacation from school (the so-called "summer slide"). This book is especially valuable for parents who are thinking of opting out of standard schooling for their children but are concerned about their children's acquisition of academic skills. It is also valuable for educators who are interested in stretching their understanding of how children naturally learn the kinds of skills that schools try to teach.

Genres: Education, Nonfiction

122 pages, Paperback

Published January 1, 2020

About the author

Librarian Note: There is more than one author in the GoodReads database with this name.

Reviews

[Chad Ryan · Rating 5 out of 5]

A collection of articles that, while not comprehensive, are thought-provoking and issue challenges to several underpinnings of American public education. It also provides an evidential basis for self-directed education as a more effective, practical, and even humane alternative to traditional and progressive educational methods.

From the preface: "Myriad thinkers before our time have diagnosed the ills of conventional educational systems and prescribed their cures. Dr. Peter Gray's magnificent contributions to this vital field, however, transcend the familiar routine of pointing out problems and proposing new methods to replace them. He rightly reframes the issue in the broader terms of civil liberties—in particular, the rights of children—and identifies the primary need for young people to take back their childhood. . . . In doing so, he has established a broad, humanitarian view of childhood that counteracts our culture's myopic, impersonal focus on assessment and workforce training. . . and compel[s] us to pursue the deeper question of 'What is it all for?'"

[NEVEN · Rating 5 out of 5]

An amazing short book which succinctly explains and provides evidence of how kids will learn reading, writing and arithmetic by themselves and at their own pace, whether we force them or not, and how forcing them is actually psychologically damaging to the kids.

Read this book if you are scared that your kid is "falling behind" with the above mentioned skills. It will ease your anxiety and explain how coercing kids into learning these skills would only make the kids avoid learning these skills.

Also, educators who are not familiar with these topics will also greatly benefit from reading this book.

[Josh · Rating 5 out of 5]

Every parent, teacher and school administrator should read this

This book, the research it mentions should be read by every parent, teacher, principal, government official making decisions on education.

[Chelsea · Rating 5 out of 5]

4.5? I love these studies and evidence/support of letting children take charge of their lives and learning. Some of my favorite chapters were (titles paraphrased); children teach themselves to read, no formal math until 6th grade, and the importance of play in childhood.

[Brianna B · Rating 4 out of 5]

I enjoyed this book! Would recommend

[Morena Libre · Rating 4 out of 5]

A quick read on Peter’s essays. They are more focused on self directed education and debunking the myths around homeschooling pitted against formal instruction.