Ovo nam je bivsa grupa http://awe.gn.apc.org/
Na zalost, nemamo vise vremena za nju.

Louise, ona lijecnica koja radi jedan dan u tjednu iz prijasnjeg posta, je fino sazela neke znacajke Home Ed filozofije smjera autonomnog ucenja na toj stranici

Background information on informal learning and how this relates to ‘Adventures with Education’
Louise Kerbiriou: lkerbiriou@doctors.org.uk, September 2008

Despite not sending our children to school, we take their education very seriously.

We feel that our role is often more of a facilitator to their learning rather than teacher. We encourage self-motivated, self-directed learning and believe this makes the process more efficient than the more traditional teacher-pupil approach.

Although learning is often not deliberately structured or managed by parents it is brought about by a combination of social and environmental factors.
Children are naturally very interested in what they see around them and are good at exploring their environment on their own terms through watching, listening, playing, conversation, questioning and thinking.

A child’s particular interest can trigger discussions, research, explorations, spanning a huge array of topics. For example, an interest in animals may lead to biology, life cycles, environmental issues, politics, geography and beyond, in addition to providing a stimulus for reading and writing.

All our children are very involved in the practical reality of everyday life and therefore are regularly exposed to commonly held ideas, knowledge and skills that help people to operate within our society.

The more informal approach to the structure of a child’s learning is a natural extension from that which occurs in all children before school age and achieves the monumental tasks of walking and talking. It may be hard to pinpoint how and when learning is taking place in preschool children, we only recognise when an endpoint is reached. This remains the case when this approach is continued with older children.


At times a more formal approach to particular topics may be used, although this is more individualised and interactive than is able to occur within a school setting. It is often that this is requested by a child pursuing a question or interest. This most commonly occurs at home rather than during a group. If a particular project or topic is undertaken within a group setting this is most often more a sharing of knowledge and discussion rather than a formal teaching session.

The Adventures with Education (AWE) group aims to promote a culture of discussion, intellectual stimulation, encouragement and support of our children’s activities. There is sharing of knowledge and skills and at times specific interests can be augmented by workshops.

We strive to provide a broad range of activities, from arts and crafts to language skills among many other things (which the children can choose to participate in) but also encourage the development of more specific interests that arise within the group.

An example of this is the development of an AWE website which has arisen from the children who initiated, designed and are managing the site. They are attending external workshops to increase their knowledge, sharing information and learning through trial and error.
The benefits of this extend beyond an expansion of computer skills.


In summary, we believe our children are autonomous learners who are able to control what and how they learn but as parents we hope to provide an environment which will facilitate this.