| There was a time in our nation's history that | | | | In "Better Late Than Early" you will find a |
| children were seen more for their value around | | | | thorough A to Z compilation of helpful chapters |
| the house and farm than whether they could read | | | | that present a irrefutable position that your child |
| and write. As this began to change, the one room | | | | should wait until the age of eight or later before |
| schoolhouse was the norm. You would find | | | | beginning their education journey. By employing |
| children of all ages and both genders crammed | | | | this approach it is the author's contention that the |
| into learning at the same level regardless of age | | | | child will still end up far and above where he or |
| or capability. By the turn of the 20th century, a | | | | she would have anyway. This position hinges on |
| different approach was taken in the form of | | | | the belief that they would greatly benefit from |
| grades that enabled children of different ages to | | | | the better late than early mindset. To force the |
| be grouped with those of their own age. This | | | | child into an environment that is contrary to their |
| alleviated many of the problems resulting from | | | | cognitive level ultimately does more harm than |
| placing all age groups into one standard form of | | | | good. |
| curriculum, but not all. | | | | Chapters such as "Some Common Fears and |
| There was still a problem with standardizing | | | | Questions" lay to rest many concerns parents |
| curriculum for a particular grade, regardless | | | | have about entering their children into the school |
| whether all in that grade were able to keep up. In | | | | system at a later age. "When They Are Ready |
| the end, it became apparent that some would | | | | For School" explores timelines and aptitudes to |
| need to be "held back" a year in order to better | | | | determine at what age they can begin the |
| comprehend the lessons. As the education | | | | education process. "Learning to Reason" helps |
| system has progressed, there have been many | | | | both parent and child to understand what it |
| innovative ideas explored and implemented to | | | | means to apply this principle at its proper place in |
| better fine tune the educational process. | | | | the child's learning process. |
| Today, as we continue to learn about the | | | | Part two of "Better Late Than Early" deals with |
| educational process, it has become increasingly | | | | separate age groupings, starting with birth to 18 |
| clear that not all children are created equal. Borne | | | | months and ending the ages 6 to 8 or 9, in order |
| of this philosophy, the special education classes | | | | to further demystify the mindset of the 'one size |
| and schools have sprung up to accommodate | | | | fits all' mentality. It lays to rest once and for all |
| those children either considered "gifted" or | | | | that a date on the calendar is no true |
| "challenged". By the 1970's a new approach was | | | | measurement of capability or readiness to learn. |
| presented by educational pioneers Raymond and | | | | "Better Late Than Early" is a tried and true |
| Dorothy Moore. | | | | approach, fully documented and thoroughly |
| Their contention, through much research, was | | | | researched with reputable references that will |
| that children were being forced into the | | | | have you rethinking the current position that a |
| educational system way too early. Thus, after | | | | child conform to an age group and be placed in a |
| many years of study and documentation, comes | | | | classroom with their peers in varying degrees of |
| the book "Better Late Than Early". With many | | | | learning capability. Raymond and Dorothy Moore |
| years of research and nearly 29 pages of | | | | have produced a book that is as relevant today |
| references to back up their claim, the Moores | | | | as ever, an evergreen book that challenges the |
| have produced a compelling reason to consider | | | | status quo with irrefutable evidence that it is not |
| waiting until the cognitive skills of the child are fully | | | | a harmful approach at all to start a child's |
| developed before entering the educational system. | | | | education better late than early. |