being lost apparently. Children can tap and swipe a keyboard even before they can buckle their sandals and long before they can tie their shoe laces. They can "type" on a keyboard but they apparently have difficulty in writing anything - because they no longer "need" to do it.
Or do they? There is a piece in this morning's paper about this but I was actually thinking about it yesterday. Today there is the monthly knitting group at the library. I face two challenges. One will be working with the now 11yr old and teaching her to read a pattern - with all the abbreviations. I am not expecting too many problems. She is an intelligent and able child and, by choice, she does a lot of craft work. What is more she does it to a very high standard, often better than adults. Her handwriting is neat and tidy and I suspect she has no difficulty in writing a page - or two, or three.
The other challenge will be to help an adult who is left handed to learn to crochet. I will be interested to see if she turns up and, if she does, whether she followed my advice and looked at some instructional video material on line. She's a teacher so she should be able to find things like that without my help.
But it all made me think about things like learning to write, use a pair of scissors, use sticky tape, wrap a parcel, tie a knot and more.
"Craft work" in school seems to be rather different now. When I was a kitten we had "woodwork" for the boys and "sewing" for the girls in the last part of the primary school.
Now I am hopeless at sewing. My paws just cannot manage a fine sewing needle or the fine motor movements which are required to sew nice, neat seams. It is not for want of trying on my part and, as an adult, I have simply ceased to try. Friends step in and take up my hems and re-attach buttons. I do things for them in return.
But, I can knit. It took me a long time to learn to knit but I can knit and I can crochet too. I am not quite as good at crochet but it is something I taught myself. My paternal grandmother, who had more patience than any saint, taught me to knit. It is still one of the best things that ever happened to me. It helped in a lot of ways.
I went on to teach an entire class of children to knit. We talked about it first. I told them knitting took a long time. It wasn't something they would be able to do in one or two weeks of craft. Did they want to stick at it? There were other things we could do. If someone didn't want to do it then there were other things that could be done. My plan was that they would develop sufficient skill over a several weeks to go on knitting while I read to them in the last lesson on Fridays. It worked. Only one boy was not that keen and in the end he shrugged and muttered, "Might as well try." They all knitted football beanies for themselves - smaller than scarves, not too expensive to make and potentially useful for themselves or someone they knew.
And I noticed something else. As they were learning to knit and gaining confidence at it there were other things that improved. Their handwriting improved and their general book work was neater. Those of them who were learning to play a recorder seemed more confident too. Other people noticed as well.
I wonder then if it is time to think about these things. Not all children will want to learn to knit - although it is part of the Waldorf schools curriculum. Not all children will want to learn to crochet either. But shouldn't we be encouraging children to make things, use scissors, nails, hammers, screws, and screwdrivers, bits of timber, glue, paper, craft knives, yarn, string, and much more? I know I banged my fingers more than once making "boats" to sail.
Of course it all means taking the child away from the screen and the keyboard and unplugging the device that gives instant feedback and "entertains" then without effort. It means recognising that there are other valuable skills which are being lost and making time to regain them.
I know G.... will arrive this afternoon eager to get on and learn a new skill. She knows there is a lot to learn - and she wants to learn it. I want to teach her...and I'd really like to be teaching many more children like her.