isolated from social activities with other youth. She also concluded that homeschooling may nurture leadership at least as well as the conventional schools do. Thomas Smedley prepared a master’s thesis for Radford University of Virginia on Socialization of Homeschool Children.” Smedley used the “The Vineland Adaptive Behavior Scales to evaluate the social maturity of twenty home-schooled children and thirteen demographically matched public school children. The communication skills, socialization, and living skills were evaluated. These scores were combined into the “Adoptive Behavior Composite” which reflects the general maturity of each subject. Smedley had this information processed using the statistical program for the social sciences and the results demonstrated that the home-schooled children were better socialized and more mature than the children in the public school. The home-schooled children scored in the 84th percentile while the matched sample of public school children only scored in the 27th percentile. Smedley further found that: In the public school system, children are socialized horizontally, and temporarily, into conformity with their immediate peers. Home educators seek to socialize their children vertically, toward responsibility, service, and adulthood, with an eye on eternity. In another 1992 study, Dr. Larry Shyers compared behaviors and social development test scores of two groups of seventy children ages eight to ten. One group was being educated at home while the other group attended public and private schools. He found that the home-schooled children did not lag behind children attending public or private schools in social development. Dr. Shyers further discovered that the home-schooled children had consistently fewer behavioral problems. The study indicated that children behave better because they tend to imitate their parents while conventionally schooled children model themselves after their peers. Shyers states, results seem to show that a child’s social development “The depends more on adult contact and less on contact with other children as previously thought.
isolated from social activities with other youth. She also concluded that homeschooling may nurture leadership at least as well as the conventional schools do. Thomas Smedley prepared a master’s thesis for Radford University of Virginia on “The Socialization of Homeschool Children.” Smedley used the Vineland Adaptive Behavior Scales to evaluate the social maturity of twenty home-schooled children and thirteen demographically matched public school children. The communication skills, socialization, and living skills were evaluated. These scores were combined into the “Adoptive Behavior Composite” which reflects the general maturity of each subject. Smedley had this information processed using the statistical program for the social sciences and the results demonstrated that the home-schooled children were better socialized and more mature than the children in the public school. The home-schooled children scored in the 84th percentile while the matched sample of public school children only scored in the 27th percentile. Smedley further found that: In the public school system, children are socialized horizontally, and temporarily, into conformity with their immediate peers. Home educators seek to socialize their children vertically, toward responsibility, service, and adulthood, with an eye on eternity. In another 1992 study, Dr. Larry Shyers compared behaviors and social development test scores of two groups of seventy children ages eight to ten. One group was being educated at home while the other group attended public and private schools. He found that the home-schooled children did not lag behind children attending public or private schools in social development. Dr. Shyers further discovered that the home-schooled children had consistently fewer behavioral problems. The study indicated that children behave better because they tend to imitate their parents while conventionally schooled children model themselves after their peers. Shyers states, “The results seem to show that a child’s social development depends more on adult contact and less on contact with other children as previously thought.
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