The Basics of Teaching Children Needlework
Written by Harry & Dixie L. Berryman
Think of teaching as providing directed activities from which the child will learn.
Learning activities should appeal to a child. Know their current interests and use them to involve the child in learning activities.
The child should understand that each learning activity leads directly to accomplishing the finished project. Example: The chain must be worked to begin a project.
Showing is better than telling.
Demonstrations should be short, well paced, and repeated, either by teacher or students.
Demonstrations should be broken into steps:
Example: Starting a chain. 1. Pull 10" yarn from ball 2. About 5" from end, fold over hook 3. Twist hook around so yarn is twisted under it forming loop 4. Yarn over hook and pull through loop in hook
Put something in their hands as soon as possible. Demonstration should be followed by the learner's doing what they have observed. Children should have their hook and yarn to try while you are demonstrating.
*A completed example of the project created for children to learn should be available for their examination.
Example: After teaching how to chain, make a necklace with 3 or 4 separate chained lengths in different colors. Twist to form rope, slip stitch together.
Communication is enhanced when you use concrete images, word "pictures", and a vocabulary children understand.
Children are seldom interested in learning a new vocabulary just for the skill they are learning.
Children like jokes and games, but these should be directly related to learning the skill being taught, otherwise they become distractions.
Example: Chains should be loose enough to work the foundation row. "Fat Worms" describes what you want. Tight chains are " Hungry Worms."
Constructive Criticism and Correction is an Important Teacher Activity.
Recognize and encourage any activity that leads towards accomplishing the learning goal. Show them how the current activities are related to the finished project.
Children must have a sense of accomplishment. Provide them with frequent progress reports. They will quit or feel they cannot do it when they are unable to perceive progress.
When a child is having difficulties doing the demonstrated task, show them an alternative, if possible. Repeat demonstration individually using different and new words. Observe the child while he/she tries.
Example: If a child has problems making a chain with the hook, try teaching them with just their index finger. After they have the concept, switch to the hook.
Each child will have a different "pace" and it may be necessary to allow some children to learn another step while others are practicing on the previous one.
Physical Setting and Class Size
Select a pleasant space with minimal distractions and a relaxing ambiance.
Ideal number for a crochet teach er would be 5 or 6 children all working on the same project.
The more children involved, the more organization and structure is needed.
Example: Small groups may sit on the floor and be more informal, getting up to come to the teacher. Larger groups may have assigned areas to work and be told they should remain in these areas and the teacher goes to them.
Large groups may be sub-divided. More adept children may help others, but adult aides are most helpful.
Teach them as adults are taught, but recognize their interests are different.
They should be treated as adults and not like "large children".
Avoid "dumbing down" the class. Involve them in measuring and planning projects.
The Crochet Guild of America expresses its utmost appreciation to the Craft Yarn Council of America (CYCA) for developing these materials on teaching children how to crochet and for allowing CGOA to post this information on our web site. These materials were developed by CYCA for participants in CYCA's Certified Instructors Program (CIP) and first distributed at the CYCA Certified Instructors Luncheon at CGOA's Chain Link crochet conference held August, 1999 in Bellevue, Washington.