The long summer break presents a challenge for parents and children: it may improve achievement, both academic and spiritual, in the following school year or it may cause regression in both areas. When parents plan ahead, their children are more likely to benefit from the summer vacation.
Setting Standards and Goals
It is useful for parents to set guidelines from the beginning of the summer for davening and learning. While it would be great if the children would daven as they do in school (or even more), it may be counter-productive to insist on this. Rebbeim and moros may be helpful in formulating goals that are realistic given the child’s age and temperament; boys over Bar Mitzvah, of course, do not have the same flexibility as younger boys. Parents need to be consistent in reminding and encouraging their children to follow the plan. However, if the plan proves to be unrealistic, parents will need to consider modifying it.
The learning over the summer should be low pressure, without tests or deadlines. Additionally, learning outdoors or perhaps in a bais medrash may be more relaxing. If the parent has a tendency to pressure the child, it is better to avoid subjects that are covered in school. It is not uncommon for parents to be unable to learn with their children without criticizing them. A parent who recognizes this is ahead of the game.
Younger Children: Limudei Kodesh Skills Maintenance
Children in the younger grades (third and below) need to practice their loshon hakodesh reading and translating skills over the summer to avoid losing skills. The learning that occurs in camp is often lighter and might be insufficient to maintain text skills. Whether it’s kriyah, chumash, rashi, or mishnayos, it is essential that they read the text itself and translate it. The focus here should be on accuracy and fluency. Children should work on decoding the words, finding shorashim (roots), prefixes, suffixes, and verb tenses. The amount of time or quantity of material to cover depends on the child’s ability to concentrate and level of enjoyment. The range varies dramatically from child to child; it also depends on who is learning with the child.
If the parents are well versed in Hebrew grammar, they might enjoy exploring the weekly parsha in this manner, since this provides variety. Otherwise, it might be better to review the previous school year’s material and have easier learning and more in-depth coverage. For example, parents may enrich the learning by taking the time to delve more deeply in a Rashi than is feasible in a classroom setting. Parents may look for other motivating opportunities such as seforim that deal with topics that are more relevant or interesting to the child. The learning may be more enjoyable for younger children if there is an attractive, illustrated sefer to learn from.
Mishnayos are nice for boys who are looking for enrichment. While boys begin mishnayos in third grade at YBH, they may enjoy starting earlier during the summer. Parents should check that they do not study a masechta that is covered in school.
Older Children
There is a danger of older children finding unwholesome entertainments when left to their own devices. Thus, it is essential for parents to help their pre-teens find a structured way to occupy their time; i.e. camp or work. Mowing lawns, helping mothers, volunteering, and assisting at camp are a few options. Ideally, the child’s activity should lead to a sense of accomplishment and fulfillment at the end of the summer.
During the summer, it is even more important to limit/filter/monitor children’s access to the computer, the internet, cell phones, and iPods. Parents need to make it clear to their children that they are interested in knowing what they are doing and where they are spending their free time. Parents need to maintain open lines of communication in order to stay informed and involved with their children as they grow older.
Boys
Gemara learning is an essential part of an older boy’s day for hashkafa reasons and for maintaining academic skills. During the summer, the main objective of gemara learning should be to help the boy develop confidence, comfort, and an enjoyment of the learning. Tutors or chavrusas should try to acclimate the boy to the style and structure of the gemara and teach him to “put himself” into a sugya.
Ideally, the learning should take place at the start of the day, in sessions lasting from 45 minutes or more, depending on the boy’s age and ability to concentrate. If the father is not available, an older friend, relative, or a yeshiva bochur may be recruited as chavrusas. It is also good for a boy to finish the day with a night seder if possible; halacha or some other lighter learning may work best.
Older boys (closer to Bar Mitzvah) should also be expected to attend at least shachris with a minyan. It is best for the parents to help their son build good habits of minyan attendance by encouraging him to get up in time at least for an 8:30 minyan. If this practice is not well engrained by the end of elementary school, the boy will probably have trouble attending morning minyan on time in high school.
When setting expectations, parents must keep in mind their son’s emotional and academic level. When in doubt, it is wise to consult with the boy’s rebbe, principal and/or the family Rav.
Girls
As girls are neither obligated to attend minyan or to learn Talmud, girls who are not campers or counselors may easily glide through a summer without any spiritual content. Parents may prevent this by encouraging their daughter to daven daily and to attend shul on Shabbos. Older girls may also attend shiurim or form their own Pirkei Avos group. In these groups, girls say the perek together, play a game, and socialize. Using an English language version of the text promotes discussion, and having a leader, perhaps a high school girl, further enriches the experience.
If the girl is not in any structured program over the summer, parents may try to encourage their daughter to learn from seforim that will provide chizuk and inspiration. A joint trip to the Judaica shop or a local Jewish library is a good way to obtain the right sefer. One option is for the parent to learn the sefer one-on-one with their daughter. Another is to learn the sefer collectively at a Shabbos meal. If the girl is behind in her academic level, it is important to help her catch up so that she may be more productive the following year. When girls cannot keep up with their class, their attitude towards mitzvah observance may be affected.
It is important for the parents to hold their daughters during the summer to the same standards of dress, mitzvah observance, and activities that the school mandates during the academic year. This includes daily tefilla. Girls should also try to maintain or to initiate a chessed commitment, such as being a mother’s helper, tutoring a younger child, or volunteering with a special needs child.
Hiring a Chavrusa or Tutor
If parents lack the time or background to work with their children or if learning with their children is detrimental for their relationship, parents may consider hiring a chavrusa or a tutor. In addition, children who are academically weak or unmotivated are likely to need extra help. Ideally, tutoring should be done one-on-one by a morah or a rebbe used to working with children in that age group. Another option is to form a group and collectively hire a Rebbe, Morah, or a Yeshiva bochur to learn with a few children at a time.
General Studies
The Importance of Reading
Reading skills are essential for a child’s ability to function. In addition, books are a wonderful companion for life. The summer time is a good opportunity for beginning readers to learn to read for pleasure. Parents may facilitate this by finding books for their children which are at or below the child’s reading level. Sometimes, a child who is below his/her age level in reading may be encouraged to read to a younger sibling. In general, making plenty of books available is beneficial for promoting reading.
Another way to stimulate an enjoyment of reading is for parents to read with their children. Aside from building better reading skills, reading with a child promotes bonding. Ideally, parents should set aside time without interruptions from cell phones, etc. They may alternate reading pages to each other or the child may read to the parent. At natural breakpoints, the parent may interrupt with comments or questions, such as, “I didn’t expect that to happen, did you?” or “I wonder what is going to happen next; what do you think?” When asking questions which stimulate critical reading, parents should avoid trying to sound like a teacher since this may diminish the child’s enjoyment.
Math
A pleasant way to maintain math skills is to provide children with grade appropriate math activity books. Math oriented games and puzzles that are related to the previous year’s curriculum help children retain skills. It is also helpful to integrate math problems into day-to-day life through price comparisons while shopping, doubling recipes, dividing goodies, etc.
However, if a child is behind in basic math skills, such as addition or multiplication, parents must make sure he/she works systematically on building these skills over the summer. Without these building blocks, children will not be able to learn fractions, decimals, and percentages. Parents who are concerned may wish to consult the teacher and/or the principal to determine whether their child needs to work seriously on their math during the summer.
Conclusion
The summer is an opportunity for parents to help their child progress spiritually without the pressures of school. Parents and children may jointly set goals for mitzvah observance and learning. Older boys may be motivated to learn extra by the prospect of making a siyum on a masechta of mishnayos or a perek of gemara over the summer. What is accomplished outside the school environment is possibly more genuine than what occurs through peer pressure or disciplinary measures in school. Additionally, quality is more important than quantity. What is accomplished over the summer time may make a lasting difference for the child!