In response to the current problem of lowered academic proficiency, there is a trend in education that is a departure from traditional educational practice. The trend is toward introducing abstract learning concepts at an even earlier age. The assumption is that, by introducing certain abstract concepts earlier to children, those concepts will be learned better. But earlier does not equal better. Head Start and other pilot projects have demonstrated this. Children have not become better readers by introducing the alphabet earlier, they have not used mathematics better by introducing drill cards earlier, and they have not become better writers by completing language workbooks earlier.

While agreeing that older children today are less proficient in abstract skills than in previous years, the KONOS solution to this problem is different. We choose to raise the age of abstract skill development instead of lowering it and to use these earlier years to provide more concrete, real-life, hands-on, multi-sensory experiences. Providing concrete experiences with much manipulation of tangible objects over a prolonged time in a real environment is the only demonstrated way to develop abstract skills.

When Carole’s son, Carson, was three-years-old, he was learning the concept of the number 5 by setting the table with five spoons, five forks, five knives, five plates, etc. Later, when he was introduced to the symbol 5, it had real meaning. At the same time, Carole’s five-year-old son was comprehending the meaning of addition by manipulating match box cars. Although he could not perform on command 5+4=9, and he was still referring to tangible objects like cars, blocks, or fingers when he made his calculations, he understood the concept of addition. Eventually, children wean themselves away from concrete experiences to abstract thinking.

KONOS is a hands-on curriculum filled with concrete activities to do. Our curriculum puts life into learning through experiential activities. We have admittedly overemphasized experiential learning in hopes of bringing the educational "see-saw" back in balance. While we do subscribe to the necessity of seatwork and drill work, we do not consider these to be the major emphasis of true education.