Home-based education has become an increasingly popular alternative to public schooling, and many educators are concerned about the "perceived isolation" of the child who is being educated this way (Klugewicz and Carraccio 3). Another concern is the assumption that because home schooled children are not exposed to the wide variety of beliefs and backgrounds present in public school atmospheres, these children then grow up being unable to cope socially with such a mix of character differences. Many people who know little about this diverse type of education believe that these children lack positive social skills, but the truth is that due to adult influence, multigenerational interaction and community participation, home schooled children receive more positive social training compared to public schooled children who learn social skills from peers.
The belief that children receiving an education at home are not exposed to an ample amount of diversity in beliefs and backgrounds is understandable. Romanowski comments that unless children have experience and exposure to the social atmosphere present at a public school, they will not be able to fit in with other children properly (8). Home schooled children are stereotyped as unsociable, and as having few friends or acquaintances. It is a common assumption that the only people these children associate with are family and close friends. However, the average home schooled child is exposed "to a wider variety of people and situations" than those in a public school atmosphere (Meighan 4). Children who are taught at.
home receive diverse social exposure because they are engaged in a wider variety of social activities. These children spend an average of ten hours a week in activities like music.
classes, sporting activities, play and musical activities outside the home, Sunday School and church organized groups, Scouts and volunteering from preschool to retirement homes .
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