(Meighan 2). When you compare this to the routine of a public schooled child, you find that those in a public school actually spend more time with peers than with people with age or belief diversity. Public schooled children spend an average of six to seven hours a day in a structured classroom, socializing with peers, whereas home schooled children spend and average of four to five hours in their structured school day. This leaves the home schooled student more free time to participate in other diverse activities. Although public schooled children do participate in musical activities, sports and other recreational sports, they are still participating in these activities with the same people they have been associating with all day long and this does not vary their social interactions. .
Not only do home-schooled children receive positive social interaction through all kinds of activities, they also have better social skill when interacting with all ages. Because the interaction of home schooled children is not limited to their peers alone, these children feel comfortable associating with all ages, child to adult. Having more interaction time with adults, as well as all ages, home schooled children "are able to engage socially in multiage situations with a higher level of confidence" (Romanowski 9). Public school children on the other hand have a limited age interaction, due to spending the majority of their day interacting with students their own age.
Because of the assumption that home schooled children do not interact with many people, this also creates the assumption that this unique way of educating children isolates them. People are worried that if children are educated at home, this will isolate them from the world around them and create a social handicap (Romanowski 22). Romanowski also finds that "by being sheltered from the real world, [these] children are seldom presented with opportunities to learn sorely needed interaction skills" (22).
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