We followed that same rough sort of plan when DD was 4-6yo. It was (initially) a sort of Montessori approach that added a lot of external enrichment and included free reading time, and this gradually morphed into something of a secular Charlotte-Mason method, and then gradually was trending toward something WTM-like.
My only real problem was her reluctance to learn to write well.
It's a bit hard to explain, and there weren't firm boundaries between those philosophies for us-- it's just that I'm not sure WHAT to call it when you have a 5yo making a hand-bound journal to carry on walks so that we can produce histograms of what we "see" on those walks, and discuss graphical representations of data, etc.
Aside from that, we checked out a LOT of library books (I usually had a rolling list of about 65 items out at any one time, and sometimes as many as 120), visited a lot of free or low-cost cultural events, she did piano and Singapore Math, and a few random workbooks which were reading heavy and followed her basic interests.
I stressed out about it, make no mistake. But looking back on this time, I think that DD was actually BETTER educated using that highly eclectic method than anything before or since.
It's the only time that she really had meaningful instruction in the arts outside of music lessons, oddly enough. School has done a really poor job of teaching her social studies or art, IME. She's learned more about that from reading history and discussing cause and effect critically with us.
Just today-- at her piano lesson, her teacher looked up I. Chabrier...
who evidently was quite the fan-boy of Richard Wagner... which led to a series of observations about how the information age and social media have changed how much we KNOW about celebrities and those with public personae, and also to a discussion of what led to the toxic brew of patriotic fervor and overzealous ethnic pride that eventually created the juggernaut of the Nazi regime and all that went with it...
Cosima Liszt really had great taste in guys, didn't she?
DD and I also had a conversation earlier today about atheism and the notion of mysticism requiring an "unknowable" while science mostly argues that hypotheses are inherently invalid if they cannot be tested, followed by a spirited discussion of the addition of "faith" and "intuition" to IB's core ways of knowing.
Anyway. That kind of thing IS a learning opportunity for homeschooled HG+ kids. It's all connected, and there are meaningful narratives to be had
everywhere, all the time. Socratically-inclined kids are deeply engaged by this kind of environment, and my DD can
easily learn more from this kind of interaction than from all the textbook and multimedia presentations in the world.
So don't worry. It will be fine.
