junior-colleges

More Than Child’s Play: The Sensational World of Sensory Exploration

hello@jo-annrowe.com (Jo-Ann Rowe) — Thu, 31 Aug 2023 08:07:10 GMT

From birth through to early childhood, children use their senses to explore and try to make

sense of the world around them.

It is critical to provide children with opportunities to use all their senses to explore their world through “sensory play” as each new sensory experience helps to build neural pathways in the brain, which assist with brain development and the child’s ability to complete more complex learning tasks in later years.

A variety of sensory activities allow children’s brains to create stronger connections to be able to process and respond to sensory information. Any neural pathways which are not established will eventually die off.

Sensory play includes any activity that stimulates a young child’s senses of touch, sight, smell, taste, and hearing as well as anything that involves movement and balance. I will explain this now.

We are all familiar with the 5 basic senses of Taste, Touch, Smell, Sight, and Hearing.

But there are two other very important senses people are not always aware of:

Proprioception (Body Awareness) – When a baby or child moves, information from the muscles and joints are sent to the brain. The receiving and interpreting of this information is proprioception. This enables us to gain a sense of where our bodies are in space – Body Awareness.

Vestibular system - The stimulation of the vestibular system of the inner ear tells the baby where their body is in relation to gravity. It helps to orientate the baby, It is important for the development of balance and postural control, and for the development of spatial orientation and perception. It strengthens the eye movements necessary for reading. It also promotes emotional stability and encourages pleasure in movement.

Babies and children need to be exposed to different kinds of movement to ensure the proper development of the Vestibular (Balance) system.

These different movements should include forwards and backward ( Like walking, running, swinging), Sideways ( rocking side to side, running sideways), Up and down ( lifting up and down, jumping up and down), Rotating head ( rolling from point A to B along the floor, somersaulting), Spinning ( going round and round, winding up a swing and then letting it unwind).

Stimulating the Senses

While it is important to stimulate all the senses in early childhood, The Tactile and Vestibular Systems are the most important systems in early development as they are the first systems to develop in Early development. (The baby was exposed to tactile and vestibular stimulation while in the womb).

I have covered some ways to stimulate the vestibular system above.

Now I would like to discuss more ways to stimulate the Tactile (Touch) system.

Fine nerve endings found throughout the skin enable the sense of touch. The skin needs to be exposed to a variety of different textures and materials to enable children to discriminate between different sensations like rough, smooth, hard, soft, hot, cold, heavy, light etc.

Because the receptors are found throughout the skin it is important to expose as much of the skin to a variety of different textures. But remember all stimulation must be offered in a play and fun environment and we must ensure we do not overstimulate babies and children. Just offer opportunities for them to explore and touch a variety of textures in a fun, playful environment and allow your child to explore at their own pace. Play with your child and describe the different textures – wet, dry, hot, cold, rough, smooth, etc.

Simple things like walking bare feet, rolling across the grass with as little clothing as possible, and playing in a sandpit or in water with as little clothing as possible. Playing with a variety of textured materials and ideally letting your child feel the textures over their entire body - feathers, beans, polystyrene chips, rice, spaghetti, playdough, leaves, sand, etc.

Playing with messy textures is also important. Like mixing cornstarch with water, playing in mud and water, playing with shaving foam, soapy bubbles, dry flour or flour and water, finger paints, etc.

As mentioned children learn through ALL their senses - so here are a few points on the other sense too.:

Auditory sensory play - let your child listen to different sounds while sitting in the garden - birds, airplanes, cars, trees rustling. Imitate animal sounds. Experiment with making different sounds – loud and soft, high and low. Tap out different rhythms using kitchen utensils. Read out loud together often. Listen to Nursery rhymes and fun songs.

Visual sensory play – use torches in the dark and create interesting shapes, watch shadows on the wall, let them chase their own shadow, watch leaves blowing in the wind, exposing them to a variety of colourful lights, and help them identify objects in pictures, encourage them to track moving objects like balls, etc.

Taste and smell – expose your child to a variety of food items to taste and smell – so they learn about sweet and sour, bitter, salty and spicy. Describe the tastes and the smells. Expose them to flowers, perfumes, fresh bread, etc.

Sensory Play has many benefits .

As discussed above children learn about and explore their environments through their senses. In this way, sensory play establishes neural pathways in babies’ and young children’s brains, which are important for all later learning.

There are also many opportunities for developing fine motor skills by picking up different textured objects, and squishing and squeezing things – which develops pre-writing skills.

There is potential for early maths skills by discussing size, weight, height, shape, counting, etc.

Messy activities are excellent for encouraging vocabulary and language development.

Always make the sensory play and the exploration fun and allow your child to explore at their own pace. You can play alongside them at times to describe the different textures, tastes, sounds, etc – but never bombard your child with information – allow them just to play, explore, figure their world out for themselves and most importantly have fun.

The Importance of Self-Regulation in Children

erica@goodbyeboring.co.za (Erica GBB) — Mon, 07 Aug 2023 09:37:24 GMT

Parenting is a challenging journey, especially when it comes to children of any age. Just when you think you have the answers, the questions change. Like us, children sometimes struggle with regulating their emotions, leading to meltdowns and difficulties in problem-solving.

Emotional self-regulation is the ability to control and be aware of one's emotions, enabling one to approach tasks more effectively. Although this may seem like a daunting task for little humans, it is a crucial aspect of ongoing development. As children learn to self-regulate over time, they experience numerous benefits, including:

Improved emotional intelligence
Development of self-discipline
Increased independence
Better adaptation to environmental changes

As adults, we ourselves often find it challenging to manage our emotions and behaviors, which may lead you to wonder, "How can I help my screaming child manage their emotions?" Well, here are a few simple ideas to get you started:

Regulate your own emotions and body before approaching the situation to help your child. Children tend to mirror their parents' emotions and behaviors, so try your best to remain calm. Encourage them to identify and express how they feel, and you can use a feelings chart to assist with this.
Engage in regulation strategies together with your child. Spending time in a calm and quiet place can be helpful, but what's more important is establishing a connection through tension and release activities. For instance, ball up your fists tightly while breathing in, then release your fists as you exhale. There are many other effective strategies, but the main focus here is creating a calmer environment.
Utilise a problem-solving wheel with different strategies. Visual aids can act as reminders of regulation techniques and may be beneficial for your child.
Offer verbal reminders and talk your child through each strategy. Allow them to choose the method they prefer, as giving them choices fosters independence.
Listen to your child and ensure that you give them the space to express their needs. Collaborate with them to find helpful solutions.

By following these simple suggestions, you can better connect with your child's emotions and help them establish and regulate their feelings. It's important to remember that our little ones are people too and sometimes need a guiding hand as they navigate through life.

Foster Healthy Brain Development: Connect with Your Child.

hello@jo-annrowe.com (Jo-Ann Rowe) — Mon, 31 Jul 2023 07:36:36 GMT

The first five years of a child's life are crucial for learning and development since the brain is at its most flexible. The brain creates up to one million neural connections every second. First, however, our little ones need our help.

Scientists refer to it as ' 'Serve and Return'' This is to interact, converse, and engage in play with your child. Every time we engage with them, make them laugh and play with them, we help develop and enhance their relationships and mental health while teaching them some of the most crucial life lessons.

In collaboration with Minderoo Foundation, Molly Wright, aged seven, presented a TED talk as a resource for parents and caregivers worldwide and was supported by UNICEF. In her talk, Wright highlights what happens when a connection is taken away, just for a moment. I know it's essential for adults to use their devices sometimes, but kids are hardwired to seek meaningful connections. Not receiving them causes confusion and stress.

What if that small moment of disconnect lasted a whole childhood? How challenging it would be for a young child to feel secure, protected,
and capable of putting their faith in others, not to mention the long-term effects. Having positive relationships with the adults in their lives gives kids the confidence they need to try new things, explore, grow, and be kids. Additionally, as your child discovers the world, they learn how to reason, comprehend, speak, act, express emotions, and build strong social skills.

Here are some ideas to help you keep building this kind of relationship with your little one:

Commit to Connection

Set aside 10-15 minutes each day with your child. Taking time out from everything else to interact with your child shows how important they are to you. For example, play a game, talk, or go for a walk. Rather than

structuring the time, make it a time for you to connect.

Play Games

Taking the time to play with your child by doing things they love shows that you take an interest in what excites them and build their confidence. There are also many benefits to using structured play.

Copycat games develop empathy and imagination.
Naming games improve vocabulary and attention.
Peek-a-boo games help build memory and trust.

Snuggle Time Before Bed

Nothing is more effective for fostering a stable connection than a nightly ritual. Reading, discussing your child's day and snuggling give your child a sense of belonging and stability.

We cannot connect every minute, every day, but a little bit goes a long way. Plus, you will capture beautiful memories that will bind your connection together for a lifetime.

Happy connecting!

The Terrible Twos

Mon, 24 Jul 2023 09:45:41 GMT

The “terrible twos” phase and how to deal with the “tantrums” that come with it.

Every child has a unique personality, which becomes more apparent as they grow older. Their character is shaped by a combination of factors, including the people around them, genetics, and thier living environment. However, as your little one reaches the age of two, they may tend to exhibit a common personality trait - temper tantrums or the infamous "terrible twos." Firstly, it's important to note that the term "terrible twos" is a misnomer; it is characterised by resistant behaviour.

These behaviours include saying "no," kicking, biting, ignoring instructions, and throwing themselves on the floor. However, these tantrums can start as early as their first birthday and may not fully manifest until your child is three years old. The nickname has stuck because around the age of 2 is when toddlers hit key developmental milestones such as communicating in two or five-word sentences, walking, climbing, and gaining a solid foundation of concepts like "mine," "no," "bad," and "good," which they didn’t necessarily understand before.

The root of these milestones, often referred to as the classic "terrible twos phase," is about asserting independence, testing boundaries, and learning how to communicate their fundamental needs and wants. This process also involves recognising that these needs and wants may sometimes differ from those of their parents and caregivers.

"Terrible Twos Symptoms":

• Your child might be very loving and clingy one moment, and then suddenly start yelling at you.

• Refusals are also common among children - they might refuse to do things like eating, changing clothes or diapers, and even refuse to be touched by their parents.

• To get your attention, they might resort to various actions and tactics, including screaming at the top of their lungs while looking directly at you, throwing things, or repeatedly hitting their head against the wall or floor.

• Terrible twos are characterised by antagonistic behaviour towards parents and frequent mood changes, often accompanied by tantrums.

How to help your little one through their "temper tantrum":

• Give them a few minutes to cry or scream it out.

• Once they have calmed down, hug them and wipe their faces.

• Now that they are composed, ask them to tell you how they feel and try to help them navigate through their emotions.

• Encourage your little one to come to you and ask for help the next time they feel overwhelmed or need something.

This can be a very trying and challenging time for parents, caregivers, and teachers. You might feel like you're not a good parent and guilt trip yourself, which may affect how you treat your child. Sometimes parents overcompensate or take their frustration out on their partner or helper.
It's crucial in these moments not to be too hard on yourself; take a breather, self-regulate, and remember that raising a little human is a big task. They are trying to understand what this life is about, and you are doing a great job. Remember, this is only a phase!

The benefits of imaginative play

hello@jo-annrowe.com (Jo-Ann Rowe) — Thu, 12 Jan 2023 07:20:03 GMT

Not only is this a fun and exciting game to play, but it can benefit a learner in so many aspects of their life, such as fostering creativity, being able to express and act out in a situation, and manipulating different tools into an object such as using a block as a phone. By this, they tap into that creative side of their brain.

It promotes physical development:
For example, dressing and undressing a baby doll's clothes helps develop their hand-eye coordination and fine motor skills.

It helps them develop their language and social skills: by conversing with others and expressing themselves while playing a game of Mommy, daddy, and baby. They learn how to have conversations, take turns when talking, ask questions, and make gestures. It also helps them develop their listening skills.

This helps them develop problem-solving and self-regulation skills: If there is a situation where children cannot get what they want, for example, they are playing a game, and all the children want to play the role of mommy, they learn to solve the problem and manage their emotions for the game to continue.

Role play change is a great way to develop positive behaviour: Swap roles with your children; you be the child and allow them to be the parent in the game. Create a scenario for the child to decide what to do in this situation, for example, getting ready for school and what all needs to happen before going to school. We must make the bed, get dressed, have breakfast, brush our teeth, etc. See how the child reacts in this situation. This is a great way to promote that positive behaviour.

Here are a few tips on how to encourage imaginative play

Have all sorts of different props for the children to play with.
Allow children to explore and play as much as they can.
Play lots of dress-up games, and have different outfits for them to dress into to play different roles.
Always involve your children in your everyday lives, make them part of your chores and, allow them to help you put the washing in the machine, stand alongside you while you cook or bake.
Promote many conversations and help them think creatively, such as bedtime, and let them pretend to sleep in a rocket ship.

Learning difficulties and ways to improve

Mon, 16 May 2022 09:14:42 GMT

Some helpful activities may give a learner the chance to overcome developmental issues before it is too late.

As educators in the early learning phase, I believe that we are tasked with the responsibility to make sure our learners are reaching their milestones at the correct time. If we can assess that a young learner is struggling at an early age, we will be able to assist and work on lacking developmental issues, before it is too late.

In this article, I will discuss some of the common difficulties found in the early learning phase.

Speech

Speech alone has a variety of different problems, some of which: a stutter or lisp. I have found that parents and teachers alike might find this cute and not address the issue until it is too late. Some possible reasons for these disorders include weak muscles, using a pacifier for longer than recommended as well as hearing difficulties.

Parents and educators should lookout for the following signs :

Trouble imitating sounds
Prefer gestures over vocalisations
Can’t follow simple verbal instructions
Can’t pronounce words and be understood
Aren’t using at least 25 words at age two

Some activities that can be done at home and in the classroom to improve speech:

Strengthening mouth muscles - do exercises such as blowing a feather or drinking from a straw
Allow learners to watch themselves in a mirror: let them make funny faces and move their tongues in and out or up and down.
Let the learners read you a story.
Allow them to talk their way through the day

Hearing

Hearing impacts one’s speech. Some of the hearing problems include common ear infections, exposure to loud noise, or having meningitis-a swelling of the protective membranes covering the brain and spinal cord.

Parents and educators should lookout for the following signs:

Does not react to loud sounds.
Does not seek out or detect where sound is coming from.
Has stopped babbling and experimenting with making sounds.
Still babbles but is not moving to more understandable speech.
Does not react to voices, even when being held

Eyesight

We may find that learners squint, tilt their heads, sit too close to the television, hold something close to their eyes or rub their eyes constantly. These could be signs that a child is having difficulty seeing. Many early foundation schools have professionals who come out to assess learners’

speech, hearing, and sight. It is imperative that if an educator or parent suspects any of the above problems, they are to address the issues as soon as possible.

Long-term treatment or some helpful activities may give a learner the chance to overcome developmental issues before it is too late.

In conclusion, it is both the parent and educators’ responsibility to ensure development is taking place at the correct time.
Early detection is key.

READING

Thu, 20 Jan 2022 07:32:34 GMT

“Reading is to the mind what exercise is to the body”

Why is reading important to children?

Reading is very crucial for babies and young children because it helps the child to get to

know sounds, words, and language.

Early reading also develops early literacy skills, it helps develop your little one’s brain, their

ability to focus, concentrate, and their social and communication skills.

Parents can start reading to their children as early as they like, the earlier the better.

Babies would love to be held in their parent’s arms, listening to their voices, hearing rhymes

and rhythms, and looking at the pictures.

When to read, sing and tell stories with your child?

Bedtime, bath time, potty time, in the car, in the park, in the stroller, in the cot, when you

are in the Dr’s room waiting, any time is a good time for a story.

Parents, please make books part of your daily routine, take them with you to share and

enjoy everywhere.

Tips when reading to your child

Make a routine and try to share at least one book every day. Create a reading corner where you are both comfortable and it can become part of your daily reading routine. Turn off the TV and put your phone on silent and read the story so your little one can see your facial expressions and pictures in the book. Try and make funny noises and sounds, play, and have fun while you read.

Always involve your child by encouraging him/her to talk about the pictures and by repeating familiar words and phrases.

Let your child choose the book when he/she is old enough to start asking, and parents be

prepared to read your toddler’s favourite book repeatedly.

When your child is ready, ask him/her to tell the story in their own words.

Enjoy these special moments with your child.

Potty Training your toddler

Thu, 20 Jan 2022 07:24:31 GMT

Potty training is an important step in childhood development and success comes when you keep your expectations realistic and your attitude positive.

Potty Training can be a very daunting time in both a childs’ as well as the parent's life. There is no right or wrong way, each child potty trains differently and all children train at different ages. Potty training is an important step in childhood development and success comes when you keep your expectations realistic and your attitude positive.

Look out for the signs that your child is ready to tackle this big challenge of Potty Training. Don’t rush your child. The signs which may indicate that your child is ready to start potty training are that your child stays dry for at least two hours during the day and is dry after naps. They can imitate and follow simple instructions, like a request to walk to the bathroom, sit down, dress or remove their clothes independently and are interested in wearing underwear. Your child knows when their diaper is wet and gets upset, cries, fusses or shows other signs of obvious discomfort when their diaper is soiled. They also indicate through facial expression, posture, or language that it's time to use the toilet, then they are ready to start the process.

Your toddler is still learning vocabulary and different words for the same thing may be confusing. Get everyone on the same page by sticking with the same and consistent terminology used by everyone who cares for your toddler. Chat casually about diaper routine as you change your toddler's diaper, talk to them about what is in their diaper. This is a chance to discuss the terminology you will be using during training.

We encourage a relaxed attitude and accept that it will not be perfect right from the start. Use opportunities like when your toddler follows you into the bathroom to take the time to talk out loud about how you are using the toilet, how you wipe with a little bit of paper, how you flush the toilet and then, how you wash your hands with soap and water afterwards. Even if you think your toddler isn’t focused, they’re absorbing the patterns little by little. Laugh together, clap your hands, cheer your child on to give it a try. This needs to be an exciting time for the children. Children need to be praised when they use the toilet accurately and not to be reprimanded too sternly for having an “accident”. As the children become more able the “accidents” will lessen and their ability to communicate their toilet needs will improve. Keep the praise coming, and don’t scold or criticize. When you notice that your toddler’s diaper is dry, mention it to them and congratulate them on staying dry! Encourage your child and give constant reminders that they need to go to the toilet.

We do not advise you use “pull up” nappies while potty training as the feel of a nappy is the same as an ordinary nappy so children can`t distinguish between the two.

As this is a new experience for the children, they will not tell you straight away when they need to use the toilet. It is the adult`s responsibility to ensure that the child is taken to the bathroom at regular intervals. Consider having your child sit on the potty, whether they have to go or not, including first thing in the morning, before you leave the house, and before naps and bedtime. Once they are familiar with the feeling of using the toilet and how their body feels at that moment they will start knowing what to expect. Parents need to monitor patterns of bowel movements so that accidents may be avoided. E.g. if you know your child makes a poo in the mornings around breakfast time, then they must be taken to the toilet around then to try and catch it in time. The more success they have, the quicker the process.

In the beginning stages, boys may sit when using the toilet, standing will come with age. Parents must ensure that children use the toilet before leaving the house. Should you choose to put your child in a nappy (with undies over the nappy) for the car trip; it should be removed immediately once the destination has been reached.

We are not expecting children to be dry through the night or at sleep time, these are acceptable times to put your child back into a nappy but as soon as they wake up, the nappy must be removed and the child must be taken to the bathroom.

The cardinal rule to avoiding a power struggle? Never ask "Do you need to potty?". Instead, prompt children with 'Come, let's go use the potty.', 'It's time to go use the potty now.'

For Nighttime Potty Training Success, buy sheet protectors, or layer multiple fitted sheets for easier changes if your child has an accident. Limit drinks one hour before your child's bedtime and encourage them to use the potty a half-hour before they go to bed and again right before bedtime. Wake up your child to use the potty before you go to sleep.

Tell them to go to the bathroom any time they wake up during the night or call you if they need you to go along. Remember, your child can't always control whether they wet the bed, so it's important to stay positive.

Breastfeeding - A mom's journey

Fri, 06 Aug 2021 15:40:56 GMT

After giving birth to my three healthy boys, breastfeeding is high up on my list of the best experiences of being a mom. Between a demanding career, running a household, and wearing many other hats (as we do as women), putting the phone away and bonding with my newborn during a feed is as soothing for me as it is with him—breastmilk filled with wholesome goodness.

The initial milk that a woman produces during

pregnancy and during the first few days after giving birth is liquid gold. It is full of antibodies, is high in protein, and contains fat-soluble vitamins and antioxidants. Even a small amount can hold off your baby's hunger, and let's not forget the natural laxative properties that will

assist the baby with its first stool. Even if you are not planning to breastfeed long-term, experts advise that you give the baby colostrum those first few days as no formula can mimic the biologically active substances found in this liquid.

The milk has also been found to have the best protection for preemies against potentially fatal conditions, the oxytocin produced in your baby's body when they breastfeed helps them to sleep better, and a recent study showed that toddlers who had been exclusively breastfed

for at least three months, had brains with 20 to 30% more white matter microstructure, especially in parts of the brain associated with language, emotional regulation, and cognition than those with no breastmilk.

It is no surprise that more than 100 countries celebrate World Breastfeeding Week in the first week of August. While breastfeeding is not without its challenges, once the milk is flowing, its rewards are endless.

We cannot forget the fuel that makes the milk possible.

The exact amount of care you took to eat well, keep active, and take supplements during pregnancy should not end there. Doctors recommend that you continue to take your supplements for at least the following six months. Supplementing is vital as you will need all your energy for this, often physically taxing, journey. If you're like me and your milk production is more volatile than steady; you will appreciate my tried and tested list of food items that give my body that extra boost it needs: At least 2.5 liters of water, raspberry tea, rooibos tea, oats, fenugreek and fennel seeds (The tea combination is also great)

Finally, some tips to make the journey more memorable:

1.Before the baby is born, have a conversation with your Gynecologist / Obstetrician or Midwife about what is available to assist you to produce milk if your ducts are not immediately ready for baby to feed;

2.Watch as many videos and podcasts on latching techniques as your time allows. Tutorials will make it easier to help both your baby and you to find your rhythm, method, and your distinct comfort level;

3. It may happen that once your baby is born, you may not immediately have nourishment for your baby. Please don't stop nursing; give yourself at least two weeks to assist your body in pushing out the milk.

4. If you will be exclusively breastfeeding, prepare your mind that you will be nursing or expressing for the better half of your day. Prepare the room you will be spending time in as you need to be as relaxed and uncomfortable as possible. If you have an older child, remember to include them in the experience- let them sit with you while you

nurse; this is an excellent environment for them to get to know the baby, ask questions, and feel included as they navigate life as an older sibling.

5. Your breasts will hurt, and you will need to soothe them as much as possible. Invest in nipple creams or gels, and sometimes a warm cloth can do the trick.

6. If you express the milk, do so at least every three to four hours to keep the milk production at its peak. Remember that you send signals to your body every time you feed, express to keep producing milk.

The Benefits of breastfeeding

Fri, 06 Aug 2021 15:20:17 GMT

Feel free to contact Tanya - 083 445 1050 . She is a lactation specialist and can be contacted to assist moms in need.

Breastmilk provides abundant and easily absorbed nutritional components and live antibodies. A mother’s more mature immune system produces antibodies that enter the milk supply and helps protect the baby from illness. In addition, breast milk contains substances that naturally soothe your baby. After the birth of your baby, both of you will learn how to breastfeed. Be patient and remember there is always help available. Your baby only needs a limited amount of colostrum (a thick, rich fluid the first few days).

Correct position and latch are essential for adequate feeding and to prevent nipple trauma.

Baby’s body is supported
Baby’s body is in alignment
Baby’s chin touches the breast with nose open
Baby’s lips curled outwards (Lip and tongue form a seal)
Deep latch
No clicking or smacking sound during feeding

BENEFITS FOR MOTHER

Less postpartum bleeding
Great for bonding with baby
Lower risk of breast cancer
Lower risk of ovarian cancer
Less osteoporosis with age
Lower risk of rheumatoid arthritis and lupus

And many more.

BENEFITS FOR BABY

Stronger immune systems
Less diarrhea, constipation, and gastroesophageal reflux
Fewer colds and respiratory illnesses
Fewer ear infections
Better vision
Lower rate of SIDS (Sudden Infant Death Syndrome)
Fewer cavities and less chance of becoming obese later in childhood
Improved brain maturation

Always remember that breastmilk can be stored and is essential for all babies up to 24 months

(according to World Health Organisation).

Children need Emotional Coping Strategies too

Mon, 10 May 2021 12:33:17 GMT

As adults, we often feel our problems are bigger just because we are. But children struggle with self-control just as much as we do, sometimes more. This can result in unpredictable or even explosive reactions to everyday situations. To manage these feelings, they need to use coping and calming strategies. These need to be taught so that over time, children can learn to implement these strategies for themselves.

One of the most important coping strategies to teach kids is to name their feelings. Strong emotions can be scary for kids and fuel strong reactions. But when kids can talk about how they’re feeling and what’s causing it, their emotions can feel more manageable.

Keep in mind that your behaviour affects how kids cope, too. Kids need to know that you understand what they’re going through. Responding to kids with empathy takes practice. But it can make a big difference in what kids hear and feel, and how willing they are to keep working on things that are hard.

Emotion-focused skills involve doing things that help your child feel better. They also involve doing something that offers a temporary distraction so they can return to the issue when they're feeling more level-headed.

The following are some healthy emotion-focused coping skills for kids.

Label feelings - just being able to verbalise how they are feeling can really help

Breathing exercises - slow deep breaths can help children relax their minds and bodies

Physical exercise - strength-building and aerobic exercises can help get rid of excess energy when children are nervous or anxious

Make art - channeling their emotional stress into painting, sculpting or making collages can help focus a child's energy into something they actually enjoy doing

Focus on the problem - talking to your child about the situation will often reveal solutions you never thought of, or, even better yet your child could come up with solutions for themselves

Developing confidence in young children

Mon, 10 May 2021 12:30:32 GMT

Self-esteem stems from a sense of competence — or, to put it another way, children gain confidence as a result of their successes, not because of the recognition they receive from family and friends. As a preschool teacher, I have seen many children gain trust and self-assurance as they learned and achieved new tasks and objectives.

As parents, it’s normal to want to instil trust in your children. Here are some suggestions for how to do that:

1. Make time to have fun

One of the biggest investments you can make in your child is playtime. Playing with your children for hours on end demonstrates to them that they are important and worthy of your attention.

2. Give them small tasks to do

Children deserve opportunities to show their talents and to believe that their efforts are respected. At home, this means enlisting their assistance with tasks such as:

o Putting the table together for dinner or lunch

o Organising their toys

o Dusting, vacuuming and sweeping

o Dishwashing

o Performing laundry sorting or folding

o Car washing

o Gardening

Remember your child’s passions and allocate them a job that helps them to feel useful.

3. Always pay attention

I can’t emphasize enough how important it is to set aside time to give your child your undivided attention. It boosts your child’s self-worth by sending the message that you think they're important and valuable to you.

4. Encouragement should be provided frequently

Consider the last time anyone complimented you on your efforts and told you they believed in you. This kind of motivation not only gives people the trust boost they need to keep going, but it also helps children develop the best kind of confidence possible. But remember that too much praise can put pressure on you to succeed and generate a constant need for other people’s approval. It’s preferable to teach your child that the effort—and seeing everything through to completion—is what matters most.

Moving onto Gross Motor Skills

Mon, 10 May 2021 12:24:57 GMT

Gross motor skills give us the ability to perform whole-body movements which involve the core stabilising muscles of the body to perform everyday functions, such as standing, walking, running, jumping, and sitting upright at the table. They also include eye-hand coordination skills such as ball skills (throwing, catching, kicking) as well as riding a bike or a scooter and swimming.

While gross motor skills are important to enable children to perform everyday functions, such as walking and running, playground skills (e.g. climbing) and sporting skills (e.g. catching, throwing and hitting a ball with a bat). However, these are crucial for everyday self-care skills like dressing, climbing in and out of a car, or even getting in and out of bed.

Gross motor abilities can affect your child’s ability to maintain appropriate tabletop posture which will affect their ability to participate in fine motor skills activities (e.g. writing, drawing and cutting) and sitting upright to attend to class instruction, which then impacts their
academic learning.

If you feel your child is struggling with their gross motor skills, please talk to their teacher about how changes can be made to grow this important aspect of their development

Walking Rings... Yes or No?

Tue, 04 Feb 2020 08:48:11 GMT

There is much discussion and debate on whether walking rings are beneficial or dangerous to babies.

Once very popular and widely used, in more recent years there has been a strong debate on their usefulness. We will take a closer look into these reasons and decide whether it is worth the risk.

1. Walking rings can cause a risk of serious injury;

· Risk of falling down stairs or tipping over can result in head injuries, concussion, skull fractures and or soft tissue injuries to head and neck.

· The raised height of the baby means that they are in closer reach to hot drinks, kettle and iron cords, stoves, cleaning products etc. Walking rings make it easier for babies to reach up and pull things down.

2. Walking rings may result in delayed motor development.

· The natural process of learning to walk includes babies learning to roll, sit, crawl, scoot and stretch. These pre-walking skills help a baby strengthen their muscles and learn to balance.

· Walking rings may visually appear as though they are helping your baby to walk, however, they can delay their motor milestone development, and in fact, they can hinder your child’s mental and learning development as well.

· Walking rings prevent your baby from viewing their limbs and feet, which help babies to visually guide their legs across the floor. The visual-motor skills are critical for a child’s development of depth-perception and visual processing needed for tracking words across a page, moving their eyes from sentence to sentence and paragraph to paragraph.

· Walking rings limit eye and foot coordination, which is necessary for motor planning and sequencing (praxis)– generating an idea of what you want to do (ideation), figuring out how you are going to do it (organisation) and then carrying out what you want to do (execution). Children with poor planning and sequencing may find difficulty when needing have to think harder to complete new physical tasks, due to poorly integrated information from the sensory systems. Under-developed planning and sequencing skills impact on a child’s ability to organise themselves and learn new routines.

· It also prevents your baby from using their natural movement needed for cross-laterality, which is important for right and left-hemisphere development of the brain, fine and gross motor skills, balance, posture and language skills.

The advantages of using a walking ring are as follows:

· Providing your baby with a source of entertainment.

· Allowing parents the opportunity to do some household tasks while babies keep themselves busy.

Given the high risk of injury and the possibility of delaying development and milestones, you have to ask yourself whether it is worth taking the risk.

I raised my babies in an era where walking rings were very popular and our babies spent much of their day rolling around the house in them. However, now being able to make an informed decision with the experience I have through witnessing the injuries and delays involved in walking rings, I would personally recommend baby learning to crawl and walk on the floor.

I honestly believe that the risk is too high and our babies are far too precious to take that risk.

Teacher Natalie

Early Childhood Educato

MATHEMATICS FROM THE EARLY YEARS AND BEYOND

Fri, 27 Sep 2019 06:28:02 GMT

In Southerm Africa we have been bombarded with news items on how badly our children are doing in international benchmarking tests of mathematics (and science). Those of us who work at the Pre-Primary level of education are well aware that the results of the children at prep and high school levels will not improve if we do not focus on the correct teaching of maths concepts with the three to six-year-old children.

Early mathematical experiences must be presented in kinaesthetic and concrete ways, leading to semi-abstract activities in Grade 1. We do not favour worksheets for young children and concentrate on ‘hands-on, brains-on’ learning. In the Pre-Primary we have introduced Numicon, which is an international tool designed to lead children from counting to calculation and a thorough understanding of basic number concepts.

Many young children enter Pre-Primary school or creche with knowledge of counting, numbers and shapes and while we consolidate these skills it is also important to expose our children to more challenging content. Young children are ready to learn more advanced concepts as long as they are presented in an engaging and developmentally appropriate manner. This does not equate with ‘pushing down’ the curriculum content to younger and younger children.

‘All children are capable of learning and should regard themselves as competent learners.’(Dockell 1995) Negative parental views and feelings about maths must not be passed on. Never let your child feel negatively about maths, or any other subject, because you were not good at it. For example, saying, ‘Don’t worry, I was no good at maths either’ or ‘Girls are not good at maths, I wasn’t, will give the child reasons to believe that maths is beyond them too.

“Children who feel confident in themselves and their own potential have a head-start to learning” (Ball 1994)

Parents have a vital role to play because the years before a child commences schooling are critical to their learning, including the learning of numeracy. The foundations of this effective early learning are achieved through play based activities. Play is the work of children.

Some activities you can do to promote the acquisition of maths concepts:

Sing number songs and rhymes
Count out everyday item such as plates and cutlery for supper, potatoes for cooking, biscuits for tea.
Match how many times you clap with items such as bottle tops.
Bake with your child and count and measure together as you prepare the ingredients.
Draw attention to numerals on gates, cars, busses etc.
Share out sweets, cakes etc. amongst the family or have teddies tea parties and do the same. (division)
Divide fruit, veg and cakes into pieces and talk about halves and quarters. (fractions)
Work out how many sweets we need if everyone is to get two. (multiplication)
Match, identify and count coins. Give coins to spend on small items in the shop.
Compare the sizes of clothes and shoes that the family wears and arrange them in ascending and descending order.
Sort and match socks.
Arrange things such as toys, bottles and cans in size order.
Sort toys into sets as you tidy up e.g. dolls, cars, puzzles.
Match sets of toys. Two cars and two dolls.
In the bath, provide plastic containers and discuss, full, half full, empty etc.
Play simple board/dice games such as Ludo that involve associating a number name to a square.
Play dominoes

Many parents will proudly tell you that their child can count to ….. Counting is a rote memory skill unless it can be applied to objects. Here are a number of key principles that have to be mastered before counting is understood:

Each item is counted only once. (the one-to-one correspondence principle)
Each number picks out a specific numerosity.
Number words must be recited in the same order, (stability principle)
The last number word in a counting sequence represents the numerosity of the set. (cardinality principle)

By the time your child is 2-3 years old he already knows how to track very small numbers and can differentiate between markedly different quantities so start by working on the number words 1-2-3. Progress is slow and it could take nine months to a year to really comprehend the difference in meaning of these three numbers before you move on to 4. Progress will be faster from here.

The tracking of American, British and Canadian children found that children who entered pre-school with a strong grasp of numeracy, counting, relative magnitudes and ordinality achieved better maths scores in later years and that these skills were more predictive of general scholastic achievement than were language, attention or social skills. (Duncan et al 2007)

At Pre-Primary/creche we work on the following maths concepts, at an age appropriate level, through the use of movement and concrete materials. Only in Grade 1 at a semi-abstract level.

Counting
One to one correspondence
Addition and subtraction
Linear and solid shape
Spatial relationships
Sorting and classification
Measurement of size, mass, volume, time
Patterns and sequences
Symmetry
Data handling

All these concepts are linked to everyday applications in as many ways as possible, to make maths meaningful. The use of tablets is also enabling children to consolidate concrete concepts at their own level and pace. Good practise does not permit asking children to learn something now, with difficulty, something they will manage more easily later. Nor does it include the teaching of isolated maths skills through memorisation, rote or the reliance on worksheets.

At around the age of seven, children move on to more abstract maths skills but still have the need of concrete tools to acquire new concepts. For instance fractions can be taught through geometry, music, art, physical education and geography, as well as in mathematics.

Next time you read or hear derogatory statements on the state of Southern African maths, please be assured that the ADvTECH Schools have the matter well in hand and your child is benefiting from a world standard education. By working with the school, you can foster a love of maths that will significantly influence subject and career choices later and set your child on the path of success.

Don’t forget to have FUN!

Fri, 19 Jul 2019 10:18:35 GMT

Sometimes. Moms and Dads get so bogged down with the routines of the day that they forget to have fun with their children.

In the mornings it’s… wake up, get dressed, eat your breakfast, go to school. In the evenings… eat dinner, jump in the bath, bedtime.

Each one of these activities is a potential disaster waiting to happen. Toddlers and four- year olds will fight you at every turn if they can, because they are asserting their independence and testing boundaries. We start to associate the mornings and the evenings with ‘unhappy hours, because of the tensions and stress they generate.

Why oh why do we need to fight about everything? Why are we not including games and activities in these times? If you stop and analyse what is happening, you might need to relook at the way you are doing things at these busy, routine driven times of the day.

Pre-school teachers are often asked how we manage to get twenty 2-year-olds to do things that moms and dads struggle to do with one or two children. There are three main reasons.

The routine is so set in stone, there is no negotiating. Everyone goes to have lunch, everyone goes to the toilet, and everyone goes down for a nap. It is just the way it is. Try and cultivate this at home by giving warnings of what is coming next. Little ones cannot tell the time and it is upsetting for anyone to be told to stop what you are doing with immediate effect. Rather say, “When this big hand on the clock gets to six, I am going to ask you to put away your toys, so finish your game by then”.
When we change the routine at school, we play!!! We make use of transition activities. When it is toilet time…hop like a bunny or creep like mouse. When we go for lunch we sing a song while choosing children to go and sit down. While eating, we recognise children showing great manners. At home you can set challenges such as, I’ll race you to the bathroom. Give choices, would you like the blue towel or the red one? Would dolly like to bath with you tonight? Buy bath crayons and have fun drawing on the bath or tiles with them.
Making food fun is quite simple and children are quick to eat if you can make faces, snakes, volcanoes etc. Either eat with the whole family present or sit with the children while they eat. Make conversation they can join in with and don’t nag. If the food is not eaten after 20 minutes, simply say that you can see they do not want it and remove it. Don’t offer alternatives or force feed. After a week or so of this calm approach, the children will see no need to play up over food. Children will not starve themselves.
Teachers are always in control at school and so should you be at home. Children need the security of knowing someone is in charge. Children also want to please…they want to feel as if they are seen and appreciated. If a child is being particularly well behaved at school, they get a shout out and the rest of the children fall quickly into place to do the same. As parents, when our children are well behaved, they generally don’t hear from us. Moms and Dads, this is when they need positive feedback. “Wow, John! I love how well you are eating your supper. Jenny, you washed yourself so well tonight, let’s see that again tomorrow”.

The time with your small children is so fleeting. You will look back and wish you had played more with your children. Dance, sing, play, enjoy doing things together, make memories and don’t forget to HAVE FUN!!

The importance of Gross Motor Development

Mon, 01 Jul 2019 11:32:53 GMT

Gross motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform everyday functions, such as standing and walking, running, climbing and jumping, and sitting upright at the table. They also includes eye-hand co-ordination skills such as ball skills (throwing, catching and kicking) as well as riding a bike or a scooter and swimming.

Gross motor skills are important to enable children to perform every day functions. Gross motor abilities also have an influence on other everyday functions. For example, a child’s ability to maintain appropriate table- top posture (upper body support) will affect their ability to participate in fine motor skills (e.g. writing, drawing and cutting). These skills have an impact on the child’s ability to navigate their environment (e.g. walking around classroom items such as a table and chair or up a sloped playground hill). Without well- developed gross motor skills, a child will struggle with many daily tasks such as eating, packing away their toys, getting onto and off the toilet or potty and sitting on a chair or stool.

Children with gross motor difficulties often display:

Avoidance or general disinterest in physical tasks
Rush performance of physical tasks (to mask difficulty or fatigue)
Unusual performance of physical task they find challenging
Assertiveness in telling others how to do the physical task or play the game without actively engaging themselves

Gross motor skills are an important part of early childhood development. Children should be encouraged to play on the outdoor equipment throughout the day. This allows children to gain confidence when using the equipment, and refine and further develop these skills.

How to choose Pre-Primary School

Fri, 24 May 2019 06:28:42 GMT

Choosing a school for your little one should not be a last minute, hasty decision. Start looking at least three months before you need to enter your child, if you are looking to place a baby. If you want your child to join a good school when they turn three, you should start looking at birth. This may seem ludicrous but the top Pre-Primary schools have waiting lists several years long!

The first decision is whether to place your child in a school near home or near your place of work. Small children suffer from many little illnesses and most schools want a sick child to go home as soon as possible. Choose a school that is close enough for someone to fetch them promptly if they fall ill. No matter how loving the care at school, a sick child just wants the comfort of home.

Choose a school whose hours suit your schedule. If the school closes at 5.30pm, you must be able to reach it with time to spare, regardless of the traffic. Does the school open early enough for you to get to work? You cannot leave a small child outside the gate and assume that someone will take responsibility!

There are so many places of care to choose from at the moment that you may be bewildered by the choice. Take the time to visit the school unannounced. Check the security first, it should not be possible for you just to drive in. Are there cameras at the door and an entrance procedure? Next, how are you greeted and dealt with by the receptionist? This should be efficient, friendly and with an offer to show you the school, either then or by appointment. An appointment does not mean they have anything to hide; good schools have to allocate time and staff to deal with parents effectively. Is the reception clutter free and efficiently run? Are the admittance forms neatly printed and requesting sufficient background detail on your child?

When you look around, watch the children. Under-fives should be playing freely and busily with clean, unbroken toys that are well displayed to enable choice, or engaged in activities that are stimulating creativity or enhancing number or literacy skills. There should be no worksheets or cloned art work. Is the classroom clean and attractive, with good natural light and ventilation? Is there sufficient space for the children? Crowded rooms lead to fights and stress. Has the teacher (who should be SACE registered) an assistant to manage bathroom visits, messes and to support play? Is there evidence of an overall theme that the children are investigating? Are there good quality books in a comfy spot for reading? Are the carpets and floors clean? Beware of schools that are too tidy and immaculate as this could mean that the equipment is for display, not the children’s use. Children should be aware of your presence but not clamouring for your attention.

What is your language policy for your child? If they are to attend Primary school in a specific language, they will be at an advantage if their early years are spent in the same language. This does not mean that you should forsake your home language. Bi-lingual children have a cognitive advantage, but do not confuse your child by subjecting him/her to a constant mixture of languages. Choose a school that will help your child enter grade 1 with a strong vocabulary and comprehension, as well as an ability to engage in their intellectual education with understanding.

What do you require in the way of meals? Not all schools serve breakfast, lunch and snacks and the price should reflect what is provided. Check out the kitchen, the kitchen staff and the certificates from the local authority indicating that the school is licenced to provide meals. Look at the menus. Is there sufficient variety and fresh fruit and vegetables? Ask about who feeds the little ones and how meals are conducted for the older ones. Are the children forced to eat their meals? Can the school cater for genuine allergies, (Not fussy eaters!)

If your child is still a baby, check the policies on formulas, nappies, wet wipes etc. If the school supplies everything, it may be a little more expensive but well worth your while in terms of convenience. Look at the nappy changing areas, where everything should be neatly labelled and the area safe and well ventilated, with proper disposal facilities. Potty training areas should be bright and welcoming, with small toilets for children aged two plus.

Are the baby rooms warm enough for the babies to play and crawl on the floor and not be kept in a cot all day. Who provides the cot linen and how often is it washed? There should be a nursing sister available for very young babies, as well as well-trained carers who will talk to and stimulate your child.

The outdoor area should have grass, sand, water, shade and wheeled toys, as well as safe climbing and swinging equipment, appropriate for the different age groups. Children are stimulated by their environment so the garden should be attractive, bright and well supervised. Gross motor development underlies all other development at this age so there should be a minimum of an hour per morning and afternoon set aside for active, outdoor play.

Last but not least, the atmosphere of the school should be welcoming and child friendly. Do not be swayed by the latest technological devices and lessons if the staff seem aloof and uncaring. With proper research your child should be happy and well stimulated in the chosen environment until it is time for Big School.

Toddler Appropriate Chores - It Builds Confidence

Mon, 15 Apr 2019 11:28:34 GMT

When we are born, each of us is entirely reliant on others and therefore we can say that childhood is then an apprenticeship that gradually prepares us for adulthood. From infancy, children understandably reach out to the world; beginning with their mother and father. As that bond is cemented, children seek more triumphs and competence.

As a parent and educator, I know that living in the modern world, boast a demanding and dynamic lifestyle, at home and in the classroom, therefore it is important to instill a sense of ownership and pride within our children from a young age. By assigning responsibilities (chores), we are teaching them to build their self-esteem, teaching self-help skills and encouraging their independence so that they too will one day be able to cope with the demands of society.

By asking our toddler to help with tasks not only ”lifts the load” as a parent or a teacher, but the child will learn empathy by sharing responsibilities and become more self-confident when they accomplish their assigned task, particularly with little or no guidance. Chores are great tools to establish routine, which may reduce opportunities for confusion or disagreements amongst siblings or other toddlers if in a classroom environment.

Remember, each child develops at his own pace, so some children may be ready for chores that have been assigned, while others will only be able to perform tasks with support. Start with one or two chores; it is important to only start with a few tasks at a time. You definitely don't want to overwhelm your toddler or make them feel pressured. The main aim in giving your toddler chores is for them to feel capable, not overwhelmed.

As children approach chores, it’s guaranteed they’ll do things differently, messier than you! But as children gain finesse through trial and error, they’ll achieve mastery and build pride. Don't expect perfection or correct the work that the child has done. There is plenty of time for that later when the child is more competent at the task and has more confidence. What you want to focus on now is rewarding the child's effort and your patience and gentle guidance will mean a lot.

Addition to simple chores, toddlers should also include attending to their own cleanliness, grooming, clothing and toys.

The below mentioned chores are sure to assist you in fostering an independent and confident toddler.

Pick up toys and books and put them in their suitable place (you must first assign clear places for your child's belongings)
Put dirty clothes in the laundry basket - this can be done after bath, in the morning, and before bed-time.
Wipe the table after meals- not only is this an easy task, but they will love doing it!
Dusting and wiping- make it fun! Purchase a bath hand puppet to use when dusting or wiping to “collect all the dust bunnies.”
Unload the groceries- after a grocery trip let your toddler hand you items out of the grocery bags while you pack it away.
Help set the table- just be sure to only give your toddler safe, unbreakable objects.
Let them help you make the bed- do this chore together and squeeze in a little bonding while you work.
Clean up spills and messes with paper towel, sponge or a child-sized broom.
Water plants- for this chore, provide measuring cups and a bucket of water and then let your toddler delight in pouring it into the pot and feeding the plant.
Sweeping- Use a toddler size broom and dust pan. While this is one chore that generally creates more work for you, they love helping and sweeping the dirt back and forth.
Pushing buttons- If there are buttons that need pushing let your toddler do it - elevators, dishwasher, microwave, washer, dryer, even the coffee maker. Toddlers LOVE buttons! This chore that isn't quite a chore is still teaching little ones to follow directions. It also teaches them that they are capable, they can do it, and when possible, you will let them.
Help in the kitchen- there are so many ways toddlers can help in the kitchen from stirring to pouring to washing fruit.

Chores given to toddlers will enable your toddler to contribute to the family, care for themselves and their personal belongings. It is a standard plan in an apprenticeship for adulthood!

Back to Basics: The Importance of Play

Wed, 10 Apr 2019 07:33:10 GMT

When it comes to brain development, time in the classroom may be less important than time on the playground! In order to appreciate the value of play for a child, this research makes interesting reading:

“The experience of play changes the connections of the neurons at the front end of your brain,” says Sergio Pellis, a researcher at the University of Lethbridge in Alberta, Canada. “And without play experience, those neurons aren’t changed,” he says.

It is those changes in the prefrontal cortex during childhood that help wire up the brain’s executive control centre, which has a critical role in regulating emotions, making plans and solving problems, Pellis says. So play, he adds, is what prepares a young brain for life, love and even schoolwork.

“The function of play is to build pro-social brains, social brains that know how to interact with others in positive ways.”

But to produce this sort of brain development, children need to engage in plenty of so-called free play, Pellis says. No coaches, no umpires, no rule books.

Animals and some birds engage in play, not to learn survival skills as was previously believed, but to develop pro-social brains that enable them to interact with others. They and humans share very similar play behaviour, abiding by similar rules requiring participants to take turns, play fair and not inflict pain. This interaction, learned early, is essential to the human ability to socialise with others. It also has the added bonus of leading to better academic results.

If we know these facts, why are we moving towards restricting children’s opportunities to play and focussing more and more on desk/computer based academics? Parents need to appreciate that in allowing their children plenty of opportunities to play, with others and alone, they are laying the foundations for academic success.

This play is not to be electronically focussed. All of our senses are crucial for learning. A two dimensional world of TV and computers is just not activating the sensory systems sufficiently, leading to difficulties with learning later on. Children need active, experiential play so we need to get them out and about, exposing them to sensory-rich opportunities as often as possible. Learning is a whole body experience and is not just for the head!

Young children work hard at play. They invent scenes and stories, solve problems and negotiate their way through social roadblocks. They know what they want to do and they work and plan to do it. We as adults must not be too quick to interfere in this process. There is a tendency to ‘bubble wrap’ children so they have little opportunity to work things out for themselves. This hampers them both socially and academically.

So what should parents do?
From an early age children need access to materials that will stimulate their sensory systems such as water, sand, things that make a noise, books with pictures they can relate to and toys of different textures. The contents of your saucepan and plastics cupboard will give hours of creative play while teaching concepts of matching, size, shape, texture and sound. Things that bounce, roll and change shape when pressed or pulled help develop spatial skills and visual acuity.

Children must be free to move around once they are mobile, obviously with safety in mind, but do not fear the odd mouthful of grass or your child being dirty. Allow them to dig in the garden, pick flowers and when they are older, make mud cakes and grass ‘soup’ for their fantasy games.

In the pre-school phase children need basic toys, not those with roles defined by the media as the latter limit imagination and the opportunities to plan and create. Provide the child with a good set of plain wooden bricks, a few non battery operated cars, a soft doll or two, a teddy, some plastic plates and cups and a big ball. Old blankets or sheets for making houses and tents and some boxes and crates will provide the basics for endless creative and imaginative play. Play dough, some crayons and big sheets of paper (not colouring books) and some paints will amply provide for creativity.

Some play rooms look like toy shops and children become overwhelmed by the choice, tend to mix the toys in a random fashion and are then overwhelmed by the complexity of tidying up. There are commercial organisations that give parents the impression that unless they are buying educational toys on a regular, even monthly, basis, they are not doing the best for their child. More important than a new plastic toy, is facilitating fantasy play.

The Russian psychologist Lev Vygotsky informs us that children rise above their average behaviour through play. Play is the work of children and it is through fantasy play that children make sense of their world. They must pretend and take on roles in order to understand. The more time children spend in dramatic play, the more they advance in terms of intellectual development and their ability to concentrate.

As a parent, curb the extra murals and allow uninterrupted time and space for fantasy play. Props can be simple and minimal as pretending a block is a cell phone and a box is a racing car, your tablecloth is a cloak and teddy is a superhero is symbolic thinking and this will lead to creativity in writing at a later stage. Children also cope with emotions such as anger, fear and jealousy through playing out the scenarios with toys and friends. They become more self-disciplined as they discipline teddy, ‘You can’t have another sweet teddy, they’re bad for your teeth’. They develop resiliency as they play out being left when Mom goes to work or big brother teases them. They imitate teacher and consolidate concepts as they teach them to younger siblings or their toys. Rules and routines imposed by parents are practised through play. The toy is bathed, read to and put to bed over and over again and the routine accepted and internalised, diminishing bedtime battles. Pre-Primary teachers can tell many tales about a child’s home life by observing the children at play!

As children get older the dynamic process of play becomes more varied and complex, reflecting the social and cultural contexts in which children live. They learn new skills and venture from their comfort zones in competition with others. Children master their egos and learn to live with everyday experiences. They formulate plans and rules and learn to negotiate their way through conflict. All these skills are essential to the development of individuals who can master academic challenges and live comfortably in their society and they are learned through PLAY.

So, as a concerned parent, encourage your children to play by allowing them the freedom, time and space to do so and choose a pre-school centre that believes passionately in play based learning.

Praising Children

Fri, 05 Apr 2019 06:02:38 GMT

The question we ask on this subject should not be, should we praise young children but how should we praise young children?

When our babies begin to demonstrate skills such as sitting, crawling, walking and feeding themselves, we show huge excitement and pleasure and encourage them to repeat the skill for daddy, auntie etc. We say things like, ‘Good boy!’ As they grow and begin to learn shape sorting, turning the pages of a book, helping with the dusting, we continue the praise by saying things like, “What a clever boy you are for finding the circles”. ”You are such a clever girl to ride your trike like that”. Thus begins the habit of praising the child for being clever, pretty, strong, etc. and this can be detrimental because we need to praise a child for effort, perseverance and grit, not for natural endowments.

As the child enters Play School/Pre-Primary parents will be greeted at the end of the school day with a selection of sticky boxes, brown paintings and half chewed baking. (If you are presented with coloured-in pictures or worksheets, you have chosen the wrong school!) Back to the messy art-work; your response here should be something like the following:

• ‘Gosh, I can see you worked hard on this picture, can you tell me about it?’
• ‘I see that the colours all turned brown, what colours did you start with? What do you think happened with the colours?’
• ‘That biscuit looks interesting, tell me how you made it?’
• ‘You even have sand in your hair; you must have dug really deep in the sandpit.”

A response that does not encourage thought or future effort, and one that may make your child mistrust your judgement, would be, “That’s lovely darling.” It can easily discourage the child from future effort if they feel they may not be able to reach this standard again, or worse, they know you are lying.

We can also create praise junkies if we are too liberal in the praise given. The child just seeks praise for the slightest thing and thus effort decreases. I have seen this in a Grade 0 class when a child seeks teacher’s approval for every small thing they do.

In everything your child achieves or needs recognition for, try and focus on the effort, perseverance or the learning that has taken place and be realistic but kind. From an early age children need to understand that effort, perseverance and courage in the face of difficulty are praiseworthy. Praising natural ability and intelligence does not raise a child’s self-esteem. Praise must reflect real achievement and be authentic.

When it comes to behaviour, praise what you want to be repeated. “I really liked the way you sat still through our meal. Thank you”. “I was so proud of the way you thanked Auntie Betty for having you for tea. I could see that she really liked your good manners.”

As well as learning to praise your child, knowing how to correct is just as important. Modern life seems to focus so much on success at everything, that failure and mistakes are considered to be disasters. Not getting something right the first time is an ideal opportunity to teach children to reflect on the reasons it did not work and to plan how they will do it differently next time. Stories of overnight success are seldom true and even young children need to learn the value of trying again and planning differently.

A reflective comment from a parent such as, “I’m sorry your science project did not work when you worked so hard on it, how do you think you could build it differently next time? If a child struggles constantly at any activity, the activity needs to be moderated so that success is possible. Small steps in achievement and growth should be the aim.

Naturally bright children do not necessarily achieve the best in schools. Those who have had authentic and honest praise, who understand that achievement needs motivation and determination, will go far, even if they do not find learning easy. Achievement is a marathon, not a sprint. This mind-set can begin from toddlerhood.

Grit is a term seldom used in these days of helicoptering parents. Grit is one of the abilities we have, based on cognitive control, and this can be taught. Children need to understand how their brains work and with technology we have, they can be shown how brains react to different stimuli and how working hard and persevering will develop their brains. As they get older they need to know that the ability to learn is not fixed and can be constantly developed through perseverance and practice. ‘I can get better when I try harder’. ‘My intelligence grows with effort’. Teach children to approach life and work with a growth mind-set rather than simply praising whatever they do.

So what is the goal when it comes to encouraging children? Keep in mind your long-term goals for them and watch for the effects of what you say. Ultimately, you want to encourage your children to be self-motivated and to embrace challenge, and that means not making them dependent on praise. When they reach the world of varsity and work, there will be no one praising their every move and if they have become used to this from home, life will be tough.

What is “Philosophy for Children, or P4C”?

Mon, 11 Mar 2019 10:45:29 GMT

This is itself an important philosophical question, not easy to answer; but let us say that philosophy, among other things, is self-conscious inquiry into the meaning of puzzling and contestable concepts. In ancient times philosophy was known as a search for wisdom or meaning, and many of the concepts philosophers have thought about for thousands of years are ones we use to structure our daily experience. "What is justice?" "What is beauty?" "How can I be sure of what I know?" "What is the right thing to do?" "What is real?"

Philosophy is also known for the cultivation of excellent thinking. One of the most ancient branches of philosophy is logic, which includes informal logic, or "critical thinking." But philosophy is not only an intellectual pursuit. Philosophers have tried to improve their thinking in order to better explore the philosophical dimensions of experience, such as the ethical, political and aesthetic dimensions, and in order to improve their judgments and actions within these dimensions. Philosophy helps us learn to recognize, for instance, the ethical problems and possibilities in our experience, to think through them carefully, to make sound ethical judgments and to take appropriate action. This is why, for thousands of years people have practiced philosophy, not only in universities but also in business offices, reading clubs and coffee houses.

The P4C methodology was begun by Matthew Lipman in the UK when, as a university professor, he realised that his first-year students had excellent content knowledge but were unable to think independently. He still works in schools and trains teachers. The P4C movement has been going for 35 years and is used in over 60 countries.

In our Junior College schools, we have introduced P4C or Philosophy 4 Children from Grade 000. We begin the lessons on learning to make a choice, to justify the choice and to have a change of mind should the evidence convince them to do so. In the Pre-Primary this could be choosing between wanting to be a Mommy or a baby. Depending on what the child chooses, he sits on one side of a central line. One child then questions a child on the other side of the line as to the reasons for his choice and this conversation goes back and forth. If the group is big, they may tell their shoulder partner the reason for the choice. At the end, we see if anyone would like to change their choice and tell us why they did so.

Respectful listening, accepting other points of view and turn taking are paramount and we anticipate a huge improvement in these skills over the year. Having the courage to think independently of a friend’s views takes a while with three and four-year olds, but the understanding that thinking is unique and individual, grows over time.

Moving on from choices involves the use of a stimulus such as a story, a video or an artefact. A bowl of jelly tots elicited a wonderful discussion on ‘should it rain jelly tots’ and a toy lion in a cage inspired four-year olds to range from not keeping animals in cages because they would miss their family, to putting poachers in cages to teach them a lesson.

After a story, for instance ‘The Gruffalo’, children are encouraged to ask questions and then to choose a question to discuss. These questions cannot be ones that are answered from the text or ones you could ask an expert or Google. A Grade 0 group chose to discuss, ‘is it OK to lie?’

As the children grow in confidence and experience, they learn to identify the concepts behind a story, for instance truth, beauty or identity and their discussions develop in complexity. This type of inquiry learning permeates any subject and develops the ability to think more deeply and to reason critically. P4C research has shown that it has a significant impact on cognitive ability, enhances dialogical skills and supports social and emotional development. It has been claimed that a one-hour session per week enhances intelligence by an average of 6%, as well as improving communication skills, confidence, concentration and the ability to self-manage feelings and impulsivity more appropriately. Classroom participation increases, and teachers are encouraged to use more open-ended questioning in all their interactions with the children. At the end of a discussion the group reflects on the quality of thinking, reasoning and participation. Teachers always act as facilitators and do not direct the discussions unless a dead end is reached, when they may suggest other avenues to explore.

Some schools are bringing parents into their discussions by sending home a ‘Thinking Book’. This asks parents to add their views to a classroom discussion, e.g. ‘Is it okay for boys to wear pink?’ Parental views can then be read to the class and usually elicit further discussion.

In our Junior College schools, we are delighted with the prospective impact of P4C on teaching and learning and will continue to expand on the opportunities provided for the children and on teacher training.

In the Lunchbox: Guidelines for healthy eating

Fri, 01 Mar 2019 08:53:50 GMT

Proper nutrition can raise a child’s IQ by between 4% and 20% so it is critical that in a stage of rapid brain development, your young child receives the best food. Diet also has a strong correlation with behaviour, concentration, problem solving, emotions and physical co-ordination. All these can be developed when the child’s optimum nutrition is improved.

Half of the nutrition a baby receives in utero goes directly to brain development. 60% of this brain is made up of fat and the foetus will literally rob the mother of nutrients in order to gain the necessary nutrition. (Ever heard an expectant Mom complaining of a dead brain?) After birth the baby has to rely on what it is fed in order to continue essential brain development. Breast milk and then foods high in essential fats, proteins, vitamins and minerals ensure the growth of the hundred million neurons which should be present in the child’s brain by age two. Just as important are the ‘foods’ to avoid. Refined sugar, fried foods and hydrogenated fats, colourings, flavourings and additives.

This sounds complicated but try thinking ‘stone age diet’ when planning your child’s meals. Fresh fruit, fresh vegetables, unprocessed meat, fish or chicken, full fat milk, wholegrain rice, pastas etc. and water. Nuts, unless crushed, are not advisable under the age of six because of the choking risk. Organic foods are best but can be expensive. However, cutting out all the non-foods from the diet can save you the money to buy higher quality whole foods. Foods we buy in tins, packets and jars contain high levels of sodium, sugar, additives and colourings, all detrimental to a growing brain. Avoid ‘pure’ fruit juices unless they are diluted by at least 70% water and do not give colas, sweets, biscuits, chips etc.

There is an alarming increase in the number of obese children we see in schools. While there may be other reasons for this, most of these children eat a diet based on white flour and sugar and have little exercise. White breads, rice, pasta and sugar add calories without nutrition. Flopping in front of TV’s, computers and tablets is the preferred recreation so the high calorie load is not burned off.

Good dietary habits start at a very young age and will help your child avoid obesity and disease later on, as well as feeding the hungry young brain optimally for academic progress.

So, where does the already harassed parent start?
A nutritious breakfast can make all the difference to your child’s school day and improve their capacity to concentrate and learn.

Examples of a good breakfast:
• Whole grain cereals, oat porridge or mealie meal with milk, soya or yoghurt. Add fruit to high fat, plain yoghurt and avoid the ones aimed at children. Try a little pure honey instead of sugar for a sweetener but fresh fruit is better. (Cereals marketed at children are low in fibre and high in sugar and salt. As Patrick Holford, the nutritionist says, it is like putting rocket fuel in a mini.)
• Scrambled, boiled or poached eggs with whole grain bread or crackers. Any other protein, not sausages and bacon, with some starch such as brown rice or potatoes.
• Children who cannot face eating early could drink a smoothie made with fresh fruit, skinned raw almonds, yoghurt or milk. They could even drink this in the car!
• A sliced banana with little cubes of white cheese on each slice is easy to eat.
• Toast should be made with whole grain bread with butter and sugar-free spreads such as Bovril, Peanut butter or Marmite.

To drink:
• Whole milk or fresh, diluted fruit juice or a smoothie made with fresh fruit and yoghurt.
• Rooibos/herb tea with honey or lemon. Young children should not be drinking Ceylon tea or coffee due to the caffeine content.

And for the school lunches:
Most schools ask that pupils take a mid-morning snack to school. This allows parents to follow their child’s specific dietary needs, likes and dislikes. However, as a parent concerned with the physical health and optimal development of your child, you need to follow some guidelines.

• No sweets, cakes or chocolates should be included. Sugar addiction leads to depression, anxiety, fatigue and learning problems.
• No chips, they are too high in saturated fats, salt and monosodium glutamate.
• Give your child water or milk to drink. Fruit juices contain high sugar levels as the fibre has been removed.
• Commercial biscuits, sweet and savoury, contain high levels of hydrogenated fats. Please don’t send them.
So what’s left!
• Whole-wheat sandwiches/rolls with a protein such as cheese, chicken, meat, fish or peanut butter. Avoid jams and chocolate spreads. Use butter not margarine.
• Slices of chicken or meat.
• Whole grain crackers
• Brown rice cakes
• Homemade popcorn ( the commercial types have a high salt and additive content)
• Biltong
• Raw vegetable sticks such as cucumber, celery and carrot.
• Fresh or dried fruit, not the sugar coated type. Fruit salad gives a choice.
• Cheese cubes or triangles.
• Full fat, low sugar fruit yoghurts
• Whole grain muffins

If you prefer to give your child money for the school tuck shop, be firm about what can be purchased and campaign for the eradication of junk food. Hot dogs with chips and coke do not constitute a balanced meal, nor will they enable your child to focus on the learning that takes place after break.

My child is hungry when he comes home from school.
Instead of reaching for the bread bin or cookie jar, this is a wonderful opportunity to introduce the vegetables they usually turn up their noses at. Create a dip with mashed avocado, a little lemon juice and smooth cream cheese. Arrange a plate with some of these: slices of raw carrot, cucumber, cauliflower florets, cherry tomatoes, celery sticks, strips of red and yellow peppers and even mange tout. Hungry children will eat all their veg in this manner and you need not have the fuss at dinner time. Sadly, tomato sauce is not a vegetable!

Dinner should follow the same nutritional guidelines as above. Cook unprocessed food and serve it attractively. Avoid sausages, fish fingers and processed burgers which all have multiple additives and too much salt. Serve fruit or yoghurt for desert.

So what about ‘treats’? If you want optimally healthy children you should not use sweets, chips, biscuits and cake as a reward. One or two sweets after a good meal will not do much harm but good quality, preferably dark, chocolate is a better option.

Supplements:
As few families eat 3 servings of oily fish per week, children and adults need an omega 3 supplement and a good quality multi-vitamin. The latter is needed because the vitamin content of fruit and veg has declined with industrial farming methods.

Finally, the best way to encourage healthy eating in children is to set an example and to eat as a family. A calm atmosphere and pleasant conversation will do wonders. If your child refuses to eat, make no fuss at all, simply remove his plate when everyone has finished eating and offer nothing but water until the next meal. This prevents him using food as a weapon and reduces your stress. No child will starve themselves!

Baby Sign Language: When and how to start?

Wed, 27 Feb 2019 12:15:13 GMT

Baby sign language is a technique in which you and your baby use explicit handshapes and motions to transfer words and meaning with each other. These exact handshapes and motions are performed typically by using Baby Sign Language

By using just a few hand signs when you talk to your baby this gives him/her the tools to communicate with you before they learn how to speak. From the age of 6 months, babies are cognitively ready to communicate, but because speech only develops between 12-24 months of age, they need an additional way to communicate and this is why Baby Sign Language is so vital.

When you do Sign Language with your baby, he/she will benefit from the following:

1. It enhances your child’s verbal language development.
2. It enables children to communicate their wants and needs much earlier in life.
3. It enhances language and listening skills, as well as cognitive development.
4. Research shows an increase in IQ level
5. It boosts self-esteem.
6. It reduces frustration for babies, toddlers and their parents, which in turn leads to fewer tantrums.
7. Parents are provided with a window into infant’s worlds which strengthens the bond between them.
8. It improves vocabulary
9. It promotes bilingualism
10. It encourages an early interest in literature.

Always speak as you sign, your baby needs to hear the word each sign represents.

Know when your baby is ready to learn how to sign. There’s no concern of starting too early, but there is a point at which your baby is better able to start picking up what you’re putting down. The best benchmark is your baby’s ability to sit up without use of their hands. At this point, they are able to begin reading and processing the concept of signing, and may even be able to start copying the signs you make.

• For some babies, this will occur as early as six months. Many babies will begin “reading” and using signs at around nine months old.

• Look for signs your baby is already making. Chances are, your baby has learned a sign without you purposely teaching it – most commonly, waving

• hello or goodbye to people is something babies simply pick up. If this is happening, take it as a sign your baby will be especially receptive to sign training.

Watch for signs of increased interest by your baby. Lots of children will begin showing interest in regular things you do. For instance, if they start to coo or wave their arms around whenever you start running the bathwater, recognize that they are excited by the action and are trying to communicate. Know that babies will also want to sign about things they are excited about, in addition to their more basic needs.
Take these signs of increased interest as indication that your baby will be receptive to training about how to communicate.

Today, Baby Sign Language is widely accepted as a legitimate infant communication programme. It is hard to argue with its success. When study after study proves it improves verbal skills, it is difficult to continue to be doubtful. Because verbal language development skills are developed early, the advanced development improves older children’s language skills also. Watch your baby sign for his “bear” or “milk” and that is your indisputable proof that Baby sign language works!

Happy signing!

Do we still need to teach our children manners?

Fri, 22 Feb 2019 12:22:46 GMT

Civilised and primitive societies have always insisted on certain standards, such as having respect for elders, greeting people respectfully and saying please and thank you appropriately. Eating habits are also defined by the cultural norms of the community. Many cultures begin to inculcate these standards in their children from a very young age, but in this on-line, texting and less verbally communicative society, are these societal norms dying out? Do we still need to teach our children manners?

I would say a definite YES! This is hard for parents when their children watch barbaric and seemingly acceptable behaviour on their screens and even Disney shows films of bratty children getting their own way and virtually ruling their parents. I visited a classroom recently where written large on the wall was, “The only rule in this class is that we respect each other” This sums up what we should be to each other in order to live in harmony, and societal harmony is what we desperately need in South Africa.

If we can inculcate respectful behaviour for all others by modelling it to children from their babyhood, the polite norms of different societies are easily learned. In canvassing my colleagues of different cultures, it is clear that everyone expected their children to learn how to say ‘please’ and ‘thank you’ appropriately and to eat acceptably. Whether the child says ‘thank you’ or claps her hands in thanks is immaterial. In our multi-cultural society it would be good for children to learn how this can be done differently so they can show the necessary respect for others. After all, if we visit other countries on business, we learn beforehand how to behave in order to avoid giving offence, why do we not accord our own countrymen the same respect?

Children making eye contact with adults is frowned on by some African cultures but considered polite in euro-centric communities. Let’s explain this to our children so they understand how to behave. Spending so much time on digital devices is accustoming children to looking down all the time, but they are missing the social clues of facial expression and body language that grease the wheels of smooth communication. Many enlightened schools are teaching this emotional literacy to their pupils and this will help them to understand themselves and others better.

Being polite to others is something we as parents have to teach, model and remind until the child achieves automaticity. It may seem a chore but like other skills it will smooth your child’s social interaction with teachers, peers and others. We all know that when our child brings home an impossibly rude and difficult child for a play date, we are unlikely to extend a second invitation. This is not the child’s fault but that of his parents and that child will soon find himself unwelcome in most homes. Do you want this to happen to your child?

‘Don’t do as I do, do as I say.’ This does not work with children. You cannot expect good manners from your child and at the same time be rude to waiters, yell at your spouse and swear at taxi drivers! As I said before, you have to consistently model the behaviour you want your child to learn and if they do see unacceptable behaviour in others, talk about how it made them and the recipient feel. They need to learn that rudeness is hurtful and unnecessary, unattractive and immature. This doesn’t mean that they need to be doormats, being politely assertive is also a skill worth learning.
Do your children a favour and teach them good manners and respect, they will thank you for it later.

Does your child have enough space to play

Fri, 22 Feb 2019 11:39:22 GMT

Play for a child, prepares them for adulthood with all life’s delights and contests. What better way to learn as a child than to be given the chance to play freely in large areas?

One of my best memories as a child was of running around the field at Pre-school with my friends in tow, the real excitement at finding new treasure troves, making up games, and the tangible fear we felt, like when we had to climb a high jungle gym or run away from a scary dinosaur! Being brought onto the playground, where we would get stuck in exploring all the new possibilities there for fun, games and imagination. What a treat!

Because I was fortunate enough to have a home with a large garden, I remember how liberated I felt being free to meander around without my parents watching me all the time, and how nature became my learning ground.

However, I would imagine that this is not the case for most children because of the way society has changed and with many of us now living in townhouse complexes, some with very limited space.
Today’s children get so few opportunities to play freely, because we understandably fear for their safety, be it the road or “stranger danger.”

My own interest in play and children’s development stems from my experience of working as a Teacher and Principal for the past 27 years, where I meet the most amazing children and their parents every day and fortunately are willing to help them with any issues, usually related to their development, emotions or behaviour.

From my work, research, studies and experience, I have gained a good sense of what children need to develop to their full potentials.

Not a lot has been written on the benefits of playgrounds, which is surprising given that our children spend so much time in them.

Below are 3 good reasons why children should have space to play, based on different aspects of a child’s development:

1. Social, Brain and Language Development
Children of all ages develop their social skills on a playground through the creation of “games”, like catch or make-believe play, where the equipment is turned into something else (e.g. obstacle course, hospital, school, etc), where children give themselves roles and they work out the “rules of the game” in cooperation.
Playgrounds provide an opportunity for children to practice their social skills, to come up with solutions to problems, and to learn self-control in working out their conflicts.

Play also encourages language development, as children often talk aloud during their play (e.g. “Look at me going down the big slide!”), and the interaction with their peers allows them to express their thoughts and feelings and to develop their understanding and spoken skills.

I’ve noticed that children who don’t even speak the same language can get on just fine during play!

2. Physical Development and Good Physical Exercise
As children progress, they are drawn to different systems of play which encourage their development, like rough and tumble play.
Children naturally seek this form of play, which helps them to work out their physical space in the world, where their body begins and where it ends.
This is crucial for the development of their motor skills and spatial awareness.

3. It’s FUN!
Large open spaces encourage your children to get out there and move! It’s so much fun and exhilarating for them!

Playing is your child’s most natural form of expression, regardless of their age, and when they are engaged in it they forget everything else and really enjoy the moment.

Learning comes naturally

Tue, 12 Feb 2019 10:25:41 GMT

Our natural teacher, old faithful Mother Nature is the best teaching for children to develop vital skills. No natural element is the same and bringing these elements into a classroom opens a child’s eyes to many different textures, smells and shapes. These elements widens their knowledge and awareness of their surroundings and allows them to become more in tune with themselves and nature.

Children are naturally curious beings and allowing them to research natural elements helps them understand the world around them. Encouraging children to collect natural elements like leaves, stones, rocks, feathers and twigs assists with their investigation skills and allows them to engage with peers, collaborate on their findings and share their overall experience. This simple activity stimulates the development of problem solving, researching, collaboration and thinking skills, the core skills that are needed to balance the radical technological developments we are facing.

Inviting Mother Nature into your classroom is a great way to make learning fun and exciting. A simple math game can be conjured up from leaves and flowers from the same plant, matching the correct leaf to the correct flower. Writing numbers on the leaves and allowing the children to match the correct number written on the leaf with the correct number of flowers. Let children morph into little Michelangelo’s by allowing them to sculpt their friends using sticks, twigs, mud and leaves. They could even fashion their own little village of leaf men. Drawing from nature allows children to develop keen observational skills.

Something as simple as putting a bean in cotton wool and water, in a zip lock sandwich bag, and taping it to the window, then allowing children to witness first-hand the bean sprouting and growing, will be a very valuable lesson for any curious little human. Giant hop scotch or balancing on tree stumps will stimulate their pleasure in being outside and working their gross motor muscles. Climbing trees is becoming a lost art, but it involves thinking, motor planning, balance, estimation of distance and strength needed for each move, as well as resilience when a move doesn’t work out and perseverance when the going get’s tough.

Best of all, Mother Nature’s lessons are practically free. Allowing children to go outdoors and collect objects to display in and around the classroom is the perfect way for children to feel that they have had some input in the classroom and their surroundings. The famous Italian Reggio Emilia educational philosophy says that the environment is the third teacher, so let’s use it more and help children to be in touch with nature. Helping them to display their collections aesthetically, as well as using them in math, literacy and the creative arts, develops children’s appreciation so they are more likely to care for their world later.

How to assist your child in developing their language of learning

Mon, 11 Feb 2019 06:54:53 GMT

Mom is strolling around the supermarket with a six-month-old infant in the baby seat. Not once does she engage in eye contact, talk to the child or even smile. When the baby becomes restive, a dummy is thrust in his mouth without a word spoken. Contrast this with a dad in a fruit and veg store, with an infant of similar age. At every display he picks up a fruit, lets the baby touch and smell it and talks about the name of it, the colour and how good it tastes. Not hard to know which of these babies will develop a good language as he grows. Babies develop language through constant face to face engagement with a trusted care giver. These days many infants are left in the hands of untrained nannies who are too busy listening to music on their earphones or talking on their cell. The foundations of language are laid in utero and beyond. Two-year old’s who have been deprived of stimulating language are already developmentally behind their peers and the gap grows, requiring expensive therapeutic intervention before formal school entry.

Adding to this language gap, we now place the child into a school where the language of learning is different and expect that the new language will be acquired rapidly-because that’s what we pay fees for! What is not understood is that a second language is based on the first. Almost like making a photocopy. If the original is poor, the copy will be too.

Home language is important, but make it rich by talking, singing and reading to the baby/toddler. TV and tablets do not teach language, it is a reciprocal process. If someone in the home is fluent in the proposed language of learning, they should be doing all the above in that language, from day one. Babies are pre-programmed to learn as many as 4 languages simultaneously, AS LONG AS EACH LANGUAGE IS SPOKEN BY THE SAME PERSON. Granny can speak Sotho, Mum isiZulu and Dad English, but they must stick to their language until the child is at least 3. Don’t mix languages, this just results in language soup!

Besides talking, singing and playing with the child, using a rich vocabulary, you should be reading to the baby from a very early age. Initially use board books with clear pictures that relate directly to the child’s home environment. Talk about the pictures, relate them to real objects if possible and let the baby touch them when you name them. Expand the range of books as the baby grows and by two, join the local library. A weekly visit in search of a new book will become a highlight. You will of course have taught the child how to handle books respectfully! Yes, you can use a tablet, but these are too heavy for young babies to handle and hold. Books in many of our official languages are scares, but you can translate!

But what if my child is only speaking one language when he enters school? In this situation, parents will have to work hard to support the school. Here, a tablet can be useful as you can find good apps for simple songs that will help your child acquire the rhythm of the new language. Find books that have a picture with details of familiar rooms at home, animals, toys etc. to help your child learn as many new words as they are capable of, revising them daily. Use full sentences: “Look at the big red car. Let’s count the wheels. Let’s drive your car across the floor Does your car have four wheels? Your car can go fast. Can you make it go slowly?” Young children learn by doing and including plenty of action as you talk will help the learning process.

If possible, enroll you child in language enrichment classes, or form groups and engage a good tutor. Find out what theme/inquiry your child is doing at school and link your support to it. Ask the teacher for a list of important vocabulary to practice. In order to cope well in Grade 1, a child needs a cognitive and perceptual vocabulary. Colour/number/shape/size/position in space/sounds in words etc. etc. School curriculums are available on line, which will help you keep pace.

Playing with peers is a great help in learning a new language. Children can play without language, and for a couple of months they may just listen but will soon be joining in and may talk more in play than they do in class.

If your child has difficulty acquiring the language of learning, talk to a speech and language therapist and get advice. Therapy before the age of six will pay dividends and results will be much faster than if you wait until troubles loom in Grade 1 and negatively affect learning to read.

Lastly, make your child’s life as interesting as possible. Visit the zoo, animal parks, farms etc. as often as possible. Be with your child, not in the restaurant taking you ease, and talk, talk, talk. After the visit encourage your child to draw a picture and tell you what he saw. Going to one of our numerous eating venues and handing the child over to the resident nannies is wasting precious language time. Sitting together, talking about the food and having family conversation is making the most of the outing.