junior-colleges

Once upon a time: growing a love of books in the early years

Tue, 13 Oct 2026 07:53:51 GMT

There is a particular kind of quiet that settles over a room when a story begins. Little bodies lean in. Someone tucks their knees up under their chin. A hand creeps onto the page to point at the dog hiding behind the tree. If you have ever read to a small child at bedtime, you know that quiet. It is one of the loveliest things about being a parent, and it is also where a lifelong love of reading quietly begins.

Reading starts long before reading

Reading itself often arrives in Grade 1, when letters start turning into words. The love of books begins much earlier, in a lap, with a favourite story read for the fifteenth time. Every time you read together, your child is learning that books hold surprises, that pictures carry meaning, that words have rhythm, and that this is a warm, safe time with someone who loves them.

Babies who are read to hear thousands of words they would not meet in everyday conversation. Toddlers who join in with a repeated line, “and he huffed, and he puffed”, are practising memory and sound patterns. Preschoolers who ask “why is she sad?” are learning to understand other people’s feelings. All of this is reading, long before your child reads a single word.

Small habits that make a big difference

The most powerful thing you can do is also the simplest: read a little every day, at a time that feels cosy and unhurried. Bedtime works beautifully for many families, but so does a story over breakfast or in the car park before school.

Let your child choose the book, even when it is the same one again. Repetition is how young children master language, and the joy of knowing what comes next is part of the fun. Pause to wonder out loud together. “What do you think will happen?” and “How would you feel if that happened to you?” turn a story into a conversation.

And let them see you reading too, whether that is a novel, a recipe or the back of the cereal box. Children copy what they see, and a home where grown-ups enjoy words is a home where children grow up enjoying them.

How stories live in the day at Junior Colleges Raslouw

At Junior Colleges Raslouw, our preschool in Centurion, learning happens through play and through children’s own questions, and stories fit naturally into both. A tale about a caterpillar can lead to a search for bugs outside. A picture book about a new baby can open a gentle conversation about big feelings at home. A song with actions becomes a story the whole class tells with their bodies.

Our teachers follow where the children’s curiosity leads, so a favourite book often becomes a week of make-believe, drawing, building and retelling. Children who are just finding their words get to play with language in ways that feel like fun, and children who are bursting with ideas get to become storytellers themselves.

Because we care for little ones from six weeks old right through to Grade 00, we see that love of books grow over years. Babies discover soft board books and the sound of a familiar voice. Toddlers begin to point, name and join in. By Grade 00, children are beginning to recognise letters, hearing the sounds in words and proudly “reading” a favourite story back to their friends. Along the way, our Christian values of love and respect shape the stories we share and the way children learn to listen to one another.

A gift that lasts a lifetime

A child who loves books carries that love with them into big school and far beyond. They become curious learners, kind listeners and confident speakers. It all starts with those quiet moments of leaning in together, turning the page, and wondering what happens next.

If you are looking at preschools in Centurion and would love a place where stories are part of every day, we would be delighted to welcome you to Raslouw. Come and see Junior Colleges Raslouw , meet our teachers and feel the warmth of our classrooms for yourself. Book a tour and bring your little reader along.

Healthy bodies, healthy brains: why little ones need to move

Tue, 13 Oct 2026 07:51:39 GMT

There's a reason young children rarely sit still. They wriggle, spin, jump off the couch and run everywhere, even when walking would do. It can be exhausting to watch, but all that movement has a beautiful purpose. Your child's body is helping their brain grow.

Movement is how children learn

In the early years, the body and brain develop hand in hand. Big movements like crawling, running, climbing, rolling and balancing are called gross motor skills, and they lay the foundation for almost everything that comes later. A child who has climbed, hung, swung and balanced plenty has built the core strength to sit comfortably at a table, the shoulder stability to hold a pencil, and the coordination to catch a ball.

Movement also supports focus and memory. When children move, blood and oxygen flow to the brain, and many children concentrate better after a good run around. Crossing the midline, like reaching across the body or skipping, helps both sides of the brain work together, which supports reading and writing later on.

Confidence in their own skin

There's something special about the look on a child's face when they finally make it to the top of the jungle gym. Physical achievements build a deep, quiet confidence. Children learn to judge risk, try again when they fall, and trust their own bodies. Those lessons in courage and resilience carry over into every part of their lives.

Active play is also wonderful for wellbeing. Children who move a lot tend to sleep better, eat better and handle their feelings more easily. Running, laughing and playing with friends is one of the best ways to help a little one feel happy and settled.

Keeping them moving at home

You don't need special equipment to support your child's development. A trip to the park, a dance party in the lounge, an obstacle course made of cushions or a game of "follow the leader" around the garden all count. Let them carry the shopping, climb the steps and help with the gardening. Every movement adds up.

Movement at Junior Colleges Ridge View

At Junior Colleges Ridge View, gross motor development is a real focus, because we believe that healthy bodies mean healthy brains. Our extensive grounds, nestled among the hills of the West Rand in Radiokop, give children wonderful space to run, climb, balance and explore. Our spacious playgrounds and swimming pool add to the fun, and fine and gross motor skills are one of the seven learning areas that shape our programme.

Our small classes mean teachers can see how each child is developing and gently encourage them to try new challenges at their own pace. For families in Radiokop, Honeydew and across Roodepoort, it's a place where children can be busy, active and wonderfully curious all day long.

Come and see them play

If you're exploring preschools in Roodepoort with plenty of room to play, we'd love to show you around. Visit Junior Colleges Ridge View , see our grounds for yourself, and book a tour with your little adventurer.

Capes, castles and cardboard boxes: the magic of pretend play

Tue, 13 Oct 2026 07:48:41 GMT

A blanket draped over two chairs becomes a castle. A cardboard box becomes a rocket, then a boat, then a bed for a very sleepy teddy. A tea towel tied around the neck turns a three-year-old into a superhero who must, urgently, save the dog from the garden. If you've ever been invited to a tea party with invisible tea, you've been welcomed into one of the most important places in childhood: the world of pretend.

Imagination is serious learning

When children pretend, they're doing some of their richest learning. They're telling stories, which builds language and early literacy. They're planning ("You be the doctor and I'll be the poorly puppy"), which builds thinking skills. They're solving problems, like how to make a bridge for the toy cars or where the dragon should sleep.

Pretend play also helps children make sense of their world. Playing "mommy and baby", "going to the shops" or "visiting the doctor" lets them practise the things they see grown-ups do, and work through new experiences in a way that feels safe. A child who is nervous about a new baby sibling might spend a week caring for a doll, and that's their heart doing important work.

Learning to see through someone else's eyes

When children take on a role, they imagine how someone else thinks and feels. A child playing a shopkeeper has to listen to their customer. A child playing a parent has to be gentle with their baby. Shared pretend games with friends ask children to take turns, agree on rules and weave their ideas together. These are the beginnings of empathy, cooperation and friendship.

Inviting imagination at home

Pretend play thrives on simple things. A dress-up basket with old hats, scarves, bags and costumes. Cardboard boxes, pegs, blankets and cushions. Wooden spoons, plastic bowls and a corner of the kitchen to play "restaurant". Open-ended toys like blocks, dolls and animals can become anything at all.

When your child invites you in, say yes when you can. Follow their lead, ask questions in character ("Excuse me, captain, where is this ship going?") and let them be the boss of the story. Then, when you need to, step back and let them carry on. Some of the best play happens when children are left to dream.

Make-believe at Junior Colleges Meyersdal

At Junior Colleges Meyersdal, imagination is a treasured part of every day. Our play-based approach gives children time and space to dress up, build, create and invent, and our teachers know how much learning is happening when a classroom fills with pirates, chefs and astronauts. Through pretend play, children grow socially, emotionally and academically, which sits at the heart of our holistic approach.

Families who knew us as Junior Colleges Castillian will find the same warm care at the same address, on the corner of Ibis and Kingfisher Avenue in Meyersdal. From our baby room to Grade 0, children grow up in a place where their ideas are welcomed and their imaginations are given wings.

Let them dream

One day, the cape will be put away and the castle will go back to being two chairs and a blanket. But the creativity, confidence and kindness your child builds in those games will stay with them for life.

If you're looking for an Alberton preschool where imagination is celebrated, we'd love to welcome you. Families from across Alberton and Johannesburg South are welcome to visit our preschool in Alberton and book a tour whenever it suits you.

"I can do it myself!": growing confident, capable little people

Tue, 13 Oct 2026 07:41:41 GMT

It usually arrives somewhere around two. You reach to help with a shoe, a spoon or a jersey, and a small hand pushes yours away. "Me do it!" What follows might take five times as long and end with the shoe on the wrong foot. And yet, look at that face. Pure, shining pride. Your little one has discovered one of the most wonderful feelings in the world: I can.

Why independence matters so much

Every time a child does something for themselves, they learn that their efforts make a difference. Pouring their own water, packing away their toys or choosing which jersey to wear might seem small to us, but to a toddler each one is a victory. Those victories add up to a deep belief in their own abilities, and that belief is the foundation of confidence, resilience and a love of learning.

Independence also builds real skills. Doing up buttons strengthens little fingers for holding a pencil. Following the steps to wash their hands teaches sequencing and memory. Carrying a plate carefully to the table builds concentration and coordination. Children are learning all the time, especially when they're allowed to do it themselves.

Making room for "me do it" at home

The secret is to set things up so your child can succeed. Keep a low step at the basin, put their cups and bowls on a low shelf, and choose clothes with easy elastic waists and shoes with Velcro straps. Small changes like these turn frustration into success.

Allow a little extra time in the morning so there's space for them to try. Offer simple choices: the red cup or the blue one, this jersey or that one. Give them real jobs, like feeding the dog, watering the plants or helping you unpack the shopping. And when things get messy or the shoe goes on backwards, smile, help only as much as they need, and praise the effort. "You worked so hard on that!" means the world to a small child.

Growing capable children at Junior Colleges Sunninghill

At Junior Colleges Sunninghill, on Nanyuki Road, our principal Bev Singh's vision is for a caring and supportive school where children grow into well-adjusted individuals. Independence is a big part of that. Our teachers give children time and encouragement to do things for themselves, from serving themselves at mealtimes to tidying up after play and taking care of their own belongings.

Our enquiry-based approach also invites children to think for themselves. They ask questions, try ideas and solve little problems, with teachers gently guiding them to find their own answers. Children explore early literacy, numbers, digital literacy and creative arts in hands-on ways that leave plenty of room for discovery. Breakfast, a snack and lunch are included each day, and mealtimes become a lovely chance to practise pouring, serving and good manners.

Because we care for children from six weeks old right through to Grade 0, we have the joy of watching them grow from babies who need us for everything into confident Grade 0s ready to take on big school.

Patience now, pride forever

It can be so tempting to step in and do it ourselves, especially on a busy morning in Sandton traffic. But every time we wait a little and let them try, we're giving our children a gift that lasts: the knowledge that they are capable.

If you're looking for a preschool in Sandton where your child will grow in confidence every day, we'd love to welcome you to our school community in Sunninghill. Visit our preschool in Sandton and book a tour to see our children in action.

Finding their voice: helping little ones grow brave enough to shine

Tue, 13 Oct 2026 07:38:57 GMT

The curtain opens, or perhaps it's just the lounge door. A small child steps forward in a slightly crooked costume, takes a deep breath and begins to recite a poem. Halfway through, they forget a line, look at you, and you mouth the words. They find their place, finish with a flourish and take a deep, proud bow. In that moment, something important has grown inside them.

Confidence is built, step by step

Some children seem to be born for the spotlight, and others prefer to watch from the side for a while. Both are wonderful. Confidence is something every child can grow, gently and at their own pace, through small chances to be brave and lots of loving encouragement.

When children practise speaking in front of others, whether that's sharing news at circle time, singing with their class or reciting a rhyme, they learn to organise their thoughts, use clear words and trust that people want to hear them. Those skills carry them into big school, friendships and, one day, job interviews and presentations.

Helping a shy child feel brave

For a quieter child, the first steps are small. Let them practise a song or a poem with you at home, where they feel safe. Celebrate the effort as much as the performance, with words like "you were so brave to try that." Give them a job they can feel proud of, like handing out the snacks at a birthday party or telling Granny about their day.

It also helps to talk about feelings. Butterflies in your tummy are normal, even for grown-ups. Taking slow breaths, holding a friend's hand or looking at a familiar face in the audience can help those butterflies settle.

Our eisteddfod at Junior Colleges Fourways

At our preschool in Fourways, our eisteddfod is one of the most heartwarming days of the year. Children recite poems, sing songs and perform for an audience of proud families, and the courage it takes for a little one to stand up and share is something our teachers celebrate deeply. In the weeks before, children practise with their friends and teachers, and every child is cheered on, whatever their style.

The eisteddfod sits alongside other days our children love, like science day, entrepreneur's day for our Grade 0s and Heritage Day. Each one gives children another chance to discover what they can do. Our learning follows the EYFS and ISSA curriculums through play, so language, confidence and self-expression grow naturally every day.

For families in Fourways, Lonehill and Helderfontein looking for an early learning school where children are encouraged to shine, our leafy campus in the Fairfield Estate offers a warm, encouraging home.

A voice that grows with them

The child who bows at the end of a little poem today is building the courage to raise their hand in Grade 1, stand up for a friend, and share their ideas with the world. Every small moment of bravery adds up.

If you're searching for a preschool near Lonehill or in Fourways where your child will grow confident and proud, we'd love to welcome you. Visit our preschool in Fourways and book a tour to meet our teachers.

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.

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

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.

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.

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.