Hey moms and dads, did you know…?

  • 85 percent of a child’s brain development has already taken place by the age of six.  
  • Children who participate in quality pre-school education reach higher levels of education, are less likely to drop out of school, and have lower chances of needing learner support later on in their school careers. 
  • Children aged three to five are in the crucial stages of developing self-regulation; learning how to focus, wait, and control their impulses. While these skills are built on into adolescence, the critical building blocks are formed during their early years. 
  • Children form attachment styles between the ages of two and three. This means that children need a safe and caring environment to learn how to interact and behave around others, paving the way for relational attachments later in life.  

During the early years of life, children have a natural curiosity to explore the world around them. Through play, they participate in nature’s way of learning, picking up on cues and experiences in their everyday. 

While children will continue to learn naturally, introducing young children to organised instruction outside of their family context supports their ability to learn both soft and hard skills. In a loving, creative and intentional environment, children are given more opportunities to develop their cognitive, physical, social and emotional skills which lays a solid foundation for future learning and school readiness. 

Enrolling your child into pre-school can be a big decision, but starting early helps your child to “learn how to learn” as they spend time in the classroom and on the playground, learning from their peers, their teachers, and their own experiences. 

A good-quality pre-school that allows for all the above to happen is one that puts the social and emotional wellbeing of a child at the forefront, includes perceptual motor development, a rich language environment and activities that stimulate cognitive development. 

At HeronBridge Pre-Preparatory, we provide a happy, safe and encouraging space for children, aged two to six, to grow and develop. All of our teachers are specialists in Early Childhood Development which means that while children spend the day “playing” their activities are specifically designed to facilitate learning in a way that is relevant and age-appropriate to each child. 

To find out more about HeronBridge, and why we believe in laying a solid foundation for learning through Pre-Prep education, visit our website www.heronbridge.co.za or book a tour on 079 508 7436. 

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Bullying: What parents and schools can do

ARTICLE BY PROF RITA NIEMANN, NALIZE MARAIS, ZENDRÉ SWANEPOEL AND MONIERA MOOSA

Bullying is a great concern for both parents and schools. Here we outline a number of measures that can help them both parties deal with bullying.

Parents

When parents notice that their child is behaving differently – not wanting to go to school, using illness as an excuse, suddenly performing poorly at school or enuresis – and suspect bullying, they need to act immediately.

Firstly, they must determine where this is happing (at school, at a sports club, on social media, etc.) and who the perpetrator(s) are.

Secondly, if the bullying is taking place in an organised environment such as at school or sports club, the authorities need to be informed and requested to step in. They are legally bound to protect the rights of the child.

Thirdly, parents have the responsibility to equip their children to cope by:

  • Instilling the knowledge that children must take a stand and that they have a choice in allowing someone else to victimise them.
  • Assisting children to terminate relationships that are potentially harmful, such as blocking a person on social media.
  • Helping them to identify bullies and the different forms of bullying.
  • Creating a safe space for children to speak about what is happening to them.
  • Emphasising assertive verbal communication if threatened.
  • Building children’s self-concept.
  • Getting the help of a psychologist, if necessary, to counsel the victim.
  • Emphasising that respectful behaviour is always the best option and thus preventing retaliation.
  • Fostering problem-solving and conflict resolution skills with the focus on restoring damaged relationships.
  • Working collaboratively to solve the problem with their children so that they can feel reassured.

Schools

As bullying is a deliberate act to hurt someone, there must be consequences for the bully. Once teachers are aware that a bullying incident has taken place at school, the matter must be dealt with by:

  • Asking the victim to provide the names of the perpetrator(s), as well as the names of friends of the victim, as soon as he/she has calmed down.
  • Counselling the victim and finding out whether he/she has been injured and what effect the bullying or harassment has had on him or her.
  • Cultivating a “no blame” approach towards bullying or harassment.
  • Establishing punitive sanctions for both the bully and for any bystanders.
  • Developing a bullying code of conduct/bullying policy and informing learners of this.
  • Having designated teachers to deal with incidents of bullying.
  • Facilitating mediation and discussions with the victim and the bully, depending on the severity of the bullying.
  • Passing the responsibility to the bully or group of bullies to make sure that the problem is solved.
  • Ensuring that potential bystanders understand that they have a vital role to play during bullying incidents.
  • Letting the victims feel protected after they have reported the incident.
  • Encouraging learners to make suggestions on how they can contribute to alleviating the negative experiences of the victim.
  • Scheduling follow-up meetings to monitor the situation where each party has to share how things are going.
  • Informing the parents of both the bully and the victim about the incident/s.

The principal and teachers have a crucial role to play in directing learners towards becoming responsible citizens. They should create a safe and secure environment, establish a non-violent culture, and be good role models for all learners.

Reference

Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons

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The benefits of art therapy for children

“Art is a place for children to learn to trust their ideas, themselves, and to learn what is possible.”– MaryAnn F. Kohl

Art has been a source of communication and recreation for centuries. Art therapy, which emerged as a distinct health discipline in the 1940s, is a form of therapy where creative materials and methods are used to help children explore their thoughts and feelings. 

Performed by art therapists and related professionals, it is particularly effective in helping children suffering from anxiety, depression, trauma, and grief. It has also been shown to help children who struggle with learning disabilities, behavioural issues, or developmental delays. 

Also read: ADHD: Setting the record straight

The benefits of art therapy include:

  • Helping children express their thoughts and feelings.
  • Enhancing executive functions such as attention, memory, and spatial orientation.
  • Improving language and communication.
  • Encouraging exploration.
  • Enhancing creativity.
  • Promoting self-awareness and boosting self-esteem.
  • Improving motor skills.
  • Encouraging creative and constructive problem-solving.

Art therapy encompasses visual arts, such as painting, drawing, sculpting, and music and movement, with each component offering specific benefits.

Music, for example, can connect us to our deepest emotions, making it a wonderful therapy tool. Not only does it enhance attention and memory, but it also strengthens creativity, encourages socialisation, and helps children structure language. 

Through movement, which includes theatre and dancing, children can integrate the emotional, cognitive, and physical, which helps with spatial orientation and strengthens creativity. Being physically active also does wonders for their mood! 

Also read: Why exercise is important for good academic results

Ten things to try at home

Although art therapy is only considered actual therapy when directed by an art therapist, doing art projects at home can still be beneficial. Here are a few guidelines for practising ‘art therapy’ at home:

  1. Clay: Make or buy clay and let your children make a ‘monster’ to express their feelings or simply let them pound and mould the clay.
  2. Collage: The physical sensation of handling different materials and textures is very comforting. In addition, the creative process of putting things together in a new and different way helps organise and calm the brain. 
  3. Dancing: Dancing has incredible therapeutic powers because it helps children channel their emotions. Through dance, body awareness is created, which allows children to connect to themselves.
  4. Drawing: Allow your children to draw what they are feeling, even if those feelings are negative. This allows free expression, especially for children who cannot verbalise their feelings.

Also read: Can homeschoolers take part in extracurricular activities?

  1. Mandalas: Drawing figures with repeated patterns, such as mandalas, is good for regulating emotions and the nervous system. It can also help children focus their attention and calm down.
  2. Masks: Creating or decorating a mask can lead to discovering different aspects of our personality. Give children preformed masks or make some out of paper and let them decorate it however they like. When they are finished, let them tell you the story of the mask. 
  3. Nature: Working with natural materials is soothing, and there are myriad items you can make. An added bonus is that children have to walk around outside to find useful materials, which is a natural mood booster.
  4. Painting: Children’s paintings offer a window into their world without them realising it. Finger painting, especially, is a great way to stimulate different parts of the brain at the same time.
  5. Puppets: Make puppets from old socks or paper bags, and let children use the puppets to tell you about their feelings and fears.
  6. Singing: Through song, children can express what they are feeling in a fun and creative way. 

Keep in mind that the goal is not necessarily to make something that is pretty because our feelings and emotions aren’t always pretty. Instead, try to focus on the benefits of being creative.

*Please contact a professional art or related therapist if your child is unable to share his or her feelings or becomes behaviourally out of control.

by Danielle Barfoot

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Why Free Play, Gentle Guidance, and Community Matter More Than Ever 

In a world of packed schedules, rising anxieties, and digital distractions, the way we parent has never been more complex, or more important. Children don’t need perfect childhoods, they need real ones. Ones filled with play, protection and participation to grow.

“Today’s parenting styles often come from a place of deep love,” says Ursula Assis, Country Director for Dibber International Preschools in South Africa. “But when we hover too closely or clear every obstacle before our children reach it, we can unintentionally rob them of the small struggles that help them thrive.”

Modern terms like ‘helicopter parenting’ and ‘lawnmower parenting’ describe well-intentioned behaviours. ‘hovering’ to protect and help or smoothing every path to prevent discomfort. While these approaches are rooted in care, they often overlook what child development experts call the ‘just-right challenge’. Dibber’s approach, built on Nordic pedagogical principles, embraces this balanced philosophy which gives children the support they need while encouraging and maintaining independence.

“Children build confidence by trying, failing, and trying again. That’s where resilience begins”, explains Assis. “When we pair warmth with boundaries, and love with opportunity, we see incredible growth -not just academically, but socially and emotionally.”

Free play remains one of the most powerful developmental tools in early childhood. Whether it’s climbing, balancing, or imaginative playing, these experiences help children build executive function, manage emotions, and understand social dynamics. With adult support close by – but not overbearing – these activities become safe and enriching opportunities to learn.

In South Africa, Dibber believes parents have a unique advantage: community. Grandparents, neighbours, and extended families as they often play a vital role in raising children. “That village of support is our strength,” Assis adds. “We encourage families to use it -plan outdoor playdates, invite cousins to join, share learning spaces. There’s no app that can replace the value of human connection.”

At Dibber’s campuses across Gauteng, the Western Cape, and KwaZulu-Natal, the focus is on nurturing not just cognitive skills, but the whole child. Teachers act as gentle guides, helping children navigate early life’s hurdles with empathy, patience, and clear structure. The result? Children who feel seen, heard, and confident enough to explore the world.

“Resilience doesn’t come from a perfectly smooth path. It comes from knowing that when life gets bumpy, someone is there to support you while you take the wheel,” says Assis. “At Dibber, we’re not raising perfectionists—we’re helping raise capable, compassionate human beings.”

For parents wondering whether they’re doing it ‘right’, Dibber offers this reassurance: there is no single perfect parenting style. What matters most is balance. Guide, protect, listen, and most importantly let children play, explore, and grow into who they want to be.

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