Child - Parenting Hub

Advice from the experts

How to help your child overcome peer pressure

Merriam-Webster defines peer pressure as: “A feeling that one must do the same things as other people of one’s age and social group in order to be liked or respected by them.” Children of all ages experience peer pressure. Most people think peer pressure is a bad thing (stealing, smoking, taking drugs, drinking alcohol); however, some peer pressure can be good. Your child wants to be liked and to do the right thing. As a parent, you can help your child deal with peer pressure and make good choices at every age and stage. Welcome positive peer pressure. If another child is pushing your child toward something better, that is a good thing. It might help your child socially or academically. For example, it might encourage your child to participate in the school talent show or rugby trials. Understand negative peer pressure. Your child wants to fit in, doesn’t want to feel rejected or teased, and isn’t sure how to get out of a bad situation. Start early by preparing your young child for peer pressure. When they are in preschool, tell them not to copy silly or bad behaviour. For example, if a friend or classmate pressures them to take something that doesn’t belong to them, teach them how to say “no” and walk away. As your child goes through preparatory school, talk with them about smoking, drugs, and alcohol. Peers pressure kids to sneak out of the house, bunk school, drive without a license (or ride with an underage driver), steal, vandalise property, and cheat, too. Give your child ideas of what to say when pressured. Practice this “role playing” often. This helps your child get out of a bad situation. Tell your child they can blame you if they need to get out of a bad situation. Give your child a special code word to say or text you if they can’t get out of a situation on their own. This will signal that they need help. Share your family values. It’s important to let your child know how you feel about stealing, cheating, bullying, and more. When a child knows something is wrong, they will think twice before agreeing to do it. Encourage your child to feel good about him or herself. Celebrate their achievements and praise them when they make good choices. Children who feel good about themselves are more likely to resist negative peer pressure. The same is true with friendships. Children who have friends whose families share your values are more likely to resist negative peer pressure. Monitor your child’s friendships (in-person and online). There may be a day when your child makes a bad choice because peer pressure. When this happens, remain calm. It’s a good opportunity to teach your child about choices and having the courage to say no. Negative peer pressure can have a downward spiral effect. This means that pressure to commit small wrongs can lead to more serious bad behaviour. For example, if your child is easily pressured to take things that don’t belong to him, he or she might one day agree to experiment with shoplifting. Don’t forget that the media and internet are forms of peer pressure. What your children hear and see on TV and online can influence your child’s choices. Monitor these influences by: Limiting your child’s exposure to TV and the internet. Consider your child’s age and other responsibilities (homework, job, family time) to decide on how much time he or she should be allowed to watch TV or explore the internet. Monitoring what your child watches or views on the internet. You can see your child’s internet search history on a computer. You also can check your child’s phone to see what apps he or she has downloaded. Require your child to provide his or her passwords in return for the privilege of accessing TV and digital media. Learning more about the music your child listens to. Some song lyrics can send powerful, negative messages. Watching TV or searching the internet together. This gives you an opportunity reinforce your family values. It also gives you an opportunity to sort out fact from fiction on certain things (drugs, alcohol, pregnancy, etc.). Securing your home’s TV and online devices. Most cable, internet, and cell phone providers have parent control settings that restrict inappropriate material from children. Monitoring your child’s electronic use at their friend’s homes or when friends bring electronic devices to your home (laptops, tablets, phones). Tell your child what is and what is not allowed. written by Ria van Niekerk – Deputy Principal Trinityhouse Preparatory Randpark Ridge

October 3, 2018

Should toddlers be exposed to technology?

By Anne-Marie Reed Watching your two-year-old princess swiping effortlessly through the apps on your iPad does not necessarily imply that she’s ready to be exposed to technology. That said, it is natural for toddlers in their explorative phase to prefer playing with tech toys over traditional toys and games. Traditional toys and games all have one feature in common – the child needs to engage with them in order to give them any entertainment value. Engagement implies that the child has to make them work, they don’t just provide entertainment by pressing a button. In addition, traditional games require a fair amount of creativity and personalisation, whereas most digital games are pre-set; creativity lies in the hands of the programmers. A comparison between a lifeless box of wooden puzzle pieces and Candy Crush on your phone should explain this point sufficiently. The “good” stuff always requires more effort. We know this from all sectors of our lives: health, fitness, relationships, etc. But does this mean that we should keep those tiny, inquisitive hands off our digital devices? Research reveals that parents mainly use technology, including television, as a babysitter when the going gets tough. As a parent myself, with vivid memories of those incredibly rewarding (and exhausting) times with two toddlers, I understand this completely. The question, however, remains: is it damaging for children between the ages of one and six years old to be exposed to technology? Dr Michelle Ponti, a paediatrician and chair of the Digital Health task force at the CPS, reported that, based on recent research in Canada, children under two years old should not be getting any screen time at all, while children between the ages of two and five should be limited to a maximum of two hours a day – and that includes television time. Once you start searching for research reports on this topic, you realise that the question is not necessarily whether young children should be exposed to technology, but rather, why you would want to share your tech gadgets with your toddler. So, before exposing your toddler to technology, consider the following: Children should have a screen time limit, based on age. A maximum of two hours screen time per day is a good general guideline for toddlers. Technology steals the time your child should be using to explore, create, craft, or for imaginary play. You cannot replace this time at a later stage – if your child missed out on these activities as a toddler, it cannot be caught up when he or she is older. Screen time can be divided between education and entertainment. However, to do this successfully, you must ask yourself why you want your child to sit in front of the television instead of playing with his toys. Is it to learn something? Or is it to keep him entertained without breaking anything or hurting himself? Incorporating educational digital content, such as interactive digital storybooks, where the child can hear the correct pronunciation of certain words, can be very advantageous. Another good example of a locally developed digital program for kids from the age of four, is the CAMI Perceptual Skills Builder. This program addresses basic perceptual skills such as colour, shape, spatial orientation, retention and quantity in both English and Afrikaans. Technology can be a useful tool to actively spend family time together as it serves as a platform for parents to play age appropriate games with their children while actually having fun themselves. We know that the best time spent with children is when you enter their arena, not when you invite them into yours. Exposing toddlers to technology before the age of two is not recommended. As they get older, however, the true value of technology for toddlers lies in shared experiences with parents, whether that is to read an interactive book or build a shelter in Minecraft together! When in doubt about allowing technology in your toddler’s life, keep in mind that the playful learning and cognitive development that happens when a little girl dresses her doll before they visit the queen for a tea party, cannot be regained at a later stage.

September 25, 2018

How to open a bank account for your child

Your children might already be familiar with piggy banks as a savings tool but, as they grow older and their money starts accumulating, you might want to consider opening a bank account for them. Cash they receive from relatives, by doing the neighbours’ chores, as a reward for a good report card, for their birthdays, and as a weekly allowance can quickly add up, but can also quickly evaporate as children are often tempted to spend it on toys and sweets or whatever they see in a targeted ad on TV. South Africa’s major banks each have a solution tailored for juvenile savings plans. The application process is pretty straightforward and much the same as opening a regular account. You only need your ID document, and your child’s birth certificate and proof of residence, and must sign on behalf of your child. Most juvenile accounts are set up with a parent as the custodian, however, the parent doesn’t need to bank at the same financial institution. As with most other accounts, your child’s savings at the bank will be subjected to certain charges as outlined in this Banking Fees Guide for 2018. There are a range of free transactions; most fees come from using the services of another bank. In collaboration with Hippo.co.za, we provide a brief overview of the bank accounts specifically designed for youngsters. Standard Bank (sum)1 account No monthly fees; no income required Unlimited free swipes at all till points Eight free electronic debit transactions a month Two free withdrawals and deposits a month at their ATMs Free balance enquiries on your phone Kidz Banking app A full breakdown of their fees can be found here. Absa MegaU account No monthly fee Free cash withdrawals at Absa ATMs First R500 cash deposited at an Absa ATM or Cash Acceptor is free Free debit card purchases Free prepaid top-ups through Absa channels Free Absa ATM balance enquiries Free internal debit orders and stop orders Free account activity notification via SMS or email A full breakdown of their fees can be found here. FNBy account No minimum balance required Unlimited card swipes Unlimited electronic payments and transfers Access to monthly product discounts from FNB partners Access to a library of educational videos on their app A full breakdown of their fees can be found here. Nedbank 4me account No monthly fees, but you need to maintain a minimum balance of R20 Free swipes and withdrawals at till points Free balance enquiries online and at ATMS Higher interest rates than normal accounts A full breakdown of their fees can be found here. Not only will opening a bank account for your child keep their money safe and teach them from a young age how banks work; it will also prepare them for a financially fit future, as they’ll gain some understanding of the importance of responsible spending habits and managing their financial obligations (which could include paying a Personal Loan and credit card on time in the future).

September 24, 2018

Why We Should Replace Time-Outs With Time-Ins

I realize that parents are frustrated with a lack of options with regards to disciplining their children. First we’re told no spanking, then no naughty corners, what next? What I’m hoping to do here is to help you to see that us parent-educators are not trying to limit your options but rather to give you alternatives that will actually work. My plan is to explain to you why time-outs don’t work, and what exactly you can do instead. This is not a short-term solution. Yes, spanking and time-outs can work in the short term to quiet a screaming child or stop some misbehaviour in its tracks. But they don’t work in the long run and end up causing you way more problems further down the line when your children are not small enough to pick up and remove from the scene if necessary! Time-outs don’t work because they don’t take into account the real reasons behind cooperation. Children cooperate because they care. They have amazing adults in their lives and they want to be like them and get their approval and most of all make sure that they retain their love. Time-outs don’t just reject the behavior; they also reject the child. This serves to break down the very relationships that would have fostered cooperation in the long run. When a child is in a time-out, I absolutely guarantee you that they are not thinking about the wrongness of their behavior, what they can do to make amends, or how they can improve in the future. What they are thinking about is either how much they hate you and how they can get revenge, or how much they hate themselves and what a terrible, unworthy human being they are. I don’t think any of us want children who hate themselves or us. This is not the route to long-term cooperation. Misbehaviour is always a form of communication. And most often this communication is around themes such as not feeling loved, heard or understood. Even our most hardened criminals are people who have or do feel blamed, shamed, abused, neglected, unloved and lacking in confidence. People who behave well are those who feel confident, secure, loved, at ease, and who know how to meet heir needs in positive ways. That is what we’re trying to nurture in our kids. What we need to start doing instead of time-outs, are time-ins. Time-ins are a special time of connecting with our children that happen when they are upset and acting out, but also happen in the in between times. We can have a special chair or space in our homes where we go to cuddle, connect, chat, and breathe together. The idea is to connect deeply and nurture your child. It is to make sure that your child feels safe and heard and knows that they are loved regardless of their behaviour in the moment. In time-ins, you will sit with your child, holding them close (if they’re open to that) and just being calm and at ease yourself. If your child is having a tantrum, you need to be the calm in the storm… not part of the storm. So breathe. You don’t need to force your child to focus on their breathing – just do it yourself. Make sure you are calm and centred and ok. And then allow whatever emotion your child is having to come and then to pass. Be patient. You are not trying to calm the child down. You are simply allowing the storm of emotion to have its time and then go. This quiet presence communicates to your child that you are not afraid of them or their emotions, that you are calm and present even when things get rough, that all emotions are acceptable, that your child is loved no matter what. Then, eventually, when your child has calmed down again, you can chat about what happened and how he/she felt and you can brainstorm what you can do in future if behaviour needs to be limited. You can also make your child aware of anything he/she can do to make amends if someone was hurt or something was broken. Children who understand what to do to fix a situation don’t need to carry around the guilt of wrongdoing. During this time-in, you can also reflect on what might have brought your child to this point and if there is anything you can do to prevent this in future. Can you pre-empt problems like hunger, boredom, stress or tiredness that may have contributed to the meltdown? Can you be more present with them so that you can contain any physical acting out before it begins? The focus, always, is on how to build your relationship. Children’s behaviour is never a personal attack on you, or an attempt to make your life more difficult. They are just communicating in the best way that they know how with their limited knowledge of the world, language, societal expectations, and an undeveloped pre-frontal cortex. What “bad” behavior needs is more love not less. What tantrums need is more calm, not less. What aggression needs is more closeness, not less. What cheekiness needs is more adult modeling of great communication, not less. When we respond to our children with love, empathy, patience, care and understanding, we are teaching them how to behave in the world. We are teaching them their own worth and how to value worth in other human beings (no matter their size or status). When we have time-ins instead of time-outs we show children that even though we all have strong emotions and behaviours there is enough love and forgiveness in the world to make things right again.

September 20, 2018

Foldscope – When paper art and science meet.

A paper microscope that will change the way children learn about science. As a rule, microscopes are expensive, delicate instruments. Certainly not a suitable toy for an eight-year-old and probably the last thing parents would think of giving to a child. But what about a microscope made from paper that costs around R40? A microscope that is water-resistant, tough, and small enough to fit in a shirt pocket, or slotted into a book? Enter the Foldscope, an innovative piece of equipment that is set to change the way science is taught at school and at home. Most schools in South Africa are not lucky enough to have a single microscope, let alone one for each child. And most children never have the opportunity to use a microscope or to freely explore what the inventor of Foldscope calls the “microcosmos”. It is an accepted fact that children learn best through experiences rather than instruction, and hands-on activities form a critical part of experiential learning. Experiential learning also stimulates the imagination, inspires curiosity, and nurtures a love for learning in general. How can we expect our children to be excited about science when it is inaccessible, and its education is usually one-dimensional? One of the reasons that South African schools perform consistently poorly in maths and science is a lack of access to appropriate equipment and materials. Now imagine what could happen if every child had access to a microscope, or even better, their OWN microscope. Before the invention of the Foldscope, this was a near impossibility for the majority of South African schools. What about a microscope at home? Picture yourself exploring the garden with your child, collecting flowers or insects, and studying them using the Foldscope. Even something as simple as examining the difference between salt or sugar crystals could be a fun and educational activity. For homeschoolers, a tool like the Foldscope is invaluable to enhance their studies. By motivating our children to spend time in and interacting with nature, the Foldscope could also provide a way to reduce the time spent in front of a screen. A Foldscope starts out as a flat sheet of plastic-coated paper, precut into shapes that are folded and slotted together to form a fully functioning microscope. Its magnification is similar to the microscopes found in classrooms and research laboratories, meaning it can easily magnify plant and animal cells, insect parts like wings or eyes, pollen, hair and follicles, a variety of microorganisms, algae, red blood cells, and larvae; the list is endless. As long as a sample can fit on a standard microscope slide, it can be viewed with a Foldscope. One of its most attractive features is the ability to couple with the camera on a cell phone or tablet. This gives children the opportunity to take photos and videos and to share their findings with friends, parents, and teachers. By attaching the Foldscope to a cell phone’s flash, the image can also be projected onto a screen. Teachers all over the world are starting to see the fantastic possibilities for getting children excited about science, biology, and engineering. In the United States and India, Foldscopes are now regularly used in the science classroom. South African schools, especially resource-poor schools, could also certainly benefit from having these devices in the classroom. In fact, if we hope to ever compete with the rest of the world in terms of science and maths, tools like the Foldscope are essential. Foldscopes come in kits of 20 or 100 basic units, perfect for classroom use. To keep the costs down, these kits also come with a limited number of accessories that are to be shared among learners. Sales of Deluxe individual kits, including an extensive set of accessories for home use, partially subsidize the classroom kits. SciBuddy, a new player in the field of scientific educational materials, is the exclusive distributor of Foldscopes in South Africa. The owner, Arista Burke, has a background in microbiology and education and believes that Foldscopes will be a gamechanger for South African schools. “For the first time, giving every child in SA access to a microscope is a real possibility. The schools that realize the potential of this tool are going to have a definite edge going forward”, says Arista. SciBuddy wants every school to have at least one set of Foldscopes. To make this possible, they are donating one kit to an underprivileged school for every 20 kits sold. To find out more about SciBuddy and Foldscope, visit www.scibuddy.co.za or their Facebook page, SciBuddySA.

September 20, 2018

Number sense- the root of mathematics

Number sense essentially refers to a learner’s ability to use numbers in relation to one another, i.e. they can recognise number symbols and relate it to the actual number of objects. There is a common misconception that, if learners can count to a certain number, they are smart and understand numbers. However, the question is whether they know the value of each number? Take this scenario:ah Nataly, a Grade 3 learner, still uses her fingers to count and has difficulty with some of the easier Maths problems. However, there are several really difficult problems that she can easily do. How is this possible? Let’s do a simple test. Look at the arrangement of the dots in each of the blocks: BCD EAll of the blocks represent the number 5, but it is structured in different ways. A learner with no number sense will start to count the dots in each block, but a learner with number sense will automatically divide the dots into groups or create a structure in order to get to the value of the number. A: This is a familiar arrangement, it is represented on a dice or on playing cards and learners will recognise this arrangement easily. B: This is a sub-group arrangement. The dots are arranged into sub units and will force the brain to add the three dots to the two dots. C: This is a linear arrangement. It will most likely prompt counting, however, many people will mentally separate the dots and organise them into groups. D: This is a random arrangement with no obvious grouping structures. The brain will try to look for a pattern or a way to divide them in order to get meaningful patterns. E: This is also a sub-group arrangement, like in B, but the difference is that the brain will add the one dot to the other four dots. Number sense boils down to the value of a number. Learners like Nataly find different ways and detours to do Maths without knowing the basics – they create alternative methods to get to the answers. Teaching number sense is very basic and forms the foundation of Mathematics. Here are a few ideas on how to stimulate number sense: Use dot cards and play games, e.g. memory games, with learners. Teach number combinations up to 10. Cut 10 circles from two different colours. Pack the circles in different combinations and see how fast the learner can recognise the number combinations. Repeat the exercise using a variety of number combinations, e.g. two red circles and four yellow circles = 6 Play games such as Halli Galli, which focuses on number combinations and establishes a foundation for number sense. It is very important to ensure that number sense is engraved in a learner’s brain before moving on to more difficult Mathematical problems. Additionally, d an enriched learning environment that enhances the development of number sense can be craeted by means of a variety of wall charts and number games. References Way, J. (2005). Number sense series: Developing Early Number Sense, Online: https://nrich.maths.org/2477, Access 23 August 2017.

September 12, 2018

Developing children’s EQ crucial for future success in rapidly changing world

Emotional intelligence (EQ) is increasingly becoming a greater determinant of future success across all spheres of life than IQ, an expert says, adding that it is more important than ever before that EQ is nurtured from a young age. “The introduction of social media into our lives as well as the lives of our children has created an environment where people are required to efficiently manage a variety of relationships simultaneously and successfully,” says Chris Van Niekerk, head at Founders Hill College, part of Africa’s largest private education provider, ADvTECH. He says the acquisition of knowledge, while obviously important, is less critical in the current information age, and that the emphasis for success has more to do with what can be done with the knowledge at hand. “This requires the ability to collaborate across gender divides, age gaps, cultural differences, and the like. A well-developed EQ will position a child well to positively engage 21st century challenges in adolescence and ultimately, adulthood.” Van Niekerk says that emotional intelligence can be defined as the ability to understand our own feelings, as well as the feelings of those around us. This includes concepts of self-awareness, empathy and dealing sensitively with other people. “In a world where we are required to manage a matrix of personal and professional relationships instantly and efficiently, the need to have a well-developed sense of self, alongside good empathetic social awareness is critical. It is widely accepted that IQ alone does not guarantee success in adulthood, in either the workplace or at home. “Our potential, and that of our children, will only come to fruition if our cognitive abilities are enhanced, complemented and communicated through a well-developed EQ which entails sound self-awareness as well as the awareness of the emotions of those around us.” Van Niekerk says that a well-developed EQ can, literally, be the deciding factor for success in adulthood. “This places an exciting, but onerous burden on us as parents and educators to ensure that our children are not only well versed in the Social, Natural and Commercial Sciences, among others, but also have the emotional savvy to manage their own feelings and behaviours, while being able to understand the feelings of others.” He advises parents who are serious about prioritising the EQ of their children to start incorporating strategies to develop it in their daily lives. There are a few practical ways in which to do this: Role model the behaviour that you expect in your children. Normalise talking about emotions. Acknowledge positive and negative emotions in your child. Teach your children that feelings and behaviour are in fact separable. Negative emotions do not have to lead to inappropriate behaviour. Keep your expectations, and subsequent guidance, age appropriate. Love them unconditionally. “The need for Emotional Intelligence is introduced naturally to our children from early cognition, when they learn ‘acceptable behaviour’, learn to manipulate others, and respond to their environment to get what they need, and more often, to get what they want,” says Van Niekerk. “The ‘how’ of introducing EQ to children is dependant on their emotional capacity, which is usually linked to their age. Six-year-olds, normatively, are able to follow basic instructions, can express their feelings, fears and problems, are reasonably self-sufficient and are able to compare themselves to their peers. With this specific ‘emotional skill set’ in mind, parents and teachers can get creative with exploring learning opportunities related to identifying and naming emotions, reflecting on the emotions that accompanied certain experiences during the day, as well as exploring different ways of expressing emotions.” Van Niekerk says it is widely accepted that people with well-developed emotional intelligence do better in the workplace than those of similar IQ, but who are less proficient in areas related to “people skills”. “This is true for the entire life cycle of our careers, from the entry point during the interviewing process, to ultimately fulfilling our professional potential later in our careers. Academic excellence is important and it matters in the workplace, however people drive workplace processes, and the degree of an individual’s success is reliant on combining these various skill sets. “Equally, in personal relationships, a realistic and well-grounded identity, coupled with positive feelings about our concept of self, create an ideal position for us to choose and enjoy fulfilling and healthy family and social lives as adults. And the best time to start this journey to personal success, is in a child’s early years.”

September 11, 2018

Homework or no Homework for South African schools?

The paradigm around learning in South Africa is changing rapidly. If, like most parents of this generation, you grew up with homework, then this might not seem like such a big deal. However, schools around the world, including South Africa, are changing their views on homework. This is largely thanks to the revolutionary approach to education that Finland has adopted – with stunning results. Where did it all start? The Finnish Phenomenon In 2006 the Programme for International Student Assessment (PISA) conducted a survey of 15-year-olds’ academic skills from 57 nations. Finland placed first in science by a whopping 5% margin, and dropped a bomb in the world’s schooling narrative. Here is what’s so different about Finland’s preschools and primary schools: Preschool is not academically focused in any way but focuses more on play, fostering healthy socialising, increasing independence, and growing maturity. Children don’t start school until they are seven years old. They have less homework than their peers in other countries – at most a half an hour a day, which is often completed during school anyway. There are no private schools in Finland, so children from wealthy and middle- to low-income homes melt together. This also means better schools all round, as the whole neighbourhood is invested in making the local schools of a high standard for everyone. Finland determined that education is the way to climb out of their economic hole. Education became more than just another point on a child’s long to-do list; it became a beacon for the future of an entire country’s success. There is only one standardised test, which is administered in the final year of high school. At many schools, teachers don’t grade students until the fifth grade, and teachers aren’t forced to organise curriculum around standardised testing. After ninth grade, students attend either an academic program (53%) or vocational one (47%) — this flexibility results in a 96% graduation rate, dwarfing South Africa’s cohort pass rate of 39.25%. Finally, play constitutes a significant part of individual growth and learning in Finnish schools. Every class must be followed by a 15-minute recess break so children can spend time outside on their own activities to ‘reset’ their minds. What about South Africa? We hear people argue that, because South Africa is bigger, more diverse, and more unequal, it’s harder to reach higher quality education. However, there are some shining examples of what we can accomplish when our public and private schools start embracing change. In 2015, Gavin Keller – principal of Sun Valley Primary and CEO of The Sun Valley Group of Schools – implemented a no-homework policy for their primary school and up to Grade 9 in their high school, assigning learners 20 minutes’ reading time a day instead. Keller says. “When we started assessing our school, what became very clear was that school is a high-stress, anxiety-based environment and children have no time to be innovative and creative. They need nine hours of sleep and their school day is six-and-a-half hours long, so there’s no time to play – and play drives creativity.’ They’ve since seen improved academic results, increased motivation and a significant increase in reading. “Schools are changing how they approach learning,” says Janine Hammond, MD of Sherpa Kids Western Cape, an aftercare and holiday care solutions provider for many preschools and primary schools in the Western Cape, “and it’s time that aftercare is considered in the same light as well. Most of our children will go into jobs that don’t currently exists. They need problem solving skills, time management, and programs that stimulate intellectual capacity building. This does not happen by accident, but through careful, thoughtful education and aftercare systems that are based on sound parenting principles like routine, discipline, boundaries, and reward.” “We’ve seen the benefits of play for learning,” says Janine. “We need to remember that what happens after the school day is as important as what happens during the school day. It truly does ‘take a village’ to raise a child, so the aftercare team needs to be the ‘fresh legs’ so desperately needed to constructively support our children during the second half of the school day.” Sinai Academy in Bloubergrant – a private school that uses the South African CAPS curriculum – has long since adopted the approach of independent learning. “Students are self directed and become lifelong learners,” says the school. Students are given the month’s curriculum at the start of the month, and then each learner can choose what they’d like to complete and by when, as long as all of it is completed by month’s end. This allows them to energetically complete their favourite things, before tackling the more difficult lessons. This fosters a love for learning, and allows more time for play. What can I do as a Parent? If you child’s school does insist on homework, here are some great tips from Janine Hammond of Sherpa Kids on how to manage homework with success: Do homework early in the afternoon – right after lunch if possible – while your child’s minds is still fresh. This also allows them to close the ‘school day’ file in their minds, and releases them to exhale into their afternoon’s fun activities. If you can only help your child with homework when you come home from work, try not to do it directly before bed time. Studies show that children need to wind down before bed in order to sleep well. A good night’s sleep means better memory capabilities, which means a brighter, happier child. So after homework, allow a little play time, then read a story in bed, then it is lights out. If your child does go to an aftercare, find out if they include structured time that allows your child to learn independently (not provide another teaching lesson, but also not abandon them to attempt the tasks alone), and that facilitators are available to guide and support your child in their homework, and in play. Most schools in the Western

September 6, 2018

What is the correct age to give a child a cellphone?

The modern-day child is being thrust into a rapidly expanding digital and cyber world, whether they are ready for it or not. The question that was posed to me was, “At what age should a child receive their first cell phone?” If only it were that simple and if only society had written rules on how to govern social media and its appropriate etiquette. Sadly, too many children and parents find themselves in a situation way over their heads when it is too late to reverse the precedent that has already been set. As parents, we should aim to be pro-active. In an ideal world, if parents could agree on unwritten regulations, then we could minimise the added cyber peer pressure that our children are experiencing. I find myself in the advantageous position of being a parent to a tween (pre-teen) as well as a high school teacher for twenty years, teaching Life Orientation, Social Sciences and English. Thus, I have made it a priority to try to best equip myself and to empower my own children and pupils. At the beginning of the year, I assigned a task to my grade 7 pupils to interview various age groups regarding cellphone usage. Based on their findings, they had to formulate their own cell phone etiquette policy. Their findings were astonishing. Many tweens had already encountered cyber bullying or inappropriate usage of social media. When conducting my own research amongst pupils, teachers, psychologists and parents, one thing became clear: Cellphones are unfortunately a necessary evil. While we do not have the choice to ignore the necessity of our children having a cell phone, we should be intentional in our navigation and set our own “terms and conditions”. When our children learn to drive, they first need a learner’s license and adult supervision. Why then, can we not create a similar platform with cell phones, before we just toss them the metaphorical keys and expect them to know how to drive? Cell phones are intriguing and as exciting as getting your first car. The sense of independence and freedom combine to make the user want immediate access and license. However, we never grant a child a license before they learn how to drive and pass the test. Receiving your first cell phone should be a significant rite of passage and an exciting phase in your teenager’s life. It could be likened to getting your first bicycle. Accompanied with the thrill, is the need to learn how to ride the bicycle as well. Most Parents and teachers agree that thirteen is an acceptable age to receive a cell phone, provided that the child is mature enough to abide by rules set at home and at school. The determining factor should not be a matter of convenience only, whereby parents simply hand down their old phones to their children in order to satisfy a desire and keep them occupied. Did you know that Facebook has an age restriction of 13? WhatsApp has now changed its age restriction in the European Union from 13 to 16 years of age. One can assume these age restrictions have been put in place for a good reason. Larian Botha, Teacher and Parent – Southdowns College

September 4, 2018

Phonics – the root of reading

What do you want to achieve with a reading programme in the Foundation Phase? This is a critical question. Teachers often rush through a curriculum in order to get learners ready for the formal assessment rather than taking the time to work with the learners to ensure a deep-rooted understanding of phonics. At the end of the Foundation Phase (Grade 3), we expect learners to read with comprehension. But how often do we get to that point where we are satisfied with the reading ability of the learner? Here is a scenario that you might be able to relate to: Nataly is a Grade 3 learner, when she reads she will suddenly start to sound simple words and if you ask her to tell you what she read, she is not able to do so. What went wrong? There are many aspects of reading to take into consideration before you can pinpoint the specific problem. Phonics The phonics was not completely engraved in Grade 1 and 2. I am not talking about knowing the alphabet because the learner probably knows the alphabet off by heart. I am talking about the more difficult blends and three letter combinations. When a learner knows all the phonics and blends, it will make reading a lot easier. Phonemic awareness is the basic foundation of reading any text. High frequency words High frequency words are commonly mixed up with sight words. High frequency words are the words that usually do not have any meaning but are used a lot while the learner reads. This would be words like: is, am, are, them, those, etc. These words should be introduced one by one. It is best to start with the words that have the sounds that the learner already knows. It is important that the learner knows these high frequency words off by heart. If they do not recognise the word immediately, they will start to spell it out. The human brain is very powerful. You must have seen those social media posts that mix up the letters in the middle but you can still read the words. For example: I can stlil raed the txet as lnog as the frist and lsat ltters are the smae. This is exactly how the high frequency words work. The learner must “guess” the word rather than read it. They must see the whole word rather than the different letters in each word. Sight words Sight words are those words that we would put up in the classroom and use with the themes. Sight words are often longer, difficult words like giraffe, chimpanzee, elephant, impala, etc. The learners must use their phonics to spell out these words. They don’t have to know these words at all, as they learn how to read fluently, these words will become part of their high frequency words as well. Reading with comprehension comes down to the ability to understand language through phonological awareness. If a learner does not read with comprehension in Grade 3, it is time to take some serious steps backwards. Rather put the curriculum on hold for a day or two and do a simple assessment on phonics by asking the following questions with some sound cards. Does the learner know all the letters of the alphabet in any order? Does the learner know all the blends and sounds with two vowels or two consonants like “oo” or “-er”? Does the learner know all the three letter sound combinations like “str-”? Can the learner read simple words? Can the learner read more difficult words? Does the learner know the high frequency words without sounding them? Can the learner build simple words? Can the learner build more difficult words? Can the learner read a sentence without sounding the letters? Can the learner read a paragraph without sounding the letters? If any of the answers to these questions is “no” that will indicate where the learner was left behind. Try to catch up with activities until the learner can answer “yes” to all 10 questions. Let’s take number 10 as an example. If a learner reads a paragraph, but still needs to sound some of the words, he/she will lose the context of the story and will not be able to remember what the story was about. If the learner can read fluently, but does not understand the context it is important to teach the learner reading comprehension skills by asking the questions first before he/she reads the text. Reading with comprehension comes down to the ability to apply one’s knowledge of language to written text. Learners like Nataly find alternative ways to read and write and in the long run when she cannot read with comprehension, she will misread questions in examination papers and write down the wrong answers. In the end, she will not live up to her full potential because she cannot read as well as she should. It is very important to ensure that phonological awareness and high frequency words are engraved in a learner before you move on to more difficult words and sentences. Teachers should create an enriched learning environment to ensure the development of phonics and reading and to ensure that all the requirements are met before moving on to the next phase.

August 27, 2018

Getting insight into bullying

Rita Niemann Bullying is an example of school violence, which mostly stems from aggression and poor self-image. Bullying can be defined as a conscious, wilful, and deliberate hostile activity and as it tends to happen at any point in time, it makes it very difficult to predetermine. Louw and Louw (2007:230) emphasise the need for humans to belong and states that social development is characterised by an increasing involvement with peers as that contributes towards satisfying emotional needs. Teachers and parents, therefore, must account for the various phases of relationship building during adolescence and must guide children towards sound social and interpersonal relationships. Because bullying cannot be contextualized by group, age or gender, any child can fall prey to a bully. However, children tend to follow the example of their parents and if parents condone acts of aggression or violence, children tend to emulate such acts, resulting in others feeling threatened and unsafe. Legislatively, every learner has the right to be educated in an environment that is “clean and safe” and is “conducive to education” (RSA, 2006). Unfortunately, bullying has become both a national and international concern. Most acts of bullying are related to an imbalance of power to ensure dominance, boosting the bully’s self-image and getting attention (even if it is negative attention). Barbara Coloroso (2005: 49-51) identified different kinds of bullies. Those who: have powerful personalities, are admired by others and are not easily recognised as being a bully. use gossip and verbal abuse to manipulate others. show little emotion, but is determined to continue the bullying. are hyperactive, struggle with schoolwork and have poor social skills. Any child can become a bully’s target depending on the bully’s inner insecurities. Bullies tend to prefer submissive children, but it could also simply be because the person is younger, smaller, thinner, fatter, or even because of his or her gender. Bullies also tend to choose targets who have characteristics they crave themselves, such as being clever and dedicated. Parents and teachers often wonder why victims do not report the bullying. Often, victims of bullying feel ashamed because of what is happening to them, or they feel that there must be something wrong with them. They also fear that the bullying may get worse if it is reported. Bullying must be dealt with swiftly and deliberately – see the follow-up article in this regard. References Coloroso, B. 2005: The bully, the bullied and the bystander. From pre-school to secondary school – how parents and teachers can help break the cycle of violence. London:Piccadilly. Louw, D., & Louw, A. 2007. Child and Adolescent Development. Bloemfontein: ABCPrinters. Niemann, R., Marais, N., Swanepoel, Z. & Moosa, M. 2016. Problem areas in schools In: Jacobs, M. Teaching-learning Dynamics, Johannesburg: Pearsons Republic of South Africa (RSA). 2006. Regulations for Safety Measures at Public School). Government Gazette No. 26663. Pretoria: Government Printers.

August 21, 2018

Ways to get rid of the monsters in the dark

By Caroline Miller Principal of Crawford Pre-Primary Lonehill To your toddler, the oddest things can suddenly become frightening. Some are easy to understand, while others can leave you wondering. The Gruffalo by Julia Donaldson and Axel Scheffler is a magical story that no childhood should be without. This journey of a mouse through a deep, dark wood captures the imagination. The little mouse shows that even a small animal can outwit predators and a fantastical creature in order to have some peace and quiet to enjoy a delicious snack. It is interesting to explore the fact that the Gruffalo (big, powerful and strong) is still able to be frightened and even frightened of a small thing and that is ok. Even big brothers or sisters, Mummies and Daddies can be frightened sometimes and sharing that fear or talking about it with someone can help – perhaps if the Gruffalo had a friend to walk with then they could have discussed the fear of the mouse and the end of the story might have been very different. Everyone, from the youngest child to the oldest adult, experiences anxieties and fears at one time or another. Feeling anxious in a particularly uncomfortable situation never feels very good. However, with kids, such feelings are not only normal, they’re also necessary. Dealing with anxieties can prepare young people to handle the unsettling experiences and challenging situations of life. Many anxieties and fears are normal. Anxiety is defined as “apprehension without apparent cause.” It usually occurs when there’s no immediate threat to a person’s safety or well-being, but the threat feels real. Anxiety makes someone want to escape the situation — fast. The heart beats quickly, the body might begin to perspire, and “butterflies” in the stomach soon follow. However, having fears or anxieties about certain things can also be helpful because it makes children behave in a safe way. For example, a child with a fear of fire would avoid playing with matches. The nature of anxieties and fears change as children grow and develop: Babies experience stranger anxiety, clinging to parents when confronted by people they don’t recognize. Toddlers around 10 to 18 months old experience separation anxiety, becoming emotionally distressed when one or both parents leave. Kids ages 4 through 6 have anxiety about things that aren’t based in reality, such as fears of monsters and ghosts. Signs of anxiety Typical childhood fears change with age. They include fear of strangers, heights, darkness, animals, blood, insects, and being left alone. Children often learn to fear a specific object or situation after having an unpleasant experience, such as a dog bite or an accident. Separation anxiety is common when young children are starting school, whereas adolescents may experience anxiety related to social acceptance and academic achievement. If anxious feelings persist, they can take a toll on a child’s sense of well-being. Apart from the usual signs of becoming clingy or nervous and tummy aches, parents can usually tell when their child is feeling excessively uneasy about something. Lending a sympathetic ear is always helpful, and sometimes just talking about the fear can help a child move beyond it. What is a phobia? When anxieties and fears persist, problems can arise. As much as a parent hopes the child will grow out of it, sometimes the opposite occurs, and the cause of the anxiety looms larger and becomes more prevalent. The anxiety becomes a phobia, or a fear that’s extreme, severe, and persistent. A phobia can be very difficult to tolerate, both for kids and those around them, especially if the anxiety-producing stimulus (whatever is causing the anxiety) is hard to avoid (e.g., thunderstorms). “Real” phobias are one of the top reasons kids are referred to mental health professionals. But the good news is that unless the phobia hinders the everyday ability to function, the child sometimes won’t need treatment by a professional because, in time, the phobia will be resolved. Helping your child Parents can help kids develop the skills and confidence to overcome fears so that they don’t evolve into phobic reactions. To help your child deal with fears and anxieties: Recognize that the fear is real. As trivial as a fear may seem, it feels real to your child and it’s causing him or her to feel anxious and afraid. Being able to talk about fears helps — words often take some of the power out of the negative feeling. If you talk about it, it can become less powerful. Never belittle the fear as a way of forcing your child to overcome it. Saying, “Don’t be ridiculous! There are no monsters in your closet!” may get your child to go to bed, but it won’t make the fear go away. Don’t cater to fears, though. If your child doesn’t like dogs, don’t cross the street deliberately to avoid one. This will just reinforce that dogs should be feared and avoided. Provide support and gentle care as you approach the feared object or situation with your child. Teach them how to rate fear. A child who can visualize the intensity of the fear on a scale of 1 to 10, with 10 being the strongest, may be able to “see” the fear as less intense than first imagined. Younger kids can think about how “full of fear” they are, with being full “up to my knees” as not so scared, “up to my stomach” as more frightened, and “up to my head” as truly petrified. Teach coping strategies. Try these easy-to-implement techniques. Using you as “home base,” your child can venture out toward the feared object, and then return to you for safety before venturing out again. Children also can learn some positive self-statements (such as “I can do this” and “I will be OK”) to say to themselves when feeling anxious. Relaxation techniques are helpful, including visualization (of floating on a cloud or lying on a beach, for example) and deep breathing (imagining that the lungs are balloons and letting them slowly deflate. So back

August 16, 2018

What to consider when searching for a school

By Yandiswa Xhakaza Choosing a school is no small feat. Parents often undertake this task under enormous pressure and in a hurry to find a school on their way to or from work. However, I would urge parents to invest more time in finding the right school for their child because, while convenience is often the driving force, it’s important to remember that your child is potentially going to be in that space for up to 12 hours nearly every day. As such, the environment must be conducive for your child to feel secure, to be happy and to thrive. Below are a few practical things that all parents should look for when in search of a good school. While these are biased towards pre-school and primary school, many of these considerations can also be applied to high school. The school environment and general aura of fun, excitement and vibrancy. Look for colour, flowers, trees, jungle gyms and outdoor play equipment. You should get a sense of security, love and warmth. Classroom design and layout is a big indicator of whether the school offers a forward-thinking, 21st century approach. Look for learning stations with different learning activities in each station, as well as the availability of appropriate educational toys that incorporate sensorial skills, fine and gross motor skills, etc. In a pre-school environment, look for the dramatic play area, big wooden blocks, a reading corner etc. Classrooms that still force all children to strictly sit at a desk for more than 8 hours a day are concerning, so look for beanbags, couches, benches, comfortable carpets, balance balls etc. This not provides variety, it also allows children to learn in the ways/positions that they are most comfortable in. Wi-fi powered schools are no longer those with a computer room and designated computer classes once or twice a week. Schools that are innovative and digitally advanced are easy to spot. Look for visible gadgets inside the classroom, including laptops/tablets, headphones, white boards, projectors etc. Digital learning shouldn’t happen in isolation, it should be infused with day-to-day learning. Child happiness is the most genuine measure, so listen for the buzz of laughter and look for happy smiles. Well mannered and polite children who greet and make way for you to pass is symbolic of the school culture. A great set of extra-curricular activities that children can choose from speaks directly to whole child development. Consider how the school harnesses all aspects of the child, not just academic ability. Effective teacher-parent communication that happens on a regular basis regarding the work being covered at school that week, fun activities that took place in class, occasional photos of the children, classroom messages etc. Find out how parents are engaged so that they feel like they are part of the learning experience. A diverse team of dynamic and passionate teachers always makes for a great school. The school can have state of the art facilities and resources, but without amazing teachers who inspire children and make them feel like they are doing an incredible job, then it’s all for nothing. Teachers can make or break a school, so be sure to meet the educators.

August 14, 2018

Empower your child

Notice your feelings when your child challenges you. We live in a different world today. What may have worked then may not be relevant today. “With the increase of mental health problems, higher occurrences of suicide amongst the tweens and teens and more depression and anxiety experienced by children it goes without saying that parents feel overwhelmed and not always on top of their game,” says Anna Rodrigues Clamber Club Expert and Play Therapist. Playing is a child’s language and can be interesting. As much as they learn from us we too can learn from them. “Children live in the moment, they live in the here and now and the time you spend with them makes a difference to their overall well being,” says Anna. “By playing with your child you are connecting on a physical level and when you start mentioning feelings, connection on an emotional level happens,” adds Anna. During play stating to your child that you are feel happy playing with him and that you are feel excited when you are jumping, dancing and crawling with him makes him feel special and important. When you smile at him, give him a hug and tickle him – you make him feel worthy in that moment. As the parent you become more attentive to your child and realise the time together is magical! There are reasons why children present with challenging behaviour. They may be looking for your attention. They may want to control you and enter into a power struggle with you or they may want you to feel sorry for them or make you feel guilty. This is the moment to notice your feelings. Scene 1: Your child refuses to feed his dog but with a bit of encouragement he gets in and does it. But on another occasion your child persists relentlessly and does not cooperate. Be conscious of your feelings. If you get irritated or annoyed your child could be looking for attention. A way to deal with this would be to reflect on content and feeling. For example: “I see you continue to play and you seem to ignore what I am asking you to do. (Reflect on the content). Perhaps you are feeling a bit tired?” Reflecting on what your child is doing or on what he may be feeling makes him feel he is being understood and this is calming for your child. “This approach may influence him to cooperate,” advises Rodrigues. Scene 2: Your child makes a noise while you and your husband are trying to watch TV. Take note of what you are feeling, you may be getting cross and a power struggle may start to form. The technique to use is to present your child with choices. For example: “You are making a noise and we can’t hear the TV. You can stay and play quietly or we can take you to your bedroom where you can play loudly.” If he continues to make a noise then take him to his bedroom and let him return when he is able to play quietly. Providing your child with choices is empowering for him as it allows him to choose. It also builds a sense of responsibility, as how he chooses to behave will determine whether he stays in his bedroom or plays besides his parents. Scene 3: You are a single parent reading a bedtime story to your 5 year old. Your child says “ Dad reads nicer stories.” You feel this is hurtful and your child may want you to feel bad or guilty because she may be angry being away from her dad. Reply by reflecting on her feelings, “I bet you wish dad were here, I feel sad for you. Maybe you can help me choose a bedtime story every night.” To recap: Your feelings Intention of your child’s challenging behaviour Technique to use You feel annoyed/irritated. Your child looking for your attention. Reflect on what your child is doing and feeling. You feel cross. Your child is looking at controlling or entering into a power struggle. Provide your child with choices. You feel hurt. Your child is wanting to take revenge or make you feel guilty. Reflect on your child’s feelings. In managing your child’s challenging behaviour you are building his character. You want your child to have a sound moral make-up, to be able to love, be responsible and have empathy for others, to be able to solve problems, deal with failure and perform under pressure. William A Ward once said: “ The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates and the great teacher inspires” “You that you are your child’s first teacher, so be the AMAZING teacher,” says Anna.

August 10, 2018

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

August 9, 2018

What Summer Camp Mom Are You?

We all know there are different types of moms around the world, but when moms send their children to summer camp, moms turn into summer camp moms. From the rookie, to the veteran and everything in between. Here are the different types of moms we get to see on arrival day at summer camps. The Helicopter Mom Like helicopters, a helicopter mom hovers over her child on every little detail when sending them to camp. From which set of clothes he should wear for the camp evening program, to having an extra pair of socks in the event that the extra packed pair gets lost too, to packing “just in case” medication, to pulling out a two-page set of questions based on information she gathered from the camps website, to requesting interval reports from the camp on how her child is doing. The list is endless. We love our helicopter moms, they keep camp standard on the ball. The Worrisome Mom With similar characteristics to the Helicopter Mom, this mom is an over-thinker. The slightest scratch on her child would need paramedic support. She has multiple scenarios lined up of what could go wrong, asks her child if they’re going to be okay seven different ways before letting them go during their goodbye hug.”Mooooooom”, this is what you usually hear from a child with a Worrisome Mom.” Better safe than sorry” is this mom’s mantra. The Over-Sharer No kid enjoys being dropped off or picked up by this type of summer camp mom. “Jonathan hasn’t passed his stage of wetting his bed yet”, as she pulls out Jonathan’s luggage from the back seat of the car. This mom will make sure Jonathan’s life story is put out into the world before he steps a foot out of the car, the extreme case of this type of mom would be the old-age tradition of taking out baby photos accompanied with story-telling. But how adorable our ‘over-sharer’ moms can be. Doting on their children, who should have a day dedicated to reminisce over their children. The Free Range Mom This is any summer camp’s favourite type of mom. Dubbed “The Zen Mom”, this mom believes in the spirit of letting their child experience camp independently. As you may have picked up, this is the total opposite of the helicopter mom. She’s all about having fun. She has the counselors and the other campers eating out of her hands with her charming personality and free spirit. The Girl Scout Mom Another mom camps love. This mom is all about camp spirit! She has camp culture so embedded in her that she would fit right in with the counselors. Armed with hand sanitizer and a first aid kit, she’s ready for anything. She’s prompt and thoughtful, and is always ready to help. With this mom by your side, one would be tempted to be a camper for the day. We love it when moms become summer camp moms, what summer camp mom are you?

August 7, 2018

Let your child fail – it’s okay

Facing challenges and making mistakes can help your child grow. By Danielle Barfoot As parents, we want to protect our children – from danger, from upset, from things not turning out how they had hoped, and especially from failure. But we need to realise that it’s not just okay, but essential, for our children to fail and make mistakes. As difficult as it may be to accept, we cannot shield our children from defeat, sadness, anxiety, or regret. But we can help them experience it safely. Providing opportunities for children to make mistakes and face the subsequent consequences is vital to raising adults who can meet life’s challenges with confidence. In fact, research has shown that children who don’t have opportunities to struggle and recover have lower self-confidence and a less developed self-concept. They tend to be more fearful of failure and less willing to try new things. Here are four benefits of allowing your child to make mistakes: Develop self-confidence: When children are allowed to make decisions on their own, they develop self-confidence. This self-confidence helps them to not be so afraid of failure that they are unwilling to try new things. Build life skills: Children develop important life skills when they are allowed to go through challenging situations. They learn how to bounce back, handle negative emotions, develop self-control, and how to apologise. Take responsibility: Allowing children to make their own decisions creates an opportunity for them to also deal with the consequences. Sometimes they will make poor decisions, which will teach them to take responsibility for their actions. They will learn from the natural consequences and will (hopefully) make wiser decisions in the future. Solve their own problems: Too often, either because it’s easier or because we hate to see them struggle, we rush in to help our children figure something out. But letting your child try and try again – and eventually get it right on her own – will teach her more about herself and her abilities than when you rush in to save the day. Life doesn’t always go as expected From getting a low grade or fighting with a friend to losing an important game, life can be riddled with disappointments and failures. But instead of focusing on a fixed marker of success, consider what your child has learned. Instead of the mistake or perceived failure, the focus should be on personal growth and development. So, when things go wrong – and they will – show your acceptance and support. Let her know that it’s okay to make mistakes and that failure isn’t fatal… even if she feels as if she might die of embarrassment. This article was contributed by Impaq Education (previously known as Impak Onderwysdiens). At Impaq we know that personal growth and development is an important part of any child’s educational journey. We provide innovative and accessible education solutions to help learners prepare for life in a modern society.

August 2, 2018

Chasing academic A’s limits possibilities

Education, as we have known it for the past 100 years, is fixated on academic prowess. The percentage on the report card has always been the benchmark by which we believe we can determine if a child will become a successful adult, or not. Cindy Glass, Director and Co-founder of Step Up Education Centres says “Self-worth is too often determined by academic assessments. Emotional walls are built, intelligence is defined, negative behaviours are acted upon, anxieties and depression are pandemic in young people – all because of society’s fixation on that percentage on the report.”

July 25, 2018

Help! My child is writing exams for the first time

The idea of writing exams rarely brings about emotions of excitement and happy anticipation! In fact, feelings of anxiety, panic and outright fear are what most parents and learners experience when exam time comes knocking at their door! Cindy Glass, Director and Co-founder of Step Up Education Centres says “Generation after generation, people have passed on the baton of fear, anxiety and dread when it comes to exams. The stories are familiar to us all:

July 25, 2018

6 Simple Practices to Keep Your Child Active and Healthy

No one said that parenting would be easy, but it doesn’t have to be a struggle. Although it’s normal to worry about your kids when they’re heading off to school, you can lower those anxiety levels by preparing for the transition. You also need to accept that your child is growing, and you can’t keep him or her in a protective bubble. In fact, over protective parenting can have far worse consequences for your child, persisting into adulthood. If you’re worried about frequent infections, fatigue or low energy, learning problems, and so on, there are steps that you can take to better prepare your child for the demands and stress of schooling. Before you try to impart good habits and practices to your child, just remember that kids can be quick to call you out on your hypocrisy and double standards, so be a good role model, or learn to cheat smart and not get caught!

July 24, 2018

Making Sense of the World Around Us

There is no denying the importance of the sense of sight. Using our sight, we are able to learn through visually exploring objects and the world in which we live, and thereby gain an understanding of the relationships between people and objects. It is for this reason that parents should invest as much time as possible helping their children develop their visual sense. Visual skills are divided in to two main areas; first is our eye’s ability to see; Visual Acuity and second is the brains ability to process, integrate and interpret what the eyes are seeing; Visual Perception. A problem with either of these systems may result in your child having problems related to their visual sense. Visual acuity can be assessed by an Optometrist. Assessed difficulties may be as a result of underlying weakness of the muscles which control eye movements, resulting in jerky or restricted movements of the eye. As a result, these children often have difficulty manipulating objects in their hands and experience fine motor difficulties in tasks such as cutting and writing or may have a slow rate of work as they require additional time to gain the necessary visual information in order to complete a task. Visual Perceptual skills can be assessed by an Occupational Therapist. Visual Perception is a broad term, used to describe a number of different skills which include: Visual Discrimination Is the ability to identify differences and similarities between shapes, objects and patterns based on their individual characteristics and features. For example a square has four sides and four corners, while a triangle has three sides and three corners. Form constancy The ability to recognize and interpret the fact that a shape remains a shape, despite changes in the presentation of the shape. For example, a square is still a square based on a specific set of properties, irrelevant of the size, direction, orientation, colour or texture of the square. Figure Ground Perception The ability to screen out irrelevant visual material in order to concentrate on an important stimulus. This is necessary for a child at the back of the class who has to look across the whole classroom and concentrate only on what is being written on the board. Position in Space The ability to perceive an objects position in our environment in relation to our own bodies. Following instructions related to objects, such as standing next to an object, requires an understanding of how that object is orientated in space in relation to ourselves and requires good position in space skills. Spatial Relations The ability to perceive the position of two or more objects in relation to our own bodies and in relation to the objects. During gross motor activities a child will need to plan movements taking in to consideration the location of other objects in their environment. Visual Closure The ability to recognise and identify a shape or object without having to see the whole shape or object. This requires the child to visually ‘fill in the gaps’. Good visual closure skills will assist a child with reading and comprehending what is being read. Visual Memory The ability to remember what has been seen and to recall it immediately. This skill enables a child to remember what they have read, as it moves from short-term memory in to long-term memory. Visual Sequencing The ability to remember shapes and characters in a specific order. This is a vitally important skill for learning to spell. “It is clear that the development of Visual Perceptual skills is closely linked to cognitive development,” says Kelly Westerman, Occupational Therapist and Clamber Club Franchisee. “In younger children it is important that a child experiences visual perception through the movement of their bodies before they progress to 3D activities like blocks, shape sorters and puzzles and then on to pen and paper tasks which include writing, cutting and pasting.” Due to the fact that vision is so integrated in to everything that a child does, symptoms and impairments may be broad and varied. In younger children, problems associated with the visual sense may result in delayed milestones and can experience a delay in language development as they struggle to grasp relationships and associations between people and objects. There is no doubt that good visual acuity and visual perceptual skills are vital for the acquisition of skills and knowledge that are needed for academic success. It is therefore important that parents create opportunities for the development of these skills in the everyday lives of their little ones. If parents have any concern they should consult with their Doctors or Paediatricians. Occupational Therapist and founder of Clamber Club, Liz Senior, has put together a list of activities and games that can help your child develop their visual sense: Playing ‘I spy’ e.g.: something round, something smaller than the table or my book Ask your child to locate specific items on a page in a book Arranging objects from largest to smallest, and vice versus Draw simple shapes on paper and ask your child to redraw the shapes Covering half a picture of an object and asking your child what the object is Hide the peanut – Place the nut (or raisin) under one of three cups and move them around slowly. Have the child try pick the cup the peanut is under. If he picks the right cup, he gets to eat the prize underneath. Add more cups to make this more challenging (up to five cups) Object games – Place some everyday objects on a tray. Start with 4 objects and show them to the child for 5 seconds. Cover them and see how many he can recall. Add more objects as the child becomes more proficient with this. Try work up to 10 objects in total

July 13, 2018

Help! My child does not want to go to school

The academic year can be a challenging time for families. It becomes even more so when a child resists or tries to avoid going to school. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “Emotions tend to run high, panic may set in and too often, parents feel quite helpless in these stressful situations. Children may feign illness, throw temper tantrums or act out in other negative ways in order to force their parents to let them stay at home. The reasons why are varied. Children who are being bullied, are constantly being yelled at, who battle with the academic programme or who feel lonely or depressed may insist on staying home instead of attending the regular school day. Exhaustion, fear of an upcoming test or assignment or fears of a wrongdoing may also contribute to school avoidance. Dealing with these situations is never easy and, as with all challenges in bringing up our children, there is no one-size-fits-all solutions.” Cindy suggests the following helpful tips if you have a child who no longer wants to go to school: Don’t panic and let fear-filled emotions (such as anger and critical judgement) cloud your vision in finding positive, helpful solutions. Remember that all negative behavioural choices are based on some sort of fear. Make it your mission to find out what it is that your child is afraid of and then decide on how best to give your child the tools needed to face and overcome those fears. Don’t allow staying at home to become a ‘fun’ alternative to going to school. Be firm in not allowing activities such as watching TV or playing computer games when a child stays home on a school day. There need to be consequences to not going to school-be it catching up on missed work, learning for the missed test or just being bored! Teach your children not to avoid their fears, but to face them and to find solutions that work for them. Keep the lines of communication between yourself and your children and yourself and your children’s teachers, wide open! Honest, non-judgemental communication can lead to many valuable life lessons being learned. Choose to be supportive, but firm in your resolve to ensure that your child attends school. It is essential to allow your child to tell you (without fear) why he/she is avoiding school. If any abuse (from peers or teachers) is the cause of school avoidance, it is essential that you take the matter up with the appropriate authorities within a school. No child should be staying at home for fear of abuse of any kind. Cindy concludes by saying “There are no easy, one-stop solutions to dealing with the challenges of a child who refuses to go to school. Remember that, as a parent, how you choose to handle the situation will set the tone for how your child will handle challenges in his life. Be consistently loving and firm while you aim at finding positive, sustainable solutions.”

July 6, 2018

Children can burn out too!

Gone are the days when children went to school, came home, made a peanut butter sandwich and went to play with the neighbourhood kids! Cindy Glass, Director and Co-founder of Step Up Education Centres explains “Children are naturally high-energy beings and very little thought is given to the extreme pressures and overloading of activities that our children face in the world that we find ourselves living in today! As adults, we are familiar with the challenges of physical and emotional burn-out, but we do not consider that children are prone to burn out as well. In fact, burn out in children, if left unchecked, can lead to depression, complete apathy and a myriad of health issues.” Cindy goes on to explain that many children are being subjected to competitive and pressured activities all day, every day and at a pace that most adults would find challenging to keep up! “Academic expectations, sports (school and clubs), cultural and religious studies, extra lessons, music, art, drama, dance…. the list goes on and on… when packed, back-to-back into the daily schedule of children can lead to overloaded children becoming exhausted and this may lead to burn out!” Parents who notice that their children are showing a combination of the following signs may want to consider that their children may be heading towards burn out-or worse-have already burned out! A loss of motivation or desire for activities that they once enjoyed or looked forward to. Anxiety, fearfulness and panic attacks Fatigue and tearfulness, withdrawn, uncharacteristic tantrums Feelings of dejection, making excuses or simply refusing to attend activities that they may have enjoyed before Physical illnesses, loss of appetite, nail biting Falling behind in academics or other activities Burn out is not something to be taken lightly. Cindy gives the following tips to consider when dealing with burn out in children: Choose to be a mindful parent. Watch, communicate, listen-with-understanding, acknowledge that something needs to change and act to help and support your child! Honestly assess the activities and stress causers in your child’s life. Work with your child to reduce or stop the activities that cause the greatest stress. Allow time for your children to just BE. Allow time for rest and reflection, for childish games and laughter. Teach your children the importance of listening to their bodies and making healthy choices for themselves—choices that are uplifting, enjoyable and less pressured. Be realistic in terms of how many activities your child is doing every day and every week. Watch for signs of exhaustion. Engender a relationship of non-judgemental communication with your child. Guide, support and teach them positive coping skills (which may or may not involve a change in schedule). Choose to create balance in yours and your children’s lives. There is no advantage or positive learning that can take place from overloading a child! It is important for children to learn a variety of skills as they grow, but be aware of how much is expected of them—too much can be counter-productive! Cindy concludes by saying “Burn out in children is more prevalent that we may have allowed ourselves to consider before! It can lead to serious consequences. As parents, it is essential that we acknowledge that children, although naturally high energy beings, can and will burn out if their lives are out of balance and the signs are left unchecked!”

July 6, 2018

10 Tips for Cultivating Green Munchkins

Home is where the ‘hearth’ is Global temperatures are on the rise and when it comes to raising nature-loving children, the home is always the best place to start. The first and most important step in cultivating ‘greener’ habits at home is to practise what you preach. Luckily you don’t have to be an experienced ‘greenie’ to this. Yes, being kind on nature can be as simple as being mindful of the products that you buy and showing your children how to appreciate the natural world around them. Replacing existing habits with healthier ones require time and patience so here are a few simple family activities to get you started during the holidays. And if going green seems like a daunting task, you’ll be happy to know that these activities are kind on nature and kind on parents. #1 De-clutter and donate: The winter holidays are the perfect time to de-clutter and reorganise clothing cupboards so why not involve the whole family? Create a pile of unwanted clothing items and donate it to some local charities. Certain clothing items can take hundreds of years to biodegrade and by donating them you are teaching your children how to give back to the planet and to those who are less fortunate. #2 Upcycle and get crafting: During the winter months, children spend more time indoors. Crafting with upcycled items is a fun and creative activity that teaches your children about sustainability. If you are not already in the habit of recycling, simply add additional bins to your refuse area and label them accordingly. Here are three easy upcycle crafting ideas: 1) Egg containers. Empty egg containers can be used as disposable painting pallets in water-restricted areas. By using them as pallets you are saving water and giving them an additional purpose before they go in the recycle bin. 2) Toilet and paper towel rolls. Toilet rolls are great items to use for making home-made rain sticks. Simply cover the bottom, insert some dry rice, cover the top and paint fun patterns on it. 3) Bottle-tops. These can be used as fantasy food items and/or in craft projects. Why not use them to make a necklace or combine it with a toilet roll to make a motorcar? #4 Get outdoors: The simple activity of being outside have both physical and emotional benefits for your children so make the most of those sunny winter days. By interacting with the outside world your children are getting a first-hand experience of what it is that they are protecting. Make your children aware of their natural surroundings by pointing out bird nests or give them a looking glass through which they can observe bugs. #5 Grow a herb garden: Growing a small herb garden will give your child a sense of ownership and responsibility while teaching them about food production and the natural resources that it requires. Herbs are often packaged in plastic containers and growing your own herb garden will save you money while saving the planet. 6# Eat more greens: One way of being kind to the earth is by getting your kids to eat healthier foods. Here is a great article to get you started! 7# Collect shells and plastic: If you are spending some time near a beach this holiday a simple beach stroll can be a great opportunity to have fun as a family while collecting plastic and shells. 8# Visit educational centres: If you want to get out of the house this holiday try visiting some local environmental centres, or parks. Plan a family trip to the Two Oceans Aquarium, Monkey World or Reptile Park. These centres often have interactive exhibitions on display, providing a fun opportunity for children to learn about the environment. 9# Plant a tree: Tree planting will never go out of fashion and it is a great way to teach your children how to leave a ‘greener’ legacy for future generations. 10# Empower and encourage: When it comes to discussing climate change with your children, it’s best to introduce the topic in a way that is positive, solution-driven and age-appropriate. Children need to feel empowered in the area of environmental protection and it is important that they believe that they’re efforts can make a difference. One small step – one giant leap! The simplest way to introduce new habits is to start small and it’s best to avoid those lofty ideals of transforming your home into an eco-friendly oasis overnight. If every family were to make a few ‘greener’ lifestyle changes, we will be one step closer to helping our planet.

July 6, 2018

Cursive writing – Is it still necessary?

Hilda Erasmus: Foundation Phase Specialist We live in an age of computers and technology. Why is it still necessary for our children to learn how to write in cursive? It’s so old-fashioned. Is it not time to move these old habits aside? Year in and year out teachers and parents are frustrated when they have to teach children how to write in cursive, but if it’s still in the curriculum it must be worthwhile. According to a study done by Graham and Santangelo1 learning to write in cursive can be a valuable skill. We list the five reasons why below: It is good for your brain Writing in print only activates one part of the brain, while writing in cursive activates different parts of your brain. It stimulates fine motor skills that help add letters together. So, instead of seeing letters as single sounds, they begin to form groups in the brain that sees and recognises words as a whole. You’ll have to sign your own name one day It might not sound like a worthy reason, but cursive writing gives each person a unique style. A signature that is made in your unique cursive writing is much more difficult to forge than a signature made in print or block letters. To sign your own name in cursive is like a small unique artwork that you can use over and over again without anyone making a perfect copy of it. You’ll be able to read old documents There are many old documents and manuscripts or even old family letters that are written in cursive. If we do not learn how to write in cursive, these documents will become hieroglyphs that no one will be able to read. It helps learners with a learning problem Learners with learning difficulties (especially dyslexia) often experience problems when learning numbers and sounds, especially the b and d sounds. In cursive writing, however, these letters are shaped in such a way that they look visually different. The learner can compare the letters in print and cursive and in this way many of the problems that these learners experience with confusing one letter with another can be solved. It is an art form To be able to write well is an art form. It is something most learners can easily master if they concentrate hard enough. For those learners who may not be top performers in other subjects, it is possible to do well in cursive writing. It can motivate these learners to work harder in other subjects too. Although cursive writing is not yet extinct, we still need to see its value. It is a skill that can be useful in the future. Source: 1. http://schools.nyc.gov/NR/rdonlyres/556F572F-4CDC-4BAC-9EC0-6990AD1AFB0E/0/CIPLteachingcursivewriting_WEB.pdf

July 6, 2018

Child drowning – a leading cause of childhood death that is entirely preventable

Drowning remains one of the top causes of unnatural childhood death in South Africa and for every child that dies from drowning, five are left with permanent brain damage from the lack of oxygen that occurs in a near-drowning. Manufacturer of the leading child safety pool cover in SA, PowerPlastics Pool Covers, is on a drive to remind parents that drownings are entirely preventable with multiple layers of safety applied to the pool. The PowerPlastics Solid Safety Cover and adult supervision at all times should be included in these layers of safety at all times. The PowerPlastics Solid Safety Cover offers parental peace of mind as it completely seals off the entire pool. The PVC cover is drawn over strong aluminium batons that rest on the coping, and a tamperproof ratchet fastening system makes it impossible for a small child to access the water. Small drainage holes prevent rain or sprinkler water from collecting on the cover as just a few millimetres of water can be fatal to a curious child. The cover withstands up to 220kg and is easily deployed by two people, or it can be semi-automated for single person usage. “For years we have been educators in pool safety for children and, with our solid safety cover, parents not only get peace of mind, the cover also allows significant savings on water, power and chemicals, unlike alternatives such as nets and fences which still leave the water exposed,” says Carolyn Idas of PowerPlastics Pool Covers. “But a cover only saves lives if it is actually on the pool. Being lazy about re-securing a pool after use is surprisingly common. For this reason, we developed our safety cover so that it is hassle-free and does not require brute force. Next time you ‘can’t be bothered’, consider the alternative which could be a drowning due to negligence.” The PowerPlastics Solid Safety Cover is available in a range of colours, allowing it to blend into the outdoor area, or it can be custom printed with photos and graphics for a unique 3D effect. Thermal pool covers or ‘bubble’ covers that lie directly on the water should never be considered as child safety pool covers as they do not bear weight. These covers heat the pool and save water by stopping evaporation but their purpose does not include child safety. “As part of our education in the community, we launched TopStep, the home of pool safety, an educational website with tips and advice on preventing drownings. Aside from covering the pool, every adult in the home needs to know what a drowning in progress actually looks like as TV has created wide misconceptions around this. There is no noise or splashing nor calls for help. Drowning is quick and silent. Visit www.topstep.co.za to learn more about this.” Even if one doesn’t have children, it is still necessary to consider safety for visitors. Families living in residential complexes with a communal pool should insist that their body corporate install a safety pool cover. “The bottom line is that children need to be supervised around pools, and as long as the pool is covered by us and other layers of safety are in place, the likelihood of a tragedy occurring in your pool is greatly reduced.” Learn about the PowerPlastics Solid Safety Cover here or email [email protected] Practical tips for pool safety Don’t let your pool’s water levels drop. Keeping the pool topped up allows for small arms to easily grab the edge if needed. For every two children in the pool, have one adult supervising. The more children, the more supervisors needed. Be aware that children’s pool parties are high risk events. For larger groups, give the designated supervisor a bright hat to wear so the children know who to call for help. Turn off fountains and water features. Not only do they waste water and power, they can cause ripples and splashing, making it harder to see when a child has encountered difficulty in the pool or has sunk to the bottom. Ensure that every adult in the home knows CPR, including domestic workers. Never hire a baby sitter or au pair who can’t swim. Don’t let anyone who has been drinking or on sedative medication supervise children in a pool. Don’t leave toys in or near an open pool as children will be tempted to retrieve them. Teach your child to swim fully clothed and with shoes on. If your child develops a fear of water, don’t ignore this – a child who panics is at greater risk of drowning. Never allow swimming after dark. Discourage your dogs from swimming. Children and pets in a pool are not a good mix. Never leave the pool without securing it with your PowerPlastics Solid Safety Cover. Never design / build a pool that cannot be secured for child safety. Drowning myths Television has a lot to answer for when it comes to how drowning is portrayed and there are many myths out there. Be aware of the signs and remember that the appearance of a drowning can vary widely. Myth #1: Drowning children will shout for help Drowning children are physiologically unable to call out. The respiratory system is designed for breathing – speech is the secondary function. Drowning children’s mouths alternately sink below and reappear above the surface but while their mouth is above the surface, they need to exhale and inhale before they sink again. There is not enough time to cry out. Myth #2: Drowning children wave their arms to attract attention or will thrash in the water Drowning children cannot wave for help. A person who is drowning cannot perform voluntary movements such as waving or moving towards a rescuer. Envisage the surface of the water as a platform. Someone who is drowning often presses down on the surface and tries to use it as leverage to get their mouth above the water’s surface to breathe. So what the onlooker sees are arm movements that can appear

July 6, 2018

Chastising Your Child: Parents Take Note

By Shereen Volks, Head of Divorce & Family Law, STBB | Smith Tabata Buchanan Boyes The question of whether parents should be allowed to chastise their children has been a heavily debated topic over the past couple of years. In terms of South African common law, parents were allowed to chastise their children, provided that such chastisement was reasonable. Parents could then raise a special defence of reasonable chastisement against assault charges arising therefrom. This principle was confirmed in the judgment of R v Janke and Janke 1913 TPD 382 and in numerous judgments thereafter. To date, no legislation has been promulgated to either regulate what constitutes reasonable chastisement or to prohibit it completely. It has, however, been argued (after the promulgation of the interim Constitution and later the 1996 Constitution, which focusses on human rights) that chastisement constitutes an infringement on these very rights. In line with this reasoning, the promulgation of the Schools Act, Act 84 of 1996, prohibits chastisement at schools. The recent judgment in the Gauteng High Court, YG v S 2018 (1) SACR 64 (GJ), took a stance against the defence of reasonable chastisement when it was tasked with determining whether this defence is unconstitutional. The father in this matter (the accused) was charged with assault with intention to do grievous bodily harm after he repeatedly smacked his 13-year-old son. The accused’s defence was that he was merely exercising his parental right of reasonable chastisement. The court found that even if parents’ actions fall within the scope of reasonable chastisement, there is still an element of physical violence involved and it therefore infringes on the child’s right to bodily integrity and dignity. Furthermore, allowing the defence of reasonable chastisement takes away children’s right to equal protection under the law and undermines the state’s obligation to protect children from violence. The infringement on children’s rights could not be reasonably justified and therefore the court held that the defence of reasonable chastisement is unconstitutional. According to the court, doing away with the defence of reasonable chastisement would not result in harsh criminal sanctions being imposed on all parents found guilty of assault, as these parents should rather be sent for prevention and intervention services with the aim of promoting positive parenting. Until this matter is dealt with in the Constitutional Court, this judgment does not have a binding effect on any court outside the jurisdiction of the Gauteng High Court. However, it will be considered when any other court is faced with answering the same question. Contact: [email protected]

July 5, 2018

Sherpa Kids International now in Western Cape

Sherpa Kids – an internationally respected and trusted aftercare organisation that focuses on putting the ‘care’ back into aftercare – has successfully launched in the Western Cape. Janine Hammond, Regional Managing Director of Sherpa Kids in the Western Cape, says, “As a working mom, I know what a huge deciding factor it is when looking for schools to find a preschool or primary school that offers a good aftercare system. We saw the great work that Sherpa Kids is doing in schools in Gauteng, and around the world in places like New Zealand, the UK, and Australia, and we knew absolutely that preschools and primary schools in the Western Cape will benefit from this programme.” Sherpa Kids officially launched their before-school care, aftercare, and holiday care in South Africa in 2013. The name “Sherpa” is an homage to the mountain tribes who carefully guide climbers through difficult conditions by using their skills and knowledge in order for them to successfully reach their summit. Outsourcing aftercare is the way forward “Aftercare is often just an afterthought for SGB’s and principals who are dealing with other bigger issues. It is also often a burden to an already-exhausted, over-tasked teaching base,” says Janine. “However, just like most business owners in Cape Town know, outsourcing is fast becoming the best way to make everyone happy; protect the health and wellbeing of your staff compliment, and still keep a great brand reputation for your school by outsourcing your before-school, aftercare, and holiday care needs to the experts. This gives the teachers some breathing space, gives the parents peace of mind, and makes the children happy.” “Leaning on someone else’s expertise for aftercare allows Principals and teachers to focus on their core business,” says Janine, “while still giving children the stimulation and supervision they need. The Sherpa Kids facilitators are the ‘fresh legs’ so desperately needed after teachers have already worked a full day.” The answer to unregulated aftercare Preschool and school are tightly regulated by government, however aftercare is completely unregulated. That means, anything can happen in aftercare, and anyone can run an aftercare. “We approach aftercare differently,” says Janine. “Our people are thoroughly trained, regularly assessed, and kept accountable to international aftercare standards. This is why schools love us. Above all, they love children and want to see them thrive.” Western Cape Private and Public Schools approve In the short time since Sherpa Kids arrived in the Western Cape, both public and private schools have recruited Sherpa Kids to run their aftercare. El Shaddai Christian School and Somerset College were the first to sign up, with Hout Bay International, Elkanah House in Table View, Forres Preparatory, and Shelanti Private School quickly following. Says Kobus Stofberg, Director of Extra-Curricular Programme for Hout Bay International School, “The (holiday) programme was a great success and reports from students and parents was very positive. They offer a good, interactive programme with enough variation to keep everyone entertained and stimulated.” Not only are Principals thoroughly pleased, but parents are seeing the difference in their children too. Says Dave from the Southern Suburbs about a recent Sherpa Kids Holiday Club, “Sherpa was fantastic for our sons; and super helpful at that time of year for us.” Says Janine with a smile, “We know we’re doing something right when parents tell us their kids don’t want to leave aftercare when it’s hometime.” Going forward, Sherpa Kids Western Cape hopes to give schools a stimulating, reliable alternative to their current aftercare situation. To Contact Janine Hammond Email: [email protected] Phone:+27 72 190 2995 Web: www.sherpakids.co.za

July 4, 2018

Why a good holiday camp is worth the cost

You want your children to be productive during their school holidays, so you browse around for a good holiday program. However, the cost of a good sleepover holiday camp seems exorbitant. You wonder how the majority of American parents can afford to send their kids to summer camp for the entire school holiday, every year. You did find much cheaper camps – but are they any good? Why are some camps R200 per night, and others up to R900 per night? The price of a camp is often an indication of it’s quality. Although cheaper camps may keep your child busy during the school holidays, there are more pressing concerns you should settle before entrusting your child into the care of others. There are reasons why some camp prices are a little upscale. Here are four reasons that a pricey camp may be worth investing in: Safety You cannot expect a cheap camp to have high-end security measures, because high-end security doesn’t come cheap. Whether it is equipment or general safety measures, if a camp is too cost-conscious you may not be sending your child to the safest camp. For example, Sugar Bay holiday camp is protected by full perimeter electric fences, twenty-five closed-circuit televisions (CCTV), 24-hour armed response, patrolling night watchmen, access control at their point of entry and exit and panic buttons in every cabin. The camp has its own 24-hour Health Care Center for minor health issues, and always has a doctor on call. All equipment and gear is of the best quality to ensure the safest possible camp experience. Staff Cheaper camps may not spend money on providing professional staff training, and costs may also be cut by employing as few staff as possible. On the other hand, each staff member at Sugar Bay Camp is trained in Emergency First Response and CPR. They are also required to provide a police clearance certificate before employment. During their two week training program, all staff receive instruction in child psychology, theory and practice of teaching, leadership and activity instruction. Thereafter, only the best performing staff are selected for employment. Sugar Bay camp also has a strict 1:3 staff to child ratio, which is the highest in South Africa, to ensure that each child receives full-time supervision and individual attention. Activities and Facilities Camps that are easy on the pocket usually have limited and often compulsory activities, as well as inflexible schedules. Most children don’t like the idea of having to participate in activities that they don’t enjoy. Whereas, higher-priced camps are able to offer a wider range of activities and more flexible programs. For instance, Sugar Bay holiday camp offers over 100 activities, none of which are compulsory. Children may decide what they would like to participate in – and when. There are always multiple activities running at any given time, and kids may participate in whichever activity they prefer. This freedom of choice allows kids to make their own independent decisions and encourages them to try new things – like learning how to surf or skateboard. Meals Children require healthy meals and energizing snacks to fully enjoy their camp experience. The most affordable camps often compromise on the quality of food by offering the cheapest meals they can afford at bulk – food that most kids do not enjoy. These camps may also not be in a position to cater for special dietary needs like gluten intolerant, halaal, vegetarian or lactose intolerant children etc. Sugar Bay, on the other hand, offers fresh and tasty meals every day, with different meals served each day. Fresh fruits and veggies are available at every meal time. A balanced meal plan is offered with the right proportions of protein, carbohydrates, dairy and vegetables. All of the baked goods – like bread rolls and croissants – are made fresh on the premises. Individual dietary needs are also catered for. Some examples of breakfasts include: cheese croissants, bacon and eggs, quiche, french toast etc. There is always yoghurt, fresh fruit and cereals available in addition to these main meals. Lunches may be: fish and chips, chicken schnitzel, beef strips with rice etc. There is always a salad bar and fresh fruit available at lunch time. Dinner may be: lasange, cottage pie, curry, grilled chicken and rice, beef stew etc. There is always a salad bar and fresh vegetables available at dinner time. Dessert always follows, some examples of which include: peppermint crisp tart, ice-cream and chocolate sauce, chocolate brownies, malva pudding etc. Despite the exceptional safety protocols, professional staff, variety of activities and healthy and delicious meals, Sugar Bay also imparts life skills that you cannot put a price tag on. Every cent that you spend on a holiday camp at Sugar Bay is a worthwhile investment that accompanies your peace of mind as a parent. If you are interested in booking a camp for your child, or have further questions, contact Sugar Bay via their website, email [email protected] call (032) 485 3778.

June 26, 2018

10 things you need to ask about your child’s after-school care

Because aftercare shouldn’t be an afterthought. While pre-primary and primary schools are regulated in South Africa, after-school care is not. This has led to everyone and anyone running after-school care programmes, which can often result in an unstructured, unsafe and an unhappy environment for your child. In response to this, Janine Hammond, mother and entrepreneur, has brought the much-loved Sherpa Kids South Africa to the Western Cape. Sherpa Kids is an international program that is trusted by thousands of parents all over the world to take care of their childrens’ before-school, aftercare, and holiday care needs. Says Janine, “Our focus in the Western Cape is to put the ‘care’ back into ‘aftercare’. Our program removes the aftercare burden from schools, gives parents peace of mind, and lets children have so much fun at aftercare that they don’t want to leave.” But not all aftercare programs are like this. Here she shares her insight into what parents need to ask about their children’s after-school care programme. 1. What happens at the after-care? Ideal after-school care should be centred around the holistic development of a child, with a combination of free and structured play. Well-run after-school care programmes will include supervise homework (if required); engaging activities such as arts and crafts, sports and games, music, drama, experiments and technology experiments; and well-supervised free play. 2. Are children actively engaged and stimulated? If so, how? Theme-based activities, specifically designed to be age and stage appropriate, are critical to a comprehensive educational programme. Ensure there’s time for active play and extra-mural activities, but you also want the children to be in an environment where they can use their own imagination and curiosity to play freely under supervision. If the school programme is endorsed by a local or international education authority, such as the The Australian Children’s Education and Care Quality Authority (ACECQA), even better. 3. Is there a structure to the afternoon? Exactly what is it? The afternoon needs to start with a formal roll call system. If a child is not there, it is important to know why. This will be followed by lunch, when appropriate, and then homework supervision. The duration of homework supervision needs to be flexible, depending on the age and stage of the child. There also needs to be time for structured activities and free play. It’s very important that after-care is not experienced as an afternoon of extra lessons. It is not a double-up of the school day, it is about learning through play. This generation of children have incredibly structured days, which can lead to stress. Children need time to relax and play in their own time. 4. How many staff members are there and what type of experience/backgrounds do they have? International best practice for aftercare requires a staff-to-child ratio of between 1 to 10 and 1 to 15. Qualified graduates and retired childcare professionals make the ideal after school care providers. You want people who are passionate about childcare and filled with energy and enthusiasm to engage with the children in a positive way. It is important that the aftercare staff’s working day starts in the afternoon, so they are not tired after a work-day or just see the after-school programme as a ‘bolt on’ to their other work, rather than their core responsibility. Parents are paying for this service. 5. Are the staff trained in first aid? This is a critical area that parents should investigate and many current providers at schools fall short here. International best practice requires at least one staff member trained in first aid be on site at all times. It is also imperative that the staff are trained in paediatric first aid, rather than a general first aid course. The most frequent causes of death in children under the age of 12 are anaphylactic shock (allergic reactions) and choking… paediatric first aid ensures that staff members will know how to deal with these. Also, first aid qualifications expire after two years, so you need to ask whether their paediatric first aid training is up to date. 6. What type of training do staff have in behaviour management and incident reporting? Why it’s important is because staff members need to be able to know how to manage children in a variety of different circumstances. Scenario-based training is ideal for this. The staff also needs to know how to appropriately communicate with the parents. Transparency is vital and parents need to be informed. 7. Do you implement sun smart principles (no hat, no play) during playtime? If sun smart isn’t being implemented as a school rule, it is almost impossible for it to be implemented effectively at after-school care. Most schools do institute a sun smart programme in and school hours and aftercare, but it’s still a good idea to make certain. 8. Do you offer a full holiday care service (are all days in holidays covered for the full day)? You may be very happy with your after-school care provider, only to find out that there isn’t a holiday programme in place. You ideally want a comprehensive care provider, so that you are getting the full-service solution and are not being left stranded over the holiday periods. 9. What are the collection and sign out procedures? Many after-school care service providers allow children to sign out for themselves or go and wait by the gate after receiving a WhatsApp message. This is not an acceptable sign-out procedure. This makes children very vulnerable. Active sign out procedures are vital to ensure that your children are safe; only those authorised are allowed to collect the children. 10. How do you manage dispensing of medication? We dispense medication in line with legal regulations; we can only give the child medication when a parent has handed in a consent form, along with the medication. These forms should be issued at the beginning of the year, for parents to use when the need arises. To contact Janine Hammond from Sherpa Kids Western Cape: Email:

June 21, 2018

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