Child - Parenting Hub

Advice from the experts

4 Important personal hygiene habits to teach your children

Personal hygiene is something that can be taught to children when they are very young. While some may argue it is not worth it to teach a child who may not clearly understand you to wash their hands, once they hear it over and over again, it will begin to sink in. Eventually it will become second nature to them. The 4 most important personal hygiene habits to teach your children at an early age include washing their hands, covering their nose and mouth, bathingdaily, and having good dental health by brushingwith electric toothbrushesand flossing on a daily basis. Hand washing is one of the most important things you can teach your child. This is the biggest way to safeguard your child from sickness. Teach your children to wash their hands before and after eating, after using the restroom, after coughing/sneezing, after playing with pets, after coming home from school or daycare, and after playing outside. To wash hands, a child should first wet their hands with warm water, then lather up with soap. The hands should be scrubbed while singing “Happy Birthday” twice, then rinsed well with warm water before drying off with a towel. Covering noses and mouths when sneezing or coughing will prevent many germs from being spread. It is best to teach children to cough and sneeze into their upper arm or shoulder to prevent more germs from being spread. However, if your child can not master this, you will need to make sure that they wash their hands as described in number one after they have covered their coughs and sneezes. Taking a bath is essential for good health. Once children are old enough, they may wish to shower. If bath time is not something that your child looks forward to, consider a fun bubble bath or a neat bath toy. Make sure you teach your child that it is essential to wash all parts of the body with soap to stay clean and healthy. Hair should be washed three per week to keep it free from dirt and oils. Hair should be brushed daily to avoid any tangles. While teaching hair care, let it be known to your child that they should avoid sharing combs and brushes with others to prevent the spread of lice. Good dental health is essential for any child. Many argue that it does not really matter if they brush or floss their teeth as they will eventually get their permanent teeth sooner or later. But teaching them now will ensure that they have good dental health for life. Many children prefer to be independent when they are young, so after they have brushed their teeth, you can quickly go over the teeth again to make sure that they are not missing spots. If they do not like brushing their teeth, you can add some excitement to their routine by purchasing an electric toothbrush. Electric toothbrushescan make brushing the teeth more exciting which could lead to less of a battle on your part. As an added benefit, electric toothbrushes can help clean the teeth better, which will lead to fewer cavities and less plaque and tartar accumulation.

June 20, 2018

Why play should be a priority in children’s development

Play is not just fun but also significant for a child’s development. It is fundamental for healthy brain development and is the way that children learn about their world. Play provides the opportunity to explore the world, learn cause and effect and derive meaning form experiences. There are many forms of play which fall within the structured or free play categories. There are 4 general types of play that we will explore, namely: physical, object, rules, and pretend play. Physical play uses the entire body. It develops and strengthens both gross and fine motor skills and keeps children active. This is often explored as free play. Climbing trees, running, pushing and pulling. It also offers social and emotional benefits as children learn to engage with others. Object play refers to the use of toys or any objects that can be used to engage play. This is great for the senses as well as creativity and problem solving. As a child learns to manipulate objects to cause a specific reaction. For instance tying a rope to a bucket and having to pull it. Games with rules such as, board games or team sports, help develop social skills as well as, language and communication skills. This is because they need to learn and communicate turn taking, sharing and empathy. Pretend play aids in a child’s understanding of the world around them. It gives them a chance to let their imagination run free. This could be in the form of acting out real-life situations or by making something up that is weird and wonderful. This is a necessary tool to use in regulation of emotions. This helps children to learn empathy as they get to play a different role than themselves. All these types of play work together to ensure that children learn and develop the physical, social and emotional skills needed for grown up life. Skidz includes all these types of play in each Clever Activity Box. The aim is to give parents the tools and resources needed to spend quality time with their kids. This time spent together is pivotal in teaching them how the world works. It helps their physical development as well as their social and emotional development. Everything a child learns is taught through play and this is what we focus on. Each Clever Activity Box comes with over 100 activities in to do at home. It also includes a fun filled curriculum for each day of the week. The ages range from birth up to 5 years. To get your Clever Activity Box and to spend quality time with your child is as easy as visiting our website www.skidz.co.za. For some more awesome and fun ideas you can also like our facebook page at www.facebook.com/skidzsa

June 18, 2018

The problem with labelling children in primary school

Labelling children, positively or negatively, in any phase of their lives, has a very direct effect on how they view themselves, as well as how they experience the world around them. A useful tool for exploring the effects of social labels on children is, “Erikson’s Stages of Psychosocial Development”. Approximate Age Psycho Social Crises Infant – 18 months Trust vs Mistrust 18 months – 3 years Autonomy vs Shame & Doubt 3 – 5 years Initiative vs Guilt 5 – 13 years Industry vs Inferiority 13 – 21 years Identity vs Role Confusion 21 – 39 years Intimacy vs Isolation 40 – 65 years Ego Integrity vs Despair Erikson’s Stages of Psychosocial Development The developmental phases where children are most affected by social labels would be their schooling years, when they have high frequency interactions with not only their parents, but also other children, teachers, coaches and the like. These would, therefore, be the phases of 5 – 13 years and of 13 – 21 years in age, where their psycho social development hinges on being industrious versus feeling inferior, and establishing identity versus role confusion respectively. This article focuses on the 5 to 13-year-old phase, which is the contemporary Primary School years of a child. The main and desirable outcome of development in this phase is industriousness. The positive and helpful labels would, therefore, relate to promoting a sense of confidence within children, that they are capable to do “real” things, and do them well if they are prepared to put some effort into it. Helpful areas to work towards would be establishing healthy work ethic habits at home and at school, and then attaching positive social labels to this. For example, assisting a child with a realistic study roster for exams and then positively reinforcing their commitment, dedication and work ethic related to this. I.e. “I love your commitment to your school work”, or “You seem very dedicated to doing well this term”, etc. It is, however, important to note that the initiative to create opportunities for this kind of “industry” in this age group lies mostly with teachers and parents. My wife, for example, recently tasked our 11-year-old daughter to cook for the family once a week. She was very excited at the opportunity to engage this challenging task, and with some “industriousness” and support from my wife, she now successfully “cooks” for the family once a week. This initiative, taken by my wife, then creates the context for excellent verbal and experiential positive affirmations, related to a very “real” thing. We, as parents and teachers, would therefore do well to create these types of opportunities, and then follow the experiences through with positive affirmations. The negative labels to avoid in this phase, has to do with verbal affirmations or experiences that may lead to feelings of inferiority. Children in this age group are literally, in body and mind, changing daily as they grow and develop. These kids are well aware of the fact that they are changing, learning and growing. To them, there are very few absolute truths with regards to what they can and can’t do, because after all, they are still learning. Parents and teachers will, therefore, do well to steer away from labels aimed at pointing out areas of inferiority, such as, “You are pathetic”, “You are lazy”, “You are all over the place”, etc. These kind of comments will stifle growth and could become self – fulfilling prophesies if internalised by the child. We need to learn how to put some spin the negative, and find ways to address areas of concern in a manner that honours the developmental aspirations of the child, even if it sometimes feels like an exercise in diplomacy. For example, instead of saying, “You are pathetic”, maybe spin it a bit to something like, “This is not the way I know you, you can do much better”. That will potentially reset the child and allows them a chance to redeem themselves as someone more “industrious”, and possibly even successful in the end. Authentic parenting, and truthful feedback to our children about their behaviour and the consequences thereof, are critical in raising well-balanced, successful adults. We, as parents and teachers, will however, do well to sharpen our pencils from time-to-time, to ensure that the labels we impress upon our youngsters are geared towards empowering them towards success. This may take a bit of thinking, and a lot of restraint, but they are certainly worth it in the end.

June 15, 2018

ADHD vs Bipolar: Know the difference

Inattention, hyperactivity, impulsivity, sleeping problems, racing thoughts and moodiness. These are all typical symptoms of Attention Deficit Hyperactivity Disorder (ADHD). They are also common symptoms of bipolar disorder – a mental illness known for severe mood swings and depression. But how do you tell the difference? Studies estimate that 20% of people with ADHD will develop bipolar disorder. Conversely, 70% of people with bipolar disorder also have ADHD. The high comorbidity rate and overlap in symptoms make these two conditions difficult to distinguish and diagnose. ADHD is ten times more common and more likely to be recognised while bipolar disorder is often misdiagnosed. It is critical to know the difference and get an independent but coordinated treatment plan for both. Untreated ADHD can be challenging but living with a misdiagnosed ADHD and bipolar combination can be dangerous. However, with an accurate diagnosis, the ADHD and bipolar combination can be treated successfully. This will help patients feel more stable in mood and in their ability to live fulfilling lives in their roles as spouses, parents and employees. One fundamental difference is that ADHD mainly affects attention and behaviour while bipolar symptoms mainly affect mood. Distinctions can be drawn between the two based on mood shift triggers, the speed and duration of mood shifts, the onset and consistency of symptoms, and the individual’s sense of reality. The importance of an accurate diagnosis can’t be overstated. With a holistic and dual treatment plan, therapy and life management, individuals with both ADHD and bipolar disorder can live healthy and fulfilling lives. If you suspect that you or a loved one might have ADHD, set the record straight with this self-assessment. If you are unsure about the symptoms or suspect that bipolar disorder might be present, speak to a medical professional. For more information around the symptoms, impact and treatment of ADHD, visit MyADHD.co.za or My ADHD on Facebook.

June 14, 2018

Schools must adapts approach for education and engaging generation Alpha

The traditional approach to education must be revolutionised in order to ensure the best outcomes for the current generation of school children, who are increasingly being called Generation Alpha, and whose world differs materially from the world in which their Millennial parents grew up, an education expert says. “Generation Alpha represents those children who were born after 2010, who are now at the beginning stages of their school careers,” says Jenny Coetzee, career educator and founding member of the ADvTECH Group’s prestigious Crawford School La Lucia. Coetzee, currently MD of the soon to be opened Crawford International School in Kenya, has in the course of her decades-long career forged an exceptional reputation as a visionary pioneer and leader in the education space. She says each generation – whether they be Generation X, Y or Z – grew up in a world different to that of their parents and the generations before them. Just as each of these generations were exposed to unique circumstances, challenges and opportunities, so are the newest generation, whose labelling as Generation Alpha is fast gaining traction. “These children are the most connected, educated and sophisticated generation ever, so when educating, a school should provide an environment that enhances learning for these digital integrators,” she says. “These children live in an open-book environment – just a few clicks away from any information, they connect in a borderless world – across countries and cultures, and they communicate in a post-literate community where texts and tweets are brief, and where visuals and videos have the greatest impact.” She says schools should be putting special emphasis on developing critical thinking and problem-solving skills, so that students are equipped to see problems from different angles and formulate their own solutions. “Regardless of the field they choose to enter for their careers, the ability to think, be creative and act quickly is an indispensable tool for the future, particularly in view of increasing automation and the expectation of the workplace of the future, as identified by the World Economic Forum. “It goes without saying that technology must be embraced in today’s schools, but what is of crucial importance, is that it is effectively used to enhance pedagogy and improve learning. In order to achieve this, schools must be equipped with high speed internet and embrace the value of social platforms.” Students must also be exposed to new technologies, such as 3D printing, drones and robotics, and schools should articulate the possibilities these new technologies create. They must also expose students to new fields such as user experience design, and the latest schools of thinking such as design thinking modelsas a scaffold for project work. “Just like Generation Z before them, schools looking after Generation Alpha must cultivate the spirit of entrepreneurship. Entrepreneurial thinking and leadership are imperative and entrepreneurship courses must form part of the curriculum where collaboration between subject disciplines is encouraged.” Coetzee says it is imperative that schools nurture a global outlook, and that students are able to benefit from strong networks formed with international education bodies. And teachers must be trained in the latest strategies and teaching techniques. “Children come to us naturally curious about their world and wanting to explore it. Their imaginations are vast and untamed, creating endless amounts of practical and impractical things. As teachers we need to continue to nurture them to develop their curiosity and imagination, as well as teach them how to apply them creatively and purposefully using technology as a tool. “We may not know exactly what lies ahead for our students in the future, but we know what skills and tools they will need once they get there: to think critically, to work as a team, but most of all to be curious and excited about learning in this world that is so different from the world in which we were raised.”

June 6, 2018

Practically speaking, home education is easy

Some home-education learners shy away from subjects such as Dramatic Arts, Agricultural Sciences, Hospitality Studies, etc. because they are worried that they will not be able to complete the practical components at home. But that should not be the case. Impaq(a curriculum provider) caught up with twins, Armand and Juan Potgieter, who successfully completed Hospitality Studies through home education. They spoke to us about their passion for baking and starting their own business. Armand and Juan have been home educated since Grade 4 and completed their matric in 2017. They made use of Impaq’s products and services, and visited a tutor centre to help them with their studies. They thoroughly enjoyed the freedom home education afforded them. “We could work ahead and that’s the reason we could get time to bake and follow our passion.” They also found it easy to complete their practical assessment tasks (PATs) for Hospitality Studies as they could bake in the comfort of their own home. In Grade 10, the twins participated in a chef competition at Pro Arte Alphen Park to test their skills. “This was the first time we cooked in a commercial kitchen and we also got to make friends during the competition, which was very nice.” Armand and Juan started their own business, Bakery Co., in Polokwane earlier this year, serving unique cakes, cupcakes and macaroons. They get inspiration for their one-of-a-kind creations from Pinterest and Instagram but they always add their own special touch to an idea. “Most of our cakes and cupcakes are decorated in-the-moment when Juan decides that the cake needs nuts or caramel or chocolate.” Gravity Defying Paintbrush Cake Starting their own business did, however, come with some challenges. The twins explained that they once had to bake a cake and 180 doughnuts for a wedding. Only on their way to the venue did they realise that they had the date wrong; the wedding was still a week away. They decided to give the specially made doughnuts that included Nutella hazelnut, blueberry cheesecake, chocolate and orange, to an orphanage. “Thinking about it now, it is quite a funny story that we will definitely be telling again.” Their plans for the future include finding the winning recipe for their coffee shop in order to open more shops across the country. “We want everyone to be able to eat the best cakes of their lives (and don’t worry about getting fat we also have a banting-friendly series).” Their advice to other young entrepreneurs is to work hard and follow their dreams. “With hard work, lots of coffee and the right attitude you can overcome anything that’s in your way.” Bakery Co. Armand and Juan serve as a great example that practical subjects cannot only be successful through home education but that it can also create job opportunities for learners.

June 1, 2018

Barbie™ Dreamtopia Flying Wings fairy doll lets playtime take off with wings that really fly!

It’s a magical moment that inspires all kinds of storytelling when kids play with the Barbie Dreamtopia Flying Wings fairy doll. Simply attach one of the two sets of included flying wings to the butterfly wings on Barbie® fairy doll’s back. They snap right in to create a gorgeous double set of wings. Then pull the purple bow at Barbie® doll’s waist four times. When you’re ready to see the wings fly, press the butterfly button hidden on her bodice — the flying wings launch and soar into the air! Their beautiful fluttering motion and colourful designs make the soaring wings look like magical butterflies! It’s so much fun to repeat over and over, especially with two sets of wings. Kids will love sending their stories into the sky. Barbie® fairy doll is ready to help their dreams take flight wearing an outfit inspired by Dreamtopia Rainbow Cove™. The pink bodice has rainbow stripes and stars, and the fairy skirt has a shimmery print of clouds and rainbows. A pink tiara adds a royal touch for fancy fairy occasions. Fans of the animated series can recreate scenes, fairytale lovers can play out favourite moments and creative minds can tell fantastical stories because when you enter Dreamtopia with sisters Barbie™ and Chelsea™, you wake up to a world where dreams become reality! Includes Barbie® Flying Wings fairy doll wearing a tiara with two pairs of flying wings. Doll cannot stand alone. Colours and decorations may vary. Key features: The Barbie™ Dreamtopia Flying Wings fairy doll lets playtime take off with wings that really fly! Barbie® fairy doll comes with two sets of flying wings that can be attached to the butterfly wings on her back — snap the wings on, pull the purple bow at her waist four times and press the butterfly button hidden on her bodice to see the wings fly off into the air! The two sets of flying wings have colourful rainbow decorations, solid bodies and a fluttering motion that mimics butterflies! Barbie® fairy doll inspires colourful stories with looks from Rainbow Cove™: a pink one-shoulder bodice is decorated with colourful stripes and stars, a fairy rainbow skirt shimmers with a rainbow and cloud print and a pink tiara adds a final fairytale touch. Collect all the Barbie™ Dreamtopia dolls and accessories and let your stories take flight (each sold separately, subject to availability). Little girls are little for such a short time in their lives. Let them play. Let them dream. Set their imaginations free with Barbie Dreamtopia #YouCanBeAnything.

May 30, 2018

What role should parents play in academic achievement?

Hilda Erasmus – Specialist: Foundation Phase Nowadays, parents have a lot more control over their children’s lives and they want to be constantly informed about their children’s movements. Social media also allows parents to belong to groups so that they can be informed about every aspect of their children’s lives. With this, they also take responsibility for what their children should, in reality, be learning by themselves. Have you ever heard of the term “helicopter parenting”? Well, if you have not heard of it, you have definitely seen it. These parents are constantly carrying everything behind their children to ensure that the child has everything that their heart desires. The children become so dependent on the parent that they do not get the opportunity to grow into independent adults. So now the big question, how involved should you, as a parent, be in your child’s academic career? There are a few simple rules that parents can apply: The younger the child, the more time you, as a parent, should spend helping the learner with tasks and homework, guide the child to academic maturity so that they can tackle tasks by themselves later on. Make sure that your child has enough playing time, to master basic skills such as tying shoelaces, riding a bike and cutting things out. These important skills will help them to concentrate when they need to learn. Limit them to minimal screen time. It’s very easy to put a child in front of the television so that you can get things done. Children, however, need to learn to think for themselves, to keep themselves busy. This is the basis of problem solving. If you give your children all the answers, they will never learn to think for themselves. Learners must be restricted in their extra-curricular activities. Use the money you would have spent on these activities to buy books for your children. Foundation Phase learners’ schedules do not need to be more packed than their parents’ schedules and it is important that they should relax. Make sure that your child has a place to do their homework. The kitchen table is not necessarily the best place. Do not do your child’s homework but also do not leave your child to struggle on their own. A learner that lies down on their book dejected often does not know what to do, sometimes they are just too shy to ask again after it has been explained to them as they are worried that they will get a scolding. At the end of the day, it all comes down to maintaining a healthy balance. Children should think for themselves, with the vigilant eye of a parent making sure that their children learn from their mistakes without burning their fingers.

May 1, 2018

Why outdoor play is vitally important for children

Children are spending an increasing amount of time indoors due to all the technology that can be easily accessed at home. Indoor technology has replaced traditional outdoor playtime. Yet, outdoor play offers social, mental and physical benefits that many children are missing out on. Here are five reasons why parents should encourage outdoor play: 1. Combat Obesity Technology is turning more of our kids into couch potatoes, and the lack of exercise is the main reason why kids are becoming obese. Children should be active for at least an hour a day, which means they should be running, climbing and jumping outdoors. 2. Improve Mental Health Spending time outdoors has been found to increase lifespan, reduce symptoms of depression, stress and anxiety, decrease smoking rates and reduce the symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Spending time outdoors is also beneficial for immunity development, due to our bodies being able to create important vitamin D after sunlight exposure. 3. Connect with Nature Being outdoors helps kids value the importance of the natural environment. When they learn about climate change, extinction of species and other biological affects at school, they are more likely to care about their own impact on the planet if they have experienced nature for themselves. For example, if a child plays in the garden and curiously observes bees pollinating the flowers, and then they hear about the endangerment of bees at school, they will care that one day they may not see bees in their garden anymore. Being disconnected from nature fosters an indifference to environmental causes. 4. Life skill development Through experiential and physical education children are able to learn various important life skills such as problem-solving, social skills, negotiation, and creativity. Playing outdoors with a sibling or friend will teach them self-control and how to abide by rules. Building a fort teaches them about the physical properties of various materials – how to balance things on top of one another, what material is best to use as a roof that will keep out the sun and rain etc. 5. Cultivate Creativity Playing outdoors encourages creativity because having no access to technology will force them to be innovative and use of their imagination. Just like how it was generations ago, children will be able to integrate pieces of nature into their games by using their imagination. Think of when toys were too expensive and we made use of sticks as magic wands and stones were the substitutes to marbles. Similarly, experiencing beautiful scenery may inspire them to write, draw or paint what they observe outside. One way to break these indoor technology habits is to send your children to a holiday camp where outdoor play is made exciting again. One such camp is Sugar Bay Resort, a popular holiday camp for kids that has the perfect formula for outdoor play and freedom of choice. Children check-in their cellphones when they arrive and the kids have so much fun outdoors, that they never complain or ask for their phones back. When they return home, they often return with a renewed desire and the self-discipline to disconnect.

April 30, 2018

Which building blocks in the Foundation Phase can ensure my child’s future?

Every parent dreams that their child will have a good job in the future. The engineer dreams that her child will be good at mathematics in order to start a successful career, while the author hopes that his child will also publish books one day, but their dreams are shattered when their child does not know how to solve a simple math problem or how to read fluently. As a last resort, the child is sent for extra classes and more pressure is put on the child in an attempt to get him/her to perform. At the end of the day, the child is burned out and the parents abandon their dreams for their child’s future. There are two basic principles that must be properly embedded in the Foundation Phase. Learners nowadays are bombarded with worksheets and computer programs that promise to teach them everything they need to know, but when further investigation is done about what is really needed to embed these principles, no worksheet or computer program can teach it to the learner. Languages In languages, a learner must be able to read comprehensively. This skill will enable the learner to read questions in tests or examinations. If we want to achieve this, the learner should at least be able to read without getting stuck or using his/her fingers. In order to read fluently, the learner must know all his sounds very well and practise regularly. When learning sounds, it must be done as practically as possible. The learner must build the sounds out of clay, practice it out loud, write it in the sand, etc. The learner must associate the letter with the explosive sound and practice it on a daily basis. If the sounds are shown to the learner, they must be able to say it out loud as quickly as possible. As soon as the learner has learned enough sounds, words and sentences can be built. Give the learner enough time and enough easy-to-read material. A learner who knows his/her sounds will read very quickly. Make sure that the learner has enough books that suit their reading ability. Books that are too difficult will demotivate the learner, but easy-to-read books will nurture a love for reading. Mathematics In mathematics, everything comes down to numerical comprehension. This means that the learner can play with a number in his head, e.g. the number 5, we can break it up into a 2 and a 3, if we double it, it’s a 10, it’s an even number and we can halve it without a remainder. The learner can immediately show 5 fingers without counting it. A learner who can count does not necessarily have numerical comprehension, counting is nothing but a rhyme learned early on. The basic principle of mathematics is to embed numerical comprehension in a learner. Numerical comprehension also leads to mental calculations that enable a learner to work faster and develop a better logical understanding of numbers. If a learner in Grade 3 still counts on his/her fingers or find ways to get answers by drawing pictures, it means that numerical comprehension is not embedded. Numeracy is learned by representing numbers visually. Collect 5 pebbles, break them up into different groups and help the learner to visualise the amounts in their head. If the building blocks for these two basic principles are well-established, the learner will have a head start in learning more difficult concepts in languages and mathematics.

April 26, 2018

Is decision making an art or a science? Is it crafted or learnt?

By Jenny Platford Crawford College La Lucia School Counsellor “You’re on your own. And you know what you know. And YOU are the one who’ll decide where to go…” (Dr Seuss) As Dr. Seuss so clearly emphasizes, much of how we go about making our decisions is based on a personal sense of self, shaped by our personality, life experiences, knowledge, sense of self- awareness and confidence, values both personal and societal. He implies that we have a sense of purpose and control over our decisions irrespective of the external factors impacting on us. There are definite steps that can be followed when making an informed decision-these include identifying and clarifying the decision that is to be made, seeking information to provide adequate knowledge and understanding, weighing up pros and cons and then making a decision based on all known entities. This may be the science of decision-making- a clear process, a plan of action. There can, however, be no definite known outcome, no matter the preparation that goes beforehand. Rather all decisions inherently offer more than one outcome and hence many involve an element of risk. In the society in which we live, this perceived potential for risk and uncertainty, can add stress and anxiety to the larger life decisions we face. Added to this, our society is in a constant state of flux – Politically (as populist movements increase), economically (challenges from crypto currencies) and socially (with the advent of social media platforms- challenging the essence of our relationships with one another). Many young people face uncertain futures as they watch the challenge to our tertiary system. Online courses are on the increase and careers are constantly evolving. Uncertainty can foster a sense of indecision and self-doubt. The media constantly floods our cognitive space, setting definitive guidelines as to what would be construed as socially acceptable and cyber communication brings an immediate communication of all world events clouded by the advent of fake news. There is an overwhelming amount of information available to us and often, young people feel incapable of making sense of it all. How then do young people learn to take control over their lives through effective decision-making? Those students who appear adept in this skill are those who often have a clear sense of self, which has been developed as a result of authentic life experiences, rather than those based on contrived digital experiences. They are familiar with the wonderful potential of both their intellectual and their physical capacity and have developed a sense of resilience, having faced failure in a supportive environment. Parents who allow their children to celebrate the learning that occurs when mistake are made, teach resilience. Thereby overcoming the fear of failure that often paralyses young people when they face life decisions. Young people who are allowed to be curious and independent in their thinking, find decision making another opportunity to explore the unknown, chart a different course, flex themselves. This becomes the art of decision-making. Those who travel, read, explore their faith, live in the physical, and not the digital world, get to build a wealth of insight into their capabilities, and their limitations. They have authentic knowledge as to challenges they have faced, skills they have relied on and support that they can draw on. This frees them, to try new things, trust their judgment and act out their choices. Interaction with a variety of people, exposure to diversity in terms of ideas, faith and culture is empowering and builds understanding, insight, compassion and empathy – all necessary when making informed decisions as very rarely does a decision just impact one person -inevitably, ethical considerations are often required and so a true sense of one’s personal values is of paramount importance. The world we live in requires that individuals are innovative, creative and solutions driven. All these factors require young people to be able to make decisions, act on them and then reflect on the decision made and the outcomes presented. Parents, who make all the decisions for their children, stunt their curiosity and buffer the learning process thereby preventing independence of thought and the development of self-confidence. Decision-making therefore in my mind is crafted over time, built alongside character and identity and bolstered by lessons learnt through life experiences and teachable moments.14324

April 24, 2018

HOW DOES PLAY PROMOTE HEALTHY SOCIAL AND EMOTIONAL DEVELOPMENT

Play is a child’s language, his work, his relaxation and the way he builds relationships. Forming a healthy relationship with parents help children to feel secure. This sets the stage for a child’s social and emotional development for the rest of his life. Social development is how we interact with others, the ability to form secure relationships. Emotional development is the ability to regulate and express our emotions. Strong social-emotional development is the basis for all later social, emotional and academic success. According to the National Academy of Sciences there are three qualities children need to have to be ready for school. Intellectual skills, motivation to learn and strong social and emotional capacity. How do we as parents create the opportunities needed to develop these skills? It is simple, children need to play. Children use play to release emotions, work through feelings and understand their world better by play-acting in situations they can control. The give and take patterns of play allow children the opportunity to practice the skills necessary for healthy emotional development. Here are some practical ways to help: Suggest ways for children to interact and play together. If you see a child struggling to build a tower, suggest that one helps by holding it while other one builds. Help children learn to take turns, or share what they have. “Ethan wants to play too but he has no play-dough. Let’s give him some of ours so we can all play together.” Help your child build empathy and sympathy for others. If someone got hurt let him give a hug or a special toy to help him feel better. Teach him to help someone up if they fell. Build your child’s vocabulary regarding feelings. Being able to express his feelings adequately will result in less frustration and aggression. For example, disappointment, nervous, frustrated, curious, amazed and astonished. Acknowledge your child’s feelings. Help him to talk about how he is feeling. Comfort and hold him and speak to him softly and calmly. Love your child and show affection towards him. Give him lots of hugs and cuddles. Tell him that you are proud of him. Role play and pretend play are lovely ways to teach children about feelings. Tell a story about how the bear got hurt, or how someone said something ugly to him. Explain how he is feeling and give your child a chance to explain what feelings the bear could be having because of what has happened. Let him help the bear with suggestions of how he can make him feel better.

April 19, 2018

Help! My child is being bullied at school

Navigating a world of people can be more challenging that climbing the most treacherous of mountains! Cindy Glass, Director and Co-founder of Step Up Education Centres says “As people, we are governed by emotions, and, unless kept in check, negative emotions can lead to negative behaviours that are detrimental to others as well as to ourselves. Bullying is a national epidemic and the harmful effects on a bullied child can last a lifetime. If you can remember that we can only give to others how we feel about ourselves, we will understand that someone who has a need to hurt another is hurting himself!” Cindy goes onto say “As people, we are also like magnets. We unconsciously attract into our lives, people who reinforce how we feel about ourselves! Bullies, who have low self-esteem, tend to target children who have low self-esteem! Both parties deal with a lack of self-esteem or self-worth in their own way and both need assistance in changing this! And, herein, lies the first and most important key to stamping out bullying- improving confidence and self- value!” Cindy’s top tips for dealing with bullying: Help your child by becoming his safe-place. Ensure that you always have a non-judgemental ear to listen and a supportive shoulder to lean on! Help your child to reclaim his/her power. Within each of us is the power to make positive choices. We can choose to internalise the words or actions of a bully or we can choose to stay detached and not allow these negative behaviours to determine who we are! Teach your child that it is not ok to be treated badly by others. Do not ignore incidents of bullying in the hope that it will just go away. The lower your child’s sense of self becomes, the more intensely he/she is likely to be bullied! Remember that we cannot control the behavioural choices of others but we can control how we react to them. Consider enrolling your child into activities which build confidence. A confident child is less likely to be preyed upon by a bully. Try drama, sports, scouts, dancing, art, debating etc. If your child shows signs of being physically hurt by bullies, you will need to ask the teacher or even principal for help. Do not confront the bully yourself. This will most likely fuel the bully into expanding his attack on your child. Confronting the parents of the bully can lead to negative outcomes because of the intense emotions that both parties are likely to feel. Schools need to focus on teaching children emotional intelligence skills. Remember, it is the bullied child as well as the bully who need support in developing positive self-worth. Cindy concludes by stating “Bullying is never ok. There are no one-stop-shop solutions to the problem. We cannot ignore these destructive behaviours. Building self-worth is the key to long-term success!”

April 16, 2018

How The Way You Feel About Yourself is Interpreted to How Your Child Feels About Themselves 

(attend one of our free EQ talks – click here for details) Emotions are energy and movements within our bodies based on how we interpret life and events. When we fall in love, our bodies feel wonderful, warm, tingly, cosy and excited as endorphins are released by the brain into our bodies. However, when we feel scared or threatened, our bodies feel constricted and tight which comes from the adrenalin and cortisol released to activate the fight or flight response. We experience hundreds of different feelings but interestingly enough all of these feelings are produced from two core feelings; love and fear which all starts with whether we feel accepted or not. Acceptance is a Primal Need Acceptance is our most primal human need. Every one of us strives for acceptance; who we are, what we stand for, what we believe and what we look like. ALL of this combined is what creates the way we feel about ourselves and how we respond and express ourselves. When we accept and love ourselves, we feel emotionally safe and are able to express ourselves from a place of love. But when we believe that we are unacceptable, we become defensive and express ourselves from a place of fear, which can come across as anger, frustration, irritation, impatience, judgement or by being dismissive. Rose-Tinted Glasses I’m sure you have heard the saying ‘seeing life through rose tinted glasses’. Well here’s the thing, we all have our own pair of tinted glasses that we view life through. When someone close to you – a partner, child or friend expresses their feelings of discontent to you, we immediately tend to assume it’s about us. We ‘view’ their words through our ‘glasses of non-acceptance’ and fear kicks in. We interpret whatever they are saying as criticism or believe that we did something wrong and feel responsible for their feelings and in the process become defensive. Putting our Parents On Pedestals So where does all this non-acceptance or acceptance of ourselves start? It starts in childhood and with our parents. If our parents like themselves and they feel good about themselves, those feelings are transmitted to us verbally and non-verbally. But if our parents are not okay with who they are, then this too gets transmitted to us verbally and non-verbally. Children tend to make everything about themselves, they put their parents on pedestals, and whenever something doesn’t feel right, they think that it’s because of them. My mom loved to turn simple events into adventures. She always tried to look on the bright side. I recall one evening sitting at the kitchen table watching her make pancakes. I adored my mother, we were extremely close and as I watched her, I picked up her distress. I realised that her act of excitedly making pancakes was to mask the fact that all we had in the form of groceries was milk, water, eggs and sugar; the very same ingredients needed to make pancakes. I felt my mother’s distress of not knowing where the next meal was going to come from and in my ‘adoration for my mother,’ I came to the conclusion that if I wasn’t there, then her burden would be less. From that moment on, I grew up not wanting to be a burden to anyone and took on a stance of ‘I can do without’ and therefore I did go without so much for so many years until I uncovered this crazy belief and got rid of it. As you can see from that example, I made my mother’s feelings all about me, it changed me as a person, it changed the way I felt about myself and it changed the way I expressed myself. Not for one instance did my mother tell me I was a burden, I concluded that all on my own. You see, the only way you can change the tint on your glasses is by changing your internal view, which basically means to change the way you view yourself. How Acceptance helps your child Acceptance is a choice, to accept yourself, means being totally open and honest about who you are, and then giving yourself permission to be that person. The minute you do this, you change the tint of your glasses and not only are you able to see all the good stuff about you and your life, but you are able to do the same with others. Your defensiveness of yourself and your judgement of others disappears. Once you accept yourself, you are able to accept others for who they are too. And, more importantly you will role-model this to your children, they too will feel acceptable just as they are. I am not saying that this includes accepting bad behaviour. what I am saying is that your children need to know that who they are is acceptable, that they are enough and worthy of your love and respect, that it’s not dependant on their good behaviour. Click here to attend one of our free EQ talks in April and May

April 10, 2018

10 Reasons why colouring pages are healthy for your child’s development

Coloring pages is an awesome and fun activity for children, as well as for adults. Coloring in may seem like it is all fun and games but the truth is that coloring pages provides many benefits for healthy development for kids. This makes coloring pages an important part of your child’s development and education. If you are looking for some reasons to encourage your child to spend some time coloring pages look no further. **Disclosure – this post is sponsored by Top Coloring Pages. However the opinions expressed in this post are all my own.** Here are 10 reasons why coloring pages are vital for your child’s healthy development: Improves Hand Eye Coordination Hand eye coordination refers to your child’s ability to guide his or her hand guided by vision. It is so important for a child to develop good hand eye coordination skills and what better way to go about it than coloring pages? Your child will need to learn how to hold the pencil, how to sharpen the pencil and how to color in the lines. Improves Concentration Now I don’t know what your children are like but mine are like Gummi Bears… on speed. My daughter is all over the place – except when she is absorbed with coloring pages and drawing. She can sit for hours at a time with her pencils. Coloring pages teaches children to focus and concentrate on the task at hand which is going to be a very important skill needed for their years at school! Improves Handwriting Skills Long before your child starts writing or even drawing your child will start coloring in. The skills they need for coloring in are going to be the start of your child writing. Your child will need hand strength to start writing and to be able to hold the pencil correctly, as well as the hand eye coordination mentioned above. Improves Fine Motor Skills Fine motor skills are the small movements that your child makes such as picking small things up between his fingers and holding a spoon. Coloring pages will help your child to develop good fine motor skills which will help your child in other areas of his or life such as mastering a knife and fork or tying shoe laces. Improves Confidence and Self Esteem Coloring pages is an excellent activity to boost your child’s confidence and self esteem. Your child will quickly improve at coloring in and every project that is completed will give your child a sense of accomplishment. Boosts Creativity Your child will use his or her imagination when choosing colors and how to go about making their coloring pages vibrant. Your child will have to think about different color combinations and play around with what they enjoy. Coloring pages gives your child an amazing way to express himself. You will find your child’s personality shining through in his coloring pages making them uniquely his. Stress Relief and Relaxation Coloring pages are incredible for stress relief for children as well as for adults. Coloring in is very meditative and calming on the mind while at the same time keeping the mind busy in a creative way. Coloring pages are just plain fun, they bring enjoyment and increase happiness. Many people, including children, can develop negative habits and coping mechanisms for stress and anxiety. Coloring pages are a great, healthy alternative to help with relieving stress and worries. Increased Knowledge Coloring pages are a fun and easy way for your child to learn new things. Your child can learn about colors, different shapes, animals, patterns and much more. You can find educational coloring pages to help your child learn about numbers, writing and many more things. You can get bible story coloring pages to help your child in bible studies and any other topic of interest that your child is learning about at the time. Boundaries and Structure Learning about boundaries is part of child development and coloring pages teaches youngsters structure with having to follow he rules of coloring in. A child must learn to color in the lines and to keep coloring in the same direction to create a neat and beautiful piece of art. School Preparation Coloring pages involves pencils and paper, just like school does. Children will be doing written work, essays and tests. Coloring pages lays down a good foundation for your child being familiar with and comfortable putting a pen to paper. The boundaries and structure that coloring provides will also help them to adjust easier to the structured work that can be expected in school. So as you can see there are loads of great reasons to get your kids coloring pages. You can even get yourself an adult coloring book and join in the fun with your kids. It will be a great for your own stress relief as well as provide a fun activity for you to bond with your children and spent some quality time with them. Let your kids have fun when they star coloring in, help them to choose coloring pages that inspire them like their favorite characters, famous people or animals they love. You can buy coloring books, or you can easily print coloring pages from the internet. Check out Top Coloring Pages for a wide variety of free coloring pages!

April 9, 2018

How to teach your child to overcome their fear of water

Before your child can begin learning how to swim, it’s critical to build their water confidence and remove any mental barriers they may have developed. If your child exhibits fear of the swimming pool, you’re not alone. Many children experience water anxiety that can impede progress during swimming lessons. Fortunately, this mental block can be overcome. In this article, I’ll discuss how best to deal with children who are nervous around water to help your child on the path toward proficient swimming. For new parents, I’ll also cover some common mistakes to avoid that can help prevent problems when it’s time to teach your child how to swim. Born to Swim You might be surprised to learn that babies are natural born swimmers. Just like adults, children’s bodies are naturally resistant to water. The same reflex that prevents infants from inhaling milk while breastfeeding protects them from choking on water while swimming or in the bath. If you’ve ever blown sharply in your baby’s face, you may have observed a natural mammalian diving response; a baby will automatically close their eyes and hold their breath. This is known as the bradycardic reflex and is present in infants up to one year old. Also remember that your child spent the first nine months of their lives in a veritable lap pool. They understand buoyancy and most infants don’t fuss at all about being taken into the water as long as it’s not too cold. Since fear of the water is a learned behavior, children who are apprehensive about swimming have typically had a childhood experience that caused that apprehension. Many of my swim students who started class with an existing fear of the pool had doubts simply because a parent instilled those doubts in their child, or the parents were overly cautious about getting water on their baby’s head and face when bathing. Most of these parents are well-meaning and did what they thought was best for the child at the time. Unfortunately, this teaches the child to be nervous around water and can lead to resistance when it’s time to start swimming. Take It Slow If your child has already started showing signs of water aversion, such as resistance, crying or refusing to go in or near the pool, it’s important to take it slow and proceed with caution. Don’t try to force the issue before she is ready to tackle the challenge on her own terms. Otherwise, you could end up facing an uphill battle with strong emotions like panic, crying, and sometimes, deepened fear. Start With Bath Time As the adult, you have the divine knowledge that water is completely harmless for your child. When it’s bath time, your job is to be a calm and confident parent. Use a cup to scoop water from the tub and pour it over baby’s body and head. Don’t be hesitant or express worry. Don’t make a big deal out of it by telling your child to hold her breath and count to three. And, most importantly, don’t shield your child’s eyes and face from the water. If you’re concerned about soap getting into her eyes, do an initial rinse with her head tilted back and a second and third rinse straight over the head. Let the water flow over her eyes, nose, mouth and ears. Remember that children learn to react like their parents and peers do. The same way that we inadvertently teach children to scream at the sight of a cockroach, we often teach them to be afraid of water too, sometimes just by showing outward nervousness when our children’s faces get wet. Capitalize on Interpersonal Relationships I’ve found that a role model can be tremendously encouraging for a child. If your kid has an older sibling, cousin or friend who can swim, take everyone to the pool together so your younger kid can see how exciting it is to swim independently. Often, this is enough to stimulate a non-swimmer to want to start lessons. In fact, I often teach dual-level lessons to allow for a more advanced child and a beginner to share pool-time. When the novice student sees their older brother or best friend excelling, they’re more likely to try skills they wouldn’t have attempted had they been on their own. Or, if you have two children at the same level, you can try them in a class together as well. Though some siblings have a harder time concentrating when their counterpart is around, others are encouraged by natural sibling rivalry. Make Pool Time Play Time If you have your own pool or you take regular trips to a community aquatics facility, you’re already on your way to helping your child overcome their water anxiety. If you plan to sign up for lessons, there’s no need to work on any specific skills in advance. Just allow your child to get used to the water’s feel and buoyancy. Bring some pool toys along to make the experience a positive one. When shopping for pool toys, let your kids help you decide. After all, they’ll be using them more than you and you want them to be excited about a new game before they get to play it. There’s really no wrong toys. Any toy that floats can be tossed out into the water and “rescued” with your help; anything that sinks can be placed on a step and reached down to while you encourage them to blow bubbles into the water. Even toys that aren’t meant for the pool will often work as long as they don’t have holes that water can get trapped inside and grow mold. Among the odder things in my toy bag, I have a water-tight baby doll, ping-pong balls and artificial flowers with fishing weights attached to them so kids can “pick the flowers” off the bottom. It’s important to keep pool toys separate from the regular stash so that kids don’t lose interest in them before you make it into

April 9, 2018

Vitamin B12 deficiency: A silent epidemic with serious consequences

Vitamin B12 deficiency isn’t a bizarre, mysterious disease. It’s written about in every medical textbook and its causes and effects are well-established in the scientific literature. However, B12 deficiency is far more common than most health care practitioners and the general public realise. Research suggests that 40 percent of people between the ages of 26 and 83 years have vitamin B12 levels in the low normal range – a range at which many individuals experience neurological symptoms. Symptoms of a vitamin B12 deficiency are easily mistaken for signs of other ailments. If you’re feeling more anxious, tired, or worn out than usual, a B12 deficiency may be to blame. Vitamin B12 deficiency can be sneaky and harmful, so keep reading for some insight. WHAT DOES VITAMIN B12 DO? Vitamin B12 is a water-soluble vitamin and is also the only B vitamin that is almost exclusively found in animal foods. The human body needs vitamin B12 (together with folate) to make red blood cells, DNA and help promote healthy function of nerves. In addition, B12 is one of the vitamins responsible for a well-functioning metabolism and robust energy levels. Like most vitamins, B12 can’t be made by the body. Instead, it must be gotten from food or supplements. And therein lies the problem: Some people don’t consume enough vitamin B12 to meet their needs, while others can’t absorb enough, no matter how much they take in. The absorption of B12 is also complex and involves several steps – each of which can go wrong. As a result, vitamin B12 deficiency is relatively common. WHO IS AT RISK FOR B12 DEFICIENCY? There are many causes for vitamin B12 deficiency. In general, the following groups are at greatest risk for a deficiency: Vegetarians and vegans Because B12 is not generally found in plant-based foods, vegetarians are at risk for B12 deficiencies. This explains why studies consistently demonstrate that up to 50% of long-term vegetarians and 80% of vegans are deficient in B12. People aged 60 or over The condition is more likely to occur in older people due to the cutback in stomach acid production that often occurs with ageing, making it harder to absorb this vitamin. It has been estimated to affect about 40% of people over 60 years of age. It’s entirely possible that at least some of the symptoms we attribute to “normal” ageing – such as memory loss, cognitive decline, decreased mobility, etc. – are at least in part caused by a vitamin B12 deficiency. People who regularly use PPIs or acid suppressing drugs If you take proton pump inhibitors (PPIs) e.g. omeprazole (antacid or heartburn drugs) you may be at risk for B12 deficiency. These drugs reduce acid production in the stomach and acid is needed to absorb vitamin B12. Medical conditions Conditions that interfere with food absorption, such Coeliac or Crohn’s disease, Ulcerative colitis, irritable bowel syndrome (IBS), bacterial overgrowth (intestinal dysbiosis), atrophic gastritis (thinning of stomach lining) or gut inflammation, pernicious anaemia (an autoimmune condition where the body destroys intrinsic factor, a protein necessary for the absorption of B12) can cause B12 trouble. Certain medications Use of some commonly prescribed drugs such as metformin (insulin resistance and diabetes), or anti-seizure medications such as phenytoin may cause a B12 deficiency. Heavy drinkers or alcoholism Drinking alcohol, even in moderation (more than one alcoholic drink a day), can have profound effects on the way your body absorbs vitamin B-12. Genetic variations Common genetic variations may interfere with the absorption of vitamin B12, and subsequently levels of the vitamin in the blood. Weight loss surgery People who have stomach stapling or other forms of weight-loss surgery are also more likely to be low in vitamin B12 because the operation interferes with the body’s ability to extract vitamin B12 from food. SYMPTOMS OF VITAMIN B12 DEFICIENCY Vitamin B12 deficiency can be slow to develop, causing symptoms to appear gradually and intensify over time. It can also come on relatively quickly. A vitamin B12 deficiency occurs in four stages. Stage 1 – beginning with declining blood levels of the vitamin Stage 2 – progressing to low B12 levels within the body’s cells Stage 3 – increased blood level of homocysteine and reduced ability to repair and produce DNA Stage 4 – finally, macrocytic anaemia Anemia A vitamin B12 deficiency can cause anaemia (low red blood cell production). Red blood cells carry oxygen all over the body. When the body does not produce enough red blood cells, the amount of available oxygen in the body, decreases as well. B12-related anaemia can cause many other issues, including: Extreme Fatigue: It’s normal to get tired during the day if you didn’t sleep well the night before, just ate a large meal, or completed strenuous exercise. But it isn’t normal to experience an overwhelming fatigue that doesn’t go away with rest. Muscle Weakness: You might experience soreness after a hard workout for a day or two, but if your muscles feel like you just ran a marathon after a simple activity like brushing your hair, you may be anaemic. Heart Palpitations: Feel a flutter in your chest? You could be experiencing heart palpitations due to decreased oxygen circulation. Breathlessness: Breathlessness is normal after activity, but if you find yourself short of breath during rest, it’s an indicator that something’s not right. Just like heart palpitations, anaemia can cause breathlessness due to a lack of oxygen in the blood. Pale Skin: Red blood cells are responsible for the rosy colour in our cheeks. When red blood cell production decreases—as it does in anaemic individuals—the skin becomes pale and colourless. Pins-and-Needles Sensation You know the pins-and-needles sensation you often get when your foot falls asleep? This sensation is called peripheral neuropathy and can be linked to nerve damage caused by a B12 deficiency. According to the Foundation for Peripheral Neuropathy, a B12 deficiency damages the sheath that surrounds and protects nerves, resulting in an unpleasant and sometimes painful tingling sensation. Other diseases such as diabetes can

April 5, 2018

5 Fun kids activities to help improve speech & learn different languages

All children develop speech and language skills at different ages and different speeds – that’s completely normal, and as parents it’s our job to support them in any way we can. There are lots of small things you can do to help kids pick up new words, whether in their first language or another. The key thing is to make each step as fun and engaging as possible. Here are our top five ways to making learning about language more fun: Find a way to start the conversation When it comes to developing conversational skills, kids need something interesting to talk about more than anything else. Even the quietest little ones will get chatting once you hit on a topic they that grabs their attention! It’s just about finding out what they love and talking about it with them. Do they like the beach? Try asking them to describe different types of shells! Are they into tractors? Go to your local farm and name each one by colour. Mystery boxes This is a fun – if sometimes messy – game for kids that’s great for helping to improve speech and language skills. Assemble a range of different household items and put each one in a box with a hole cut into the lid. Ask your kids to close their eyes and put their hand in a box. They will then have to use their language skills to describe the item in as much detail as possible – this is especially good for practicing the use of adjectives. To make it extra fun, let your children decorate the boxes with glitter and paint before you start. And don’t worry too much if it gets messy – you can easily find out how to remove paint stains from clothes here. Spend time with foreign language speakers If you want to instil a love of different languages in kids, what you need is for them to spend time in the company of those who speak something other than English. Make this fun by finding a relative, baby-sitter or friend who enjoys playing with children, but will do so while talking in their mother tongue. Label household items A good way to get your child used to language is to help them associate visual and audible cues. If they are struggling to name particular objects, label those items and ask your child to read the word on the label out loud every time they use it – this will help them develop their reading skills, too! It’s also a useful technique for helping them learn new languages: tag household items with their word in the new language and repeat it each time the item is used. Ask open questions Sometimes the simplest things work the best. If a child isn’t much into talking, get them to be more chatty by asking open questions. These are questions that can’t be answered with a simple yes or no. So rather, for example, than asking ‘Did you have fun at school?’ you could say ‘Tell me about something you did at school today.’ There are many things you can do to encourage your child to speak and enjoy language – both their own and new ones. Try out these different ideas and see which one works for your family. What fun things have you tried to help your children with their speech development?

April 4, 2018

10 Tips for home education success

By Danielle Barfoot, written for Impaq (Formally known as Impak Onderwysdiens) The scheduled academic year for mainstreamers may already be in full swing, but the great thing about teaching your child yourself is that you can start – or switch to – home education at any time. Whether this is the first time you are home educating your child, or whether you’ve been doing it for years, here are some practical tips to ensure a successful and less stressful academic year. Start with a lesson plan: If the prospect of planning an entire year’s worth of lessons seem overwhelming, turn to the materials supplied by your curriculum provider. It should include an easy to follow lesson plan and proposed weekly time allocations for each subject. Create the right environment: Home education can take place virtually anywhere, and each set-up looks different – you don’t need to invest lots of money or dedicate an entire room to the endeavour. However, do make sure that there is an inspiring space that is free of distractions and conducive to learning. Keep track: You must keep a solid record of everything your child is learning, including assessments. Check with the DBE for their exact record-keeping requirements. Set realistic expectations: You probably have an idea of how things should go, but it’s easy to expect too much. As with life, not everything always goes to plan, so be sure set realistic expectations for yourself and your child. Be consistent…: The gravity of your responsibility for the educational success of your child should encourage you to set a plan and keep to it. On some days it may be difficult to say no to outside distractions, but staying focused will pay off in the long run. …but flexible: That said, not all families thrive on having a detailed list of what to do and when to do it. The beauty of home education is that, when life happens – your child gets sick, exciting opportunities arise and unexpected adventures call – you can plan your child’s education around it. Take a break: Another benefit of home education is that you don’t need to wait for scheduled public or school holidays. If you start to notice that your child’s enthusiasm is lacking and you’re losing your temper in the process, it may be time to take a break. A trip to the park, a nature walk, or a family vacation are great ways to relax and destress. They could, of course, also serve as exciting learning opportunities. Make learning fun: Learning doesn’t just happen from books, so be sure to include hands-on experiences in your home education plan. Excursions and experiments are a great way to bring concepts to life and give your child a new understanding and appreciation of a particular topic or subject. The world is your classroom: Almost everything we do involves some skills – thinking, reading, problem-solving, etc. Once you view every situation as educational, whether you are baking something, setting the table, or going grocery shopping, you will be amazed at what your child can learn. Remember the end goal: When things don’t go according to plan – you will experience frustration or exasperation – keep perspective. Success goes beyond the details of what is taught when educating your child; it is the relationship you have with your child at the end of the journey. Make no mistake, home education can be hard. There is no one size fits all programme and it will take trial and error to get the right balance. So, as you follow this journey, don’t let anyone tell you how to educate your child. And if things don’t feel right, then make changes. Don’t worry if your solution is different to somebody else’s – no-one knows your child better than you, so trust in yourself and keep these tips in mind. Things will work out!

March 29, 2018

Teaching table manners

Teaching table manners is something vital in my home. I’m not a mom that has loads of rules and I am quite flexible with a lot of things, but one thing that was enforced by my mother in my childhood was sitting down at the table as a family for every meal. We used to beg her all the time to sit in front of the tv with our plates on our lap. The odd times she did allow this is was a great treat! Looking back I realise that at the time I thought it was a stupid rule: to always sit as a family at the table for supper. There were times when we all sat at the table stony faced and angry because of a family tiff (either between siblings or with my mom), nobody speaking and death looks being passed around. Strange how things turned around when I first became a mom! I now look back at this simple rule and remember the wonderful family meals we had, especially when we got older and everyone was off on their own daily missions but at the end of the day we all came together for that one meal, to connect. I thank my mom for having the wisdom to do something so simple for us as a family. When my daughter was born I told my husband that it is very important to me that we get a table and sit for dinner together which he thought was strange. He was not very impressed either when I told him that part of this family dinner rule is that the tv is turned off as we have an open plan house! Not only does it bring the family together, it is also a very good opportunity to teach my children basic manners. It is also the start of teaching my children the importance of helping around the house and doing their bit. Here are the basic rules we follow: Wash hands before coming to the table. My 3 year old is responsible for setting the table. No toys at the table. No phones, iPads, laptops, books at the table. No throwing or grabbing of food. No banging utensils. No spitting food out. Stay seated at the table for the entire meal. No yelling or loud noises at the table. Asking to be excused from the table. Using the words “please” and “thank you”. Saying thank you for the meal. My 3 year old and I clear the table at the end of every meal. If you are religious it is a great opportunity to say grace together with your family before your meal. What do you do for family meal times?

March 29, 2018

10 Development differences between girls and boys

While every child develops at his or her own pace there are certain developmental differences between girls and boys that do stand out. 1. Physical growth Girls and boys actually grow at a similar rate until elementary school. Girls start growing at a fast pace in late elementary school and the boys then catch up and overtake growing taller than girls. 2. Onset of Puberty Girls hit puberty at an earlier age than boys. Some girls begin puberty as young as eight years old, but others as late as twelve years old. Boys usually start hitting puberty at the earliest only around the nine year old mark. 3. Verbal Skills Girls usually start talking much earlier than boys do. They also have a higher vocabulary and much more complex understanding of language than boys. This extends right to school years where in general girls have better spelling, writing, reading and overall language skills than boys. 4. Gross Motor Skills Boys are known to be more active than girls in general and they show more advanced gross motor skills such as running, jumping and balancing. 5. Fine Motor Skills Girls show more skill than boys with fine motor skills such as writing and holding a pen. 6. Spatial Skills This is one of the major differences between the developmental differences in girls and boys. Boys have a much better grasp of spatial skills. Girls seem to struggle more with boys excelling in this from the age of nine years on. 7. Hand eye coordination Boys generally have a better grasp of hand eye coordination skills probably due to the fact that their gross motor skills and spatial skills are more advanced than girls. 8. Handling and understanding emotions Girls tend to learn how to understand and handle their emotions faster than boys. This could be a result of girls being able to communicate easier than boys. Girls tend to express their emotions verbally while boys express themselves physically. 9. Sensory and Cognitive Development Before the age of three years old girls tend to have more advanced skills in memory, touch, hearing, smell and vision. After the age of three years old this gap gets narrowed when the boys skills advance with hand eye coordination and spatial skills. 10. Potty Training When it comes to potty training girls vs boys the girls tend to take the lead here, starting potty training much earlier than boys. They not only start earlier but they tend to master the skill in less time with fewer accidents than boys. When children grow up into adults there are often differences between them as men and women. Some of these are because often men and women do have aptitudes for different things. However, a lot of differences in adults come about from gender stereotyping while the child is growing up. It is interesting to note how men and women very often seem to gravitate towards certain careers. This is true not only in the workplace, but also in education. For example some statistics from the team at DevelopIntelligence highlight the large gap between male and female students in STEM (science, technology, engineering, and math) fields at school. What developmental differences between girls and boys have you noticed?

March 28, 2018

All about Reading

by Mrs Debbie Warschkuhl, Gr 0 teacher of Trinityhouse Pre-Primary Heritage Hill Pre-Primary school teachers hold a key role in determining future reading and spelling success of their students. Leading brain research confirms: Future reading & spelling success can be expected when neural pathways, which are malleable at this critical age of learning, are stimulated correctly. At this early age, the focus of instruction should be on developing the vital skills which underpin the prevention of later reading and spelling disabilities. There are numerous reading courses available to help teachers with this vital task. One that stands out is the Time2Read system. The focus of this course will be to gain a concise understanding of: Reading & spelling development: Why do some children struggle to read & write while others don’t? Brain research: Why the Pre-Primary ages are so critical to future reading and spelling success. Detecting early signs of potential reading/spelling failure before formal reading and spelling is taught. A multi-sensory approach to facilitate the learning of symbols. Specific age norms for the 3-6 year old child relating to reading & spelling development. Synergy across the Pre-Primary years – specific, systematic and explicit skill building during specific grades. Informal assessments aimed at tracking individual learners as they develop. Practical implementation ideas for your Pre-school classroom. Engaged activities: Developing pre-reading and writing skills through play. In the age-groups 3-4 years and 4-5 years the focus strongly falls on Auditory Perception skills. Auditory Perception refers to the ability of the brain to interpret and create a clear impression of sounds. Good auditory skills enable children to distinguish between different pitches, volumes, rhythms and sources of sounds and words, which have amongst others, significant benefits for learning to read. The learners start with lessons that include syllables and compound words. Teachers only work with visual cues like pictures and never the written words. All the focus falls on the auditory skills. Sound awareness is an important link in breaking the code of the alphabetic writing system. Training sound awareness before and during beginner reading produces significant advantages in reading achievement, influencing reading comprehension and predicting later reading achievement. Children can’t simply be taught to memorize words, because languages simply have too many words. A reading method that is based on partial or total memorization of sight words is presently resulting in failure for many children. It is vitally important to teach children that sounds are represented by different symbols/letters in print. Eventually children need to manipulate the individual sounds in words. Reading is not a natural skill but an acquired skill, deciphering this human invented writing system demands expertise and is a fundamental component of reading instruction. Reading written language requires children to consciously think of the sounds present in different words (e.g., the word ‘cat’ is made up of 3 different sounds, ‘c’ – ‘a -’ and ‘t’). Here are some practical tips on how to practice “reading” with your preschooler at home: Read together every day Read to your child every day. Make this a warm and loving time when the two of you can cuddle close. Give everything a name Build your child’s vocabulary by talking about interesting words and objects. For example, “Look at that airplane! Those are the wings of the plane. Why do you think they are called wings?” Say how much you enjoy reading Tell your child how much you enjoy reading with him or her. Talk about “story time” as the favorite part of your day. Read with fun in your voice Read to your child with humor and expression. Use different voices. Ham it up! Know when to stop Put the book away for a while if your child loses interest or is having trouble paying attention. Be interactive Discuss what’s happening in the book, point out things on the page, and ask questions. Read it again and again Go ahead and read your child’s favorite book for the 100th time! Talk about writing, too Mention to your child how we read from left to right and how words are separated by spaces. Point out print everywhere Talk about the written words you see in the world around you. Ask your child to find a new word on each outing. In conclusion, accepting accountability is a challenge every reading teacher and parent should commit to. If we instill a love for reading in our children from a young age, halve of the battle is already won. References: Time2Read,2017. http://www.time2read.co.za/teacher-support/

March 26, 2018

Should you be giving your child fish oil?

Fish oil is one of the most studied nutritional and health products. The main components of interest in it are the omega 3 fatty acids. The human body cannot synthesize omega 3 and so it has to be sourced from the diet. Fish is one of the best sources of omega 3. The two main biologically active ingredients in omega 3 are docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA). Sources of fish oil include the processing of oily fish such as salmon, sardines, tuna and cod. Fish oil also contains some small amounts of vitamin A. In view of all this; it is now easier to tackle the question of whether fish oil should be given routinely to children. The first question every parent should consider is whether they are giving their children adequate fish oil through the diet. This can be answered easily by assessing the number of times in a week the children eat any of the oily fishes. This has to be several times week. In the U.S, the American Heart Association recommends more than 3.5 oz. of oily fish two times per week. Since many children’s diet is a reflection of what the adults are taking, it is likely that they also get inadequate fish oil from the diet and hence supplementation is necessary. Everything in proportion The typical western world diet consists of high omega 6 fatty acids intake. These are mainly vegetable oils. High consumption of these oils has been linked with a high incidence of degenerative disorders. In an ideal situation the ratio of omega 6 and omega 3 should be about 1:1. This helps to counteract the undesirable effects of omega 6. In some cases the consumption ratio is disproportionate with omega 6 being up to 10 times more than omega 3. To bring the ratio to near normal fish oil should be given to the majority of children. The benefits of fish oil for children There are many documented benefits to giving your children Omega 3, including: Healthy brain development Improved cognitive ability Health bones and joints Good eye health Reduced hyperactivity disorders symptoms Healthy skin How much fish oil should children be given? The amount of fish oil supplementation depends on the amount of omega 3 it contains. Therefore the dosage for children is given in terms of omega 3 amounts (total DHA and EPA) and it is age dependent. Different countries also have slightly different recommendations. Below is a suggested dosage regime. 0-12 months about 0.5 grams per day 1-3 years about 0.7 grams per day 4-8 years 0.9 grams every day 9-13 years 1.2 grams each day for boys. Girls can do with 0.2 less grams than boys 14-18 years 1.6 grams daily with girls in the same age bracket needing about 1.1 per day Some countries recommend dosages in terms of mg per kg of body weight. Ascertain your country’s guideline before giving fish oil to your children. Side effects of fish oil Fish oil is generally well tolerated. However, children with known allergies to the oil or certain sea-foods should better avoid it unless your doctor says it is okay. Cod liver oil is a type of fish oil sourced from the liver of cod. It contains a lot of vitamin A and D. These vitamins are fat soluble and if taken in excess have accumulating effects in the body and they can cause serious health effects. Never exceed manufacturers’ recommended fish oil dosage. Jane Hutton is a nutritionist and health enthusiast. She also enjoys rock climbing and sailing in her free time. She’s passionate about animal rights and works for an Omega 3 brand called NothingFishy. Facebook: NothingFishy Omega3 Twitter : @nothingfishyco

March 23, 2018

What are the early signs of autism in children

Almost every mom gets herself into a twist if her baby or child is not reaching milestones according to the so called norm, wanting to know if her child is just late to reach those milestones or if there may be a more serious cause for this. While the majority of babies and children reach their milestones at the average age, there will be some babies that reach their milestones much earlier and some that just lag behind the rest. There is usually no need for alarm, they are just late bloomers and will get there in their own time. What is important to look out for is that your baby or child is developing and gaining new skills, even if they are a little slow to reach milestones. Some babies will start crawling late, or not even at all, yet start walking earlier than the norm. If your baby is making progress overall then chances are there is nothing to be concerned about. That said if you are concerned about anything it is best to take your baby for a check up since if there is any sort of developmental delay or disability it is always best to know about it as early as possible. Early diagnosis means that interventions with autism doctors and specialists can be implemented and outcomes can be improved drastically. You will also need to learn about special needs parenting and how you can help your child. Complex disorders of brain development are now classified under the broad terms of Autism Spectrum Disorder (ASD) and Autism. This means that autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome all fall under the broad spectrum of Autism Spectrum Disorder. Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal communication, and restricted and repetitive behavior. If your child does have autism it will make the world of difference if you can start behavioral therapy before 18 months of age. What makes this tricky is that very often the most obvious signs and symptoms of autism tend to emerge between the ages of two and three years old. According to Connecticut & Golf Coast ADHD Associates: Autism spectrum disorders are lifelong conditions with no known cure. However, children with ASD can progress developmentally and learn new skills. Some children may improve so much that they no longer meet the criteria for ASD, although milder symptoms may often persist. What are Early Signs of Autism in Children? The earliest signs of autism in children involve the absence of normal behaviors as opposed to the presence of abnormal behaviors. Since autistic babies are very often quiet and undemanding parents may think that they have an easy baby and not realize that there is a problem. It is very common for autistic babies to not respond to cuddling, not reach out to be picked up and not to make eye contact with anyone. Early signs that your baby may have autism are when your baby or toddler does not: follow objects or your movements visually, or does not visually follow where you point use gestures to communicate such as waving goodbye or pointing respond to the sound of your voice or respond to being called by name make eye contact with you reach out to you when being picked up respond to or initiate cuddling make noises to grab your attention play with other people show enjoyment or interest imitate facial expressions and gestures care or even seem to notice if you get hurt or are upset in any way The following symptoms are cause for concern, so you should take your baby to be evaluated: No big smiles or signs of happiness and enjoyment by the age of 6 months Does not interact by sharing sounds and smiles, and imitating of other facial expressions by 9 months old Your baby does not respond to his or her name by one year old Your baby does not make any noises or “baby talk” by one year old Your baby does not make any gestures such as waving, pointing. reaching or showing by one year old Your baby does not speak any words by 16 months old Your baby does not speak any meaningful two word phrases that are not imitating or repeating by two years old While some babies and toddlers just develop later than others, if you are worried about anything take your child to be checked out. It is better to be safe than sorry later on, especially since the younger the child is when autism is diagnosed the better. It is also vital as a mother or father to trust your own instincts, so get a second opinion from a child development specialist if you are not sure about a diagnosis. As children get older the signs for autism become more diversified and noticeable. Impaired social skills, non-verbal communication difficulties, inflexible behavior and speech and language difficulties are typical signs of autism.

March 22, 2018

Help! My child is struggling and it is only the beginning of the year.

The December holidays seem like a distant memory and early morning school runs, homework and sport has become the focus of thousands of families across South Africa. Teachers and learners are settled into the school routines and, as with each new year, parents have expectations and hopes of academic success. But, for some parents, hope is short-lived as they are forced to notice and acknowledge that their child is struggling despite it being so early into a new year. “Panic, frustration, blame and even anger can leave parents and learners feeling helpless or even humiliated! This should not be the case at all” says Cindy Glass, Director and Co-founder of Step Up Education Centres. Why not consider some of these helpful tips from Cindy to coping with a child who is struggling so early in the year. 1. Know that mistakes and challenges are inevitable. Children are not robots and neither do they enter this world with an operating-manual in their hand. Effective learning can only take place when we accept that mistakes are simply opportunities for growth. Teach this to your children! 2. Don’t panic! You cannot find effective solutions when you are focused on what could and is going ‘wrong’. Panic will add to your stress as a parent and, even more so, it will most likely be internalised by the struggling child. Remember that, despite outward appearances of negative ‘I don’t care’ attitudes, there is a child who fears failure and dreams of success! Acknowledging that there is a problem and choosing to seek positive solutions will be a far more effective approach! 3. Aim at developing a positive working relationship with the teacher. Listen to understand and focus on working as a team to find workable solutions in assisting your child. 4. Be careful of putting too much pressure on your child. This can be counter-productive and cause your child to shut down and even give up. Blaming and punishing a struggling child will only add to the child’s already diminishing self-esteem and positive results are unlikely. Children who are forced to add hours of extra study time to their already pressured programmes run the risk of becoming resentful, frustrated, exhausted and unproductive! 5. Set realistic goals and realistic learning times. Minimise distractions by agreeing to TV and cell phone downtimes. 6. Seek help in the form of extra tuition. 7. Enrol your child in a study skills course that is rooted in emotional intelligence skills. Skills in self-awareness, self-regulation, motivation, empathy and social interaction have been proven to increase one’s ability to learn more effectively. Cindy concludes by saying “Learning is a process. Challenges and obstacles are inevitable. Acknowledge and embrace these as you seek to sincerely praise and encourage any progress or positive work ethic. As a parent, your biggest challenge is to help your child to recognise his value and purpose as a human being!”

March 16, 2018

Parents urged to limit screen time to boost kids’ development

Technology has completely revolutionised the world. It affects just about everything we do, from paying accounts, to research and calling a taxi, right down to how we raise our children. The latter is especially important, and according to Toy Kingdom’s creative parenting expert, Nikki Bush overusing technology could be “risky” for a child’s development. She says children lose their sense of initiative and creativity when exposed to tech devices for long periods in the day and therefore encourage parents to think carefully before handing children a handheld device “just because”. “Yes, technology is part of the fabric of our lives. But we need to curb the use of tech devices in a child’s routine and find that middle ground when it comes to on-screen time. This is crucial for a child’s developmental needs,” Bush says. Bush says though some parents feel that on-screen activities act as both a babysitter and entertainer during their often-busy schedules, it could be quite detrimental. In fact, she says too much time spent watching movies on the laptop, or playing video games on the tablet stunts a child’s social skills and ability to interact with friends, family members and even their teachers. And since screen time can also be quite addictive because they stimulate the secretion of chemicals from the pleasure centre of the brain, parents are advised to limit it where applicable. “Children are increasingly viewing the world from a screen, but for personal development they need to engage with real people on real things and not just the virtual world as seen on screen. Moderation between on-screen and off-screen is so important,” she says. In this article Bush shares a few tips with parents on how not to use a tech device: The babysitter: Bush says using a tech device as a babysitter for children is a big no-no. She says children enjoy interaction with their parents, and when mom and dad are not around, an emotional void that a screen cannot fill occurs. “A laptop or cell phone is no substitute for mom and dad, children need yes or no answers and they need engagement. When side-lined by a device they don’t get the answers they need and that’s problematic for them,” she says. The disciplinarian: Developing self-regulation and self-discipline are two of life’s fundamentals, and Bush encourages parents to avoid using a handheld device or computer as an emotional crutch. “We should not be using a cell phone as the draw card to get our children to sleep, or even to eat. Often parents indicate that children can’t do anything without the device and as parents, we need to work on changing that,” Bush adds. The experience thief: Technology robs children from real life experiences essential for their development. According to Bush, children learn best through concrete learning experiences with real people and real toys in real time. “These experiences give our children those multisensory experiences of the world, and while technology has so much to offer, we need to ensure that the foundation necessary for their development is set first,” Bush says.

March 9, 2018

WHY DOES MY CHILD NOT HAVE FRIENDS?

We all have a need to love and be loved. Our lives feel happier and more fulfilled when we enjoy positive human relationships. Having friends who we can laugh and cry with, be serious or a little crazy with, and with whom we can feel completely comfortable is one of the most fundamentally important needs of the human race. This is why it feels so heart-breaking when we discover that our children may be struggling to make friends at school. Cindy Glass, Co-founder and Director of after-school remediation franchise, Step Up Education Centre says “There are a number of reasons why a child may struggle to form positive friendships – negative behavioural choices, low self-esteem, personality differences, differing belief systems and unintentionally negative body language or tone of voice. Escapism from social interactions through over-use of technology also plays a big role in this!” “We need to note that all behavioural choices are based on how we feel about ourselves as a person and the inevitable fears that dominate these beliefs. Creating meaningful personal relationships is rooted in positive self-belief. Negative, self-defeating thoughts and behaviours often repel friendships and, unfortunately, this re-enforces the feelings of unworthiness and low self-value that created the negative behaviours in the first place” Cindy goes on to say. If your child is struggling to form friendships, you may want to consider the following helpful tips: 1. Ensure that you keep the lines of non-judgemental communication open. Chat about what happens at school, openly and honestly. Emotional intelligence skills of self-awareness and self-regulation are key here! Make sure that you do not re-enforce your child’s belief that he/she is less! Focus on their strengths and what others will like about them. They may, indeed, be a little different, but never less! 2. Chat to your child’s teacher with the aim of gaining a deeper understanding of your child’s behaviours at school. 3. Friendships cannot be forced. It takes positive mind-set and behavioural changes in your child if changes are to be enjoyed at school. Teach your child to focus on his/her choices and not on the choices of others. It takes patience and time but you will be amazed at the results! 4. People enjoy the company of positive happy individuals. Teach your child the joys of uplifting others. This will change the energy that your child gives off and other children will start looking to your child for a friendship that feels good to be in. 5. Emotional intelligence’s empathy and social skills will play a vital role in changing the way your child perceives himself/herself to be. Invest in these courses! “Finally, remember that children copy your actions, not your words! Set the example of how to treat others in positive, uplifting ways. Teach your children to own who they are-mistakes and all- and to value others because they value themselves first!” Cindy concludes.

March 7, 2018

6 Tips on how to potty train your autistic child

Parenting children with autism can be very difficult because it involves dealing with many problems that wouldn’t generally come up if you had a normally developing child. One of such problems can be toilet training which can take some autistic kids longer than their siblings or friends to learn how to use the lavatory. Many parents of children with Autism become frustrated when trying to teach their toddlers to use the toilet. In general practice, the autistic child just sits in the toilet and does nothing. Diapers often get bulky and really irritating to change; and of course a child has to be potty trained in order to be able to go to school. Fortunately, there are many research studies that reveal numerous strategies that can be handy in potty training an autistic child. Remove Your Child’s Fear Around Toilet When training your child to use the toilet, it is important that you break everything in small parts. Many autistic children have lots of fear around a lavatory.This could be because they feel they might fall in the commode or it’s very loud. Therefore, it is very important to remove this fear. Give your child the understanding of what a toilet is used for, introduce its different parts in a comparatively low-pressure environment. Don’t Force Your Child When you buy a potty chair and pull-up, you want your child to start using it right away. However, this cannot be the case even with a typically developing kid. If your autistic child doesn’t feel like doing it, let it go. Give them a break and try again after one week or so. Once your child is willing to do it, you shouldn’t make them sit on the toilet for more than 10 minutes as it will cause them to get tired and lose their interest to learn using the toilet. Encourage Your Child with Physical Rewards Find some rewards that your child may like the most such as their favorite cookies, food or toy. Pick anything that is small and can be kept in the bathroom in order to be accessible easily. Use these rewards to encourage your child to do their job successfully. Patience Is The Key While working on how to potty train an autistic child can be irritating, you need to have patience in order to get success. You will need to stay in the washroom for some while every time you take your autistic child there. It’s a good idea to praise your child if they are willing to stay in the washroom and sit on the commode even if they aren’t doing anything but sitting. Acknowledge Each Step Accomplished Successfully If your child accidently does something in the toilet, it’s the best time to show them where the waste is supposed to end up. After they get the idea, let them flush the toilet and use water to clean. Remember, every step accomplished gradually gets your child closer to the finish line which should be praised even if it is not accomplished in order. Train With A Routine Children with Autism tend to make a routine and stick to it for whatever tasks they do. This can help you teach your autistic child how to use the toilet. Keep a record of time and duration your toddler gets wet and take them to the toilet at those times.You can get them used to a regular routine; for example, take them to the washroom every 30 minutes. Parenting a child with Autism can feel like learning to walk upside down and backwards. Perhaps, you have been perplexed by your little one and wondered how to communicate with them well enough to help them use the toilet. Figure out what motivates your autistic child and how they learn the best and then incorporate both aspects in your approach.

March 6, 2018

Warning signs of child abuse that you need to watch out for

Having a child is one of the gifts of life that a lot of people hope to get; after all, a child can always make our day. Unfortunately, not all lives of children are perfect, and some of them fall victim to abuse. Sometimes, we encounter children every day and not know that they’re already showing signs of child abuse. If we want to help protect children and avoid cases of child abuse, we should be more aware of the signs of child abuse to watch out for, especially if you encounter children every day. Do remember however that the tips below aren’t the only signs of child abuse you should be aware of, and if you’re extremely concerned about the status of some children in your area, you may want to consult a lawyer, a police officer, or even a psychiatrist about the telling signs of child abuse you should be aware of and what course of action you should take in order to make sure children in your area are protected from child abuse. Physical Signs of Child Abuse If there are any noticeable signs of child abuse you shouldn’t ignore, it’s the physical signs on a child’s body. These are warning signs that should immediately give you a heads up that there’s something wrong with a child. Try to be on the lookout for these telling signs. A child might be abused if they have bruising, burns, or welts that can’t be explained. This is particularly if these injuries are found on the mouth, lips, or face. Check to see if there are bruising patterns that are in the shape of things you find at home that may have been used to hit them, such as wire hangers, bite marks, hairbrushes, belts, and hands. Clustered burns, welts, and bruises may indicate some form of repetitive contact with an instrument or hand. If there are places on a child’s body where they don’t normally get hurt such as the thighs, back, neck, and buttocks, then you might be looking at a victim of child abuse. Take note of abrasions and lacerations, or tears in gum tissues, lips, and eyes as these indicate injuries on the face or even force-feeding. Try to take note if a child has blood in the underwear, complaints of pain in the genitalia, or trouble walking and sitting. If a child appears to exhibit poor hygiene, poor growth in both weight and height, or the lack of appropriate dental, medical, or psychological attention, then these might also be indications of abuse. Emotional Signs of Child Abuse Unfortunately, sometimes the signs of child abuse can also manifest emotionally. Children who exhibit withdrawal, appear fearful, or even show some form of extreme behavior might be abused and don’t have an outlet to share their pain. Children that have sudden changes of behavior such as anger, hyperactivity, aggression, and hostility might indicate some sudden change in the household as well, or a sign of a traumatic experience. If children begin to exhibit changes in school performance or a reluctance to go to school or even a reluctance to go home, then perhaps there might be something wrong at home that needs looking into. A child who shows defiant and rebellious behavior such as attempts to runaway may be experiencing child abuse. This is much more so if there are visible attempts at self harm or even suicide. If a child has a loss of self-esteem or self-confidence and even withdrawal from socializing with others, or perhaps the opposite, where a child always seeks affection from others, then these might be indications of something wrong at home. Signs of Abuse From Parents Sometimes, parents themselves show that they may be abusing their children. These are also things we may need to take note of if ever we are concerned about their children. If they show little to no concern for the child or appear to be incapable of recognising emotional or physical distress from their child, then they may be neglecting them. If the child often becomes the receiving end of blame, berating and belittling, then the child may be experiencing the same at home. If they demand quite the inappropriate standards when it comes to academic or physical performance to the point of forcefully withdrawing their children from contact with others, then this can also be a telling sign of abuse. If parents have conflicting, inconsistent, or unconvincing stories about how a child’s injuries have occurred, then child abuse may have happened at home. The official website of the Commonwealth of Massachusetts also has detailed guidelines on what signs to check in terms of child abuse and neglect, and numbers you should call should you find yourself in the area. Please be in touch with your own local authorities for a good course of action should you encounter these signs in your area as well. Conclusion Life is not perfect, and it has its own ups and downs for us to appreciate and conquer. However, despite life’s own share of sad moments, children help make everything feel better thanks to the ray of hope they give when they are inquisitive, curious, and creative. Some say the children we see are the hope for the future, and sometimes it can break our hearts when we see them hurt, sometimes by the people that should care for them. The above tips could hopefully give you some warning signs of child abuse you need to watch out for in order to make sure children in your area are adequately protected. Should you encounter these signs, it’s best you contact the authorities and ask for the best course of action regarding the situation. About The Author Irene Wall has been writing about law for more than a decade. She writes pieces on various law topics that she hopes could help the common reader with their concerns. She enjoys playing basketball with her sons during her free time.

March 5, 2018

What can be done about night terrors

Night terrors can be very stressful and frightening. When a child has a night terror he/ she is so deep into the dream, he cannot hear the person trying to wake him, even though the child may look at you and seem to be awake. Often a child may cry out, ask for help, thrash, kick, and scream — but cannot be comforted. Make your child’s room safe to try to prevent him from being injured during an episode. Eliminate all sources of sleep disturbance, such as caffeine, sugar, and high-energy activities before bed. Maintain a consistent bedtime routine and wake-up time. Unfortunately, there is not much you can do to help your child during the actual episode except to make sure he is safe. Just take comfort in the fact that the night terror is short-lived. If your child has night terrors, you can try to interrupt his/her sleep in order to prevent one. Here is how to do it: First, note how many minutes the night terror occurs from your child’s bedtime. Then, awaken your child 15 minutes before the expected night terror, and keep her awake and out of bed for five minutes. You may want to take your child to the bathroom to see if he/ she will urinate. Continue this routine for a week. Have you had any experience with night terrors? What helped?

March 3, 2018

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