Education - Parenting Hub

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Advice from the experts

Play is crucial for early child development

Only 29 percent of South African children have access to safe, child-appropriate play areas in their communities, this according UNICEF, but a local organisation – Play Africa is championing for this change countrywide. Gretchen Wilson-Prangley, CEO of Play Africa – a social enterprise organisation driving inclusive public learning for the country’s most vulnerable says play is “exceedingly important” for children of all ages and an integral part of early learning and healthy social development. “Neuroscience has confirmed that the first few years of a child’s life is crucial for early learning. And play forms part of early learning and is far more valuable than we realise,” she says. Wilson-Prangley says play sparks imagination, enhances creativity and problem solving capacities, promotes teamwork and helps to instil empathy and compassion for others. “I believe in the importance of helping to advance children’s basic rights and this includes the right to play,” she says. And since many South African children lack toys and other learning materials that can help stimulate a range of child-initiated, open-ended activities which bolster cognitive, physical, social and emotional development, Wilson-Prangley explains that her organisation seeks to promote one single message – there is no cost to play. Their workshops encourage parents and children to make use of everyday materials when playing. “We demonstrate just how to transform everyday items into play materials using the imagination. Few people know that you’re able to make a robot or a rocket ship using clean milk containers, or a car out of empty loo paper rolls. What’s important is the process and the imagination and creativity it stimulates,” she says. Further, she says play is a “good way to engage” and helps children make use of their imagination; she also describes it as “pleasurable and enjoyable”. “Playing overall gives children an opportunity to stretch their thinking and imagination, it also invites repeated active engagement which is highly beneficial for children of all ages,” Wilson-Prangley says.

January 19, 2018

Make Maths marvellous at home

Cindy Glass, Founder and Owner of after-school remediation franchise, Step Up Education Centres says that Maths is an interesting subject that is directly linked to one’s emotions, “Our children either love it or fear it and there is very little to be found in between!” She adds that the good news is that there are ways to promote Maths at home, “Your child will improve in Maths when he sees the value of fun, real-time application of the subject in his life.” In fact, she says that the holidays are the perfect opportunity for you to do exactly and share her tips on how you can re-ignite your child’s passion for Maths in time for Term 3: 1. Get creative in the kitchen Measurement and capacity are concrete concepts often taught in abstract ways. By simply encouraging your child to help you weigh and measure ingredients in the kitchen, the understanding of measurement in Maths is easily mastered! Concepts such as millilitres and litres are better understood when DOING rather than on a sheet of paper! 2. Eat pizza! The concept of fractions is difficult to master if your child cannot see the fraction in action! One of the best ways of explaining fractions is by simply ordering and eating a pizza! Remember, a pizza is almost always cut into eight equal pieces – each piece is one eighth of the whole pizza. Two pieces is the same size as one quarter and so on! 3. Go shopping together Younger children battle to understand the concept of Rands, cents, totals and change. Every moment is a teachable moment. Using a calculator to add the values of the till slip and working out how much change you received can be done at home. You could vary the scenarios. “What if I paid with R100?”, or “Would I have enough money to pay for the groceries if I had two R10 notes and one R20 note?” 4. Mental Maths in the car Play maths games in the car. Add the digits of the number plate in front of you as quickly as possible. Multiply the first and last digits together. Have fun! Road signs are wonderful opportunities to identify shapes as well. 5. Mistakes are ok! Finally, remember that mistakes are okay! The quickest way to block your child’s enjoyment and learning in Maths is to be impatient with mistakes. A child who does not fear mistakes is more likely to pursue and solve problems effectively! Fear of making mistakes is the number one cause of children battling in Maths! Mistakes are the only way we can learn anything. So embrace the process of learning Maths, warts and all, and watch your child blossom! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

“Help, my child is behaving badly at school!”

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! Sharing our content with parents you know will go a long way to making us smile for the day

January 18, 2018

Handy homework hints

Homework is generally a painful process that is rarely met with excitement and anticipation. In fact, Cindy Glass, Co-Founder of Step Up Education Centres, the after-school remediation and tutoring franchise says, “In all my years teaching, I have yet to meet a parent or learner who cannot wait to do extra school work in the afternoons!” Whilst countries like Japan, the Czech Republic and Denmark assign little to no homework, South Africa doesn’t follow the same trend. “For us, homework is unavoidable, it is simply a part of our schooling system, whether we like it or not,” says Cindy. With that in mind, Cindy says that we need to not only find a way to help our children complete their homework tasks, but help them to enjoy doing it as well! She offers the following handy homework tips: Create a fun, practical workspace It is important to assign one specific area in the house to do all school tasks. By doing this you will train your brain to automatically kick into work-mode when you sit down. Have a desk and comfortable chair Have all the necessary stationary Make the space beautiful – display art or any awards/reward charts to keep your child motivated Keep it neat Switch off all distractions for the duration of the homework time Cell phones, TV, games and sometimes even music can be a distractor for both parents and learners. As a result, you both need to switch off (or place on silent) all digital devices. If you are a learner, let your friends know you will be unavailable for that period If you are a parent, switch your phone on silent as cell phone noises can be very distracting, prolonging the homework experience Be clear on what needs to be done By knowing exactly what needs to be done and by when, you will find it easier to complete the task. Use a whiteboard to list the tasks that need to be completed on that day Start with the easy tasks first as this will give your child an immediate sense of achievement For older learners who have projects or longer assignments, decide which part of each will be completed on that day, in addition to daily homework Tick off each task as you complete it Get extra help if you are stuck! For parents, ‘Google’ will tame many-a-challenge. Phone a friend if you need to. Whatever you do – do NOT behave negatively – explain to your child that there is a solution to every problem and you can work together to find it! If your child is struggling consistently, seek professional help from an after-school remediation centre. For older learners, make sure that they listen carefully in class. They need to ask their teacher if they are unsure of what is required. Remember, your child is not always going to feel okay about doing homework. Whenever this happens, Cindy suggests that you incorporate what she calls the ’10-minute rule’, “The first 10 minutes of anything is the worst. Get through those 10 minutes and you will find that the work will flow more easily and they will begin to enjoy the feeling of accomplishment.”

January 18, 2018

How to ignite a passion for reading in children who resist books

Imagine for a moment what it must be like to be a child growing up in a time where technology seems to overrun just about every aspect of our lives. Smart TV’s, smart cell phones, social media, 3D games, YouTube, Google – the list seems endless. It is no wonder that it is becoming increasingly difficult to instil a love of reading books in our children. Yet, according to Cindy Glass, ex-teacher and Co-founder of Step Up Education Centres, reading remains one of the most important skills for your child to master. “Reading develops the mind, the imagination and language skills. Reading is key to discovering new things and it assists in mastering the essential skill of comprehension (understanding and applying what is being read). In addition, reading is fundamental to developing creativity, self-confidence and independence,” Cindy says. It’s no secret that both parents and teachers alike want their children to reach their full potential and reading plays a massive part in that. So, how do you ignite a passion for reading in your child? Cindy provides the following tips that will help foster a love for books: Set the example: Children who resist and defy what we say are more likely to do what we do. You will achieve greater success in encouraging your children to read books, if you read books. Take some time to get to know your child: Find out what he/she finds interesting and exciting. Then, help him/her seek out books that align with these interests. Your child is more likely to read and enjoy books that support his/her interests. Show a sincere interest in what your child is reading: Ask questions. What is your book about? What is the best part so far? Do you think I would enjoy reading this book? Bedtime stories: Remember the days when you looked forward to being read to? Read to younger children. Be enthusiastic. Have fun! Be patient: Every child is different. Children who struggle to read will benefit from audio books –they can follow along in the book while listening to the story. Visit a library together: Being surrounded by so many books sparks curiosity – few children can resist exploring what a library has to offer! Don’t force it: Avoid the temptation to force your child into reading books. This inevitably creates dissention and may build walls of resistance that will be difficult to change. We cannot build our children up by breaking them down. It is far more effective to encourage your child to read by being a positive, enthusiastic, excited reading role-model. “The benefits of reading books are clear and to be encouraged. Patience, enthusiasm and being a positive example will win the race,” Cindy concludes. Sharing our content with parents you know will go a long way to making us smile for the day

January 15, 2018

How to adapt to a new school and year

By Dr Claire Symington, Educational Psychologist and head of the Academic Enrichment Centre at Southdowns College Preparatory “But plants grow again,” She murmured, focusing on the verdant beauty around her. “They put down new roots, create room for themselves in foreign soil.” – Nalini Singh. Starting at a new school or even moving from one grade to the next can, at first, be a rather daunting experience for a child. Your child may be worried about fitting in, making new friends and/or managing the academic demands. The anticipation may be making them feel irritable, short-tempered and even physically ill. Here are a few points to help your children find their feet when they have been bumped out of their comfort zone. Check your own anxiety: Parents often project their own anxiety about change onto their children which only serves to further exasperate the situation. It is therefore important that your own anxieties about change are reigned in. If you happen to feel very anxious feel free to express your emotions to your child provided you also ensure that you are actively working towards resolving this emotion by focusing on the positive aspects and promoting excitement about the new opportunities that lie ahead. Don’t dismiss their worries: it is important that you empathise with your child about the possible “what if’s” that may be running through their head. Perhaps they are concerned that they may not be able to make a friend, or that the work may be too hard for them or that they are not going to fit in. It is sometimes easy to dismiss these worries as irrational or ramble off a cliché of sorts to ease their minds – but that offers them very little comfort. Rather focus on practical solutions to empower them. If they are worried about the school work suggest that you will be prepared to organise extra tutoring or if they are worried about fitting in remind them of strategies that they could use to promote contact such as finding something that they may have in common with someone else or encouraging them to try out for a sports team. Get your ducks in a row: Smoothing out any potential and unnecessary complications helps to keep the anxiety levels low. Familiarise your child as much as possible with the school’s expectations and culture by visiting the website, visiting the school beforehand and paging through previous yearbooks. Make sure that all the communication regarding school rules, the uniform, bell times etc. is read and understood so that any embarrassment can be avoided. Little things like making sure that they are on time in the mornings or having the right stationery goes a long way in helping them feel more settled. Encourage social interactions: Get involved with other parents at the school by attending parent meetings, joining the PTA or volunteering as a class parent. Encourage your child to do the same by signing up for extra-curricular activities or inviting friends over. Embrace change: Change is inevitable and transitioning from one grade to the next or to a new school serves as an exercise in teaching them how to navigate their way in uncertain circumstances. By exposing your children to new situations they are in a better position to improve their degree of adaptability. By offering your support and encouragement, your children will be able to experiment with strategies that will serve them well when they come across unfamiliar situations in the future. Be patient: Settling in takes longer for some than others. It is only natural that some parents may feel guilty about their decision to move their child to a new school and it may begin to seem as if your efforts have been futile … remind yourself and your child to be patient. If it does however appear as though they are experiencing severe anxiety or signs of school refusal, it may be a good time to ask your child’s teacher for additional support or contact a professional to assist your child with the transition.

January 11, 2018

Parent Involvement: Stretch your vision for a long-term parenting role – Raising Free Range Children

Written by: Justin Kistan, English & Information Science teacher at Crawford College North Coast Traveler, there is no path. The path is made by walking. ~Antonio Machado It is not that the Way broadens humans; it is that humans broaden the Way. ~ Confucius, the Analects Where did the term ‘helicopter parents’ originate? Is it from the way they hover over their kids or is it because of the deafening sound they produce when their parental rotors are in a tizzy? Either way, it’s something of a spectacle to behold. We can’t blame parents for wanting the best for their children. It’s something we can all easily identify with. We want the people we care about to be looked after. We want to help them be happy, healthy and successful. But sometimes our help can be a hindrance. We need to ask ourselves difficult questions. When do our concern and best intentions become an obstacle to our loved ones continued evolution instead of an advantage? How do we empower our children so that they are strong enough to live without us? And perhaps most importantly how do we go about making sure that our children will be amply prepared for the struggles of the 21st century and have the faculties about them to gain from its many opportunities? So where do we start? As the proverb goes, “the best time to plant a tree is twenty years ago, but the second-best time is now.” So, let’s begin with ideas we can nurture and grow now… · Parenting styles differ greatly. Julie Lythcott-Haims in her book, “How to Raise an Adult – Break Free of the Over-Parenting Trap and Prepare your Kid for Success”, mentions her preferred style, “AUTHORITATIVE, which is demanding and responsive. These parents set high standards, expectations, and limits, which they uphold with consequences. They are also emotionally warm and responsive to their child’s emotional needs. They reason with their kids, engaging in a give-and-take for the sake of learning. They give their child freedom to explore, to fail, and to make their own choices.” This style with its balance of strictness and warmth helps engender a child’s trust and respect. We need to help our kids build self-efficacy. They need to see that success comes from doing work that matters and that it requires effort. They need to have faith in their own ability to complete tasks (without help from their parents!) and reach set goals. Foster grit and perseverance. They need to realize that while there will be challenges in life, they possess the tenacity to meet and overcome them. Encourage in them a Stoic mindset. As Marcus Aurelius said, “What stands in the Way, becomes the Way. The obstacle is the path.’ the world will constantly test them. Can they get past the things that inevitably fall in their way? Will they stand up and show the world what they’re made of? While we’re talking about the self, help your kids develop THE meta-skill of the 21st Century, SELF-AWARENESS, which is the ability to see ourselves for who we are, appreciate how others see us and to begin to understand our place in the world. Self-esteem which is the belief in one’s worth and value is important and must be appropriately nurtured but it is self-awareness that removes the blinkers from our kid’s eyes and allows them the vision to accurately tune into their current station in life. Our children will never get to where they want to go in the future if they don’t know where they are now. Help them develop their will and skill. Teach them to build their competence and with that, they will deserve their confidence. Give them opportunities to enter Flow – “the zone” in which we achieve optimal performance and feel our best. Gaining access to flow means being completely engaged with a task, preferably something you love to do and setting achievable goals. The task is normally something beyond your current level of skill and this requires you to stretch your skill set and reach to ascend to new levels. Kids should find a hobby or seek meaning in their learning which could give them a chance to enter flow. The more they operate in flow, the greater and more spectacular the accomplishments that our kids will accomplish. This is by no means an exhaustive list. But it is a place to start. We need to raise 21st Century Citizens. Future adults who are critical and creative thinkers, resilient and gritty in their approach and most importantly purpose driven. Children who are taught not just to survive life’s hardships but who will seek out and thrive on its challenges.

January 11, 2018

Children get stressed too!

It’s a new school year! It’s exam time! Both of these occurrences during your child’s school life come with their own level of stress – for your child. When your child starts a new school year, or begins exams parents often focus on the stress that they themselves are feeling, rather than taking into account that their child is feeling the pressure as well. “Children don’t deal with stress, or show stress the same way that adults do, and often parents can over-look these clues,” says Carla Yssel, brand manager for Linctagon®. “When children are stressed they are not sure how to deal with it, and this can often manifest itself in a complete change of behaviour – being moody, crying, withdrawing from activities, and even complaining of stomach aches and headaches. Parents need to be on the lookout for these types of behavioural changes when big events in their child’s life occur, such as starting school, or tackling exams.” Although, some stress can be a positive as it can motivate your child to overcome what is worrying them, being over-stressed can cause illnesses. The stress hormone corticosteroid suppresses the immune system, and results in your child getting a cold or even the flu. “We are often consumed with whether our children have the correct stationery, or have prepared enough for their exam, that we forget to actually take care of them,” says Yssel. Yssel provides 5 tips on how to look after your child during stressful times: Be prepared in advance: Make sure that your child has everything they need long before school starts, and gets through all their studying with enough time to revise before an exam. This will give your child the peace-of-mind they require to overcome any stress they may be feeling. Get enough sleep: A good sleep is sure to improve your child’s concentration, and also allow them to feel ready to take on the new day with confidence and a clear mind. Talk to your child: Your child needs to know that you support them, and that you understand what they are going through. Talk to them about what they can expect on their first day of a new school term or year, or that no matter how they do in their exam you will support them through it all. Give them the edge: When your child starts to feel a cold or the flu coming on, give them Linctagon® Effervescent (which can be used from age 12) or Linctagon® Effervescent Junior (can be used from the age of 1) to help get over colds. Linctagon® effervescent and Linctagon® effervescent Junior contain the active ingredient Pelargonium sidoides and with its active support can shorten the duration of the common cold as well as reduce the severity of symptoms with the added Vitamins A and C, anti-inflammatory MSM and immunity enhancer Zinc (Alt Med Review, 2007). This will allow your child the opportunity to get back to what really matters; quicker than usual (Lizogub et al, 2007), and it is suitable for children and adults who are diabetic. Take time out to laugh: Just because your child is writing exams, or getting ready to go back to school it doesn’t mean that all fun needs to end! Laugh with your child; let them forget what they are stressed about, and just have a moment to breathe. Sharing our content with parents you know will go a long way to making us smile for the day

January 10, 2018

Help your Child Play (right) to lay the Foundation for Future Academic Success

Giving their children a head start is something parents want to do. Unfortunately, the way this is done in our hyper-competitive, over structured world may in fact be working against exactly these intentions. More and more research is showing that the most critical activity for the development of little children’s brains and their social and cognitive skills, before they go to school, is good old-fashioned play. Far less is gained when little children have full schedules of structured activities, from basic maths classes to early reading, gymnastics, kiddy music and mini-soccer. “When it comes to brain development, time spent in the classroom and at other structured activities is less important than time on the playground,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. She says that research by Sergio Pellis, from the University of Lethbridge in Canada, showed that the experience of play changed the connections of the neurons in the pre-frontal section of a child’s brain, and that without play experience, those neurons remained unchanged. “Pellis found that it was those changes in the prefrontal cortex during childhood that helped wire up the brain’s executive control centre, which has a critical role in regulating emotions, making plans and solving problems. In other words, play prepares a young brain for life, love and even schoolwork,” Eaton says. But she warns parents whose children’s rooms look like toyshops that they need to get things back to basics, because the kind of play that is beneficial is primarily the kind of play that requires creativity, imagination and problem-solving. “In the pre-school phase children need basic toys, not those with roles defined by the media, as the latter limits imagination and the opportunities to plan and create. Provide the child with a good set of plain wooden bricks, a few non-battery-operated cars, a soft doll or two, a teddy, some plastic plates and cups and a big ball. “Old blankets or sheets for making houses and tents, and some boxes and crates will provide the basics for endless creative and imaginative play. Playdough, some crayons and big sheets of paper – not colouring books – as well as some paint will amply provide for creativity,” says Eaton. She says that parents need to appreciate that in allowing their children plenty of opportunities to play, with others and alone, they are laying the foundations for academic success. “Young children work hard at play, and it is not for nothing that play is considered a child’s work. They invent scenes and stories, solve problems and negotiate their way through social roadblocks. They know what they want to do and they work and plan to do it. “We as adults must not be too quick to interfere in this process, but allow them to work things out for themselves.” Parents who want to ensure their children are exposed to the right kind of free play (which ironically is also the least expensive kind) should ensure that they provide, from an early age, access to materials that will stimulate their sensory systems. These include water, sand, things that make a noise, books with pictures they can relate to and toys of different textures. “The contents of your saucepan and plastics cupboard will give hours of creative play while teaching concepts of matching, size, shape, texture and sound. Things that bounce, roll and change shape when pressed or pulled help develop spatial skills and visual acuity,” says Eaton. “Children must be free to move around once they are mobile, obviously with safety in mind, but do not fear the odd mouthful of grass or your child being dirty. Allow them to dig in the garden, pick flowers and when they are older, make mud cakes and grass ‘soup’ for their fantasy games.” The Russian psychologist Lev Vygotsky found that children are able to rise above their average behaviour through play, notes Eaton. “It is through fantasy play that children make sense of their world. They must pretend and take on roles in order to understand. The more time children spend in dramatic play, the more they advance in terms of intellectual development and their ability to concentrate. “As a parent, it is best to curb the growing fashionable trend of extra murals for little children and allow uninterrupted time and space for fantasy play. Choose a pre-school that believes passionately in play based learning. This allows children to work through emotions such as anger, fear and jealousy, to become more self-disciplined, and to develop resilience. All these skills are essential to the development of individuals who can in future master academic challenges and live comfortably in their society.”

December 15, 2017

Deciding whether to keep a child back at school

Imagine that you are observing from the side of a swimming pool and are watching children learn how to swim. As you watch, you notice the different variety of abilities, confidence levels and fears that they display in the water. Some children seem to grasp these new skills with ease while others seem to struggle and need a bit of extra assistance and encouragement along the way. With a swimming gala looming ahead, the decision has to be made as to who is competent enough to compete at the next level, and who may need extra practice in mastering the skills that are needed. “In a scenario such as this one, it is without a doubt that any child who has not sufficiently mastered the skills at this level will become more fearful, less confident and progress slower if they were forced on to a more challenging level. They may even risk drowning in the process!” says Cindy Glass, Director and Co-founder of Step Up Education Centres. She adds that while learning to swim is not quite the same as learning to read, write and progress academically, the principal of learning any new skill is the same. “It is best to achieve sufficient mastery of each level of study before progressing to more challenging levels of learning.” Sadly, for generations, the need to repeat a school grade has been classified as a failure, leaving scores of parents and learners struggling to embrace the idea of repeating a grade to better master the necessary skills needed for the next level! “Yet, forcing a child, who is not ready, into the next grade could have a significantly negative impact on the child’s self- esteem and, worse, it could slow the learning process or even stop it altogether as the child’s struggles worsen with the pressures of the new grade!” Cindy explains. Cindy gives the following advice to parents facing the decision of whether to allow their child to repeat a grade or not: Repeating a grade is NOT a failure. It is an opportunity for a struggling learner to better master the skills he needs! If you speak of failure, your child will feel like he has, indeed, failed! Your approach to a child repeating the grade will determine your child’s reaction toward it! Discuss all available options with your child’s teachers before making a final decision. Have an open mind – remember that this is about what is best for your child. Discuss any concerns that you may have openly and honestly. Consider your child’s level of competency in the current grade. If your child is struggling significantly, he is most likely going to struggle even more so in the next grade. Consider your child’s age and physical development. Remember, always, that YOU need to decide what is BEST for your child. A child who is significantly taller or older than his upcoming classmates may feel too embarrassed for a repeat to be of any help! Make a list of all the pros and cons of your child repeating the grade or going on. Ask yourself: What is best for my child? What are the long-term benefits or harms? What would happen if I do/do not allow the repeat? “There is no denying that the decision to repeat a struggling learner is an emotionally tough one to make. Take your time and do what you feel is best for your child. Remember, how you react to the situation will set the tone for how your child responds to it!” Cindy concludes.

November 29, 2017

Grade 11’s – Now (not next year) is the best time to consider your study options

With three months left before they enter their final year of school, Grade 11 learners could be tempted to make relaxing their only priority before the whirlwind year that is Matric. However now is precisely the time they should be investigating and even pinning down their further study plans, an education expert says. “Once you’ve started your Matric year, you will have very little time to focus on ensuring you choose the right course and the right institution for you, because of the workload, endless rounds of revision and exams, and all the fun and functions that go with your last year at school,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. Kriel says many Grade 12s get so caught up in the social and academic demands of their final year, that they don’t spend enough time ensuring they investigate all their options and apply timeously to university or private higher education. This could lead to them missing out on a space, settling for second best, and diluting their Matric study efforts with stress and anxiety about what they are going to do after school. “Another thing that Grade 11s are often not aware of, is that they can submit applications on the basis of their Grade 11 marks, which means that they can then focus wholely and completely on Grade 12, without further concern or distraction about what happens the year after. In addition, knowing what you want and where you are going at the start of the year, will also help you focus your study efforts, as you’ll know exactly what you need to achieve during the year and at your final exams.” Kriel says that the changed Higher Education landscape in South Africa means that prospective students now have many more options than what they had in the past, when the default approach was to enter a public university for a 3-year degree. But he warns that because there are so many more options now, prospective students also have more work to do to ensure that they find the right course and right institution for their unique goals. “Finding the right study direction should be on top of your priority list when finding out about what and where to study,” he says. “In addition, selecting an institution that will meet your needs is the most important aspect of helping you prepare for your future.” Kriel warns that while the websites and brochures of institutions may provide one with the basic information about which programmes are on offer, the process of applying and cost, merely looking at brochures and websites may not give you the type of information that would really allow you to make an informed decision. “In fact, all institutions would provide you with course information, but no institution will state that the size of the Business Management 1 class is over 500 or that it is really challenging getting academic support on campus. Therefore, the only way to find out about such underlying aspects is to ask the right questions. And to do so thoroughly takes time – time which you are not likely to have next year.” Kriel says when evaluating institutions, future students should attend open days, physically visit the campus, and make telephonic or written contact. “These actions and the way your inquiries are handled will provide a solid indication of what you can expect from an institution going forward.” For Grade 11s who are serious about getting their ducks in a row before jumping in the Matric pond, Kriel has a handy checklist that will help them determine which institutions will be able to provide them with the highest quality education. He says prospective students should ask institutions the following questions: How do your class sizes in this particular programme compare to other institutions or universities? (Keep in mind that the institution may not have in-depth information about the class sizes at other institutions, but you want to hear about this particular institution). How is classroom contact time and self-directed study balanced? (Self-directed study is an integral part of higher education and therefore as important as classroom contact). How is technology supporting the learning experience of students at this institution? (Merely having a data projector in classrooms or lecturers making presentations available electronically is not the response you are looking for). How important is employability of students after studying at your institution? (You want to listen out for responses that relate to industry ties, industry input into curricula, work readiness programmes, career centres, as well as the lecturing staff’s industry experience and relationships with industry). If I get stuck with an assignment or project, which resources and courses of action are available to me? (Only talking to your lecturer is not an ideal response. You want to listen for reference to, for example, library support and resources, writing centers and other forms of student support). Even if not applicable to you, it may also be a good idea to ask about the institution’s policy and support for students with special needs, for example needing extra time in assessments. (If they stumble in answering this question, it may be an indication that they are not really focused on this aspect of student support, which may be a sign about their overall student centeredness).

November 24, 2017

No more headaches about exams

Examinations are stressful enough for learners and students, without them having to worry about headaches and migraines. Unfortunately it has become an ordinary occurrence for students and many of them feel helpless when dealing with this problem. They can feel so overwhelmed that they completely forget about the effects this is having on their health. Dr Elliot Shevel, South Africa’s pioneer in the field of migraine surgery and the medical director of The Headache Clinic, says headaches and migraines can have adverse effects on the performance of students and suggests the following measures: Be aware of your posture when studying as this can result in a tension headache. Use a good chair that supports your back and that gives the ideal posture. Visit www.headacheclinic.co.za to get a free copy of the Ideal Computer Posture. Learn the right stretching exercises to stretch the muscles of your head, face, neck and jaw. Finding out what triggers your headaches by keeping a diary. Each time you suffer from a headache, make a note about the warning signs, triggers and severity. If you can discover some of your personal triggers, you may be able to avoid future headaches. This diary is important as it will give your medical professional an accurate history of your headaches. Dietary migraine is a common affliction. These are usually triggered by foods that assist with energy such as chocolate. Chocolate raises the blood sugar levels quickly and then allows it to drop quickly again. Low GI (Glycaemic Index) foods give a more even blood sugar level. Use the nutritional facts label to help choose healthy foods when shopping. A dietary trigger diary is available on www.headacheclinic.co.za under “Free Assistance”. Beware of Medication-Overuse Headache (MOH). Medication is only appropriate for someone who suffers a few times a month. According to the International Headache Society, if you are taking medication more than twice a week you are at risk of developing MOH. This means that the drugs you are taking will cause the migraine to become more severe and more frequent over time. Dehydration is a common trigger, adequate intake of fluid throughout the day to prevent headaches. The human brain is more than 75% water, and it is very sensitive to the amount of water available to it. When the brain detects that the water supply is too low, it begins to produce histamines. “If the problem persists, it is imperative that you get an accurate diagnosis” says Shevel. “There are a number of treatment options that can be investigated. The longer the headache persists, the more damage will be done. One must get to the bottom of the problem and resolve the pain permanently.”

November 17, 2017

The unwrapped gift of the gifted child

When we think of gifted children the first name that springs to mind is usually Einstein. I can’t help but wonder how many therapies Einstein would have been in if he had been born today. Rumour has it that he only started speaking at age 3, so already we have delayed development, paeds and speech therapy. Some have said that he would have been diagnosed today with autism or aspergers and would probably end up in special ed. He was known for long periods of daydreaming, something we treat these days with ADHD meds. Would we even pick up the underlying genius at all? I doubt it. Most gifted kids end up like an unwrapped gift – they are a group of the most unrecognized and misdiagnosed children around today. They are some of the children most often found in a variety of therapies because they don’t fit in the normal schooling mould and we don’t know what to do with them. They often have inconsistent developmental rates where they’re very advanced in one area and quite behind in another and so we surmise that they can’t be gifted if they’re not coping or at a similar level as other kids their age. Gifted kids tend to have one or more over-excitabilities including physical (misdiagnosed as ADHD and put on meds), sensory (misdiagnosed as sensory integration issues and sent to OT), emotional (misdiagnosed as emotional problems and sent to play therapy). It is up to us as parents to inform ourselves and trust our instincts when it comes to our children. Just because some professional tells you your child has a problem does not necessarily mean it is true. Get another opinion. Do some research. Dig a little deeper. Gifted kids may even need some therapy and may even have a learning disability that comes alongside their genius but often they are simply misdiagnosed in our modern day obsession with fixing children and making them all alike. If you suspect your child is gifted, they probably are. Here are the typical traits of a gifted child (keep in mind that gifted children, like all children, are unique and may or may not display all of these traits): Unusual alertness, even in infancy Rapid learner Excellent memory Unusually large vocabulary and complex sentence structure for their age Advanced comprehension of word nuances, metaphors and abstract ideas Enjoys solving problems, especially with numbers and puzzles Often self-taught reading and writing skills as preschooler Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age Concern with social and political issues and injustices Preoccupied with own thoughts—daydreamer Learn basic skills quickly and with little practice Asks probing questions Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts idea or things together that are not typical Keen and/or unusual sense of humour Desire to organize people/things Vivid imaginations (and imaginary playmates when in preschool) Parents are actually very good at judging whether their child is gifted or not, so trust yourself. Gifted kids, like special needs children, have different requirements in terms of education, stimulation, and emotional support. The sooner you unwrap your gift, the sooner you can figure out exactly how to nurture your unique child into fulfilling their potential.

November 14, 2017

Some games are good for cognitive development – experts say

Certain toys and games play an integral part in a child’s cognitive development and one of the best ways to nurture a young brain is through play – it challenges thinking and the ability to process information. The body as an “architect of the brain” Parenting expert Nikki Bush explains that the body is an “architect of the brain” during childhood and in order to best understand the world around them, children need to be exposed to a range of scenarios to ensure the brain remains stimulated. She says that school, home and the outdoor environments are important; and so are toys and games with educational value, like Lego, and arts and crafts. Engaging in conversation with both adults and children is also a “big advantage” and encourages interaction and open communication. Different stages; different needs “Children go through different stages of development that all play a role in their ultimate cognitive development. Different environments, different people and different toys with value help to stimulate the young mind and assists children to interpret new information accurately,” Bush says. And a young brain learns easily, she explains that during childhood the brain is “extremely plastic and elastic” and with the result, learning is much easier for young children than older people. “Ever hear the saying that a child’s brain is like a sponge? That’s because it’s 100 percent correct, much learning happens when they’re young as they’re able to absorb information and understand things quite easily,” she says. Phases of learning: Concrete Semi-concrete Abstract The concrete learning phase is most important, Bush says no images on screens or in a book can substitute the real thing, “real trumps everything in early learning”. The Child Development Team at Toy Kingdom South Africa says stocking toys that are good for cognitive development is high on its priority list. The range of Hape products, along with Lego are just few developmental toys on the store’s shelves. “Children thrive on three-dimensional learning. And the concrete phase allows a child to interact with a real object with their bodies. They are able to feel that an apple is round, see its colour, taste and smell it,” she says. Bush says children should be able to internalise and experience with their bodies for an ultimate memorable learning experience.

November 14, 2017

Collaborative Learning

by Prof Rita Niemann Gerlach (2004) explained that collaborative learning is in essence a natural social act, implying talking about and discussing topics, which results in learning. In applying collaborative learning in terms of an educational approach, it means learners working together to solve problems or challenges in order to complete a task. How can collaborative learning contribute to the learning process? Collaborative learning can contribute to the learning process if the following elements are catered for: Some tips for effective collaborative learning Constituting the group Ideal size: 4-5 learners. Set up the groups prior to assigning the tasks. Place groups in a way to optimise collaboration (e.g. around a table). Assigning the task Plan meticulously (e.g. the purpose, handouts, resources, etc.). Use real-world problems to stimulate problem-solving and critical thinking skills. Link emerging ideas to the purpose and objectives of the tasks. Allow sufficient time. Align tasks to the learners’ experiences, access to resources, skills, etc. Present task in a visible manner. Group member interaction Allow for questions, if learners are not clear about what is expected from them. Insist on proper behaviour. Set ground rules for how groups have to operate. Account for the diversity in and between groups, Assign roles to the members of the group or allow the groups to assign their own roles. Determine whether the team members have the required resources or allow for sharing resources. A group name or logo builds group cohesion. Allow for ample communication between members. Allow learners to conduct research/explore options to solve a challenge/conduct an activity. Allow for applying their own ideas. Facilitator’s role Have incentives/rewards to excite members to accomplish their goals. Include an element of competition. Monitor the groups’ progress, but do not interfere with their work. Let groups give feedback (orally or in a written form). Give constructive feedback on what worked well and where learners were on the right track and make suggestions for improvement. Allow learners to reflect on their group experiences. Discuss/present the outcome/s to get critique. Support learners who fall behind. The usage of technology should be considered (e.g. chats).

November 9, 2017

Early School Years Crucial for Cultivating Emotional Intelligence in a Child

Of the twelve years that children spend at school, the foundation phase – years one through four – are the most critical for cementing the long-term potential of children and enabling them to become successful adults, an education expert says. “It goes without saying that academic excellence is important, but developing children’s emotional intelligence may literally make the difference between success and failure in their lives,” says Chris Van Niekerk, head at Founders Hill College, part of Africa’s largest private education provider, ADvTECH. He says that when undertaking the important task of investigating schooling options, parents and guardians should consider more than the academic or sporting achievements and track record of a school, and also enquire about a school’s approach to instilling vital life skills. “Nurturing emotional intelligence should be considered as important as teaching children to read, write and do arithmetic – if not more – and schools, parents and communities have a duty to ensure this fundamental life skill is not left by the wayside,” he says. Van Niekerk says the younger the age at which children acquire these insights and skills, the better. “It’s in years one to four that children learn to love learning; learn about a world that challenges and rewards; and learn what makes them who they are: unique human beings who hold a wealth of potential and who can do anything they put their hearts and minds into. “It is during these years that these skills become part of the child’s character and personality: guiding their decisions, helping them make sense of the world, and being the foundation of their relationships with others. Starting with five-year-olds is the best place to start.” Emotional intelligence can be described as a set of softer skills that help children grow up to become “likeable”, successful human beings who can accept that not everybody in the world is going to be like you, agree with you or think like you. More than this, it’s understanding that this diversity is not only good and desirable, but to be celebrated and embraced. “It’s learning how to give and take: to compromise and to negotiate. It’s learning to relate to others: to empathise and communicate your own feelings in a situation. It’s learning to listen to what other people say, and how to speak your own mind. It’s acquiring the skills and the confidence to articulate your feelings and ideas, and it’s learning to identify what it is, exactly, that makes you respond the way you do to people and situations around you. Critically, it’s learning how to manage those feelings, instead of letting them manage you.” Van Niekerk says that emotional intelligence skills aren’t ones that can be taught in lesson slots on the timetable. Instead, they should form part of all interactions, whether they be during academic, social or physical activities. Additionally, provision should be made for assisting children who show signs of needing early intervention to reach emotional intelligence milestones. “Success cannot only be measured academically and professionally. It is measured by the quality of our relationships, and by our ability to lead meaningful, effective lives,” he says.

November 9, 2017

Drink Rooibos Tea to Improve Concentration During Exams

Coffee and energy drinks are usually the go-to beverages for high school learners and students to help them cram for finals during the stressful months of October and November, but science suggests they drink rooibos tea as an alternative to help them stay on top of their “A” game. Several studies point to rooibos tea’s ability to protect healthy cells from damage caused by free radicals and that its high level of antioxidants could reduce the effects of oxidative stress, which learners and students typically experience in the lead up to and during end-of-year exams. Adele du Toit, spokesperson for the SA Rooibos Council explains that the brain appears to be especially susceptible to excessive oxidative stress, because of its high demand for oxygen. “Dietary antioxidants, like the polyphenolic compounds found in rooibos, have been shown to protect neurons against a variety of neurodegenerative conditions. Reactive oxygen species (ROS) or more commonly referred to as ‘free radicals caused’ by poor nutrition, cigarette smoke, excessive alcohol intake, pollution, among other factors, are harmful elements that trigger oxidation (disruption of a living cell) in the body and brain. The stress hormone, cortisol, which is elevated during exam time, increases inflammation, and further intensifies free radical production. “When these free radicals cause oxidation in the body, they damage the healthy cells which could hinder one’s ability to learn and retain information. Rooibos counters this impact by reducing the effect of oxidative by-products in neural pathways thereby stimulating concentration and focus. “Unlike coffee, which could give you the jitters followed by a crash, rooibos tea is a cleaner-burning and longer-lasting fuel for the body since it doesn’t contain any caffeine or tannin. An added bonus is that it also relieves tension and headaches,” she remarks. While consuming small amounts of caffeine daily is not harmful, drinking too much, such as during exam time, could prove dangerous and lead to a physical dependence since it is highly addictive. The temporary boost of energy it gives you, may also keep you awake for longer than is needed, which could lead to unwanted fatigue on exam day. Du Toit recommends six cups of rooibos tea a day for optimal replenishing of critical antioxidants. “Rooibos tea has no side-effects and contains some of the strongest and most unique antioxidants in the plant kingdom, including aspalathin and nothofagin. Students should make the most of this natural energy drink, which is tasty, affordable and can be enjoyed hot or cold.” Here’s a few fun twists on rooibos tea to get you through your finals: Basic rooibos iced tea: One litre of Rooibos tea using four to six teabags Sweeten the tea with honey to taste and leave it in the fridge to cool overnight Experiment with this basic iced tea, by adding mint, lemon, orange, granadilla, mango or apple, or a combination of flavours until you find one that you love. Juiced or squeezed fresh fruit usually delivers the best results, but you can also use honey and preservative-free fruit juice. Mixing it with cold rooibos will make it go further and keeping a jug of it in the fridge should mean you don’t have to keep buying juice. Rooibos can be kept in the fridge for up to two weeks without spoiling. Rooibos and berry iced tea: 8 rooibos tea bags or flavoured rooibos of your choice 1 cinnamon stick 4 whole cloves 6 thin slices ginger 4 cups (1 litre) boiling water 4 cups (1 litre) 100% berry juice, chilled Lemon juice to taste Place tea bags, spices and ginger in a large glass jug and pour over boiling water. Stir well and allow to cool for about two hours. Remove tea bags, ginger and spices. Add berry juice to the tea and season with lemon juice to taste. Enjoy cold with ice and mint leaves, fruit and lemon. Rooibos ice-lollies: By pouring some Rooibos iced tea into popsicle containers or ice-cube trays and freezing it, you can also enjoy it as a refreshing treat when you get the munchies while you’re studying. For more info about the health benefits of rooibos, visit www.sarooibos.co.za

November 9, 2017

Exams: Study Time vs Screen Time – Striking the Balance

Helping children to build a healthy relationship with technology, and knowing how much of what is enough, is challenging for parents under the best of circumstances. Exam time however throws a whole new spanner in the works, an education expert warns. “While some parents might want to introduce new house rules or impose a total ban on screen time during important periods such as exams, that approach could be counter-productive,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education provider. “However it is necessary to review and agree on how devices and especially social media will be used during this period,” she says, “and parents and guardians should play an active role in assisting young people to strike the right balance.” Payne warns that parents will face a lot of resistance if they implement a total ban on social media interaction, which will not be conducive to a positive studying environment. “Matric and other exams are already very stressful, and social media can help learners and students unwind and let off steam by sharing their concerns, clearing up study material confusion and encouraging each other. “A better approach would be to rather restrict social media during focussed 1-2 hour study sessions so concentration is not interrupted, and allow it during breaks – preferably away from the desk – in conjunction with a healthy snack and some fresh air.” Payne says that in general, parents should assist their children to build a healthy relationship with technology from an early age, noting that technology has become an integral part of children’s lives. “While there are of course dangers and concerns, technology has also brought many advantages and opportunities. Our children need to build a set of skills – hard skills and common sense ones – around technology as it will always be a huge part of their lives, whether when researching school work, investigating higher education options or searching for career opportunities, or whether for entertainment or engaging with social media contacts.” She says that approaching technology positively and pragmatically right from the start can help families engage better. “It can improve their resourcefulness, open up new avenues for learning and help them better understand how to manage social interactions. Parents need to be honest about their own concerns and should support and mentor their children by creating the right environment in the online world, as they would in the offline world. “Encourage the learning, whether it is online or offline, but set boundaries and time limits on digital engagement, study methods (which should also include pen and paper and not just digital learning) and also digital social interactions during exam time. There are thousands of mobile apps and software applications that support learning in a fun and constructive way, and that can ensure that study time is in fact study time, and not Facebook time in disguise.” Payne says there are 4 simple things parents can do to ensure healthy technology habits for life: Create and schedule fun offline activities and spaces where the family can interact without technology. Spend time with your younger children sharing your “tech time”. You can sit with them and create study notes or play an educational game together. This form of interaction can open up interesting discussions, in a natural way, and not feel like it is a forced conversation. The interest you show in your young child’s technology interactions will build a feeling of trust between yourselves and technology will be seen as a constructive tool for learning. Respect your children’s privacy. This could be as simple as asking for their permission before you share and tag pictures of them online. If they don’t want you to do it, then respect their wishes. Set boundaries (which the adults need to adhere to as well), for instance not interacting with technology during dinner or if someone is talking to you. “Parents need to embrace our changed world and work with their children to encourage a balance between technology and the physical world,” says Payne.

November 6, 2017

Is our knowledge about dyslexia dated? What is the contemporary view?

“According to popular belief, dyslexia is a brain disorder which causes otherwise smart and intelligent children to struggle with reading, spelling and writing,” explains Susan du Plessis, Director of Educational Programmes at Edublox. “The problem is that a lack of education about dyslexia has caused many myths that discourage parents the moment they hear of the dreaded word.” The term ‘dyslexia’ originated in 1884 and was coined by the German ophthalmologist, Rudolf Berlin. It comes from the Greek words ‘dys’ meaning ill or difficult and ‘lexis’ meaning word. Since then, researchers across a variety of disciplines have tried to understand the causes and possible solutions for the problem. “Instead of viewing the collective research in its entirety, we tend to catch bits and pieces. Some of our beliefs about it date back to times before modern-day technology and research revealed the good news about dyslexia,” Susan continues. In a nutshell, some of these misguided beliefs include: The brain of dyslexics differs from poor readers with low IQs; These brain differences are the cause of dyslexia; A host of famous individuals such as Albert Einstein, Walt Disney and Hans Christian Andersen were dyslexic; There is no remedy for dyslexia. One source states it quite bluntly: “Dyslexia is like alcoholism, it can never be cured.” * Susan explains that contemporary research sheds doubt on some of these old beliefs. With the rise of modern fMRI-scanning technology which allowed neuroscientists to explore the human brain in more depth than ever before, old myths about dyslexia have been debunked. Neuroplasticity is a field of study that is significantly influencing the grasp that we have on dyslexia. According to research conducted in this field, the human brain has the ability reorganise itself by forming new connections throughout a person’s life. The findings from a variety of recent studies contradict earlier beliefs in the following ways: Using brain imaging scans, neuroscientist John D. E. Gabrieli at the Massachusetts Institute of Technology found that there was no difference between the way poor readers with or without dyslexia think while reading. ** In a study, published online in the Journal of Neuroscience, researchers analysed the brains of children with dyslexia and compared them with two other groups of children: an age-matched group without dyslexia and a group of younger children who had the same reading level as the children with dyslexia. Although the children with dyslexia had less grey matter than age-matched children without dyslexia, they had the same amount of grey matter as the younger children at the same reading level. Lead author Anthony Krafnick said this suggests that the brain differences appear to be a consequence of reading experience and not a cause of dyslexia. *** Studies of the biographies of Einstein, Disney and Andersen and many other “famous dyslexics” reveal little resemblance with individuals who are currently labelled dyslexic. For example, Einstein was reading Darwin’s writings at age thirteen. “The myth of these ‘famous dyslexics’ has been perpetuated by advocacy groups over many years to keep dyslexia in the lime light,” says Susan.“The problem is that myths like these distract from the scientific study of the field and subtly hints that it can only be okay to have dyslexia if a string of famous people also struggled with it, while that is not the case.” The belief that dyslexia cannot be overcome is deeply rooted in the theory that the brain cannot change. Today we know that the human brain is a powerhouse. New connections can form and the internal structure of the existing connection can change. Susan has been extensively involved in research on the subject of reading difficulties over the last 25 years, and has made a few observations that may give South African parents hope. “At Edublox, we believe that dyslexia is not a DISability but simply an INability. While there are other causes, the most common cause of dyslexia is that the foundational skills of reading and spelling have not been mastered properly. Massive strides can be made when children’s cognitive deficits are addressed, and have seen we have seen amazing results with this approach.” Javier Guardiola, author of the research paper, ‘The evolution of research on dyslexia’ applauds contemporary research and how it has contributed to our understanding of the subject. “Dyslexia is currently an interdisciplinary field of study, involving disciplines as varied as education and neurobiology. Researchers hope that the answers to this complex learning disability lie in the intersection of all these disciplines,” he writes. **** “To create awareness about dyslexia, we need to keep abreast of the latest research and what this means for our children. As parents, we need to keep looking for solutions and support systems that will help us tackle the symptoms associated with dyslexia. And the good news is there has never been a better time in the history of the field,” concludes Susan.

November 3, 2017

Gap Year: Benefits of working at a summer camp

Making a career choice at the age of seventeen and committing to it for a lifetime is a pivotal decision that comes with a lot of pressure. However, times have evolved and we are no longer restricted to working one specific profession for the rest of our career. During a staff training meeting held at Sugar Bay Resort, young adults were given a career guiding lecture by the Director, Zoe Ellender, who said, “Unlike in the past, you no longer have to serve in one position at one company until you retire and get yourself a golden watch for your services. These days, you are allowed to change your career choice as many times as you want to. The diversity in occupation allows for a variation in skills, which plays a significant role in creating outstanding résumés.” Her encouraging discussion with the youngsters opened their minds to realize that it really is okay to make the wrong decisions and start over, as nothing goes to waste. She also explained the importance of taking a gap year and not rushing into a career choice, especially, if you are doubtful. Ellender shared her story of how she spent her college years working long hours to obtain her Law Degree, and one day realized that it simply wasn’t for her. “I looked around one day and realized that everyone around me was miserable. All we had to deal with as lawyers were people’s problems. This wasn’t a happy environment,” said Ellender. Soon enough, Ellender realised her dream to run an American-styled kids camp, a place that was happy and safe for children in a way that also nurtured their development. Ellender quit her career as a lawyer, and her husband Nicholas, who was an engineer at the time did the same. Together, they worked to build their dream, which is now a running success sixteen years on. Members of her audience were given the opportunity to share their experiences. Here’s what some of them had to say: “Sugar Bay appealed to me as an ideal place to work, build experience in working with young people and at the same time learn to be responsible, develop myself and gain life experiences. Sugar Bay is a great place to learn during a gap year. On both my previous visits, the counselors were true role models and I was inspired by them to be the happiest and most positive version of myself that I could be. They were always super positive and uplifting. They are also easy to relate to and I have been able to do so in my short time here. I feel Sugar Bay can be a great place for many adults.” – Emilio (high school graduate – Sandton) “I had left school and always wanted to take a gap year, but didn’t know what to do. I ended up applying to varsity and got accepted for B. Com. Marketing which was something I was excited to do. However, two years into studying, I found myself extremely bored and unmotivated, with no interest in continuing. So, this year, I set out looking into summer camps in America, and while doing this, I came across Sugar Bay. I sent my application and got accepted. Before arriving at Sugar Bay, I found it extremely hard to step out of my comfort zone and was very scared of change. After 3 weeks of being at camp, I have seen my confidence grow; my ability to approach change has grown and is also still growing with every passing day. I wake up every morning excited to take on a new day working with the children at camp. I feel that the children and the counselors are the reason why I have grown while working at Sugar Bay. I am loving every day here and I am extremely happy I have found something that interests me.” – Rourke (high school graduate – Johannesburg) Many youngsters between the ages of eighteen and twenty-six join Sugar Bay during their gap year as a camp counselor often in pursuit of becoming a camp counselor in the United States, or as an opportunity to learn more about themselves and what passion and skills might warrant a future career. The two-week staff training program allows young adults to not only gain experience working with children, but they will also be trained in Emergency First Aid and CPR, as well as be introduced to child psychology, theory and practice of teaching, activity instruction and leadership training. The significance of this experience is that it allows young adults to learn more about their strengths and weaknesses while preparing them for making important career decisions. For more information about being a camp counselor at Sugar Bay Camp, and about the application process please visit www.sugarbay.co.za/work-for-us, or email [email protected].

November 1, 2017

Child writing matric? Here’s what the experts say…

You’ve almost seen your child through 12 or so years of school; and now, over the next weeks, it’s going to be time for them prepare for, and write those final Matric exams. Matric is that bridge linking the closing of the protected child chapter of their life and their beginning as a young adult of the world. It’s a particular milestone that can heighten and intensify a parent’s hopes and fears; and impel that natural urge to want the very best for our children into overdrive. However, experts advise that parents need to be aware of, and also manage their stress and strong emotions at this time so that they can appropriately support their child in reaching their potential in a highly charged circumstance. Dr Jaclyn Lotter, Counselling Psychologist and Head of Academic Programmes at SACAP(The South African College of Applied Psychology) says, “It is really important for us, as parents to recognize that our children are highly reactive to our emotions. At this time of increased stress, we want to be as calm, confident and contained as possible; as a role model, and because they are very sensitive to our emotions. If we go into a state of high anxiety because of the exams, they will feed off that stress, which is counter-productive to the outcomes we want. As parents, we have to make sure that our stress doesn’t become their stress. While we are currently advising Matric students to maintain balance and manage stress, exactly the same applies to parents. We also need to self-reflect, adjust our perspectives and focus on engaging in healthy activities and interventions that support our balance.” Actually, what is your role as the parent of a Matric student? This is an important question for parents to consider. As Jaclyn points out: “As much as we want the best for our children and will do just about anything to ensure this, these are their exams. It’s our children’s unique 2017 Matric experience and their performance is entirely in their own hands. You cannot write these exams for them; you cannot secure any kind of pass for them and you cannot achieve any distinctions on their behalf. The critical role that you have to play is being their main supporter. The key to that is taking an interest, being available to them, keeping the lines of communication always open and being encouraging, rather than critical. It is really important to give our children the space and responsibility to set their own goals for their Matric exams, to achieve these for themselves and their future.” Are you a motivational parent? Having someone believe in you, encourage you and even, champion you is a powerful, confidence-boosting and motivating force for good. While fear can effectively provoke short-term action to achieve a goal, it also evokes stress and anxiety which impact negatively on performance, especially over the long term. On the other hand, motivation based on good sense and warm encouragement is a more sustainable way of getting through the inevitable good and bad days that Matric exams present. Claudia Raats, Research Psychologist and Academic Programme Developer at SACAP says: “We need to be aware that our Matric children are likely to have some ‘bad’ days over the course of the exams. It is likely that they will not always come home to report that they have written a good exam. They may well come home despondent. It is important for parents to be aware of not being reactive to this, and to rather normalize this feeling for them. It can help a lot if you engage in a motivational conversation where you help them accept the reality of their bad day and help them put this into perspective so that they can focus with confidence on their next exam challenge.” Should home and family life change to support a child writing Matric? Jaclyn says: “Drastic changes probably won’t be helpful. As parents, we will want to maintain as much of our constructive routine and consistency as possible. It might be necessary to make some adjustments to ensure that the home is as conducive as possible to studying. We might want to find ways to keep noisy younger siblings at bay, or minimize the time our Matric student is expected to spend on household chores and responsibilities so they can keep their focus on studying and well-being. And, that’s an important point. As their supporter-in-chief, you can really play an important role in helping your child maintain balance. They cannot spend all their time studying. Sitting non-stop in front of your books does not equate to better results. They still need their time for exercise, sufficient sleep and healthy eating; as well as reasonable time for socialising, relaxation and the enjoyment of life that ensures their well-being. Claudia agrees: “The home needs to temporarily adapt to being an environment conducive to focused study. This doesn’t have to be radical: A quiet, private, comfortable space to study Perhaps, less chores and responsibilities may be necessary Healthy meals and snacks Your study plan for them, or theirs? “We’re not going to be able to sit in the exam venue with our children when they write their exams. Our support is different. It needs to foster a sense of independence, confidence and self-reliance in our child. If you draw up the study plan, they don’t have ownership of it. By all means offer interest, support, gentle guidance and encouragement if that’s what your child wants from you. But you might well find that your child can devise the optimum study plan all by themselves, after all, they are young adults now. From time to time, during the Matric exam experience, you might find yourself gently encouraging your teen to resume studying after a break, but constant nagging and checking up on them is counter-productive. It only sends the message that we don’t have confidence they can do this for themselves.” Claudia adds: “Keep communication open and

October 24, 2017

Why is early childhood education so important?

By… Chantelle Anderson – Head Directress and Owner at Montessori Nosipho pre-school As an early childhood educator I often come across concerned parents who ask the question, when is the right time for my child to start school? There are many things to consider when answering this very important question. Maria Montessori believed that children pass through different stages throughout their development when they have a sensitivity to learn a specific skill, hence she came up with the term ‘sensitive periods’. Children are in their sensitive period for many things between birth and 6 years of age so it is important to make sure that when they enter into each stage that their needs are met and they are stimulated correctly and sufficiently in order for them to develop in all the ways necessary, cognitively, intellectually, socially, emotional and physically. Different sensitive periods include, sensitive period for order, language, movement, refinement of senses, grace and courtesy, numbers, just to name but a few. A child’s sensitive period for language is between birth and 6 years, actually believe it or not from 7 months in utero to 6 years old. The prenatal influence on language is important as this will allow a child to start making sounds and speaking small simple words at the age of 7-8 months to being able to communicate with 3-4 words sentences by 3 years of age. In saying this, this is an important part of a child’s life, as they need to be able to use words or language in order to communicate, a vital part in our everyday lives. I have heard concerns from many parents that because their child isn’t of speaking age, it is atomically assumed that they cannot attend school because they cannot communicate. This is not the case at all as children will only learn faster and be more advanced being around children of their similar age and having the stimulating environments influence on them, especially in a Montessori environment were children are encouraged to develop through many different ways and experiences, so why can’t they be at school? Why can’t they listen to their older siblings or school peers speak and teaching them how to do so in turn? Children will often copy a child of similar age better than that of a much older sibling or parent so school would give them the best opportunity for this. Another important sensitive period that cannot be missed and certainly won’t be tented to being at home stuck in front of the T.V or not having an adequate environment to help them through this stage or to help the child develop is the sensitive period for movement. A child may learn to crawl, walk and run in their home environment but in the unfortunate event that a child lives in a home environment where they don’t have a garden or play area how will a child learn other necessary skills or how will they meet their sensitive period for movement (birth to 4 years). An early childhood setting will help them by meeting their needs by providing the child with playground equipment that the child can learn to manipulate, and activities that encourage a lot of movement, for example something simple like fetching their snack from their bag, or walking to the bathroom to wash their hands, or tucking in their chair after working at a table, or simply packing away a book they have read, an activity they have done or even toys they have played with. In turn doing all these very simple activities will not only meet their need for movement but will also help develop the child in other ways, fine and gross motor skills, independence, concentration and so on. They are all so closely linked and without the completion of once stage of development another cannot start. My favourite sensitive period that I love watching children work through and explore is their sensitive period for refinement of senses. A child is fascinated with their sensorial experiences such as weight, smell, touch, taste, and sounds, enabling them to make sensory discriminations. A Montessori environment provides the early child with the ability to explore all of these with specifically designed apparatus, such as taste bottles, the sound bottles, the Montessori bells, the baric tablets and touch tablets etc. In a home environment a child will no doubt be exposed to some of these, for example smelling what mom is cooking for the children, walking around the house feeling the different surfaces they walk on, listening to the different sounds they hear, car driving past, a bird, the wind etc, but why should a child be limited to these experiences only when they can have so much more at their fingertips while they are at school. As an example in our Montessori classroom, we provide the children with a nature table, giving them the chance to not only explore the outdoors while looking for something to put on it, but to touch and feel different weights and roughness of items, or feeding the fish in the fish tank, and often with a surprised look on their face when they find out the texture of the fish food, or when their fingers accidentally touch the water and they realise its warmer than they thought. At art time getting the feeling of paint on their hands, or gluey fingers, of the surprising sounds when they cut different textured paper or draw with different crayons, chalk, pencils and charcoal, or the noise of tearing tissue paper, the list is endless. It is so vitally important that a child is given the opportunity to develop with the correct environment around them, think back to your childhood, some of my best memories are with the group of friends I met at my pre-school and how we endured this new thing of ‘going to school’ together but had so much fun in doing so, working through our different stages of our childhood and growing together rather

October 19, 2017

Turn Prelim Panic into Finals Advantage

Writing Matric prelim exams and receiving your results can be a distressing eye-opener, but learners who perform worse than they would have hoped still have time to use the experience to their advantage before the final exams, an education expert says. “Time is fast running out, and some learners may feel things went so badly with their prelims that they might as well throw in the study towel. However prelims are there for a reason – to serve as a test run for the finals, and to guide learners in their last week of studies. If that is kept in mind, and learners actively take control over their preparation in coming weeks, dire prelims don’t have to be the forerunner to disastrous final marks,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. Mooney says learners should also keep in mind that prelims are often pitched at a slightly more difficult level on purpose, to serve as a wakeup call, and that the most important steps to take right now are firstly to avoid panic, and secondly to take back power by putting in place a winning strategy for the weeks to come. She says the following steps can turn a poor performance into a good one, and a mediocre one into a great one: REVIEW YOUR FINALS STUDY ROSTER Your prelims will have given you a good indication of how much time you require to master your various subjects, which in turn will help you with drawing up an accurate and effective study roster. See where you can save or create time, and where you can put in an extra hour or two every day. Every little bit helps, and the time you took to do a mock paper could mean the difference between being accepted into your course or institution of choice next year or not. Very importantly, stick to your roster and don’t fall victim to procrastination and constant re-arranging of said roster. Right now, you DO still have enough time to get through and master all your work. At the end of the month, that picture would have changed quite substantially. FIND ALTERNATIVE STUDY METHODS AND GET EXCITED ABOUT YOUR SUBJECT If you’ve left room for a movie on a Friday night, why not make that movie one which covers your setwork? You’ll be approaching the subject from a different angle (and use even your downtime efficiently), which deepens your understanding of it. For other subjects, you can find TED talks about topics you find particularly challenging, for instance. These will not only help you to better understand something, but are quite likely to also increase your enthusiasm and inject some much-needed inspiration into the study process. GET A TUTOR It is not too late to get someone to help you master your most frustrating subjects. There might be a retired teacher or recent graduate in your community who can help, or you can enquire at your school whether such assistance is available. Getting the insight and assistance of someone who is not your regular subject teacher can provide fresh perspective and approaches you may not have been aware of before. ROPE IN RESOURCES FROM YOUR FUTURE HIGHER EDUCATION INSTITUTION Whether you are going to study at a public university or a private higher education institution, any good institution will be able to provide guidance and resources to their future students. Student counsellors will be able to provide insights into how current performance matches future options, and what is required in terms of intervention to ensure you can access your choice of qualification. Additionally, good institutions will be able to provide you with practical resources, such as papers from previous years. “The importance of prelims should not be underestimated, because they may very well influence your options down the line. For instance, a higher education institution may decide to withdraw a conditional offer if you did not perform well,” says Mooney. “However, using the learning from your prelims if things didn’t go to plan is one of the major reasons these exams exist in the first place. So if you resolve right now to take stock and take action, and throw yourself into preparing for your finals, there is a very good chance that you can turn things around and put in a final performance that will render unfortunate prelim results almost inconsequential.”

October 11, 2017

How to Replace Screen Time with Foundational Reading Skills

Most parents are very aware that too much screen time for young children isn’t a good thing, but many are just as uncertain about what exactly the problem is and, importantly, how time can be more constructively spent without it becoming an additional daily burden adding to the stress of the adults. “Taking the guesswork out of quality family interaction, which also assists in the development of the child, is half the battle won,” says Barbara Eaton, Academic Development Advisor for the Pre-Primary Schools Division at ADvTECH, Africa’s largest private education provider. Eaton says parents who rely on some screen time to get a bit of a breather shouldn’t feel guilty, but adds that they should ensure they also spend time every day connecting with their children through activities. Activities, which are both fun and will aid the cementing of the skills they will require for reading success in future, can be woven into the daily routine. “We are constantly researching improved methods of teaching foundational reading skills from Grade 000,” says Eaton. “Research into the reading brain indicates that 40% of children learn to read easily, but 40% of children are at risk and 20% at severe risk. Over twenty thousand studies of children failing at reading in the USA indicated that the bottom 40% of readers lack phonemic awareness, which is the ability to hear, identify and manipulate individual phonemes – the smallest unit of sound in the spoken word.” Eaton says the human brain is wired for developing spoken language which is why, with good personal interaction, babies develop speech from an early age without intentional teaching. “But there is no automatic brain wiring for reading and spelling, so all aspects of these skills need to be taught systematically and explicitly. Modern life has increasingly seen young children spend significant amounts of time in front of screens, which focus their brains on visual more than auditory content. “The major problem with screen time is that much of the spoken content of what they watch is too fast and often indistinct, making them less likely to concentrate on it. This has impacted on the development of accurate listening skills.” This all sounds quite negative, but the good news is that brain repair and the re-routing and development of neurons are possible and that with correct teaching, the children who would have learned to read easily will read at a higher level while the ‘at risk’ children will be able to read well. So how can parents help their children? 1 – BY TALKING AND LISTENING “In these days of digital media, we are talking less to each other and much of the communication taking place is instructive: ‘It’s time to bath. Pick up your clothes” etc. Instead, try to focus on generating discussions, for instance talk about the highs and lows of your day; introduce topics such as, ‘if you could do anything you wanted, what would it be and why’, ‘tell us about the best thing you saw today’.” Eaton says it is important to ask open-ended questions (which don’t have a yes or no response), to elicit full answers. Dads are especially good at this! 2 – BY READING TO THEIR CHILD Read both fiction and factual books from a very young age and join the library to give a wider choice. Choose quality stories that link to your child’s interests, not just Disney ones, Eaton advises. “Let your child see you reading books and magazines. When you read a menu, shopping list, or road sign, involve your child and discuss how wonderful it is to be able to read and understand the information around you.” 3 – BY SINGING AND RECITING Sing songs, recite rhymes together and read poems. “Rhyming is such an important pre-reading skill, but fewer and fewer children learn any rhymes at home. Nursery rhymes are basically historical nonsense but children love them and they are easy to memorise,” Eaton says. 4 – PLAY WITH WORDS Play with compound words – breaking popcorn into pop and corn, fishtank into fish and tank etc. They make good car games, and make a walk to the shops shorter and more fun. I Spy is another fun favourite but use the sound at the beginning of the word, not the name of the letter. Cat starts with ‘c’ not CEE. Eaton says activities as listed above should be fun for adults and child, and should not become another chore for parents, but rather an easy, entertaining way to connect as they go through their usual routine in the morning and the evening. Additionally, to build solid listening skills, parents should not repeat instructions and comments, as this programmes a child not to listen the first time. “Parents should make eye contact (lower the phone!), and pay attention to what their child is saying so that they model the desired listening behaviour. Above all, be excited about your child’s developing language and literacy skills. “Investing quality time in your children can be achieved by including them in daily routines. Complementing this time with activities such as the above can make a tremendous impact on setting a child on the path to their own personal academic excellence,” she says.

October 10, 2017

Help, my child is behaving badly at school!

The trouble with bringing children into the world is that they do not arrive with user manuals! How much easier would it be if we could troubleshoot in a manual and find the solution that would solve their problems with minimal mess and fuss! As parents, one of our deep-rooted fears is that our children may behave badly whilst at school, upset their teacher, classmates or, worse, the Principal (whom we have learnt to fear from our own childhood misdemeanours)! As a mom and teacher, Cindy Glass Co-Founder and Owner of Step Up Education Centres can relate. She offers some advice and a new perspective to parents who are navigating the world of not-so-perfect kids. She starts out by acknowledging that negative behaviour at school can affect all who associate with the individual who has behaved badly. Parents, in particular, can feel angry, frustrated and even helpless when their child consistently chooses negative, self-harming behaviours. “It is very easy for a parent to slip into ‘reaction’ mode and punish the child in ways that they may have experienced as a child. It takes great courage, however, to choose to understand these behaviours and find positive, creative solutions,” says Cindy. She adds, “Consider this: Every choice we make, every action we take is based on how we feel about ourselves as a person! Negative behaviours at school have a solid and powerful root – FEAR. Fear of rejection, fear of not being good enough, fear that the teacher will notice that he is struggling to understand the work, fear of being alone and fear of not being noticed and acknowledged. Think about it! Many children would rather get into trouble for negative behaviours than it be discovered that they are not coping with the pressures of school!” So what can you do? Cindy says that children need to understand that all actions have consequences. “Positive choices result in positive consequences and the same applies to negative choices. Being consistent in your expectations and consequences is essential.” “Fair, dependable boundaries are key to establishing a sense of stability within children. It takes courage not to shout, get excessively angry or perhaps even physically harmful toward a child who consistently misbehaves. I STRONGLY recommend that you read the book: ‘Have a new kid by Friday”, by Dr Kevin Leman. I did and it completely changed my approach to dealing with my children!” Cindy exclaims. Most of all she reminds parents that harmful words and actions destroy children and says that you should try teaching your child to value WHO HE IS and is so doing, overcome his fears. How? “Do this by choosing to value who YOU are!” says Cindy. There are no easy solutions, but with determination, patience and tons of love, you will be rewarded with more positive behaviours and it will be worth it! About Step Up Established in 2016, Step Up Education Centres is a dynamic after-school remediation and tutoring franchise with a difference. Step Up offers children an opportunity to succeed in a schooling system that is, at times, very unsympathetic. From the moment, a child walks through a Step Up Education Centre doors they feel different. They no longer feel silly or stupid. They no longer feel misunderstood. They no longer feel judged. After just one lesson they feel hope. They see possibility. After a few sessions, they walk taller, feel smarter, do better. Why? Because Step Up believes that every child has potential…And our passionate educators will not give up until they reach it!

October 3, 2017

Why kids prefer camp over school

Camp and school are very similar in that both are learning environments for children. However, the differences between the academic and experiential learning context explains why many children not only prefer camp, but also why they gain more personal growth in the camp environment. Here are 8 differences between camp & school: 1. Experiential learning method Learning is practiced on a daily basis at both camp and school. While school is more about textbook learning and studying for exams, camp promotes learning via experiential education. At camp, children get to physically participate in an activity and attain a skill from it. This method of learning seems to be what many children prefer. 2. Informal atmosphere School provides a formal environment, which children may find intimidating and conformist. Camp, on the other hand, is a very casual environment which allows kids to learn while still having fun and without too much restriction. The quote, “What we learn in fun, we never forget” is all too true for the camp environment. 3. Supervisors are role models Learners at school are supervised by their teachers with whom they often cannot develop a friendship, nor are they offered any opportunities to do so. At camp, kids are cared for by young adults called camp counselors. These counselors are specifically trained in child psychology, and as young adults with a passion for children they easily become role models and friends to the children in their care. 4. Diverse friendships Some schools restrict their learners from making friends beyond their age group, and the class barriers often prevent kids from different grades and schools from mixing with one another. Whereas, holiday camps accommodate children from around the world of all ages, of all cultures and races. This exposure to diversity is healthy for children, and it allows kids to make friendships freely and to expand their worldview – all with appropriate supervision. 5. Bullying prevention Schools have become the prime ground where bullies are born and begin terrorizing other children. The reason for this is probably because teachers are expected to spend more time teaching and performing administrative duties, rather than paying careful attention to their learners and their individual needs. At camp, the counselors supervise the children around the clock which allows them to deal with bullying as it happens and it also allows them to spend quality time with each child to attend to their personal needs. Additionally, many camps have a higher staff to child ratio than schools, which helps to create a bully-free environment. 6. Fostering Independence Learners at school are controlled by their school rules which promote discipline and order, and understandably so. However, kids also love the freedom to choose, of which there is little opportunity at school. Camp, on the other hand promotes independence and balances this with discipline. Children may choose the clothes they wear, the activities they want to participate in, the friendships they make and the food they eat. 7. Physical activity is promoted Learners spend most of their school day behind a desk rather than outdoors, which many children find frustrating and uninspiring. At camp, kids are always on the go, out and about, having fun and being active without the distraction of technology. Not to mention that the increased exercise they receive at camp benefits their ability to learn, concentrate and the quality of their sleep. 8. Less anxiety and more stress management Mention exams and assessments and watch how quickly children develop anxiety. The schooling environment can put a lot of pressure on kids, whether it is peer pressure to do well, or the usual exam stress. Camp is a more anxiety-free environment, and when children to do express their anxiety, they are encouraged to communicate with a counselor and also taught coping mechanisms to help them handle their stress. Obviously, school cannot be avoided, but the camp environment is a child’s sanctuary when school closes for the holidays. Together, both school and camp experiences provide many opportunities for a child’s academic and personal growth. Therefore, camp is well worth considering for your child to receive the benefits of both experiential and academic education.

October 2, 2017

Why I believe in camp, and you should too

Having turned the dream of creating a ‘children’s paradise’ into a successfully running business, Sugar Bay’s Founding Director, Zoë Ellender, shares why the benefits of American summer camps inspired her to start her very own camp in South Africa. “As a child, I was given a lot of opportunities to go on holiday which didn’t require spending a lot of money. We would go to our grandparents on a little farm in the Free State, in Clocolan, which is along the Lesotho border. I would be surrounded by my older cousins who were great role models and we would be busy from sunrise to sunset; climbing mountains, building forts, jumping off cliffs and just going on escapades. When I began soul searching after realizing I was unhappy in my legal career, I cast my thoughts back to these moments in my life when I was happiest. I began recapturing my youth and parts of these holiday experiences. This is how my love for camp began, in a healthy environment, without any distractions, just full of fun,” Ellender shared. Ellender was inspired by the concept of a children’s summer camp after reading the American Camping Association (ACA) logo, “Camp gives kids a world of good”. This is what prompted her to begin a holiday destination exclusively for children. “Summer camps have become a tradition in America and are extremely popular. It’s not a matter of ‘Are you going to summer camp?’, but rather ‘Which summer camp are you going to?’ I wanted to bring this caliber of camping to South Africa, to create a tradition and make summer camp a way of life,” she said. “South Africa has a very limited knowledge of camp and the usual veldt school camps are common in the country. I dislike the fact that these camps have the ‘compulsory’ aspect in their activities, and therefore I offer free choice at my summer camp,” she added. Ellender was convinced about the benefits of camp while doing market research and interviewing a host of summer camp counselors in South Africa who had worked at camps in the United States. “After speaking to them and hearing them explain the benefits of camp, I was convinced that starting a summer camp was the best idea I could have ever had. The counselors inspire me to believe in camp because of their energy; they are such cool people. It’s amazing to see that they make such a huge impact on the kids, that the kids will follow them to the ends of the world. They also have an incredible ability to create fun out of anything”, said Ellender. When asked, “How do you to continue to believe in your summer camp?” she responded; “Seeing the difference it makes to kids and their lives. They keep coming back to camp to escape the stresses of the outside world and reap the benefits of camp. The kids keep growing in confidence as a result of their camping experience. It’s great to see kids having fun without technology, keeping in mind how much time they spend engrossed in social media these days.” Ellender expanded on some of the benefits she has witnessed at Sugar Bay, which maintain her confidence in this business, “I believe in camp, because I believe it’s really important to get kids out of their comfort zones, and out on their own every now and then. This really helps them to make decisions by themselves and to be able to establish new friendships independently. It’s good for kids to do these things without parental support and without the distraction caused by their screens. I believe that camp is a fundamental building block for children. Kids don’t get to form relationships at school in a healthy way. However, at camp, there are specially trained counselors to guide them. As a mother of three kids, at three different ages, I definitely see the importance of this guidance offered at camp, whereas at school, kids are left to fend for themselves.” Ellender encourages parents who doubt her testimony, to ask other parents who have sent their kids to a camp like Sugar Bay. She says, “Don’t take my word for it. Ask any child or parent who has ever come to Sugar Bay.” Her words are evidently true, judging by the hundreds of five star reviews which flood their Facebook page with praises from both children and parents alike. If you would like more information about this one-of-a-kind summer camp, visit www.sugarbay.co.za or contact 032 485 3778.

September 7, 2017

Help Your Child Develop Study Strategies

Parents and guardians can, and should, help their young children develop good study habits from an early age, to help them achieve academic excellence throughout their school years and beyond, an education expert says. “In primary school, learners will start bringing homework assignments from school, and be required to study for tests. These early years are the best time to guide children and equip them with the strategies and tools to ensure that study discipline comes naturally in later years,” says Clare Pretorius, Senior Deputy Principal at Trinityhouse High Randpark Ridge, a brand of Africa’s largest private education provider, the ADvTECH Group. Pretorius says once parents have left behind the frazzled and often anxious toddler years, they will be faced with a whole new myriad of uncertainties and frustrations once their school going children are required to start studying and performing to the best of their ability academically. “Every young person differs when it comes to attention and dedication to studies, homework and exam preparation. Some parents have intrinsically motivated children, while others need to constantly spur them on. Regardless of where a child falls on the spectrum however, parents can guide and equip them to ensure they are able to grow and develop to ultimately realise their full potential,” she says. It is important for parents and guardians to first establish what a child’s intrinsic learning style is – auditory, visual, or a combination of the two? “It is possible that the child learns through doing rather than seeing. The preferred method, if used correctly, will facilitate successful learning.” It is also vital to ensure that children have a suitable study environment. “This refers to both the physical environment and the atmosphere created for the studying child,” says Pretorius. “Daily routine needs to be established, and this includes when meals are served and when family outings are arranged, as children need little to distract them from the task at hand. Preparation of the environment also includes ensuring that all necessary equipment is available. As children get older they will organise this themselves, but initially a parent needs to assist and demonstrate best practice.” Once the groundwork has been laid, parents should assist – with varying degrees of involvement – with the actual study process. “Intrinsically motivated children may need firmness and guidance as to when enough is enough. Avoid allowing children to study into the small hours of the morning only to sit their exams in an exhausted state. On the other side of the spectrum, many children will need firm encouragement just to get going. These children do well when study schedules are drawn up with the help of parents, with lots of encouragement to get with and stick to the programme.” Pretorius says study programmes must be realistic and give adequate time to each subject. “It must be flexible and make allowances for last minute emergencies such as power failures or illness. Such a programme should be set up well in advance, as that in itself brings a sense of control to the situation for both parent and child,” she says. “Supporting your studying child can be a cause for stress, which is exacerbated if the child also doesn’t enjoy writing exams or studying. So parents should understand that they are key to the maintenance of a relatively stress free environment. There are years ahead of our children that will be filled with homework, tests and exams. If we can engender a positive attitude and a diligence in approach to academic work right from the start, it will go a long way to cultivating positive and diligent young adults who realise their potential.”

September 1, 2017

Stimulating Language and Listening Skills

Language is considered a verbal behaviour which is learned by means of the environment. A parent / caregiver and other significant adults in a child’s life provide modelling and reinforcement of these learned language structures and of speech (Allyn & Bacon, 2001). The caregiving environment is therefore extremely important to the child’s development. Early in a child’s life, as they start pointing to objects, parents often automatically label these objects and thus form the beginning of the child’s vocabulary acquisition. Once the child has some words, he might point and say “ball” and the parents would say “yes, that is a ball. A red ball. Do you want the ball?” The parent is thus modelling the sentence construction and the combination of words into a sentence, as well as reinforcing what the child is saying each time. Listening skills and auditory processing skills involve processing information through our hearing, memorising this information, and processing and reasoning the details to provide an output. These skills also include awareness of sounds in words (e.g. rhyme, sounding out words: c-a-t) which are crucial for later reading and writing. It seems that with the advances in technology, this generation of children are being more and more exposed to visual input such as televisions, iPad’s and smart phones, potentially reducing the necessity of the use of their auditory skills; The skills so crucial for many activities of daily life. The following ideas for activities may be used in order to stimulate your child’s language and listening skills: Make language a part of your daily routine. During bath time and dressing, name the parts of the body and your child’s clothes. During cooking, name the ingredients and make use of short phrases, such as “put it in the bowl.” and different actions e.g. “stir,” “pour,” “crack the egg.” Although your child may only learn to produce rhyming words later in their pre-school years, nursery rhymes are a fantastic way to teach rhyming incidentally. Playing games such as “I spy with my little eye” assists in your child’s listening, auditory memory and reasoning skills, as well as, creating awareness of the initial sound in a word. Playing “I am going on a picnic, and I’m going to bring…” assists in developing your child’s auditory memory skills. These are crucial for recall of details for following instructions and other important tasks. On a daily basis, your child should be provided with instructions that should be followed. These can even be silly instructions for example, “Take the spoon and put it on your head and walk to the door.” You may take turns giving each other instructions. This also gives your child a chance to express themselves and verbalise steps to be followed. Try to lengthen the complexity of the instructions, for example, if your child is able to cope with 3 details in the instruction move to 4 details (e.g.. draw a red circle under the square) or 4 steps (e.g. colour the girl’s hair in brown, draw grey eyes and then give her a mouth and nose). Identification of common labels such as Coke, Mac Donald’s, Pick ’n Pay, is an early pre-reading skill. This teaches children that symbols are associated with a meaning. Reading is such an important part of your child’s learning, language and development. From infancy, your child will learn the vocabulary and language structures, as well as early pre-reading skills such as holding a book, turning pages and that reading occurs from left to right (in English). This is crucial for language development and later reading skills. Furthermore, the love of books and of reading is an immeasurable asset. Ultimately, it seems that we need to go back to our roots and learn to enjoy and apply some of the games of our youth and our parent’s youth. For more information and ideas on how to aid in your child’s development, look at the SkidZ Clever Activity Box program. It is filled with age appropriate activities for language and listening skills as well as other areas of development. The program provides an option of a daily curriculum which includes activities for everyday of the week. The SkidZ program is not only comprehensive but provides hours of fun for little ones. For more information on the SkidZ Clever Activity Boxes visit their website at www.skidz.co.za Written by: Jemma Roets – Speech- Language Therapist and Audiologist Jemma Roets qualified as a Speech-language therapist and Audiologist at the University of Pretoria in 2007. She later completed her Masters degree in Early Childhood Intervention, specialising in severe disabilities, in 2013, at the University of Pretoria.

August 31, 2017

Crossing The Midline

There are many terms that teachers, psychologists and other professionals may use that, at times, are perhaps not explained effectively leaving parents at a loss to the significance of these difficulties. It is important to understand what the importance of these conditions are, (especially if they have been mentioned in your child’s school report) what they mean, and the possible consequences and repercussions thereof. The midline is akin to an imaginary line going down the middle of one’s body from head to toe. Midline crossing is important for many skills to develop later on. For example, midline crossing is important for a youngster to develop the ability to use one hand to write across the entire page. This will also determine whether the youngster will have the necessary skills to read the length of the sentence across the page from left to right A child who can’t cross the midline, for instance, would use his/her left hand to write or paint on the left-side of the page and his/her right hand to write or paint on the right-hand side of the page which can hamper the learning process. Crossing the midline is also an indicator of bilateral co-ordination which is the ability to use both sides of the body and brain simultaneously. This is important for gross motor skills such as climbing stairs, walking, riding a bicycle and swimming. In addition, bilateral co-ordination is also important to read, write and learn. In other words, the right and left brain have to work together, for example in reading the left brain’s task is to decode a word whilst the right brain facilitates the understanding and meaning of what was read. Midline crossing is therefore essential for a youngster to develop as it is a very necessary skill for learning in all areas of life.

August 28, 2017

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