St Teresa's School

A Parent’s Educational Journey: From Uncertainty to Understanding

As an educator, I’ve spent years helping children learn, grow, and overcome barriers in the classroom. I’ve supported learners through academic struggles, celebrated their milestones, and guided parents through their educational concerns. But nothing quite prepared me for the moment I found myself on the other side of the table, when the concerns were about my child.  My journey as a parent navigating the education system began in pre-school, when Occupational Therapy was first recommended for my only son. It started with what felt like a minor concern, something that could be resolved with a few therapy sessions. Like any parent, I wanted to be proactive, so we began Occupational Therapy, attending weekly sessions and putting our trust in the professionals. But as time went on, the journey became far more complex than I had anticipated. In Grade 0, shortly after the school year began, our son was referred to a remedial school. The news hit us like a tidal wave. It felt as though the rug had been pulled out from under us. As both a parent and an educator, I was blindsided and ashamed. How had I not seen the signs? How had I, someone trained to spot developmental and academic concerns in other children, missed them in my own? That question haunted me for a long time. I wrestled with guilt and sadness. I felt like I had failed my child. But amid all the confusion, a wise colleague reminded me of something profoundly simple: “You’re his mother, not his teacher.”  And it was true. In my eyes, my child was perfect, brimming with potential, full of joy and personality. I wasn’t looking for signs; I was looking at him. After a few sleepless nights and much soul-searching, I decided to shift my focus from what I had missed to what needed to be done. My husband and I agreed that our son would finish the year at his current school while we began putting the necessary support systems in place. He started Speech Therapy and began seeing an optometrist, who prescribed glasses with added Eye Therapy. Eventually, he was also diagnosed with ADHD and started on medication. I was terrified of the diagnosis, of the unknown, of what all of this meant for his future. But through the fear, a quiet determination began to take root. I reminded myself that I wanted what was best for him, not what looked or felt comfortable for me. I had to let go of preconceived ideas about what a “successful” educational journey looked like and embrace what was right for my child. With the support of medical professionals, family and some truly incredible colleagues, we forged a new path. Our son started Grade 1 at a remedial school with all the recommended interventions in place. There was finally a glimmer of hope, but then, just a few months in, the pandemic hit. Lockdowns, remote learning, isolation. Suddenly, the carefully crafted plan we had relied on seemed to fall apart, and once again, we were thrown into survival mode. That year was incredibly tough. Remote learning for a child who thrives on structure and in-person support was nothing short of a nightmare. As parents, we tried to juggle everything: his emotional well-being, the uncertainty of the pandemic, and the ongoing demands of work and home life. And yet, we pushed through. It wasn’t always graceful, but it was real. It was honest. It was parenting in the trenches. Looking back now, as I watch my son thrive in Grade 6, still at a remedial school, still supported by the tools and interventions put in place years ago, I am overwhelmed with pride. He has blossomed into a confident, articulate and self-aware young man. He’s excelling academically, emotionally and socially. The most important lesson I’ve learned through all of this is one I remind myself of often: this is his journey, not mine. As parents, we often feel the pressure to control, direct, and “fix” our children’s paths. But what I’ve come to understand is that while we are part of their story, we are not the authors. We are their guides, their cheerleaders, their safety nets. Our job is to walk alongside them, not ahead of them, not dragging them behind, but right beside them, holding their hand and whispering, “I believe in you.” To any parent currently facing a similar journey, I offer this heartfelt advice: listen to the professionals. They are trained to see what we, as loving and emotionally involved parents, sometimes cannot. Observe your child closely, their behaviours, reactions, and needs and respond with empathy rather than panic. Trust the process, even when it feels like everything is falling apart. You don’t have to have all the answers; you need to be present, consistent, and willing to adapt. Most importantly, let your child know that they are not alone. Reassure them that they are loved and accepted exactly as they are, and that support is not a sign of weakness but a bridge to becoming the best version of themselves. This journey has changed me, not just as a parent, but as an educator and a person. It has softened my judgments, deepened my compassion, and taught me that success doesn’t always look the way we expect it to. And while there are still bumps along the road, I now see them not as obstacles, but as opportunities to grow together. So to every parent out there navigating the unexpected: buckle up, take a deep breath, hold your child’s hand and enjoy the ride. It’s not always smooth, but it’s yours, and it’s worth every step. Nicole Kruger -St Teresa’s school -Grade 2 Teacher

September 30, 2025
St Teresa's School

Music is the Middle Ground Where Relationships are Built

“Art is how we decorate space, music is how we decorate time.” – Jean-Michel Basquiat Music follows our progress, it punctuates our moments and creates a soundtrack of our lives. People are generally fond of consuming it (live or recorded), and I’d hazard a guess and say that most prefer it to silence. Music will mark most of your child’s social life-cycle events (including an annual rendition of ‘Happy Birthday’, which, conversely, is now in the public domain and no longer subject to copyright), and will eventually become a regular part of their school week. As a music teacher, I believe that a large part of my role is to design music classes that students anticipate with excitement. Do you remember that feeling of excitement about an upcoming music class? In thinking of your own classroom music experiences, are you filled with a sense of happy nostalgia? Many of the musicians that I’ve spoken to say otherwise, reporting either negative associations towards their music education (citing memories of rote learning, prescriptive repertoire and a recognition of only one style of ‘gifted’ musicianship) or no particular memory of music classes at all. I’ve lost count of the number of discussions I’ve had with adults who no longer sing, often recalling disparaging music teachers. You may be wondering why it matters whether your perception of music education is positive or negative. Yet, in a purely academic sense, simply being able to keep a steady beat is linked to improved reading and language development1, as well as countless other physical, emotional and cognitive benefits that are inherent in learning to make music. More importantly, though, experiences in music are an invitation into the bigger picture of what it means to be human.  Underpinning every musical game in the classroom is an invisible world of learning. Beyond the obvious focus on developing musical skills, such as singing in tune, keeping a steady beat, and preparing or practising a musical concept, lies the development of interpersonal skills. These include choosing a partner, working in a team, listening to each other, and learning to lose (or win!) gracefully.  From experience, I can attest to the exponential emotional growth of the children who sign up for choir and extra-mural xylophone. When we come together to play in an ensemble, we are practising listening to each other, refining fine motor skills (which increase self-confidence), building relationships and discovering what it means to ‘belong’ to something (and further to that, what it means to commit to it).  In the Junior Primary phase, our goal is not necessarily to grow musicians, but to nurture empathic humans who can play together with kindness, attention and joyful abandon. To achieve this, it is imperative that we foster experiences in music that are positive and playful, promoting active engagement. Current trends in music education tend towards a child-centred approach2 that gives students a sense of personal autonomy, and a voice in their own learning.  In her book ‘Compassionate Music Teaching: a Framework for Motivation and Engagement in the 21st Century’, Karin Hendricks (2018) 3 expounds on the value of dissolving the traditional hierarchical structures in the classroom, positioning teacher and students as equals and co-learners, creating space for the child to arrive exactly where she/he is. The beauty of this approach to music education is that ultimately, when children feel seen, heard, and safe, they are free to express themselves honestly, without fear of prejudice, and it is here that they ‘show up’. And so, when I ask for a song suggestion to end a class with, I’m simply beginning a dialogue. Together, we will build bridges between the music I’d like to introduce (western art music, Louis Prima or local South African bands) and the (mostly pop) tunes that the students are currently obsessing over. We will meet each other halfway, and they will sing so-mi songs (‘Rain, rain, go away, come again another day’) and I will create a xylophone arrangement of ‘Belong Together’ by Mark Ambor (because I said I would); and I will teach them new rhythms, designing games that give them a chance to practise them; and on a dime we’ll change the direction of the planned class so a Grade 1 can sing a song she wrote, because in that moment, nothing else matters quite as much as that. And somewhere in this middle ground, relationships are built and modelled.  From a parent’s perspective, music is an excellent way to get to know your children. Give them a chance to curate the playlist for your car drives, but don’t be afraid to drop some of your favourite music in there too. On an extra-musical level, you’re modelling fairness and taking turns, whilst simultaneously giving your children a chance to practice patience while waiting for their songs. Discover who your children are, and let them know you, because the music you love is a window into who you are. And so, whilst instrumental education is important (everyone should know how to play something pretty on the piano, right?), first let your children be children. Let them play. Let them make music because they’re pulled to it, because it’s joyful. After all, it makes them feel good. And above all, allow them to build a relationship with music on their own terms… For it is in this fertile ground that their love for it will flourish. Victoria de La Harpe– St Teresa’s School Music Teacher References

September 26, 2025
St Teresa's School

Habits of Mind – A Critical Thinking Programme

I am excited to share the Habits of Mind programme, an integral part of our educational approach here at St. Teresa’s School. As we strive to provide our children with a well-rounded education, we not only cover our academic syllabus but also incorporate the Habits of Mind programme aimed at nurturing critical thinking and problem-solving skills. While we still maintain a strong academic focus on Literacy and Numeracy in our Junior Primary phase, we recognise the equal importance of developing critical thinking skills. Our goal is to equip our children not only with foundational knowledge but also with the tools necessary to navigate an ever-changing world with confidence and resilience. In today’s rapidly evolving world, the ability to think critically and creatively is more important than ever. Children are no longer merely expected to regurgitate information; now, they are challenged to be actively involved in the process of knowledge production. The Habits of Mind programme, which emphasises the development of key cognitive skills, is essential for success in the 21st century. The Habits of Mind programme, comprising 16 core habits, empowers children to approach questions and problems with intelligence and creativity. Rather than focusing solely on providing correct answers, we are interested in how children respond when faced with uncertainty or unfamiliar challenges. By developing these habits, children learn to persevere, think flexibly, and collaborate effectively, equipping them with invaluable skills for lifelong learning. At St Teresa’s School, each week, we focus on a different Habit of Mind, guiding children through activities designed to foster critical thinking and problem-solving abilities. We have adapted the Habits of Mind terminology to make it more accessible and age-appropriate for our younger children. For example, the Habit of Mind “Thinking Interdependently” has been simplified to “Work Together”, making it easier for our young children to understand and apply. Other examples of the 16 Habits of Mind, using our child-friendly language, include: “Try New Things”, “Use What You Know”, “Ask Questions”, “Try a Different Way”, and “Understand Others”. “Persistence: Stick to It!” is a Habit of Mind that we have recently explored. This Habit of Mind emphasises the importance of embracing challenges and learning from mistakes, instilling a growth mindset and a determination to overcome obstacles.  Here are some self-reflective thoughts from a few of our Grade 3 children on this Habit of Mind:  “When I started hip hop, I didn’t like it, but I kept at it and now I might go to Nationals!” – Sibane “I stuck to reading a chapter book for the first time when I was five!” – Emma “When I kept getting things wrong in Matific, I started over and over, and then finally I made it to the end and got five stars.” – Lilith  “When I was at a horse riding show, it was my turn to do the course. I was about to jump the last jump, but I was very scared. But I tried and it was worth it!” – Scarlette  “When I was playing, it was very hard, but I kept going”. – Zaneerah We also encourage our children to adopt the power of “yet.” Rather than saying, “I can’t,” we encourage them to acknowledge that they may not have mastered a skill “yet,” emphasising the potential for growth through perseverance and effort. I encourage you to explore and learn more about the Habits of Mind programme by accessing the following link:  Introducing the Habits of Mind For those interested in reading further on this topic, I highly recommend the work of Carol Dweck, who has written several influential books on the concept of Growth Mindset. Together, let us continue to support our children in becoming confident, independent, critical and creative thinkers who are ready to tackle the challenges of tomorrow. Carol Goosen St Teresa’s School Head of Academics

September 18, 2025
St Teresa's School

Educating beyond the Screen

At St Teresa’s School, we believe that true education nurtures every part of a child in mind, body, heart, and spirit. In a world increasingly dominated by screens, it is easy to assume that digital tools like coding, robotics, and online learning should take centre stage in the classroom. However, mounting research, and our own experience, remind us that what young children need most are rich, real-world experiences that ignite curiosity, connection, and creativity. While tablets, interactive whiteboards, and online assignments have become staples in many schools, studies show that excessive screen time can hinder concentration, reduce physical activity, and limit opportunities for meaningful social interaction. Ironically, in trying to prepare children for the future, we risk disconnecting them from the present. Young brains develop best through hands-on, sensory-rich, and emotionally engaging experiences. Real learning happens through doing, not simply through watching. There is, of course, a place for technology, particularly when it is used intentionally to reinforce or extend learning. However, digital stimulation can never replace the deep cognitive and emotional benefits that come from climbing a tree, painting a picture, building with blocks, or acting out a story. Research continues to confirm that too much screen exposure negatively impacts areas of the brain responsible for attention, memory, language, and emotional regulation. These effects are particularly concerning in the early years, when foundational neural pathways are being formed. Skills essential for computational thinking, such as pattern recognition, sequencing, spatial awareness, and problem-solving, are best nurtured through offline activities like construction play, puzzles, storytelling, music, and physical exploration. At St Teresa’s School, our approach is proudly holistic. We offer a curriculum designed to stimulate the whole child: to develop critical thinking and creativity, to foster empathy and resilience, and to encourage collaborative learning. Our classrooms and outdoor spaces are alive with joyful noise and purposeful mess, whether our girls are conducting a science experiment, crafting a sculpture from recycled materials, solving a logic puzzle with peers, or debating a topic in class. These are the experiences that strengthen young minds and shape confident, compassionate human beings. In a fast-changing world, our aim is not just to keep up with trends but to remain rooted in what truly matters. We want our girls to flourish, not just in school, but in life. For this reason, we champion an education that values play, connection, creativity, and wonder as much as it values academics.  Lynne Elfick St Teresa’s School Junior Primary Principal

September 11, 2025
St Teresa's School

Harnessing the Hidden Potential of ADHD: The Power of Hyperfocus

Most people are surprised to discover that individuals with ADHD have the ability to focus intently for long stretches of time. “Surely not? I mean, it’s called Attention Deficit Hyperactivity Disorder.” As educators, our day-to-day perception of ADHD is the child who is easily distracted and struggles to sustain attention. It is Tshego staring out the window, lost in thought; Mark sculpting a work of art with his eraser and scissors instead of writing his sentences; or Anika’s growing stack of incomplete tasks¹. Yet, individuals with ADHD can focus intensely and become completely absorbed in a task, often for hours at a time. ADHD – A nuanced understanding Is the term Attention Deficit Hyperactivity Disorder, then, a misnomer? Perhaps. Some argue that ADHD would be more aptly described as encompassing challenges with the regulation of attention, rather than a lack thereof. Furthermore, instead of a disorder, ADHD may be better understood as a unique brain type that shapes one’s experience of the world². In the DSM-V, ADHD is defined as a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. An array of symptoms related to inattention, impulsivity, and hyperactivity is used as criteria to identify ADHD and its three subtypes³. Yet, the ADHD experience is more multifaceted and nuanced, reaching beyond these facets to include challenges such as inaccurate perceptions of time, sensitivities around perceived rejection, chronically poor sleep, working memory difficulties, and sensory sensitivities. The struggles associated with ADHD are layered and complex, but so are the strengths and hidden potentials. Divergent thinking, a relentless generation of ideas, creativity, adventurousness, curiosity, and great reserves of energy are attributes positively associated with ADHD⁴. Hyperfocus is one such nuanced strength, frequently referred to as an asset, advantage, or even superpower. The hyperfocus advantage Hyperfocus is a term that describes a state of intense concentration, in which a person becomes utterly immersed in a task to the extent that all else falls away. A friend described her experience of hyperfocus to me as a meditative state, culminating in a deep sense of satisfaction and feeling of invigoration, with the knowledge that she had created something tangible, surmounted a challenging task, or achieved a goal. In the literature, the terms ‘flow’ and ‘in the zone’ describe similar phenomena of full task engagement, but are not necessarily synonymous with ‘hyperfocus’⁵. While in this state of complete absorption, the external environment fades away as the ADHD child, teen or adult seems to ignore or tune out everything around them. Task performance improves and they can be highly productive, sometimes achieving a week’s worth of work in a matter of hours. Hyperfocus is usually centred on an activity or subject that deeply interests or captivates the ADHD individual⁶, although they can also become fully engrossed in mundane tasks. Hyperfocus is typically sparked by deep interest⁹, sometimes leading to remarkable outcomes such as the realisation of a passion, world-changing innovation, and creative ingenuity. Some advocates refer to hyperfocus as an ADHD superpower in efforts to reframe an often negative narrative surrounding ADHD. Yet, for hyperfocus to truly be an asset, the challenges that accompany it need to be carefully managed. This is where educators and parents become our children’s greatest allies, helping them harness this capacity for intense focus and channel it towards productive endeavours in a balanced, healthy way. It is important to note that hyperfocus is not currently listed in the diagnostic criteria for ADHD in the DSM-V⁷. Many children may become absorbed in video games or doodling for hours without having ADHD. Similarly, the lived experience of ADHD is not uniform across all individuals, and your ADHD child, spouse, or friend may experience hyperfocus to varying degrees, or not at all. Navigating hyperfocus challenges  I recall once being very pleased to see my usual daydreamer, Gugu, working intensely throughout our Mathematics lesson, only to have her hand in a blank worksheet. What in the world had she been doing? On inspecting the back of the worksheet, I discovered a magnificent rendition of the clownfish poster I had stuck on the wall to introduce our ocean theme. Dr Edward Hallowell, a leading expert, describes ADHD as a set of “paradoxical tendencies”, the most noteworthy being “a lack of focus combined with an ability to superfocus”. The difficulty with both these states is that they are not entered into deliberately or by choice⁸. If the ADHD child could pay attention on demand by ‘trying harder’, classrooms would all have engaged, attentive students finishing their work. During a period of heightened, intense focus, the ADHD individual can become so engrossed in an activity that they become detached from their surroundings, lose track of time, and neglect their personal needs, responsibilities, and relationships⁹. When hyperfocus is directed at positive tasks, the ADHD individual can accomplish extraordinary things. Yet, they can just as easily become honed into non-beneficial activities, such as scrolling through social media. Hyperfocus in the classroom Educators may be scratching their chins at this point and thinking, “I see a lot of inattention and distractibility in my classroom, but not much hyperfocus.” This makes absolute sense. Schools adopt highly structured schedules, where each hour or so a bell rings and children are whisked off to the next lesson. There is little opportunity to get lost in an activity for an extensive period of time. This is partly why some ADHD children cope better at school than in adult life, where the organisational demands of everyday life soar¹⁰. Hyperfocus generally occurs around an activity that is highly interesting and intrinsically rewarding, whereas a lot of schoolwork can be tedious, repetitive, and colourless. The very act of learning involves practising a skill multiple times to master it, which, to the ADHD child, is, well, boring. Boredom is utterly unbearable to individuals with ADHD – they feel boredom as others do, a painful ache¹¹. There are simple ways to make our classrooms more engaging and appealing to the ADHD child. We can set the

August 25, 2025
St Teresa's School

The Transformative Power of Reading

As a Junior Primary teacher, I have witnessed firsthand the remarkable power of reading in shaping young minds. Reading is not just a skill we teach. It unlocks doors to learning, understanding, and communication on many levels. It lays the foundation for academic success, fosters emotional growth, and builds connections, both with others and within ourselves. A child who reads becomes an adult who thinks Teaching reading and comprehension is a deep passion of mine, one rooted in my own love for books. From the moment my daughter was born, I began reading to her. Our home has always been filled with books. These books have not only filled our shelves but have shaped our conversations, our imaginations and our shared moments. Creating an environment rich in reading materials allows children to engage deeply with language. Not only does reading expose them to vocabulary far beyond what they may encounter in everyday conversation, but it also stretches their expressive capabilities and builds confidence in communication. The benefits of reading, however, go far beyond vocabulary. Stories strengthen memory by encouraging children to recall characters, events, and sequences. They nurture critical thinking through plot twists, problem-solving, and inference. Discussing stories helps children analyse, interpret, and evaluate, all essential skills not just in school, but in life. One of the most beautiful aspects of reading is its power to promote empathy. When children read about characters from different backgrounds or facing unfamiliar challenges, they begin to understand perspectives beyond their own. In my classroom, when small disagreements arise, as they often do in the Junior Primary phase, I sometimes turn to stories to gently explore the situation. A book about sharing or managing anger can open the door to meaningful conversation in a non-threatening way. It allows children to reflect, relate, and respond with more kindness and awareness. Reading also fosters social and emotional connections. Bedtime stories are a cherished tradition in many households, creating a moment of calm and closeness at the end of a busy day. For younger children, being read to reinforces their listening skills, attention span, and the rhythm of language. For older children, reading together, even silently, can be a quiet and comforting way to bond. Now that my daughter is in the Senior Primary phase, I no longer read aloud to her each night, but we still make time to read beside each other in bed. These peaceful, shared moments, each of us lost in our own book, are deeply meaningful. They keep our bond strong and highlight the importance of making space for reading, even as life gets busier. The magic of reading is that it grows with you. A love of reading evolves from a simple joy into a lifelong habit that informs your worldview, sharpens your understanding and enriches your ability to communicate. As teachers and parents, we have the immense privilege and responsibility of planting the seeds of literacy early on. With every story we share, we are not just teaching children to read; we are teaching them to listen, to imagine, to question, and to dream. And that is where true learning begins. Natalie Sales St Teresa’s School Grade 2 Teacher

August 18, 2025
St Teresa's School

Why Messy Play Matters: Building the Brain Through the Senses

“Messy” play is vital for early childhood development. It engages all the senses, creating and strengthening neural pathways in the brain, laying the foundation for future academic learning. A child’s nervous system requires sensory stimuli to mature. Gaps in sensory development can make it harder for children to thrive in the school environment.   “This foundation helps a child attend, behave, function, and learn.”  – Amy Hathaway Are our children being deprived of the necessary sensory stimuli that build the foundation of human development in a world of ever-increasing technology, busyness and the need to perform? As parents, are we creating opportunities for our children to be exposed to a variety of sensory experiences that stimulate growth and development, or are we inadvertently limiting their sensory experiences by protecting them from too much? Research conducted by psychologists and experts in child development underscores the urgent need to return to basics. Never in history has there been such a wave of mental health needs in younger and younger children. Children are kept safe behind fences, entertained on screens and enrolled in extracurricular activities, with very little time to play freely, think for themselves and explore their world. The Sensory Pyramid of Learning was developed by Occupational Therapist Kathleen Taylor and special educator Maryann Trott in 1991. It is a wonderful visual that shows the order of learning, requiring a broad base of sensory learning before other skills can be built upon. At the base of the pyramid are the primary senses of touch (tactile), balance (vestibular), body awareness (proprioception), smell, taste, vision, and hearing. As these systems develop, children are then able to build higher-level skills like attention, emotional regulation, language, social interaction, and eventually, academic learning such as reading, writing, and problem-solving. If there are gaps or challenges at the base of the pyramid, it can affect a child’s readiness for more complex learning tasks. This is why rich, varied sensory experiences are so vital in the early years. So how can you practically support your child’s sensory development? 2. Provide spaces where your child can make a mess, explore and discover. 3. Provide materials such as boxes, old linen, and recyclable materials such as bottle tops, which are open-ended and can function in many different ways. 4. Dress your child in comfortable clothes, allowing them to move freely and get dirty without worry. 5. Give access to the outdoors where your child can find bugs, make mud pies and move. 6. Encourage your child to explore a variety of sensory experiences and develop independence.  7. Remove their shoes. Barefoot walking has many benefits, providing sensory feedback to the nervous system. Studies show that walking barefoot increases cognitive ability, sensory integration, foot mechanics, balance and calmness. These studies recommend that children predominantly go barefoot and only wear shoes when necessary up to the age of 4, while their feet are still developing.   8. While creating boundaries is necessary, provide a space where they can explore with a variety of mediums, such as paint, chalk, and mud. Allow them to paint their feet, hands, and bodies, providing a rich sensory experience. A great way to do this is in the shower or bath, where everything can be washed away, or outdoors on a hot day with added water play. 9. Allow children to safely make mistakes, thereby learning from them and gaining independence and resilience. “A brain that is nourished with a balance of basic sensory input attends well and learns well!” – Amy Hathaway A useful resource on Early Childhood and Sensory Development can be found at: https://developlearngrow.com/the-pyramid-of-learning Kerry Semple Rosebuds Pre-primary School Grade 00 Teacher

August 11, 2025
St Teresa's School

Boredom: The Secret Ingredient to Raising Resilient, Innovative Thinkers

Lessons from a mother, educator, and principal of St Teresa’s Junior Primary School on the quiet power of unstructured afternoons, cardboard castles, and the early roots of entrepreneurial thinking. In a world filled with instant entertainment, glowing screens, and tightly packed schedules, the idea of letting a child be “bored” might sound strange, or perhaps even unkind, to many parents. However, boredom is not something to be feared. In fact, it might just be one of the greatest gifts we can give our children. As a mother of four and the principal of St Teresa’s Junior Primary School, I’ve seen the power of boredom in action in both my own home and in our school environment. When my children were younger, our afternoons weren’t scheduled with endless activities, extra lessons, or screen time. They were filled with cardboard boxes, paper scraps, masking tape, crayons, and other ‘junk’ items. The crafts created were not Pinterest-worthy masterpieces, but rather messy, genuine, and joyful expressions of creativity. My children spent a great deal of time outdoors – they were blessed with a garden and Johannesburg’s beautiful weather. Sticks, stones, mud, water and various other natural elements were readily available for their imaginative play.  My house was often filled with blankets, cushions, and sheets that were constantly being turned into tents, castles, and pirate ships. There was noise and a touch of chaos, but also concentration, collaboration, and innovation. Those hours of unstructured time contributed to the confident, resourceful adults my children have become. Three of my children are now working, finding success and fulfilment in their various fields: medical, financial, and engineering. My youngest is at university, studying engineering. He is what we affectionately call a ‘laat-lammetjie’. Due to the age gap and my own demanding work schedule, he has spent many hours entertaining himself. I smile when I see how easily he generates ideas, tackles new challenges, and sees opportunity where others might see boredom. In fact, in his first year at university, he’s already launched one small business and is working on a second. That kind of entrepreneurial drive doesn’t come from being spoon-fed entertainment; instead, it comes from having time and space to explore, experiment, and fail. From boredom came creativity. From creativity came confidence. From confidence came a young entrepreneur. When children are bored, their minds are given the space to wander, wonder, imagine, and create. It is in these moments that creativity and innovation begin to bloom. A cardboard box becomes a spaceship. A stick transforms into a wizard’s wand. A blank page turns into a comic book, a board game, or an invention. Boredom encourages children to solve problems, generate ideas, and direct their own play. I was watching a little girl in our school’s mud kitchen just the other day. She had “baked” chocolate cupcakes (a clever mix of mud and water) and was decorating them with “sprinkles” made of dry soil. No adult told her what to do, she invented it all by herself. When children are left to decide what to do next, without step-by-step instructions, they are practising planning, organising, and thinking ahead. These executive function skills underpin academic success and emotional regulation. They are learning how to break a big idea into small steps, how to persevere when things go wrong, and how to keep going when there is no immediate feedback or applause. These are the building blocks of resilience, adaptability, and internal motivation – qualities that help children grow into capable, confident adults. Allowing your child to be bored is not neglect: It is allowing your child to grow in confidence, It is saying that what they initiate and do has value This is one of the best ways to boost self-esteem As parents, we have an important role to play in this. We need to create an environment that allows this free play to take place. We need to allow certain sections of our houses, classrooms, gardens, and playgrounds to be a little ‘messy’ because children are allowed to play freely and without concern in them.  At our school, we use large foam blocks, ribbons, fabrics, masking tape, and other items that the girls use to build shops, animal clinics, homes, or whatever their imaginations inspire. During this type of play, the girls collaborate, create, and take ownership of their learning. Over-scheduling children and constantly rescuing them from boredom can rob them of important developmental experiences. Many children today are overstimulated but underdeveloped in terms of problem-solving, patience, and emotional regulation. We should allow them to have unstructured, adult-free play to learn to negotiate, listen, debate, collaborate, lead, and follow. They become more emotionally resilient, socially skilled, and cognitively curious. These soft skills are essential in adulthood for building healthy relationships in the workplace and community. When we stop filling every moment, our children start filling it with their own brilliance. So, the next time your child sighs and says, “I’m bored,” try smiling and replying, “That’s wonderful.” Let them know that boredom is not something to be feared or a problem to be solved by an adult. It is something to be solved by their imagination. In the quiet spaces where nothing is planned, skills are being developed, and something extraordinary is waiting to be discovered! Lynne Elfick  St Teresa’s School  Junior Primary Principal

August 4, 2025
St Teresa's School

Taking your young child out of school could cost you more in the long run

Over the past 18 months we have noticed a worrying trend of parents choosing to take their young preschool children out of school, thinking that they can slot back into formal education once things return to normal. As educators and specialists in Early Childhood Development (ECD), we know that the stimulation and consequent growth of the brain, the body and the emotional heart, has an influence on every aspect of your child’s future life. Our advice to parents is to think carefully about what educational building blocks are necessary for their child’s overall development and how best to ensure that your child is in a stimulating environment where the young child’s needs are prioritized. There are no shortcuts when it comes to growth and development, and prioritising early childhood education now (from Grade 000) will set a solid foundation that will significantly impact your child’s success in Primary School, High School and later in life.  Why is early childhood education so important? It is well documented that the first 2000 days (or 5 to 6 years) of a child’s life are critical to a child’s development: emotional, cognitive, social and physical. During this time the brain’s architecture is forming and the child’s physical environment has a huge impact on brain development. In the Foundation Phase of a school, we lay the foundations for future learning and for life. This begins with our little preschoolers in the ECD section of the school. The educators are experts on the various childhood development stages and their training and experience means that they can specifically provide what the child needs at crucial moments for their development. How do young children actually learn? Young children learn with their senses: sight, touch, sound, smell, movement and taste.  Preschoolers learn through play and it’s important that they have the opportunity to play in a variety of ways all day, every day. Sometimes they learn with their hands, sometimes with their heads, and sometimes with their hearts. In order for brain development to occur, children need certain types of stimulation to create synapses or connections between neurons in the brain. As educators, we want to create plenty of opportunities for those synapses to be created because it helps children to fully understand and process the world around them. According to research by Dr Karyn Purvis, scientists have discovered that it takes around 400 repetitions to create a new synapse in the brain, unless it is done in play, in which case it only takes 10 to 20 repetitions.      Let them make a mess. The messier the better! For further cognitive learning to take place, the development of the child’s sensory system is vital. ‘Sensory play’ gives the child the opportunity to see, touch, feel, smell, hear and taste different things. Sensory play is often called messy play. Things used for messy play can be sand, water, mud, sawdust, grains, paint, dough etc. This play should be creative, explorative and experimental.  When your child is interacting with these materials through messy play, disorganised information going into the brain throughout the play is then stored in an orderly manner within the child’s brain. In other words, letting children play in the mud literally helps their brains grow, and has a great influence on life-long learning.  “The messier a child is when she goes home, the happier I am as I know that her brain is being developed through the creation of new synapses in the brain.” ~ Lynne Elfick, Principal of the Junior Primary, St Teresa’s School.  Imagination, fantasy play and emotional development Imaginative and fantasy play give children the opportunity for self-expression and to develop life skills to control impulses, to problem-solve and to make plans. By interacting and engaging with other children, in an environment where caring educators explain and unpack emotions, the child learns to understand different emotions and starts to have an understanding of her own emotions. This then leads to an understanding of others’ emotions, which allows her to respond in an empathetic manner. The young child learns to express her needs in an acceptable manner, to work collaboratively together, to listen to opinions, and to form her own opinion. Debating and negotiating, which are essential life skills, starts at a young age and needs to be guided by caring educators with good values and morals.  A happy child is a learning child The child needs to form positive relationships, in a nurturing environment where the educators actively seek a positive connection with each child, allowing her the freedom to feel safe, loved and accepted. This influences the developing brain, and lays important foundations for emotional well-being. This in turn forms a stable and calm state for the brain, which is vital for learning to take place. Put simply, a happy child is a learning child.  A sound early childhood education gives your child a solid foundation for life Right from our little ones in Grade 000, we encourage a love of learning by stimulating the child’s natural curiosity. The ‘what’ questions of the toddler are replaced by the ‘why’ questions of the preschooler. A good educator plans well, but then follows the curiosity of the children in her care. There are days where you look back at the end of the day and perhaps not much of what you had planned has taken place, but then when you reflect on what learning has taken place, you cannot help but be content that the children have been engaging with one another and have grown in wonder, curiosity and knowledge. We consider it a privilege to be the custodians of your child’s early childhood education and learning. By Lynne Elfick          Principal of the Junior Primary               St Teresa’s School in Craighall Park, Johannesburg

February 15, 2022
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