Tween & Teen - Parenting Hub

Advice from the experts

Top universities seek ‘supercurricular’ students

South African students with dreams of studying at top universities abroad are swapping out traditional extracurriculars for ‘supercurriculars’ – activities that explore a student’s main area of interest and show a real-world impact. With steep competition from every corner of the globe, investing time in activities that go beyond normal schoolwork, both in and outside of the traditional classroom, can help local students to stand out among the best when applying internationally. “The ‘super’ in ‘supercurriculars’ talks to both achievement level and choice of activities. It’s important for students targeting top universities to not only have activities in their field of interest, but also high-level achievements on a national and even international level, in order to be competitive enough for spots at top universities, particularly in the United States,” says Rebecca Pretorius, Country Manager at global mentorship company Crimson Education. Ivy League and equivalent universities expect more than top grades and standard extracurriculars. “While academics remain a priority, students need to understand that all candidates applying to these universities have top marks. Supercurriculars give students an opportunity to demonstrate aptitude in key subjects, show commitment to their area of interest, and highlight their achievements at every level,” says Pretorius. Taking significant coursework outside of the local curriculum, such as additional A-level subjects or Advanced Placement (AP) courses, can help local students meet the expectations of admissions officers at Ivy League and similar top universities and compete with other international students. Students can also look at conducting independent research in their chosen field. “Overall, students should aim for depth, not just breadth. This means putting their focus into one or two main activities, and three to four secondary ones. South Africa has a strong culture of doing a wide range of extracurriculars. While a well-rounded list of activities is good, local students have room to improve when it comes to picking extracurriculars in their specific field of interest and looking further than traditional school activities,” says Pretorius. Beyond the classroom and the sports field, students can apply for internships or job shadowing opportunities, take online courses that interest them or teach them new skills, read books in their subject field, or implement an innovative leadership project. Putting in many hours of volunteering or participating in community service projects, while valuable, is less important than a focused effort to run an independent initiative that shows measurable change. Crimson Education is a global EdTech company which focuses on building the candidacy of high school students wanting to study at top-ranked universities in the United States, Canada, United Kingdom, Europe, and Australia/NZ. Through a team mentorship model, learners connect with admission strategists and tutors to assist them with the complex application process for overseas universities. Crimson, which launched in South Africa in 2018, offers regular information evenings and workshops around the country. For more information, visit www.crimsoneducation.org/za.

May 21, 2021

Supporting your child’s emotional intelligence development

Emotional intelligence (also known as ‘emotional quotient’), briefly summarised, refers to a person’s ability to recognise emotions in themselves and others, differentiate and label emotions appropriately, and adjust emotions based on different environments. Regulating, expressing, and adapting emotions is, in essence, a set of skills and behaviours which – very importantly – can be learned and refined. People who score higher on emotional quotient (EQ) tests tend to be better able to form healthy relationships, succeed at school and the workplace, and control negative impulses. High levels of emotional intelligence are essential for people to thrive in all facets of life, and it is vital to start developing it from a young age. By supporting your child’s emotional development at every phase of their life, you can help set them up for a happy and prosperous future. The stages of emotional development As a child grows, they will learn different emotional skills depending on their age. Although there is no single linear model that perfectly captures human emotional development, there are rough milestones at every age. That said, it is crucial to remember that every child develops at their own rate. If you are concerned that your child is not meeting their markers, consider consulting a medical professional. Read more: How our childhood personality affects us as adults, and why it’s important Toddlers (18 months – 2 years) At this stage, children are just beginning to feel more complex emotions. Because they typically are unable to verbalise their feelings, they are often likely to have fits and temper tantrums. Toddlers tend to be preoccupied with their concerns and needs. Pre-schoolers (3 – 4 years) Children of this age will start to show and communicate a broader range of emotions as their vocabulary grows. They begin engaging in play in earnest, showing affection towards and cooperation with others, and resolving conflict to some degree. Read more: You’ve got a friend in me Young children (5 – 10 years) 5 – 6 years: children become more conversational and independent. They start learning adult social skills like praising others and apologising for mistakes. 7 – 8 years: children’s awareness of others’ perceptions and opinions and the ability to express feelings with words increase. 9 – 10 years: children now show a plethora of emotions and behaviours, and demonstrate increasing independent decision-making. Adolescents (11 – 18) Pre-teens and teens are now starting to think more logically and become more introspective, often needing greater levels of privacy. They increasingly consider and value the opinions of others. As they strive to be more independent and discover themselves (so to speak), they might seem moody or self-centred. Supporting emotional development at every age As children’s emotional intelligence develops, they will need different kinds of support at each stage of development. Parents are encouraged to be a kind of ‘emotion coach’, using their children’s most emotional moments as opportunities to teach children to recognise, analyse, and handle their feelings. Read more: How to foster resilience in children Toddlers The most important thing to do at this age is to stay calm when they are not. Ask children guiding questions to ascertain how they are feeling and give them labels for these feelings. Working through a meltdown is much easier when a child can say, “I am feeling this way because of this thing”. Pre-schoolers At this stage, children will start needing coping strategies for their emotions. The goal now is to help children recognise what they need when they feel distressed, whether it be some alone time to process their feelings or a distraction until they have calmed down. Young children During this phase, children might stop disclosing as much information about their lives, so it is up to you to be aware of their feelings. Ask them what might be going on and how that is making them feel. Listen with empathy and mirror what they are saying so that they know you understand what they have said. Adolescents Adolescence might be the most challenging life stage in terms of emotions. Pre-teens and teenagers need to be given space and independence (to a reasonable degree). It is prudent to help them feel good about themselves by promoting self-confidence, as many children at this age struggle with their self-esteem. Ensure your child feels safe and comfortable enough to discuss their feelings, and be sure not to minimise their feelings when they do. Remind them you are there for them and help them if and when they make mistakes. Read more: Setting boundaries with your teenagers What not to do Equally important as doing the right thing to support your child is making sure you do not do the wrong thing. When discussing your child’s feelings, be careful to avoid mean or sarcastic remarks and excessive criticism. Do not attempt to do any type of coaching when you are upset or tired, as this will likely end in a very unproductive argument. Likewise, if your child is being manipulative, leave the conversation for a later stage. Stay clear of discussing your child’s feelings if you are pressed for time – these conversations tend to be quite lengthy! By Jacqui Smit

May 21, 2021

Empowering Children Through Stories In Their own Language

A love of reading is sparked when children see themselves in stories and relate it to their lives, even more so when it is shared in their home language. Xolisa Guzula – early literary specialist, author and translator – agrees that when children learn to read in their mother tongues it’s much easier to build on that foundation. However, a survey by the Publishers Association SA (2016) highlighted that only approximately 2% of children books published commercially in South Africa are in local African languages*. The effects are seen in our schools, based on the 2016 Progress in International Reading Study (PIRLS)*, which is conducted every 5 years across several countries, 78% of South African Grade 4 learners are unable to read for meaning. According to Nic Spaull*, Senior Researcher at the Stellenbosch University Economics Department, “Those who do not learn to master the basics of reading remain in catch-up mode for the rest of their lives.” Nal’ibali, a national reading for enjoyment campaign to spark children’s potential through storytelling and reading, is founded on the ethos of giving children access to stories in their home language. The organisation firmly believes that literacy skills are a strong predictor of future academic success in all subjects – and children who regularly read and hear engaging stories, in languages they understand, are well equipped and motivated to learn to read and write. Knowing this Cadbury Dairy Milk, through its inherent generosity, has committed to addressing this need through the recently established Read To Succeed initiative. This three-year initiative aims to ignite a love for reading amongst children across the country by making books in their home language more accessible. To achieve this, Cadbury Dairy Milk, in partnership with Nal’ibali, has set a goal to create and translate “a Glass and a Half” (1 500) new stories for children in their home languages, over the next three years. “Cadbury Dairy Milk is rooted in generosity, driven by the genuine desire to act on improving someone else’s situation. We know the ability to read for meaning empowers children to succeed and although there are a myriad of hurdles that may hinder this, a significant one is the sobering lack of storybooks children have access to in their mother tongues. We look forward to working with Nal’ibali, and the public, to create new children’s stories in African languages and making them accessible to all South African children. Ultimately, we want to create an impact by igniting a true love for reading amongst our children,” says Lara Sidersky, Mondelez SA Category Lead for Chocolate. Reading aids learning Guzula says, “Children are naturally intelligent and just need us to create immersive spaces conducive for learning. If there are no African language books in our libraries or homes, how can we blame children for not being able to read?” She adds, “If children never read about airplanes, mountains, cars, dinosaurs and more, and encounter these words – and concepts – for the first time in tests translated from English into their home language, how can we expect them to do well?” Language as a frame of existence Lebohang Masango, anthropologist, poet and award-winning author of Mpumi’s Magic Beads – a children’s book that has been translated into nine official South African languages – echoes Guzula, “I think it’s important for children to be able to read in their own mother tongues because that is the language that they first use to think, to communicate and to exist in the world. “This is the language that frames their entire existence, so it follows that they should be introduced to reading, mathematical literacy and other kinds of learning concepts in that language as well. I think it’s incredibly jarring to learn one language and then have to master literacy of all kinds in a different language.” She adds, “The written word is the present word. When we use indigenous languages in children’s books, instruction manuals etcetera, that’s how you legitimise them and allow them to grow. You never want a child to feel like their language does not matter. If they can learn in their own language from a young age, that gives them more dignity and pride in their mother tongue and culture.” Cultivating a culture of reading Yandiswa Xhakaza, CEO of Nal’ibali, shares that the organisation aims to make reading material accessible to children in their home languages and to create a demand for reading, “Our primary focus is to bridge the gap between speaking and reading in African languages. We understand that it’s not enough to teach children how to read if there’s no material for them to engage further with text and start to learn to decode and read for meaning. Reading books in one’s home language also enhances self-worth. “We can’t just translate stories from other countries because the context needs to reflect the people of this country. When children read stories by South Africans – or Africans – about areas they know and people they relate to, they feel seen. It changes how they view themselves and gives them the confidence. That’s why I believe this partnership with Cadbury is so powerful.” “We’re excited about working with Nal’ibali to give South African children access to stories they can relate to, understand, enjoy and feel empowered by,” ends Sidersky. Join the conversation and follow how you can participate @CadburyDairyMilkSA (Facebook) or @Cadbury_SA (Twitter and Instagram), and visit https://cadbury.co.za/promotion/our-own-words #GlassAndAHalf *Sources: https://www.news.uct.ac.za/article/-2019-01-11-solving-sas-literacy-crisis https://nicspaull.files.wordpress.com/2018/11/nic-spaull-and-elizabeth-pretorious.pdf https://www.news24.com/citypress/news/want-to-read-to-your-children-in-your-mother-tongue-check-out-these-books-20190221 https://nces.ed.gov/surveys/pirls/ https://africasacountry.com/2019/04/why-are-south-african-children-struggling-to-read-properly https://www.publishsa.co.za/file/1519203677awr-2016publishingindustrysurvey.pdf https://www.businesslive.co.za/bd/companies/retail-and-consumer/2021-04-28-game-pins-hopes-on-selling-african-language-childrens-books-in-turnaround-drive/

May 21, 2021

5 Reasons 2021 Matrics should consider a career in hospitality

The United Nations World Tourism Organisation estimates that by 2030, there will be 1.8 billion new international travellers. Choosing a career in hospitality, therefore, could be the best decision that the Matrics of 2021 will ever make! Shaun Lamont, Managing Director, First Group Hotel and Resorts said, “With university and college applications now open for 2022, Matrics will be looking to make a decision about what to study next year. If your child is still sitting on the fence, why not get them to consider a career in hospitality?” Shaun offer 5 reasons why Matrics should consider studying hospitality: 1. In demand: According to Study International, one in every five jobs created in the last decade globally has been within travel and tourism, and pre-COVID, the industry was expected to support an additional 100 million jobs worldwide by 2028. The World Travel and Tourism Council also reports that 1 in 10 jobs on the planet is supported by travel and tourism. Whilst the pandemic has slowed the industry down, it is the one industry that is predicted to bounce back with a bang! Why? Well, travel is in our DNA and it’s going to take more than a global shutdown to change that. 2. See the world: If you’ve always dreamt of visiting exotic destinations, but your travel fund smacks more of ‘beer and biltong’ than ‘champagne and caviar’, then a career in hospitality could be the ticket to the travel you’ve been dreaming of. Whether local or international, you’re bound to traverse the globe by working in a variety of positions and places. You’ll only be limited by your imagination – from cruise ships and hotels to game lodges and beach resorts. 3. Options, options, options: At the core of hospitality, are customer experiences, which opens up a myriad of opportunities for graduates. Armed with a wide range of skills and knowledge, working in hotels, restaurants, events, catering, hospitals or airlines, or even branching out into business development, marketing, or entrepreneurship, are all within the realm of possibility. 4. Learn while you earn: Most reputable hotel groups and resorts partner with hotel management schools in order to offer students the opportunity to learn the relevant theory whilst getting practical, on-the-job training. First Group for example, embraces unskilled trainees every year, who share our passion for guests and place them at our various resorts around the country. Furthermore, some Groups even offer trainees a stipend whilst working, which means that you can learn while you earn. 5. Move up the ranks: A career in hospitality offers you the chance to grow. While everyone starting out their career by nature starts on the bottom rung of the ladder and moves their way up the ranks, there are so many rungs on the hospitality ladder! Moving from bellhop to the front desk to the manager, or from waiter to food and beverage manager doesn’t have to remain a pipe dream. As leaders in the South African hospitality industry, First Group prides itself on offering incredible career opportunities for both entry-level and experienced candidates who are either looking to step into the industry or those looking to move up the ladder. “If doing the same thing day after day after day excites you, then a career in hospitality is best avoided. If you’re looking for an ever-changing, exciting job in a vibrant industry that demands commitment to making strangers smile and helping them to make lasting, magical memories – then this industry is for you!” Shaun concludes.

May 14, 2021

The art of destressing: Ways to help your child unwind

Like adults, children struggle with stress. And, like adults, children respond differently to stress depending on their age, personalities, and coping skills. Signs of stress Signs of stress in children often show up as physical or behavioural changes. Physically, stress can manifest as: bedwetting, a change in appetite, sleep problems or nightmares, and complaints of stomach or headaches. Common behavioural signs of stress include moodiness, aggression, or clinginess. It could also result in the development of nervous habits, such as thumb-sucking or nail-biting. In addition, stress can cause children to have difficulty concentrating, withdraw from family and friends, and even hoard items. Causes of stress Common causes of stress in children include: significant changes in the family (divorce, moving, losing a loved one), academic pressure, being overscheduled, bullying, and catastrophic events on the news. Our ‘new normal’ – fear and uncertainty because of a global pandemic – is another major stressor for children of all ages. Also read: How to help a child struggling with (coronavirus) anxiety Ten quick ways to destress Finding ways to relieve stress is essential for children (and parents). Here are some quick and easy activities to try when your child appears stressed and overwhelmed: Blow bubbles: Blowing bubbles can help children gain control of their breathing, which will help calm them. A bonus is that running around popping bubbles is just as fun (and beneficial) as blowing them. Belt it out: Music has a profound effect on mood and listening to music has been proven to help children relax. In addition, the physical act of singing out loud, no matter how off-key, has been shown to release feel-good chemicals in the brain. So let your child belt out their favourite song! Pop bubble wrap: When you receive a package, cut the bubble wrap into smaller pieces and save it for when your child needs some stress relief – it’s difficult the resist popping row after row of bubble wrap. Hydrate: It may sound silly, but if your child seems overwhelmed, pour them a glass of cold water and have them sip it slowly. Dehydration has been linked to a reduction in mental performance, and sipping cold water will have a calming effect on the nervous system. Push against a wall: Let your child try to push the wall over for 10 seconds, three times. This trick allows the muscles to contract in an effort to ‘bring the wall down’, then relax, releasing feel-good hormones, which helps the body to get rid of stress. Jump rope: Put on some music and challenge your child to jump to the beat of the song. If your child is unable to jump rope, you can play hopscotch instead. Also read: Benefits of playing games with kids Make and shake a glitter jar: Glitter jars are easy to make – simply fill a plastic bottle or jar with coloured water and glitter. Letting your child shake the jar and watch it for a few minutes will give them a relaxing focal point, allowing their brain and body to ‘reset’. Play with clay: Squishing and pounding clay – either store-bought or homemade – can help ease tension, release excess energy, and improve focus. You can even add a few drops of calming aromatherapy oil. Bust some moves: Physical activityoffers excellent stress relief, and having a dance party can get your child active in a fun way. When your child is stressed, crank up the music and let them show you their moves. Bring out the colouring book: Colouring is a great mindfulness activity that reduces anxiety as it gives children something else to focus on. If your children are older, let them try journaling or creating a vision board. Writing things down can have a profound effect on their mood, especially if they can do so without the fear of someone else reading it. At the same time, the act of cutting words and pictures from magazines that links to their interests and dreams is not only relaxing but will also allow them to think about what they want from life. By Danielle Barfoot

May 14, 2021

Glenoaks School – Our remedial stream under the microscope

Glenoaks School in Kensington, Johannesburg, in its 52nd year of operation, runs a remedial stream up to Grade 7, an Assisted Learning Stream for special needs learners aged 6 – 14, and a Vocational Stream (Oak House Vocational Academy) for special needs learners between the ages of 13 and 18 . We strive to ensure an intimate learning environment, with no more than 12 students per class, and therapy programs tailored for individual students. What is Remedial Education? Remedial Education is designed to assist learners to achieve expected competencies in core academic skills. By closing the gaps between what a student knows and can do and what they are expected to know by a certain grade, we can help learners who have fallen behind academically. Every effort is made to remove barriers that could prevent learners from achieving future success. The Glenoaks Remedial Stream Glenoaks welcomes a wide variety of learners into our remedial stream. We do not close our doors to learners with an IQ below the average rating but assess every child to ensure that they will be a fit for our school, and that our school will be a fit for them. Remedial learners may face any number or variety of learning difficulties, including, but not limited to dyslexia, dyscalculia, ADHD, ADD, ODD, autism and anxiety. Our aim within the remedial stream is to support a learner’s emotional well-being, supporting their learning difficulties, and providing a safe and nurturing environment in which they can flourish academically and socially. We are committed to providing a learning environment in which all children can meet and exceed their potential. We surround our learners with love, support, and encouragement. Glenoaks follows the CAPS curriculum up until Grade 7, with learners moving on from the school into mainstream, remedial or supportive high schools. This curriculum is offered as an Accommodated Curriculum, in which grade appropriate assessment standards and skills are being worked on within a small class setting and with therapeutic intervention. We also offer an Adapted Curriculum in which learners are offered additional individual assistance and support. The school offers therapy as part of our school fees, with sessions taking place within the school day. These include Occupational, Speech & Language, Remedial and Psycho-therapy. Therapeutic support is targeted to the needs of individual learners. Some students require support in group settings, such as our social therapy groups, whereas others may require targeted individual therapeutic input in a key academic or emotional area. Our Academic Support programme supports students as well as class teachers. Teachers and therapists are able to look at teaching methodologies, classroom environments, content of lessons, as well as different learning styles. In our Intermediate and Senior Phase, we offer in-house accommodations to learners as they may require. These academic concessions are put in place during formal assessments (cycle tests and exams). The accommodations include separate venues, a scribe, a reader, a prompt, spelling concessions, maths exemptions, rest breaks, and rephrasing of questions, amongst others. The school is guided on what accommodations are required for a learner by psycho-educational assessments, as well as other therapeutic assessments. By providing learners with these concessions, they are more able to show their true academic potential without being held back by specific learning disabilities. In our foundation phase, we offer a tailored reading programme to our younger learners, allowing them to develop their reading abilities. Our learners engage in individual reading, as well as guided reading which takes place in smaller groups. We use methods that help students to read, talk and think to ensure a deeper understanding. We are especially proud of our paired-reading programme which includes learners, teachers and parents, and has shown incredible success with so many of our students. Furthermore, our curriculum includes a perceptual component which aims at developing the visual and auditory, as well as both the fine and gross motor skills of every student. These perceptual and motor skills are the underlying skills required for academic success. Classroom facilitators form an integral part of our remedial classrooms. In certain instances, facilitators are placed in a classroom in order to provide support to learners and the classroom teacher. In some instances, individual students require their own facilitator to sit and work with them, and these can be contracted by the parents, or by the school. All Grade 6 and 7 learners may use their own technology device, such as a laptop, Tablet or iPad. They are taught and encouraged to make use of these devices to enhance their learning. Students with specific learning difficulties who find it challenging to put pen to paper, are able to use tools such as voice-to-text, which greatly aid and enhance their learning ability. How Does Remediation Happen? When a learner shows signs of an academic lag, individual remedial goals are established. Remedial therapy goals are derived from the learner’s latest assessments together with input from the class teacher. Remedial education often focuses on using a learner’s strengths and learning style to achieve the individual goals set. It aims to build self-confidence, opportunities for success, and to improve self-esteem and quality of class work. Therapy uses a multi-sensory approach, practical hands-on methods where possible, kinaesthetic, tactile, auditory and visual stimuli. During remedial therapy it is sometimes necessary to revert to the basics of a particular skill, to ensure understanding of the fundamentals. The aim is to build on and move from some concrete to more abstract concepts. An All-Inclusive Education Programme There is far more to a well-rounded remedial education programme than only academics learnt at a desk. In our Intermediate and Senior primary we run a programme known as Terrific Tuesdays, in which learners are exposed to and participate in a wide range of learning activities. These include the creative and dramatic arts, a variety of sports and ball skills, outreach programmes, as well as English extension activities. Glenoaks is proud of each student that walks through our doors. We are excited to discover the potential in our students, working

May 7, 2021

Setting boundaries with your teenagers

It’s a well-known cliché that the teenage years are some of the hardest for both parent and child, and there is a kernel of truth in this. These are the years in which children are learning more about themselves and their place in the world. Part of this journey of self-discovery often entails testing their limits and the limits of those around them. It is, therefore, important to put boundaries in place, not only to protect your teen but also to maintain harmony in the household. Apart from safety and a pleasant home environment, establishing boundaries is important for teens to learn self-control and to help them regulate their emotions. Setting boundaries can be an emotionally charged and unpleasant experience for everyone involved – tears and raised voices are not uncommon – but this does not need to be the case! We explore some tips on setting boundaries, how to ensure they are observed, and what to in the case of boundaries being overstepped. Ten things to consider when setting boundaries: Make sure the rules you establish are relevant and important to the family Sometimes, parents tend to try to make and implement rules for the sake of it – this generally does not end well. Consider the purpose of the rules you want to enforce and whether these are, in fact, necessary. Be reasonable and realistic When implementing rules, ensure you don’t have too many and that they don’t intrude excessively on a child’s privacy. When rules seem unreasonable and unrealistic, children are more likely to lie to their parents about their whereabouts and activities. Know what kind of boundaries you want to set ahead of time Don’t enter a discussion about boundaries unprepared – consider the nature of the rules you want to establish before you open dialogue with your child. Preparation will help structure the conversation and make it a productive one. Focus on your child’s health and safety Explain to your child that setting boundaries is not just about their physical safety but also their emotional and mental wellbeing. Many rules regulating activities such as bedtime, chores, and screen time are important for a child beyond their physical health. Read more: Parents, here’s how screen time can work in your favour Maintain empathy Try to stay friendly and amicable. Many parents may find this strange – after all, they are their child’s parent, not their friend. But by being kind, you are more likely to have a productive conversation when discussing boundaries. You catch more flies with honey than vinegar! Emphasise your concern for them Often, teenagers tend to perceive rules and boundaries merely as a way for their parents to control them. It is prudent to clarify to your child that the need for boundaries comes from a place of love and wanting to support them. Negotiate, don’t dictate Again, negotiating with their children may seem odd to some parents. However, letting children respond, raise concerns, and make suggestions when discussing boundaries makes them feel empowered. When children feel they have a say, they are more likely to follow them. Allow boundaries to evolve What might be appropriate for a 13-year-old may not be suitable for an 18-year-old. Allow the nature of some rules to change to be more age-appropriate, like where your child is allowed to go, their curfew, and dating. Read more: What to do when your teen wants to start dating Discuss consequences You must establish the consequences of overstepping boundaries at the same time the boundaries are set. Deciding on appropriate punishment should be done in the same manner as determining appropriate rules. Keep the dialogue open, honest, and fair. Don’t take things personally It’s easy to take a child’s disagreement or rule-breaking as a personal affront. Remember that this is most often not the case – if teenagers disagree with you or overstep boundaries, it’s most likely not to upset you purposefully. Read more: How to handle angry feelings Punishment and rewards Naturally, when a boundary is overstepped or a rule is broken, you must carry out the consequence you and your child discussed. Remind your child that they agreed or conceded to the rule they broke, discuss how they overstepped the boundary, then follow through with the agreed-upon punishment. Explain to them that punishing them isn’t for your pleasure, but rather that learning there are consequences for their actions is an essential part of life and a lesson they must learn. Conversely, it is worth providing positive reinforcement/rewarding good behaviour now and then. While many parents believe it is just expected that their children follow the rules, there is no harm in recognising a child’s observance of the rules and treating them accordingly. When children feel that their efforts are acknowledged and appreciated, they are much more likely to continue adhering to the rules you have set. Read more: How to reward your kid the right way By Jacqui Smit

May 7, 2021

You’ve got a friend in me

Friendship is essential at almost every age, and making friends is an important developmental goal for children. In fact, making friends creates important contexts in which children can learn and practice social, communicative, and emotional development skills. The 5 Cs of friendship for children Compassion: Children who have close friends learn to have compassion and empathy for others because they build a meaningful friendship beyond surface-level social skills. Empathy and compassion are the roots of kindness, and children who learn the importance of these skills tend to be friendly and kind to others. Confidence: Friendships help children build self-esteem and can even provide a barrier against bullying. Healthy friendships can also empower children as it turns peer pressure into a positive force. Conflict resolution: When conflicts inevitably arise, it can be difficult for children. But getting their feelings hurt and making mistakes is all part of the learning process. Not only is it normal for children to argue at times, but it is also a valuable learning opportunity as it teaches them to listen to and respect other points of view. Courage: When children have a friend to confide in as they ride the rollercoaster of childhood, they are better able to cope with and bounce back from challenges and setbacks. In addition, they learn to face problems and work through issues together. Connection:Growing up, children deal with several stresses and worries. They may struggle to verbalise their feelings and, as such, may choose to keep their emotions to themselves. Having close friends afford children the opportunity to work through their worries and stress with someone who can relate. Developing a deep connection with another child in this way can be very powerful for children. Let them be themselves Although friendship is an integral part of life, not all children need or want many friends. While some children are outgoing and love to have a lot of friends, others are more suited to having one close friend or a small social circle. It is important to let your child be who they are and celebrate their unique personality and specific needs. If your child struggles socially or has trouble making and keeping friends, there is no need to worry. It may simply be that they have not had enough opportunities to make friends. Getting children involved in activities with children their age who have similar interests can be a great way to find friends for your child. However, when taking this approach, be sensitive to your child’s energy level and personality. Also read: Can homeschoolers take part in extracurricular activities? Gifted children often have problems making friends with children their own age and may prefer to be around adults. Of course, a medical condition such as anxiety, ADHD, autism, or selective mutism could also affect your child’s social relationships. Finally, if your child suffers from stress, depression, a learning disability, or even bullying, this too could influence their ability to establish friendships. Teen friendships As children become teenagers, friendships become increasingly important. During their teenage years, children are figuring out who they are beyond the family. It is crucial for them to feel a sense of belonging and acceptance from their peers. As with younger children, shared interests, attitudes, social struggles and being in circumstances that may resemble their own are some of the foundations for teen friendships. In adolescence, having close connections can help teens learn about trust, respect, acceptance, and intimacy, all of which are important concepts to understand as they enter adulthood. Also read: What to do when your teen wants to start dating Of course, close friendships also offer a host of other benefits for teens, including: Improved self-esteem. Lower rates of anxiety and depression. Stronger emotional regulation skills. A happier, more optimistic outlook. Greater empathy towards others. Feelings of trust. Better cognitive function. Remember that friendships – at any age – are full of ups and downs. So, if your child or teen is going through a slump, try not to be too worried. Making friends and being a good friend are skills that can be learned, so focus on helping them build and practise their friendship skills. By Danielle Barfoot

April 30, 2021

Shaping your children’s attitude to money

Most parents will agree that teaching children about money is important, but what and how should you be teaching them and at what age? It’s an inherent part of parenting. Most children’s attitudes to money are shaped by their parents, whether you pro-actively pass on information or they just copy what you do. It’s also not something you can leave too late. A University of Cambridge Study, commissioned by the UK’s Money Advice Service, found that in that country children’s money habits are formed by the age of seven. Shafeeqah Isaacs, head of financial education at financial services provider, DirectAxis, canvassed some of her colleagues with children of different ages about some age-appropriate lessons to help children become financially responsible adults. Age 3 – 5: You can’t always get what you want, right now We live in an era of instant gratification, from takeaway foods to online shopping. While your three-year old isn’t likely to be ordering Uber Eats during naptime, teaching children early that some things are worth waiting for may prevent them racking up credit-card debt on trendy clothes or the latest tech later in life. Set attainable goals. For example, if your child wants a particular toy explain they’ll have to save for it. Have a savings jar or piggy bank into which you can put birthday money or small rewards for helping out, good behaviour or achievements. Try to set them up for success by making sure the goal is achievable and they don’t have to wait for months and lose sight of what they’re saving for. Each time your child adds money to the saving jar, help him or her count it and work out how much more is needed to reach the goal. Age 6 – 10: You’re responsible for the financial choices you make You can teach your children the basics of financial decision-making by explaining financial priorities. For example, you can tell them how when you get paid, you first need to pay bills such as the home loan or rent. Then you need to buy groceries. If you do this carefully and don’t spend money on things that are too expensive or which you don’t really need, you’ll have some left over. Some of this you can save and some might be used to do something fun together. Practical experience is the best way of driving these lessons home. When they earn pocket money for doing household chores, help them work out a budget. First, they’ll need to pay bills, such as contributing to a pet’s upkeep. Take them along when you buy the groceries. If they want something special get them to contribute to that as part of their grocery spend. Remind them not to spend all their money as they’ll need to save some. Hopefully, if they’ve not spent too much they’ll have a bit left over to treat themselves. “The point is to give children a practical understanding of how to manage money using examples that are familiar. The more you can do this the better, as they’re far more likely to grasp this than abstract explanations,” says Shafeeqah. Ages 11 – 13: The sooner you start saving the sooner you’ll reach your goals At this stage you can introduce the idea of saving for long-term goals. Perhaps set a goal for something more expensive that he or she really wants. Often at this stage children are reluctant to save because they want to buy things such as snacks at school or more airtime. By setting a bigger goal you can teach them that the opportunity cost – what they need to give up – will enable them to save more and reach their goal faster. You can also teach them about compound interest: how by saving over a longer period, they benefit from the compounding effect because they earn interest on the money they’ve saved as well as the accumulated interest. For more information about compound interest visit: https://www.directaxis.co.za/find-an-answer/what-is-compound-interest Of course, when saving larger amounts of money, it’s sensible and safer to replace the piggy bank or savings jar with a bank account. Some banks, such as FNB, offer no-fee transactional accounts for children. This will also teach them how to manage a bank account. Ages 14 – 18: Understand how to borrow sensibly As children grow up their earning potential increases. They may graduate from doing household chores to getting a casual job. Typically, their expenses also increase. They may want to buy a scooter or motorbike to get around or even save towards a car. At some point they’ll probably ask to borrow money. When they do, set a goal in terms of what they’ll need to earn before you’ll match them or lend them the remainder. Work out a reasonable period for the loan and a repayment schedule and charge them moderate interest. Explain there’ll be penalties if they miss payments and that you’ll also be less likely to lend them money in future. While they may not immediately appreciate it, you’re teaching them the benefits of paying what they owe and also how to build a good credit record. As they get older you can use a similar approach to teach them the difference between good and bad credit, such as loans to fund tertiary studies or start a business as opposed to borrowing money to fund an unaffordable lifestyle. As a parent, teaching children about money isn’t something you’ll ever stop doing. Perhaps the most important lesson of all is to remember that you are a role model. “If you’ve ever heard a child use a grown-up word or expression they didn’t learn in school, you know they suck up everything around them. The same applies to how they learn about money. Remember that and the influence you have not just in terms of what you teach them, but your own financial behaviour,” says Shafeeqah.

April 30, 2021

Are our children spreading the Coronavirus?

While there are widespread reports that children experience milder symptoms and suffer fewer complications from the coronavirus than adults, paediatricians are warning that the issue is much bigger than previously thought. “It seems that the number of children infected with the virus in South Africa is higher than what we believe it is. While it is true that children do not seem to be as adversely affected as adults by the virus, we are seeing a large number of children who are asymptomatic, and this is worrying because they could be spreading the virus,” cautions Dr Iqbal Karbanee, paediatrician and CEO of Paed-IQ BabyLine,a trusted telephonic medical advice service for the first 1000 days of a child’s life, starting from conception to birth and beyond. Data suggests that children under the age of 18 years represent about 8.5% of reported cases, with relatively few deaths compared to other age groups. News reports are now suggesting that children may also be more susceptible to the new strains of the virus, without serious consequences. However, there is very limited data available on the number of children who are asymptomatic. “This is why it is important for children to practice social distancing and hand-washing, even if they do not appear ill, as they can pass the disease on to family members, or others,” says Karbanee. People aged 60 and older or with existing health conditions remain the most vulnerable to the coronavirus. That includes people with conditions such as high blood pressure, diabetes, cancer, cardiovascular disease and chronic respiratory conditions. Dr Karbanee says that there have also been few pregnant women who have had complications as a result of the virus, and those who have had the virus have gone to have babies who have been fine. But should pregnant women consider getting the vaccine? “If you are a high risk patient and pregnant, I urge you to consider taking the vaccine, provided that you have discussed it with your doctor,” says Dr Karbanee, adding that high risk includes being overweight, being diabetic or having a lung disease. He says that, given the risk of complications from COVID-19 should a mom-to-be a high risk patient, the vaccine offers a relatively safe guard against the Coronavirus. “The vaccine is not a live virus-based vaccine, unlike the Polio vaccine for example. This vaccine is made from a protein extract from the virus, which, when you get exposure to it, lowers your risk of getting extreme symptoms. There have been very few side effects recorded by those who have taken the vaccine.” Karbanee says that each case should be seen on its individual merits and if pregnant women are concerned, they should discuss their worries and the possibility of getting the vaccine, with their doctor and medical team.

April 22, 2021

A comprehensive approach to mental health is a no-brainer for student residences

With more than 30% of university students confirming that they had experienced a common mental disorder in the preceding 12 months, with 20% having experienced common generalised anxiety disorder, it’s clear that academic institutions and student residences must place a priority on students’ mental health. Furthermore, nearly three quarters of UCT students said cited mental ill-health such as anxiety and depression being their greatest challenge during the COVID-19 lockdowns in 2020, followed by disconnection from peers and lecturers, and a lack of quiet places in which to study. Students’ mental health in the COVID-19 environment has been further impacted by loss of income in their families due to job losses, grief after deaths among those dearest to them, and academic pressure with the move to online learning. Concerns about family safety and wellbeing also impact students’ mental health, with many NSFAS-funded students sharing their NSFAS meal allowances with their families, leaving the students hungry and destitute, with heightened anxiety or depression. The risk is even higher for students in historically excluded and marginalised sectors of the population, particularly women, those of atypical sexual orientation, and disabled people. “Students turn to formal structures like residences for senses of structure and support, and from the collegial learning environment that offers the reassurance of time spent with others that have similar goals and objectives,” says Millet Nkanyane, ResLife manager at Respublica Student Living. “We have noticed an increased need for psychosocial support among our students, who have had to deal with the complexities of online learning, family stress and trauma as a result of the pandemic and its impacts, all in addition to navigating their way through the challenges of tertiary education.” Nkanyane has been forging new paths in student support with Respublica’s ResLife programme at its 10 purpose-built residences in Johannesburg, Midrand, Pretoria, Bloemfontein and Cape Town for six years, and emphasises that student accommodation must offer so much more to students than a roof over their heads – particularly in the current challenging environment. “Parents and funders should choose a student residence that gives students everything that they need to be able to focus on their lectures and assignments – particularly first-years who away from home for the first time ever,” she says. “The current environment also makes it essential to offer specialised COVID-19 wellness support, whether it’s to support students who have contracted the virus, or to help detect mental illness and in turn to support those students too.” Furthermore, students must have access to quiet study spaces, unlimited internet access, and sufficient facilities to prepare their own food – or to buy it, if needed. A residence that has uninterrupted power provided by on-site generators in the event of load-shedding, also helps reduce students’ stress. “A strong ResLife programme will also help students learn positive ways of coping with the complexities of student life, whether it’s figuring out how to make new friends in a socially distanced environment, or knowing that they have someone to turn to if they are struggling with mental health,” Nkanyane adds. She adds more senior students can be very effective mentors to their younger counterparts, if trained properly, and that support from the likes of the South African Depression and Anxiety Group (SADAG) is essential to the success of any student support programme.

April 20, 2021

How to start the 2021 school year with confidence

The new academic year has begun and, after a year like 2020, it’s no wonder stress levels are already high and confidence in the 2021 school year launching without a hitch is low. As learners, you’ll need to stay flexible in your outlook. “It is more important than ever to start your school year on a confident note and, although confidence does not come easy to everyone, these tips from our team at The Answer Series (TAS) should help learners to start the school year feeling more confident, in control and ready to take on any unexpected outcomes,” says George Eadie, CEO of TAS. Let’s dive straight into 7 ways to start the 2021 academic year with confidence. 1. Feel positive, think positive, act positive, be positive Set an intention for 2021 to be the year you adopt a positive mindset – or at least work on being mindful about any negative thoughts that, if left unmonitored, can start shaping how you feel and even who you think you are. 2. Be prepared for 2021 You cannot control how the academic year will take shape, but you can control how you behave, react and take responsibility for your learning. Have regular contact with your teachers and classmates about academic material and use study guides that are proven and trusted like The Answer Series. These sorts of comprehensive study guides will take the pressure off whilst you move between physical learning in the classroom and remote learning at home. 3. There’s nothing like a good friend Lean on your good friends for support and schedule time to check in with them too. Be a good friend by being real, honest, kind, and dependable, and don’t be shy to ask your friends for help if you feel anxious. Watch out for the warning signs of early depression and anxiety in your friends too, and act with care and compassion if you notice that they are struggling. 4. Forget about mistakes made in the past Everyone makes mistakes in life – it’s only human. Remember that you will not be able to please everyone. Of course, set high expectations for yourself and always do your best, but remember that half the road to success is failing and learning to bounce back from adversity. Learn from your mistakes and move on. 5. Don’t sweat the small stuff Ask yourself if what you are stressing over will matter tomorrow, next week or a month from now. If the answer is ‘no’ or even ‘maybe’, leave it behind you. If the answer is ‘yes’, set short-term and long-term milestones that are attainable and realistic to achieve within the time period you have set out for yourself. And remember, if you’re worried about your studies, additional textbooks, online resources and study guides from TAS are a great way to stay on top of your work, whether at home or in the classroom. 6. Face your fears It is natural that the uncertainty of the year ahead might instil fear in you. Remember that to be afraid of something is a state of mind. Every time you confront a fear you change that state of mind and, in the process, you gain courage and confidence. Control what you can. Ask your teachers for a breakdown of the term’s work and create a weekly study timetable as if you were studying for exams but adjust it to homework and day to day learning. 7. Dress for success Jenny Campbell, a mathematics author at TAS, suggests that teachers focus on looking after themselves, so they can continue to support their learners. Campbell said: “To function optimally at school and after school you need to ensure that you look after yourself by eating well, sleeping well, getting some form of exercise, switching your mind off school for a part of the day, and having me-time.” Learners can do the same. If you feel healthy and well kept, you will feel more confident and will in turn attract the same energy. Eat healthily, create an exercise routine – and make sure you stick to it – and put effort into how you look when you get ready for school. Remind yourself often: The most beautiful thing you can wear is confidence.

April 19, 2021

Benefits of playing games with kids

Children of all ages learn through engaging with many different forms of media, including games. Games include board games, video games, and even online games, despite what you may have heard! Playing games help children develop many core skills like mathematical or language skills, social skills and healthy interaction, and logic and problem-solving skills. We all know playing is fundamental for young children’s development, but this is true for pre-teens and adolescents, too! Of course, the type of games children play at different ages will differ depending on their cognitive ability and interests. Still, play and games remain fundamental for a child’s development regardless of their age. Infants: 0 – 18 months Babies respond to visual and audio stimuli, including bright colours, movement, and sounds. Consequently, they respond best to singing and other music, holding and playing with bright toys, and looking at colourful pictures. Games recommended for this age group include: ‘peek-a-boo’ (visual stimulation), and singing rhymes and songs (auditory stimulation). Imitate the noises your baby makes to engage in a ‘conversation’ and let them crawl to discover their world. Of course, at this age, the parent or caretaker is doing most of the playing! Toddlers: 18 months – 3 years Children of these ages can usually talk and move by themselves to some degree, meaning the complexity of games caregivers can play with them increases a bit. Toddlers love exploring their physical environment, so touch becomes a big factor in how they learn. They also begin using their imagination and combine their cognitive skills with their knowledge of the external world to create a world of their own. Caregivers can encourage children’s use of their imagination by pretending to drink out of an empty cup or offering toys that enable pretend play. Read to them and develop games based on stories. At this age, recommended games include: building blocks and stacking toys, easy puzzles, and basic art and crafts activities like finger painting. Pre-schoolers: 3 – 6 years By now, children are starting to socialise with each other a lot more, so they need to start developing their social skills. Many children of this age play fantasy games with one another, like ‘cops and robbers’. This kind of ‘pretend play’ is highly recommended for this age group as it allows them to develop: muscle coordination, fine motor skills, language skills, and cooperation skills. Story time remains important – read your child a story and ask them questions about the plot and characters. Because they can now read and write to a certain degree, even simple card games like ‘snap’ are recommended. Other recommended games include incorporating objects like balls in games such as ‘catch’. Read more: Raising Readers: Tips for Parents Middle childhood: 6 – 12 years At this age, children are increasingly verbal and literate and can communicate with one another and adults. They interact with each other to a much greater degree, and their interests become more pronounced. By this stage, many children have started playing online and video games. While these certainly have their benefits, children must continue to play with one another outside of more formal activities like sports and cultural pursuits. It is recommended that caregivers continue to facilitate play among children indoors and outdoors, like playing ‘dress-up’ and hide-and-seek. It is also recommended that children now begin playing more mentally challenging games such as: more advanced puzzles, chess and other board games, and slightly more difficult card games like ‘go fish’. Arts and crafts continue to be encouraged. Read more: Video games: good, bad, or both? Teenagers: 12 – 18 years We all know teen years are difficult ones. Teenagers face many obstacles like changing bodies and moods and discovering who they are as independent and autonomous beings. Many teens can become reclusive or even self-isolate due to bullying, so it’s important to encourage them – very gently – to continue socialising with other teens who are kind and caring. Recommended games for teens now veer from traditional games to: sports, cultural activities, and social events like music concerts and parties. Teens are also encouraged to join clubs that align with their interests, like debate or ‘glee’ club, or outdoor adventures like hikes or rock-climbing if that is more to their taste. Remember, every child is different – nurture their passions through the activities in which they engage. By Jacqui Smit Sources: ACTP Southern Africa manual; healthychildren.org

April 16, 2021

JUNIOR HIGH ROADMAP: TAKE THE LONG VIEW BUT MAKE EVERY DAY COUNT

High school is an exciting if sometimes scary and demanding stage of a young person’s life, and it requires of them to balance a daily focus on learning and academic work while also continuously considering their future and where they are headed. These competing considerations – the focus on now while also not losing sight of tomorrow – can cause uncertainty and anxiety, but using a framework on the way can have a significant impact on creating peace of mind and successful outcomes, says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “By getting into the right frame of mind, and armed with a daily plan of action, you can incrementally build your way towards great results in Matric, and opportunities that align with your vision thereafter,” she says. “What Covid has made clear, is that we need to use every day to our advantage. Small wins compound, but if you procrastinate, you might just find yourself in an impossible position down the line.” Dr Mooney says junior high school students should strategise for the long game, and combine that with short-term action plans so that they are able to start senior high in as strong a position as possible, by doing the following: KEEP ON TOP OF THINGS EVERY DAY “Make sure that you master the work done in class every day. Do your homework to the best of your ability, and if there are concepts you don’t understand, ask for help and assistance until you do. Don’t push things to the side and think you are going to deal with them later, because later you may just have too many things to deal with and then you’ll start feeling overwhelmed. “By doing a little bit every day to cement new knowledge, you are building a strong foundation for the future, and your learning muscles and confidence are strengthened.” DON’T GO OFF THE RAILS – ASK FOR HELP High school comes with a host of firsts – good ones and not so good ones, notes Dr Mooney. “You’ll be faced with exciting new opportunities but also temptations. Don’t lose sight of what you are building towards, and always consider how your choices will impact on your future. Your freedom will be increasing, but so will your responsibilities. Make wise choices and enjoy your journey towards adulthood, while also being careful not to make choices that can turn into hurdles down the line. In particular, be extremely circumspect where social media is concerned as small missteps can have huge consequences. “If you find yourself struggling – academically, mentally, emotionally, physically – know that there are many avenues you can turn to for help. There could be trusted adults in the community, teachers, organisations and even online resources to which you can turn. Don’t despair if you are finding yourself in a difficult spot. There are support and resources available, so keep looking for help until you find it.” CONSTANTLY EVALUATE WHERE YOU ARE HEADED You may have an idea of what you want to do when you Matriculate, or you may not. Whichever it is, junior high school provides the opportunity for you to consider your options while you still have plenty of time. “Keep in mind that you will need to make subject choices in Grade Nine, which will impact greatly on your options after you finish school,” says Dr Mooney. So as you progress through the days, weeks and months of junior high, consider where your strengths lie, and how these might match up to a future career. “This is why it is important to not leave your investigation of your future studies until Matric, because by then you may have dropped the subjects you would have needed to apply for your qualification of choice. If you think you are terrible at Maths and want to drop it as soon as you are able to, consider which careers you will be ruling out if you do so. “If you don’t know the answer to that, it is worth finding out by for instance doing online research, or speaking to student advisors at higher education institutions about fields that interest you, and what the entry requirements for those would be.” START TO BROADEN YOUR HORIZONS The world is evolving rapidly and by the time junior high learners matriculate, it will look completely different from the way it looks today. In junior high, young people should start developing themselves holistically, and start learning about things outside of their current field of experience and frame of reference. For instance, they can start keeping up with the daily news so that they know what’s going on in the country and the rest of the world. They could also start cultivating a hobby to develop their creative side and ensure they get regular exercise through group or individual sport. “You are now at the stage of your life where you are starting to develop into the adult you will become. As the saying goes – with some creative licence taken here – there are things we know, things we don’t know, and then things we don’t know we don’t know. Your school will be teaching you about the things you don’t know, but it is your responsibility to be curious about the world and start finding out about the things you didn’t even know you didn’t know. “You may find that there is a whole world of opportunities that get you excited in terms of your future, that you were never exposed to before. So every day, do your best to ensure you continue to grow academically, while also firmly considering where you are headed by researching where the world is moving and where your future opportunity might lie.”

April 13, 2021

The puzzle that is Autism

Autism, is currently referred to as Autism Spectrum Disorder (ASD) although people with ASD themselves consider Autism a neurodiversity rather than a disorder. Almost 2% of the world’s population is diagnosed as being on the Autistic spectrum. “Spectrum” because some people appear to be mildly affected and others profoundly so. Since each person is an individual and presents differently, the diagnostic process involves a number of professional assessments to identify strengths and areas of difficulty. Neurodiversity is not anyone’s fault and the causes of Autism are continuously being researched. There is no link whatsoever with vaccine treatments and the diagnosis of ASD. There does appear to be a genetic link, but the genes are not necessarily passed down from parents, since some genetic differences occur spontaneously. Autism can be understood from a medical perspective, as a condition with symptoms that can be improved but not cured, or from a more relevant social perspective, as an alternate way in which the world is experienced. It is not a sign that a person is ‘stupid’, defiant, sick, selfish, crazy, flawed or weird. All people are unique and that is why there are a number of professionals involved in the diagnosis. Paediatricians are perfectly positioned to follow a child’s developmental progress and although Autism isn’t fixed and changes over time, they may be the first professionals who detect neurodiversity in a child. Often paediatricians will refer their patients to other professionals if they detect a difference or delay in the child’s development. Parents can be overwhelmed by the process and feel isolated, but it’s important to remember that this team of professionals is there to support the entire family. Parents may also benefit from speaking to other parents in similar situations. A psychiatrist may assist with high levels of anxiety, attention difficulties, poor sleeping patterns, worries and extreme emotional fluctuations commonly experienced in Autism. There is no medical cure for Autism however prescribed medication is often helpful in reducing these difficulties. A psychiatrist will often refer their patients with Autism to a psychologist, to facilitate an understanding of Autism with the whole family and assist them to address difficulties with acceptance, emotional responses, behaviour and self-expression. People with Autism DO feel emotion and empathy but may battle to communicate those feelings. Psychologists are often also responsible for administering educational testing, to determine existing academic levels and potentials, for correct school placement. Success at school is largely dependent on the learner’s innate cognitive ability boosted by a support team and up-skilled educators. People with Autism often experience the sensory information in their environments differently to the way in which neurotypical people do. This has an impact on the way they behave in different environments and situations, as well as on their emotional resilience and well-being. This is why extremely picky eating; a strong need for predictability and structure; and specific skill sets and interests are often associated with Autism. Occupational therapists are a vital element in the team supporting children with Autism in this regard. The way in which sensory information is processed can fluctuate throughout the day, as well as from one situation to the next. Common responses for children with Autism include either “shutting down” and withdrawing from or avoiding engagement, or “melting down” and having temper tantrums or emotional outbursts and parents and teachers should understand and support this necessary ‘escape’. Neither of these is misbehaviour, but rather an instinctive response to the environment and the way in which sensory stimuli are being perceived. e.g. in a noisy chaotic place, noise reducing earphones may minimise the overload The use of Ayres Sensory Integration® in occupational therapy sessions goes a long way to helping children and adults with their ability to process the sensory information in their environments, thereby facilitating optimal function in daily activities whether they be daily hygiene activities, learning/work activities and/or social activities. A visual schedule at home and school is helpful for the child to anticipate what is coming during the day since people with Autism like predictability and structure and are thrown by unexpected changes in their routine. Occupational therapists can also provide support with motor and visual-perceptual development should this be required. Communication is another significant aspect to consider in the diagnosis of Autism. A speech therapist will support the development of communication skills for developing and maintaining relationships. Often more subtle aspects of communication are missed by a communication partner with Autism e.g sarcasm, facial expression, body language and tone of voice, leaving the person with ASD confused and excluded. While they may be able to define sarcasm for example, they may not realise when it is being used. Parents and teachers may need to point out social cues that have been missed. Fluctuating auditory perception and difficulty starting, maintaining and following a conversation can lead to communication breakdown. This is not necessarily related to the child’s understanding of the topic of conversation so rewording may be necessary. Learners with Autism favour facts and brevity over figurative and inferential information, impacting on academic comprehension and output, and social interaction. People with Autism are not deliberately rude but are to the point, often without an awareness of how their communication is perceived so it may be beneficial to discuss the effect of their own communication on others. Social norms are not always innate in neurodivergent children and adults. They may incessantly discuss a subject of their own interest and pay no attention to their conversation partner’s interest or disinterest in what is being said. Reciprocity in conversation may also be limited, leaving the listener with a sense of frustration and annoyance, shutting down opportunities for socialisation and relationship building. A speech therapist would encourage awareness and understanding of communication behaviours to minimise linguistic, social and emotional misunderstandings. Academic support teachers are the touchstone between learners with Autism, their specialist team and the school setting. They facilitate recommendations from the team to the school and vice versa to maximise the learning potential and happiness of the

April 7, 2021

How to support a child diagnosed with autism spectrum disorder: tips and strategies

After receiving an autism spectrum disorder (ASD) diagnosis, it can be overwhelming for the parents or caregivers of an autistic child to cope with the various challenges ASD may present. However, with the appropriate support structures and strategies in place, caring for an autistic child can become more manageable. Also read: Autism 101 – what is it and what should you look for? Support strategies for managing ASD Many autistic people are likely to experience communication difficulties, especially difficulties with social communication and understanding other people. Autistic children are also easily frustrated and made upset by unexpected events. Often, these feelings of frustration lead to intense meltdowns, and parents can help alleviate such feelings and prevent breakdowns by having support strategies in place. Prepare for future events Autistic children may become easily overwhelmed by minor changes in routine. Parents and children can benefit from preparation for the day’s or week’s events. Parents also need to ensure that structure and routine are upheld in the household so that the child knows exactly what to expect. Make use of visual aids Visual aids can assist autistic children in improving their skills in processing information, understanding and using language, and becoming more interactive within their environments. Visual aids can be used to communicate with autistic children to inform them of what is happening at present, what will happen during the day, and what will happen during the coming days. Examples of how to use visual aids include: Showing the child a picture of relatives who may visit Showing them photos of the dentist or doctor before a visit Creating a picture chart with the steps to follow when using the bathroom or getting dressed in the morning Not only are visual aids helpful for communicating information to autistic children, but they also help ensure that autistic children are well-informed of daily events. When children are informed, the likelihood of intense meltdowns is significantly reduced. Avoid sensory overload Sensory overload is commonly found in autistic children and is a contributing factor to meltdowns. Sensory overload means that autistic children may sometimes experience certain sounds, textures, tastes, lights, and sensations as painful and intolerable, which may lead to a meltdown. Parents can try to prevent a sensory overload by identifying their child’s specific trigger(s) and reducing the number of triggering stimuli in the environment. It may be helpful to reduce loud noise and avoid bright lights. Ease children into public spaces Trying to reduce noise and avoid bright lights is often impossible in public spaces like shopping malls or grocery stores. That is why it is essential to ease a child into visiting public spaces by starting with preparation using visual aids and very short visits. Once a child can manage a short trip, gradually increase the time of the visit. The same strategy can be used when visiting friends, family, or relatives. Autistic children may develop an attachment to a particular item, for example, a toy or a blanket. It may help to bring this item along when going into public spaces because it gives the child a sense of familiarity and comfort, which may help keep the child calm for the duration of the trip. Plan ahead when eating at restaurants Visiting a restaurant can be challenging for an autistic child. To make the outing manageable for a child, it may be helpful to do the following: Make a reservation at the restaurant ahead of time Visit restaurants during their quieter hours Request seating in a booth away from the play areas or bathrooms to reduce sensory stimulation Pre-order meals Request the bill before dessert to prevent the child from getting frustrated with waiting Additionally, parents should request permission to bring the child’s favourite food along, as some autistic children have very specific dietary preferences. Try rewards charts Some autistic children exhibit defiant behaviour, and, therefore, it is crucial to utilise strategies to encourage compliance. One strategy that can be used at home and at school to achieve cooperation is a rewards chart. Also read: How to reward your kids the right way Since many autistic children often have very particular interests, it is vital to ensure that the rewards chart is meaningful and appealing. For example, if a child has an intense obsession with a particular superhero, the rewards chart should incorporate that infatuation to gain a child’s interest and, consequently, compliance. When trying to encourage compliance from autistic children, parents are advised to provide as much praise as necessary and to reduce such praise gradually as children exhibit increased cooperation. Take care of yourself Lastly, parents are very often the primary caregivers of autistic children. To be able to give to others, your cup cannot be empty. It is, therefore, crucial that parents attend to their needs and mental wellbeing such that they are well-equipped to face the challenges that accompany caring for an autistic child. Parents should make time for self-care and join support groups to draw social support to prevent feelings of isolation they sometimes experience. Although the challenges are present, they do not make parenting any less rewarding. By implementing tips and tricks in your daily life, caring for an autistic child may become more manageable. by Dr Jeanné Roux – educational psychologist

April 1, 2021

Is a university degree still worth it?

Amid mounting tuition fees and a global pandemic, parents and students may be reconsidering the value of a higher education. With Covid-19 closing campuses and moving lectures online, the high cost of a university degree may seem hard to justify in the current economic climate. However, as the job market becomes increasingly competitive, a degree from a top university can help young South Africans stand out from the crowd, setting them on the path to graduate level jobs and higher incomes. “The value of a university education goes beyond the degree itself. Additional benefits include peers who bring their own rich experiences and perspectives to campus; high-calibre staff; and a global network of alumni connections and employment opportunities,” says Rebecca Pretorius, Country Manager at global mentorship company Crimson Education. Despite an uncertain application year, during which students faced a number of Covid-19 related challenges, global admission trends show an increase in applicants competing for places at top universities abroad. Harvard University reported a record number of applications for the class of 2025, receiving 57 000 applications, up from approximately 40 000 in the previous year. This trend was seen across all the Ivy League and other top US universities. In the UK, 76 940 students applied to Oxford and Cambridge, as well as medicine, dentistry, and veterinary medicine and science courses – an increase of 23 670 applications from the previous year. “The increase in global admissions highlights the already high value of a world-class education. At the same time, it also demonstrates the necessity for students to differentiate themselves, especially in the current and post-pandemic economy,” says Pretorius. With Covid-19 and the subsequent lockdown causing businesses around the world to downscale, those entering the job market for the first time will be competing for fewer jobs overall. “In many cases, a bachelor’s degree is now considered to be a basic requirement across the board, especially in the fields of science and business. South Africans wanting to start a career abroad will need to consider how they can appeal to employers, many of whom historically hire graduates of top universities,” says Pretorius. For those wanting to pursue specialist degrees and professions, such as medicine, applicants will face even more competition when it comes to securing admission to a top university. 2020 has seen medical school applications in the US rise by 18% since last year — the greatest leap in over a decade — with some schools such as Stanford University’s School of Medicine seeing jumps as high as 50%. With Covid-19 demonstrating the importance of medicine, more and more young people are working towards making a difference. “South African students will find a lot of value in earning a university degree, whether from a top local or international university. Moving to study abroad offers the added opportunity to travel, to learn about new people and cultures first-hand, and set up professional networks that will help you get hired after graduation. Although the future is uncertain, it’s worth investing in now more than ever,” says Pretorius. Crimson Education is a global EdTech company which focuses on building the candidacy of high school students wanting to study at top-ranked universities in the United States, Canada, United Kingdom, Europe, and Australia. Through a team mentorship model, learners connect with admission strategists and tutors to assist them with the complex application process for overseas universities. With a presence in 28 cities, the company launched in South Africa in 2018. Crimson offers regular information evenings and workshops around the country. For more information, visit www.crimsoneducation.org/za.

March 30, 2021

Autism 101 – what is it and what should you look for?

What is autism? Autism spectrum disorder (ASD) is a range of developmental disorders that impair a person’s ability to communicate and interact with other people. As the name suggests, ASD refers to a broad range of conditions characterised by a person’s challenges with social skills, repetitive behaviours, speech, and nonverbal communication. Despite ASD consisting of a range of conditions, there are no subtypes since ASD may present very differently from person to person, along with differences in presentation among genders. How does autism present? Every person will have a different set of strengths and challenges but still fall under ASD. People diagnosed with ASD may present with more mild symptoms, while others may present with more severe symptoms – such individuals require significant support to function in their daily lives. As aforementioned, the presentation of ASD may differ between people in both severity and characteristics. People with ASD may also differ in their level of intelligence, as some have average or above-average intelligence while others may have a learning disability and require assistance with daily functioning. Common characteristics of ASD Characteristics that have been noted with some typicality include: Challenges with communication and interaction with others; Difficulties in reading social cues (i.e. how others may think or feel); Challenges in expressing their thoughts and feelings; Sensory sensitivity (e.g. bright lights, loud noises, etc.) which causes these individuals to become overwhelmed, stressed, or uncomfortable; Repetitive behaviours; Becoming anxious, upset, or angered by unfamiliar situations or changes in routine; Taking additional time to process information. Verbal ASD challenges It is common for roughly 40% of ASD individuals not to speak at all, while between 25 – 30% of others will develop language skills. Some language and speech challenges may include: Delayed speech development; Using a flat, robotic voice or speaking in a sing-song manner; Echolalia; Difficulties with pronouns, i.e. using I/me/he/she/they incorrectly; Rarely using physical gestures; An inability to stay on topic. Behavioural ASD challenges Autistic people may also display or engage in behaviours such as: Repetitive behaviours; Specific rituals; Fixation on certain activities, objects, or topics; Constant pacing back and forth; Fussy eating habits (many ASD individuals have textural issues); Not participating in pretend play; Impulsiveness; Aggression; An inability to pay attention or a short attention span; Clumsiness. What causes ASD? Several factors may influence the development of ASD, but there is no known singular cause. There have been rumoured causes of ASD such as diet, infections, or vaccines; however, each of these has not been conclusively proven to cause ASD. Typical comorbidities include medical challenges such as gastrointestinal disorders, seizures or sleep disorders, and mental health challenges such as anxiety, depression, and attention difficulties. How to identify autism Signs of ASD typically appear by the age of two to three years. Some children present with developmental delays as early as 18 months. In other rarer cases, ASD may be picked up by caregivers and teachers only later in the person’s life. Typically, when making a diagnosis of ASD, it will either have been identified by a doctor during early check-ups or when a parent becomes concerned and consults a multidisciplinary team of teachers, occupational therapists, psychiatrists, psychologists, and doctors. Also read: Might my child have ADHD? Signs of ASD Signs of ASD to which a parent/teacher may want to pay special attention include: Preference for solitary time; Avoidance of eye contact; No response to their given name by their first birthday; Lack of response to the emotions of others or appearing not to understand the emotions of others; An unwillingness to be comforted when upset; Avoidance or rejection of physical contact; Meeting of some developmental milestones but later losing them; Appearing to have a lack of facial expressions (i.e. smiling); Challenges with abstract thinking; Fixation on or a very clear preference for certain subjects; Challenges in making friends or maintaining friendships. Also read: Parental self-care If your child is experiencing one or a combination of these signs or symptoms, they may need professional help. Consult a psychiatrist or psychologist to determine the correct treatment and course of action for your child. by Dr Jeanné Roux – educational psychologist

March 26, 2021

UNO® Celebrates 50 Years of Bringing People Together

This month Mattel marks the celebration of the 50th anniversary of UNO, the number one game in the world* that fosters inclusive play and leans into culture. Conceived in 1971 in a barbershop in Cincinnati, Ohio, the iconic card game was created as a way for families to spend time together, and quickly became a household staple. Five decades later, UNO, now available in over 80 countries and with 17 decks sold every minute, UNO, has grown into a global sensation that offers fans of all ages a variety of innovative card-based and digital games. “For 50 years, UNO has brought people together by transcending language, culture and age through gameplay. As the number one game in the world, we’ve maintained its origins of a beloved family pastime, while evolving into a cultural phenomenon,” said Ray Adler, Global Head of Mattel Games. “Combining the brand’s roots of inclusivity and simplicity, the passionate global fan base, and unprecedented momentum, UNO’s 50th anniversary is a yearlong celebration of the brand’s past, present and future.” The brand is celebrating 50 years of bringing people around the world together through: NEW AND EXCITING WAYS TO PLAY This year UNO is sharing different ways to plays, allowing you to put a different spin on hours of gameplay, with products available for purchase now. Discover 13 Creative New Ways to Play UNO®!: The new ways to play debuted on the UNO® Instagram page with UNO® Bingo, which challenges players to carry out a number of moves during their game in order to call Bingo! Everyone can play with their family and join the social conversation using the #KeepPlaying hashtag.

March 25, 2021

This Easter…. Discover 13 Creative New Ways to Play UNO®!

13 creative new ways to #KeepPlaying and have UNO® fun with family and housemates while staying home! Methods of play include UNO® Big Hands and UNO® Bingo, helping to make games last longer UNO® new ideas come as Mattel launches Mattel Playroom a helpful resource to keep all families entertained during these times Mattel today announces 13 creative new ways to play UNO®, making games more fun and extending the game play! This Easter, Mattel encourages friends and family to #KeepPlaying and stay home, offering players all new different challenge alongside the nostalgia of the classic UNO® brand game – the worlds #1 card game. The new ways to play debuted on the UNO® Instagram page with UNO® Bingo, which challenges players to carry out a number of moves during their game in order to call Bingo! Everyone can play with their family and join the social conversation using the #KeepPlaying hashtag. Featuring UNO® Bingo, UNO® Slaps and UNO® Big Hands as some of the methods of play, families and friends of all ages can enjoy challenging new ways to play. UNO® SECRET UNO® has a secret! At the beginning of the game, everyone is dealt a card face down. They can look at it, but it has to stay face-down the whole game, and then becomes the last card you are allowed to play to win the round. Game play continues as usual until one player gets rid of ALL the cards in their hand. They then yell “UNO” to indicate they are down to one card (the “Secret” card). On their next turn, they have to be able to play their Secret card to win the round. If their Secret card doesn’t match the discard pile (or isn’t a Wild card), they have to draw a card from the Draw pile and keep playing. If they can play their Secret card, they WIN! UNO® SLAPS Get ready for some hand-slappin’ fun! With this rule, you play UNO® like normal, except whenever someone plays the EXACT same card as the top of the discard pile (for example a Red 2 on Red 2), everyone races to slap the Discard pile. Once you slap it, keep your hand there and the last player to get their hand on the pile has to draw 2 cards! UNO® TINY HANDS No, you don’t need small appendages at the end of your arms for this rule, everybody just starts with three cards in their hand (instead of the usual seven). The action will come fast and furious, so be ready to yell “UNO” when you’re down to one card! UNO® BIG HANDS When it comes to UNO, big hands mean big fun. Players start with 12 cards each and the rest of the game plays like regular UNO. Games may last longer but that’s where the big fun comes in! UNO® GOLF The object in real Golf is to get the LOWEST score, and it’s the same in UNO® Golf. After each round, whoever doesn’t win has cards left in their hand. Count those cards and keep them in a running tally on a separate sheet of paper. For example, Brian wins a round and Sally has three cards in left her hand so you mark three cards for Sally. Do the same for all other players (except Brian, who won the round) and then start another round. Keep playing, and when any player’s tally reaches 50 cards, look at everyone’s tally and whoever has the FEWEST amount of cards WINS! UNO® BINGO UNO® has a new way to play and Bingo is its name-o! Simply print out the UNO® Bingo sheets from https://www.mattelgames.com/en-us/cards/uno and distribute one to each player. As you play, if you can pull off an achievement such as “Play a Zero” or “Reverse a Reverse” and it matches a square on your sheet, mark it off! If you’re the first player to get 5 in a line or all 4 corners, you WIN! UNO® STACK Get ready to pass the pain! If someone plays a Draw 2 card on you, normally you would have to draw the two cards and that would be your turn. But if you have a Draw 2 card in your hand, you can “stack” it on top of the one played on you and pass it to the next player. They now have to draw four cards because of the “stack.” If they have a Draw 2 card, they can “stack” it, too – and the next player now has to draw six cards! The stacking can continue until one player has no Draw 2 card to play and they have to draw the accumulated cards. Oh, and you can “stack” Draw 4 cards as well – OUCH! UNO® REVERSE BOUNCE-BACK Right back atcha! When someone play a Draw 2 card on you, if you have a Reverse card of the SAME COLOUR, you can play it and the penalty bounces back onto them! Now they have to draw the penalty cards! UNO® SKIP BOUNCE Skipping never felt so good. If someone plays a Draw 2 on you and you have a Skip card of the SAME COLOUR in your hand, you can play it and “bounce” the penalty to the next player! The next player must draw the two cards, unless they have a Skip card (of any colour) they can play, in which case they pass the penalty to the next player and so on until no one has a Skip card and must draw two cards. UNO® WILD +1 Just like the name says, when you play a Wild card and choose a colour, you may play a card of that colour card on top of it! Normally you would have to wait until your next turn, but you can play this card IMMEDIATELY! UNO® KEEP DRAWING Normally when you don’t have a card in your hand to play, you take one card from the Draw Pile

March 25, 2021

Video games: good, bad, or both?

Although lockdown restrictions have been eased, many parents are still choosing to keep their children at home for safety reasons. Consequently, many children have turned to playing video games (also known as ‘gaming’) as a source of entertainment to cope with boredom. And while some parents might argue that it is a waste of time or that violent video games contribute to bad behaviour, others believe that gaming may have a few positive attributes. We take a closer look at whether video games are good, bad, or a combination of both. Benefits of gaming Studies have shown that video games have many benefits and that playing games can help children develop high-level cognitive functions like logic and problem-solving. Other benefits include: Increasing a child’s concentration and attention span – many children can get easily distracted when asked to sit still for prolonged periods. They often fiddle and fidget with nearby objects and ‘zone out’ quickly. But with gaming, they have an entirely new world to discover. They will pay close attention to the smallest details to ensure they don’t mess up their progress. When they have to restart a level or section of the game, they concentrate even more to ensure they don’t make the same mistake twice. This is a worthwhile real-life skill – paying attention is a skill they will need throughout their lives. Having to replay certain parts of a game also teaches resilience as children are taught not to give up when they have to attempt a challenge again. Teaching problem-solving and effective resource allocation – when playing various games, children are teaching themselves how to manage their ‘resources’ in games like the number of coins they have to spend, the number of bullets they have left to fire, amount of time they have to wait before launching an attack, etc. Managing their resources not only helps children execute the best and most creative outcome in the game but implementing these strategies also teaches them how to budget and save. Developing communication and teamwork skills – while playing in ‘multiplayer’ mode, players have to work together to achieve a common goal. They learn how to delegate duties amongst themselves carefully to achieve said goal. Co-operation like this develops both social interaction skills and motivation that can contribute to leadership and managerial roles and collective team efforts when working within an organisation in the future. Making learning fun – video games make learning fun. Through animation, an exciting storyline, and interactive challenges, children often don’t even realise that they are learning. Gaming is beneficial when it comes to moredifficult subjects such as Mathematics because children use the same logic and analytical thinking to solve problems in games that are used when solving mathematical equations. Having fun while practising their skills will motivate children to keep practising. Cami Web programs are an excellent example of how learners can have fun while practising their skills. Cami offers parents and learners a 14-day free trial to try their educational programs. Also read: Parents, here’s how screen time can work in your favour Problems caused by gaming There’s always a downside to everything, and gaming is not exempt from this. While gaming has many benefits, there are also a few cons that parents must be aware of before allowing their children to play video games. Here are a few factors to consider: Poor physical health – When children spend more time being sedentary behind a computer or TV screen, it stands to reason that the lack of physical activity will have an impact on their physical health. In fact, the negative impacts of gaming on physical and mental health are often related. Negative impacts of gaming include: impaired sleep, poor posture, and unhealthy or inappropriate weight gain. Inadequate sleep has been linked to other cognitive issues like impaired concentration and poor memory retention, both of which are likely to have a negative impact on a learner’s performance at school. Poor posture (hunching over a computer or playing console) can result in musculoskeletal issues like tension headaches and muscle knots. Weight gain from inactivity can be a problem because it can sometimes lead to medical conditions like diabetes, hypertension and high cholesterol. Dysfunctional behaviour – Excessive time spent gaming may cause a child to become dependent on the game, which can contribute to dysfunctional behaviour in daily life. Like physical health, an unhealthy amount of time spent gaming can affect a child’s mental health. Too much time spent in solitude playing games can make children dependent on gaming as a source of pleasure and, consequently, they can become irritable or even violent when they are not spending as much time playing as they’d like. It can be difficult for parents to spot the difference between unhealthy gaming and a healthy enthusiasm for and enjoyment of a game. Some of the symptoms of unhealthy gaming to look out for include: bad grades in school, negative or non-existent relationships with family and friends, a decline in attention to personal hygiene, and adverse mental health conditions such as depression and anxiety. It’s advisable for parents to be involved in their children’s gaming and to set healthy limits for how much time children are allowed to spend gaming. Parents should also consider balancing time spent gaming with other activities not dependent on technology, such as: socialising with friends, playing outside, participating in sports or cultural activities, playing board games, or drawing and painting. Reinforcing harmful mindsets – The over-representation of male characters is pervasive in video games. Stereotypically masculine behaviour and traits in characters in video games such as aggression and vengeance are praised and earn the player a higher ranking, while other more stereotypically feminine behaviours and traits such as negotiation or forgiveness do not earn players points and are often not even given as playing options for the characters. Games also rarely have women as main characters. A study carried out by the University of Southern California found that only 10% of

March 18, 2021

The ADK Drama & Film Fourways

The ADK Drama & Film offers film, acting and drama classes for all ages. Fully accredited at Cathsseta, we offer a 3-year professional licentiate certificate, for adults, in drama, as well as a Junior Certificate in drama for teenagers. The ADK also offer a radio course, movie making course and a stage make up course. Advantages of Drama: Builds confidence Helps concentration Develops language and communication skills Encourages children to co-operate Develops creativity Encourages relaxation Nurtures friendships Teaches emotional control “BY GIVING CHILDREN OPPORTUNITIES TO SUCCEED IN DRAMA, THEY START TO BELIEVE IN THEMSELVES INSTEAD OF BELIEVING THEY CAN’T DO THINGS” – GILL BRUNINGS GENERAL: All courses consist of one hour’s class a week. We focus on small classes for individual attention. Classes run according to school terms and may differ from branch to branch. FOUNDATION PHASE (GR.0- GR.3) At this age, drama helps in developing creativity, movement, and speech, amongst other things. These classes focus on relaxation, exploring communication, and interaction with other children. The Junior classes are simply ‘fun’ classes, where your child gets the opportunity to relax while learning valuable life lessons. These classes also form the basis for an understanding of drama, as we start focusing on some of the most important points. Optional exams which help to boost confidence are available. In the foundation phase class, group activities, as well as basic drama skills are the focus. In classes we deal with the following: Relaxation exercises Exploring emotions Poetry Improvisations Stage performances Articulation Poems Cost: R390/month JUNIOR (GR.4 – GR.7) These classes are for older children who can now pay attention to more technical details of drama. We do activities that help with building public speaking skills, refining technical acting skills, as well as improving confidence. Any skill level is welcome. In this class, group activities, as well as refining drama skills are the focus. In classes we deal with the following: Poetry Prose Monologues Acting for camera Improvisations Stage performances Articulation Reading Movement Cost: R390/month THREE -YEAR CERTIFICATE (HIGH SCHOOL) (GR.8– GR.12) A three-year, part-time drama course for high school students. The course is a practical course. The course aims to develop basic skills that will form the basis of stage-, radio-, film-, television and all other forms of public performances. All years also include a theoretical element. As is the case with all part-time courses, it is vital that the preparation is regularly done at home. From grade 10 upwards, students have the option of doing additional theoretical work to obtain a Catthsseta certified NQF level 4 qualification. THE COURSE CONTENT: Voice training on stage and for radio Poetry and Prose Theatre training Camera training The course content is practically applied with the studying of: Monologues Poetry and Prose Improvisations Stage performances Camera courses Camera acting training in class Cost: R410 per month At the end of the three-year course a Junior Certificate in Drama is issued to the students who passed. GENERAL: At the ADK students are expected to attend classes regularly and to do regular preparation. FILM-MAKING COURSE (GRADE 5-12): In this course students get the opportunity to create their own short films. From writing, to filming. The course covers a wide range of film theory, as well as practical elements. It takes place one Saturday a month over a period of 10 months, and includes the following: Basic acting for camera skills Creating ideas that work for film Scriptwriting Shot composition Storyboarding Set and prop design Casting Basic lighting techniques Planning a shoot day Creating an advert Aim and result: By the end of the year, each student will have written, directed, and filmed their very own short film. (ranging between 3-5 minutes), which will then be professionally edited and shown at a special ‘red carpet film-premiere’ where students will get to dress up in their fanciest red-carpet outfits and be the stars of the evening. Cost: R450/month (Existing weekly students receive a 10% discount) NB: Space for this course is extremely limited. Contact Information: Petroné van der Merwe: www.adk-drama.co.za Petrone@adk-drama.co.za 0729414308 Instagram: @adk_drama_fourways Facebook: ADK Drama Fourways

March 16, 2021

Glenoaks Remedial and Special Needs School

Remedial vs Special Needs There is often some confusion regarding the meaning of remedial and special needs and how schools adapt to the students’ different needs. A remedial program is for learners who have average or higher intellectual abilities but who are not performing well in school. At Glenoaks, learners in the remedial stream sometimes have intellectual test scores below average, but we find that they have the capability to cope in an academic program. Thus our admissions process looks at overall ability and not simply a test score. Typically, remedial students are not struggling because of their intellectual abilities but instead with one subject area like reading, writing or mathematics. Learners may experience various barriers to learning, or learning challenges, including dyslexia, dyspraxia, visual difficulties, ADHD, mild autism, dyscalculia, language delays etc. Remedial programs usually focus on narrowing or closing academic gaps, to the extent that the learner can be re-introduced to a mainstream schooling system. Our remedial stream follows the Grade 1 – 7 CAPS curriculum with accommodations, differentiation and adaptations depending on learners’ needs. The majority of the learners in our remedial stream enter mainstream schools or supportive high school environments and successfully achieve good grade 12 results. Many have continued to further their studies at universities, colleges and other tertiary institutions. We are particularly proud of our past pupils who have become high school prefects and head prefects. Special education differs from remedial education because the learners in these programs lack the intellectual ability to perform in a class that teaches standardised concepts and subjects. The students in these classes may lack social maturity, emotional maturity, physical ability or the analytical skills that are needed to perform in a remedial or a mainstream classroom environment, in addition they may experience global developmental delays. Special needs programs are often individualised with the aim of helping the learner to become a functional, employable adult. In our special needs streams we focus on functional subjects in literacy, numeracy, life skills, and world knowledge, and offer learners exposure to a variety of practical and project-driven vocational subjects such as hospitality, IT and enterprise. At Glenoaks we have two special needs streams; namely the GOAL stream and the Oak House Vocational Academy. Glenoaks Assisted Learning (GOAL) Stream The GOAL Stream caters for learners from the ages of 6 to 14 who have special educational needs which inhibit them from learning in the ‘traditional classroom’. Often our learners’ chronological and developmental ages differ significantly, and it’s important that they learn according to their abilities and at their own pace. GOAL Stream learners have differing areas of strength, often exhibited in practical tasks. They benefit from repetition, positive reinforcement and reduced time pressure; aiming at functional skills of daily living within their levels of ability. We work on individualised numeracy and literacy programs with each learner. Other subjects include: life skills, activities of daily living, cooking, supported reading, home management, basic administration skills, computers, library, sport, social and emotional skills, Occupational Therapy group, Speech, Language and Communication group and art. Older learners have opportunities for project-based learning in preparation for in-house work experience. Oak House Vocational Academy Oak House Vocational Academy was conceived from the need to provide an appropriate setting for specific learners with special needs from our school, and from the broader community, whose abilities and needs are not met in an academic setting. After intense research and planning both locally and abroad, a blueprint was formulated for our vocational academy – highly particular, uniquely crafted and finely tuned to Glenoaks’ vision. The Academy provides learners with a sense of purpose and self-worth, continued applicable academic input, emotional and academic support and an incremental exposure to the expectations and realities of the world of work. This culminates in a learner being more employable with practical work skills and experience in specific industries. If further training or employment opportunities exist for a graduate, those are facilitated and supported by Oak House Vocational Academy. Our Academy program is designed to expose students to a variety of vocational settings aligned to each individual’s strengths, abilities and areas of interest. Students learn the skills required for entry level jobs, and also focus on critical social skills, appropriate behaviours and attitudes required in the workplace. Prior to this, our students are taught a creatively crafted curriculum which includes academics, life skills, business skills, entrepreneurship, IT and admin skills, world knowledge, home management, hospitality, gardening, woodcraft and enterprise. Learners in the work experience program are gaining exposure to a variety of industries and businesses including retail, IT, hairdressing, production line, garden nurseries, schools, sport, robotics and many more. In 2019 the first group of students graduated from Oak House Vocational Academy and successfully commenced with further training, part time or permanent employment. Our School The school’s journey began over forty years ago in 1969 with Dr Lorna Swartz. She started a small school in Melrose for her daughter, who was then regarded as ‘learning disabled’. As word spread, other parents brought their children to Dr Schwartz, and Glenoaks School was born. Glenoaks School at this time was also one of the few schools who included learners of differing racial groups. In 1976 the school moved to Orange Grove. In 1981 Glenoaks expanded and moved to our current premises in Kensington. Dr Swartz’s vision has lived on through the leadership of Ms Peacock, Ms Patt, Mr Barnes and currently Mrs Caldeira. Many who visit the school remark on the friendly and nurturing atmosphere that permeates every aspect of Glenoaks School. The small class settings, individual and group therapies and the unwritten curriculum of care and concern help us to grow our learners socially, emotionally and academically. We strive to ensure that our students are intrinsically motivated and happily engaged in their own learning. We also strive to develop a sensitivity to and an understanding of academic, cultural and religious differences. Glenoaks has a multi-disciplinary team consisting of psychologists, occupational, speech & language, remedial and learning support therapists, as well as

March 10, 2021

3 Brisk Activities That You And Your Child Can Enjoy Together

“Come have some tea with Miss Bubbles and me” – said your 7-year-old, as they pull you in to sit on a miniature chair. It’s 9:30 PM, you’re bushed and you’re about to have tea with a teddy bear and the Queen of England herself. Spending uninterrupted time with your child has its infinite benefits and rewards, so what happens when you’re swallowed by your work and life responsibilities that quality time with the Queen of England is unintentionally put on the back burner? Let’s face it – life is busy, finding moments in your life to spend intentional quality time with your child is definitely a hard task as a working parent. And if not having enough time wasn’t hindrance enough, you have to find something that you’d both like to do. Doubling the guilt for our poor parents. Creating childhood memories, formulating the idea of love with your child and getting to know each other a little better, are only a few of the amazing benefits of quality time with your offspring. Don’t despair, at Sugar Bay we have over 100 free-choice activities and we have given you 3 of our best time- effective activities that both you and your child can enjoy. Adventure / Explore Our campers go on adventures on the beach and around camp, where they’re always discovering and learning something new about the environment around them. The beauty in this activity lies in how it’s physically active and educational simultaneously. Whether you’re going on an adventure in your backyard or looking for things to recycle around your neighbourhood, you’ll always find out something new about each other and maybe lose half a kilo in the same breath. Splatter painting In our arts and crafts classes, campers discover that something can always be made out of nothing. All you need is a blank wall or a large piece of white cloth. This is where you let loose! You both get to get as dirty as possible and laugh at how you became Picassos overnight. This activity allows your child to see your free-spirit, fun side; a side that shows that you’re not only their parent, but you can also be their friend. Who knows: you could create the 21st century Mona Lisa. Skits and Stunts Lights, camera, action! Costumes, mom acting silly, dad mimicking mom after taking a dose of helium and a whole lot of laughter; this is the memory that can be created with your child with this activity. Skits and stunts allow your child to build their self-esteem and gives them the confidence to be themselves in the world. Give your child & teen the holiday of a lifetime! Sugar Bay is an American-style camp offering over 100 activities, 24-hr supervision & professionally trained staff. Covid compliant. Call 032 485 3778 or email here holidays@sugarbay.co.za.

March 9, 2021

6 EASY WAYS TO ACE THE SCHOOL YEAR

Settling in to the new school year and a classroom-ready mindset isn’t always easy. Beyond the excitement of physically going back to school full time (after the 2020 restrictions), new classes and even new friends, children and parents alike can get easily overwhelmed by the changes the new school year brings. Here are six tips that will help your family make this year the best school year yet! Stick to a Routine Children benefit from having a steady routine. Setting a consistent bedtime and wake-up time will ensure that your children are getting enough sleep. If they don’t, concentration and academic performance will suffer. Likewise, having a well-balanced breakfast each morning will ensure that the day starts off on a positive note. If your children spend a lot of time getting their uniforms out of the cupboard and preparing their school bags in the morning, add these activities to their night-time routine. Create a Distraction Free Study Area Completing homework at the same time each day will help create strong study habits. Establish a location in your home where your children will study and do homework throughout the year. Choose a location where you can keep an eye on them, but still minimize distractions like TV, phone and electronics. Support Homework Independence Once your children are able to read directions on their own, encourage them to complete their homework assignments by themselves. They may continue to ask for help primarily because they enjoy the parental attention, not because they truly need assistance. Support their independence by encouraging them to work through the problems on their own. When your children do their homework without a reminder, acknowledge their independence to reinforce the positive habit. Think Long-Term Children who set long-term goals often have increased motivation in school. Setting long-term goals with your children can help connect the relevancy of their daily activities with the future. It is also never too early to develop time management skills. Using time wisely by completing homework and chores efficiently allows children to have more time for fun activities. Have a Positive Learning Attitude Attitudes are infectious and an integral component to success. Parents who have a positive attitude towards learning and school can excite children with their enthusiasm. Show interest in your children’s studies by asking questions, which can help foster motivation and a positive learning attitude. Remember to reinforce a positive, growth mindset. Children who understand that hard-work is more important than natural intelligence are more likely succeed. Connect with the Teacher Parents who plan an active role in their children’s education make a huge difference in their success. Building a relationship with your children’s teachers can help you understand how your children are doing at school and how you can help your children at home. Try to meet with your children’s teachers at the beginning of the school year and set the expectation of working together as a team. Developing a strong, positive partnership with your children’s teachers can help the school year go more smoothly for you and your children. This article is from the KUMON NORTH AMERICA website: https://www.kumon.com/resources/6-easy-ways-to-ace-the-school-year/

February 26, 2021

Working around last year’s academic challenges or failures

Failing a year, or even just a subject, can be quite devastating for learner and parent alike. In this situation, many parents tend to experience guilt and blame themselves, wondering if they did enough to help their child. Other times, many parents experience deep disappointment in their child, sometimes even anger. And likewise, many learners are often disappointed in or angry at themselves. Regardless of what you and your child feel, it’s important to remember that repeating a subject or a grade isn’t the end of the world. Here’s how to go about repeating a subject or grade: Do damage control The first step is to sit down with your child and have an open and honest discussion about what both of you are feeling. While it may be difficult in the moment, it’s crucial to stay calm and non-judgmental. If you open this discussion by talking about how disappointed you are, the conversation is not going to be a productive one, and will probably cause an already bad situation to devolve further. The last thing you want is feelings of shame to grow. Instead, use this time to make a safe space where both you and your child can discuss your feelings about their failure so that both of you can feel ready to move forward with a mutual understanding. Read more: How to foster resilience in children Identify the problem(s) Teachers, tutors, and other education specialists will tell you that failing a subject or grade doesn’t happen overnight – it’s a steady series of small failures, and these failures don’t come out of the blue. Before you and your child can tackle repeating a subject or grade, you need to find out why they failed in the first place. While the list of possible reasons for failure is almost endless, most reasons can be reduced to a lack of understanding, a lack of motivation, or a personal/mental health issue. Lack of understanding: the most obvious reason for academic failure is that learners simply do not understand the lesson material and are thus reluctant to do the necessary practice or studying needed for passing the work. Perhaps the work is too hard, and your child didn’t feel comfortable asking for assistance. Read more: How do I choose a tutor for my child? Lack of motivation: many learners fail simply because they are not motivated to do the work needed to pass. This is a tricky one because apart from some learners simply just not enjoying learning and doing schoolwork; there is a whole host of reasons why learners might not feel motivated to study, which can include other reasons for failure discussed here. Personal/mental health issues: sometimes, learners fail because of issues outside of the lesson material. If learners are struggling with problems like anxiety, low self-esteem, or depression, this is likely to have a negative impact on their schoolwork if left untreated. Have a game plan Once you’ve identified the contributing factors to your child’s failures, you and your child will need to work in tandem to create a concrete strategy for repeating the subject or year successfully. If your child’s difficulty was understanding the work, it might be a good idea to use the services of a tutor. If a learner’s problem is more motivational/personal, it might be prudent to see a psychologist or counsellor to help your child work through their barriers to success. If you suspect your child’s issue might be mental-health related, seek out the help of a psychologist or psychiatrist. Learners’ grades often improve dramatically when they are treated for psychiatric problems that result in their previous failure. If you can work through your child’s issues without external help, sit down with them and draw up the approach both of you will follow to prevent future failure. Here are some tips on how to ensure success: Be proactive: if you see your child’s grades dropping again, call a time-out and discuss what’s going on (again, in a calm and judgement-free space) before marks become an issue again. Make your expectations clear and set defined, workable goals, as well as ways in which to achieve them. Read more: Helping your child set goals for the new year On a more pragmatic level, be sure to structure your learning day and ensure that your child has dedicated homework and study time. Stress the importance of organisation. Read more: 10 tips for home education success Remind your child that if they are struggling, they can ask for help at any time – there is no shame in asking for help! Drive home the notion that no one can do everything by themselves, and they shouldn’t feel embarrassed for requesting assistance. f a learner’s problem is motivation, find ways to motivate your child to complete tasks. Often, reward systems are a good way of having learners take responsibility for their learning. Everyone is different, so make sure the way you motivate your child works for them. Read more: How to reward your kids the right way

February 26, 2021

33% of gamers in South Africa hide how much they game from their parents

A third (33%) of gamers in South Africa are ashamed of how much they game and hide it from their parents. This is according to global research1 by Kaspersky and was discussed in a recent Mum’s Got Game live panel. This research1, commissioned by Kaspersky and conducted by Savanta in November last year, looks at gaming in 2020 across 17 countries and 5,031 respondents, and considers what dynamics between gamers and their parents have changed and what can be done to break down barriers and stigmas. According to the gamers surveyed, this gaming shame is due to archaic stigmas2 that remain around it, such as “bad for your health” (55%) or “rotting your brain” (56%). The biggest disappointment for gamers is that while parents appreciate many of the positives – creativity (55%), social skills (33%), problem solving (50%) – they are less able to engage with them about their passion, mainly because gameplay and the social elements of gaming are so different to the likes of movies and music. In fact, half (54%) believe that if their parents “got” gaming, their relationship overall would be better. Andrew Winton, Vice President of Marketing at Kaspersky, said,“Gaming has provided huge support to many people this past year; offering solace, relief and friendship in difficult times. But for many families, the negative perceptions of gaming can be very counter-productive in enabling open dialogue and building relationships. We hope that the wise words from these mums will help others start to have better and more positive conversations between gamers and parents.” To read the full report visit our blog.

February 24, 2021

GRADE 12 RESULTS: DON’T SETTLE FOR LESS IF YOU DIDN’T PERFORM AT YOUR BEST

As the Department of Basic Education prepares to release the Matric results of 2020 next week, many young people are nervously awaiting results, either knowing that they didn’t perform to the best of their ability, or with no idea of what to expect and what they would do if they didn’t do well. It is however important to know that there are various options available if things didn’t go as planned, and not worry about what came before, but rather focus on what actions can be taken going forward, an education expert says. “At the beginning of each year, we set ourselves goals and enthusiastically make New Year’s resolutions. For a significant number of young people, this also means embarking on a new adventure, transitioning from the structured life of school to the exciting world of adulthood,” says Dr Jacques Mostert, Academic Manager for ADvTECH’s Abbotts College. “This rite of passage usually goes along with making plans for further education and training. But what happens if things don’t go according to plan, and instead of going on to further study, you are faced with the reality that your Matric results were not good enough to start out on this new journey just yet?” Mostert says the enthusiasm of looking towards a future filled with potential and promise can sometimes be dampened by Grade 12 results that are not as good as what were expected. “Usually this results in a reshuffling of plans, a rush to come up with Plan B, or desperate calls to schools to enquire about re-marks or a second attempt to writing the exam. But these aren’t always the best approaches available and settling for second best need not be the way forward.” Before making instant decisions about what to do if things didn’t go as planned, there are a few things that parents and young adults must consider, says Mostert: Embracing the power of “yet”; making a mind-set change from feeling helpless towards taking control, and embracing a growth mindset geared towards the future. Embrace the power of “yet” Dwelling on the past, and constantly going over the ‘what ifs’, can be debilitating, says Mostert. “Notwithstanding the cliché of letting the past remain in the past, for a young adult with high expectations experiencing disappointment, letting bygones be bygones isn’t that easy. Accepting that a goal may not have been reached yet, and embracing the power of possibility, young people can develop a resilience that will inevitably become paramount in their personal and professional development.” From hopeless to taking back control The anxiety that goes hand in hand with making life-altering decisions without considering all the options is a considerable contributing factor of a sense of helplessness both parents and young adults experience, notes Mostert. “Deciding to change course and settle for less should not be an option. We tend to believe that in the modern world of the fourth industrial revolution and omnipresent social media, there exists a set timeline to reach arbitrary milestones. The reality is that there is no set end date for reaching any goal. Young people should look past peer pressure, and take action to get back on track towards fulfilling their goals.” Developing a growth mindset Mostert says that no matter how attractive moving out of the house, embracing independence and forging a new future may seem, there are two inevitabilities of life, other than paying tax, every young adult must face. The first is that change is ubiquitous and the second is that getting better never stops. Learning, especially in an ever-shrinking global market, never stops. “Disruption isn’t always as negative as we may think at first. Taking a moment to consider all the options available and considering an alternative that at first did not look like an option often allows a person to embark on a pathway towards success.” Mostert says apart from the usual avenues of rewrites and remarks young people might consider when receiving less than stellar results, they also have the option of redoing Matric or even just improving their subjects, to ensure they can still pursue their dreams, albeit a little bit later than initially planned. “At Abbotts College High School, students can enrol part-time to upgrade their subjects, for instance. This approach provides students the chance to increase their marks and that enables them to meet their tertiary Admission Point Score (APS) in order to be accepted to study in the field of their dreams.” He says while many students may not be keen to return to a school setting, institutions such as Abbotts College provide a different kind of environment which is more in line with a college campus, because the focus is on academic improvement, not rules and uniforms. “We believe that every student is able to develop and achieve academic success, wherever it is that they start from. Improving subjects or redoing Matric in an environment that treats you like a young adult while still following a structured and organised routine, enables students to put the disappointment behind them and become increasingly independent as they manage themselves and their learning. “Last year was an exceptionally difficult one for the Class of 2020, and for those whose results are not yet in a space which allows them to pursue their vision, our message is clear. If you take a little extra time now to invest in starting from a solid foundation, this temporary hurdle will soon be forgotten, as you embark on the path that you intended a few months down the line.”’

February 19, 2021

Book your school for a tour at Sugar Bay in 2021

Sugar Bay is the number one holiday destination for children and teens in South Africa. Based on the American Summer Camp model, Sugar Bay stands out head and shoulders above every other South African camp. Our school tours are tailor-made to balance educational study and fun activities, ensuring that learning is done in an interesting and memorable way. Send us your curriculum and our team of creative and academic managers will tailor-make a program just for your school. “From the time we arrived until the time we left, I noticed that this place has such great customer service, we were well taken care of and the staff were really friendly and helpful. Our accommodation was brilliant and it’s been good from when we got here. We would recommend Sugar bay to every school, because it really helped with the kids bonding and getting to know each other”. – Crawford College, Sandton We have luxurious accommodation for both teachers and students. We can cater for up to 200 learners. Teachers stay in their own luxurious 3-star teacher lodge, separate from the students, complete with mini bar, DStv and heated pool. Teachers can chill out on their own private deck, take a stroll on the beach, cruise on the lagoon or join in on the fun camp activities while our professional staff takes care of everything. Students are treated not only to all the great activities we have to offer, but to luxury en-suite stilted log cabins nestled in the tree tops. Our camp counselors are specifically trained and experienced in the growth and developmental needs of the different age groups, as well as Emergency First Aid & CPR. We also have our own qualified lifeguards who accompany the children to the beach, lagoon, and swimming pool. Their first priority is the care, supervision and happiness of every child; and they form an integral part of the Sugar Bay experience. They are also actively involved in teaching activities and ensuring that every child is helped and encouraged to reach their full potential, whatever their capability level. Our 1:5 staff to child ratio is the highest in the country, and 24-hour supervision ensures that the campers are kept extra safe while having the time of their lives. There is something for everyone at Sugar Bay. Our broad selection of activities caters to all interests, hobbies, and current trends. With a full range of the latest equipment and experienced instructors, the choices are continually being innovated. Children may choose to learn anything from stand-up paddle boarding to BMXing, or skateboarding to crafts. Sugar Bay is guaranteed to be one of the most memorable experiences of any young student’s life. Children will discover and transform themselves in a safe and fun-filled environment. They will always take something home with them: a new hobby, a new skill, and memories that will stay with them forever. Sugar Bay’s extensive range of over 100 activities makes us the number one choice for Africa’s top schools. Free choice of these activities encourage children to be independent, exercise their decision-making skills, and reach their highest level of potential, whatever their level of ability. “The American International School of Johannesburg has been bringing students to Sugar Bay Camp in Zinkwazi Beach, KZN for our annual Classroom Without Walls (CWW) week for over a dozen years. I have been the organiser on the school’s end for the past 8 years. From the start Sugar Bay has always been the highlight of the grade eights’ year. A greatly anticipated event that marks the closing of their final middle school year. In a phrase, Sugar Bay Camp is a fantastic educational opportunity that I would unconditionally recommend for kids of all ages”. – American International School Johannesburg Some schools that have attended school tours at Sugar Bay: Crawford Schools, Oprah Winfrey Leadership Academy for Girls, American International School of Cape Town and Johannesburg, Deutsche Schule Hermannsburg, Ashton International College, Cornwall Hill College, Laerskool Constantia Park, Durban Girls High, Cambridge Academy, Redhill School and SAHETI School. We would love to host your school at Sugar Bay. Please contact us for more information or to book your next school tour: 032 485 3778 | tours@sugarbay.co.za | Visit www.sugarbay.co.za for more information.

February 18, 2021

VIDEO COMMUNICATION CHALLENGING THE STATUS QUO OF TEACHING 

Video communication is now more than ever challenging the status quo of teaching. The value of eLearning or video communication is being recognized by more and more organizations since it can produce significant results, including improved performance and productivity by learners. Using video conferencing for education has made classrooms walls invisible, allowing students to have the entire world as their learning resource.

February 17, 2021

Cookie	Duration	Description
cookielawinfo-checkbox-advertisement	1 year	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Advertisement".
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Cookie	Duration	Description
_ga	2 years	This cookie is installed by Google Analytics. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. The cookies store information anonymously and assign a randomly generated number to identify unique visitors.
_gid	1 day	This cookie is installed by Google Analytics. The cookie is used to store information of how visitors use a website and helps in creating an analytics report of how the website is doing. The data collected including the number visitors, the source where they have come from, and the pages visted in an anonymous form.

Cookie	Duration	Description
_gat_gtag_UA_18530557_4	1 minute	No description
pron_ip	session	No description
pvc_visits[0]	1 day	This cookie is created by post-views-counter. This cookie is used to count the number of visits to a post. It also helps in preventing repeat views of a post by a visitor.
tk_ai	session	Gathers information for WordPress by themselves, first party analytics tool about how WP services are used. A collection of internal metrics for user activity, used to improve user experience.