Toddler - Parenting Hub

Advice from the experts

The Bedtime Stalling Games (and How to End Them)

One more story. One more glass of water. A sudden, urgent need to discuss something entirely unrelated to sleep. If bedtime in your house involves a predictable parade of stalling tactics, you’re far from alone — bedtime resistance is one of the most universal parenting battles, and it’s rarely about the actual requests being made. Why Kids Stall at Bedtime Bedtime often represents the end of connection and stimulation for the day, and the start of separation — being alone in a dark room, away from parents, for many hours. For many children, especially younger ones, that transition triggers a real, if hard to articulate, low-level anxiety. Stalling tactics are frequently an attempt to extend connection and delay that separation, more than genuine defiance. There’s also a practical piece: children, especially as they get a little older, can become genuinely wired at bedtime due to overtiredness (which paradoxically increases alertness) or a room environment that isn’t conducive to winding down. Common Stalling Tactics and What’s Behind Them Building a Routine That Reduces Stalling 1. Start the wind-down earlier than you think you need to. A rushed bedtime routine tends to produce more resistance, not less. Building in enough time for a calm bath, book, and lights-out sequence reduces the pressure that often fuels stalling. <br> 2. Address needs before the “goodnight” moment, not after. Offering water, a last bathroom trip, and a check-in (“Is there anything on your mind?”) as a built-in part of the routine — before you say goodnight — reduces the likelihood of these being used as stalling tools afterward. 3. Give a consistent, predictable ending cue. A specific phrase, song, or action that reliably signals “this is truly the end” (dimming the light, a specific goodnight phrase) helps a child’s brain register that negotiation time is over. 4. Offer a small, defined amount of control. Letting a child choose between two books, or pick their pajamas, can satisfy the desire for some agency within the routine, reducing the need to create control through stalling. 5. Address anxiety directly, if that’s the root cause. A nightlight, a comfort object, or a brief conversation about what feels worrying about being alone can address the underlying issue, rather than just the surface-level stalling behavior. 6. Hold the boundary calmly and consistently. When a request for “one more thing” comes after the routine has ended, a calm, consistent response (“We’ve done our books and songs, it’s time for sleep now”) — repeated without frustration, night after night — tends to reduce stalling over time far more effectively than an inconsistent response that sometimes gives in. When It’s More Than Stalling Occasional stalling is developmentally normal. If bedtime resistance is severe, involves genuine distress, or is accompanied by other signs of anxiety, it may be worth discussing with a pediatrician, since some children experience separation anxiety or sleep-related fears that benefit from more targeted support. The Realistic Goal Bedtime may never be entirely stall-free — a request for water here, a stray question there is normal, even in a well-established routine. The goal isn’t perfection, but a routine predictable and calm enough that most nights end with less negotiation and more genuine, easy connection before lights out.

August 26, 2026

Raising Money-Smart Kids from a Young Age

Financial literacy is rarely taught in a structured way at school, which means most of what children learn about money comes from watching how the adults around them handle it. Raising money-smart kids doesn’t require complex spreadsheets or early investment lessons — it starts with small, age-appropriate concepts introduced consistently over time. Why Early Money Lessons Matter Research on financial behavior suggests that many money habits and attitudes are formed remarkably early — some studies point to habits beginning to solidify by around age seven. This doesn’t mean young children need to understand compound interest, but it does mean early, simple exposure to concepts like saving, spending choices, and patience has a real, lasting influence. Age-Appropriate Money Concepts Ages 3-5: Basic concept of money as an exchange Ages 6-8: Earning, saving, and spending Ages 9-12: Budgeting and delayed gratification Teenagers: Real-world application Practical Ways to Teach Money Skills Let them make small mistakes. If a child spends all their allowance on something they later regret, resist the urge to bail them out immediately. That natural consequence teaches more about budgeting than any lecture. Talk about money openly, in age-appropriate ways. Many households treat money as a taboo topic. Simple, honest conversations — “We’re choosing not to buy that today because we’re saving for the holiday” — model real financial reasoning without requiring detailed disclosure of family finances. Use delayed gratification exercises. Saving toward a goal, rather than getting an item immediately, builds patience and the experience of working toward something over time — a skill that extends well beyond money. Model your own decisions out loud. Narrating your own financial choices (“I’m comparing prices here because I want to make sure we’re getting good value”) gives children a live example of financial reasoning in action. Avoid tying all self-worth to money. While teaching financial responsibility, it’s worth being mindful not to conflate money with worth — some of the most valuable things (time, kindness, relationships) aren’t things money can buy, and keeping that balance matters for a child’s broader values. The Long-Term Goal Money-smart kids aren’t necessarily the ones who save every cent — they’re the ones who grow into adults with a healthy, confident relationship with money: able to budget, delay gratification when needed, and make informed choices rather than operating on anxiety or avoidance. That foundation starts small, built through years of simple, consistent lessons rather than one big financial literacy lecture.

August 24, 2026

Why ‘Because I Said So’ May End the Argument but Miss the Lesson

For many South Africans who grew up in the 1980s or 1990s, the phrase needs little explanation. It ended arguments quickly, often before a child had time to ask another question. Clear authority has its place in parenting. Children need boundaries, and some situations require an immediate response. A toddler moving towards a busy intersection needs a firm “stop”, rather than a discussion about road safety. The question is whether children understand why a rule matters, or have learned to obey only while the adult is present. According to Dibber International Preschools South Africa, this question sits at the heart of the distinction between guiding and controlling a child. Both approaches involve adults setting limits. Control emphasises immediate compliance, often through direct instruction. Guidance keeps the boundary in place while giving the child an age-appropriate reason for it. A controlling instruction might be: “Hold my hand now.” A guiding version could be: “We hold hands when we cross the road because drivers cannot always see us, and I need to keep you safe.” The action required from the child has not changed. What changes is the information attached to it. That explanation may help the child apply the same reasoning later, when the parent is not standing beside them. Over time, children begin to connect rules with safety, care and the effect their behaviour has on other people. Guidance does not require parents to explain every instruction or negotiate every boundary. Time, age and emotional state all matter. A tired three-year-old in the middle of a meltdown may not be ready for a careful conversation about why it is time to leave the playground. The difficulty comes when authority becomes the only reason a child is given. A child may follow the rule, but remain unsure of what it is intended to teach. As independence grows, that gap can become more significant. Some parents worry that explaining a rule will invite debate or weaken their authority. It does not have to. A parent can acknowledge a child’s disappointment and still hold the limit: “I know you want to keep playing. We are leaving now because it is time for supper.” Guidance allows children to feel understood without placing the decision in their hands. It also shows them that strong emotions can be accepted without changing every outcome. This matters because children are still learning how to manage frustration. They need adults who remain calm and clear when they cannot yet do that for themselves. Many South African families place strong value on respect for elders and clear family roles. Explaining a boundary does not require those values to be abandoned. A child can understand that an adult carries responsibility while also learning why a particular rule exists. For parents raised in more control-led households, this shift may take practice. Familiar phrases will still appear on tiring days. That is part of family life, rather than evidence that a parent has failed. The aim is awareness. Parents can begin to notice when immediate compliance is necessary and when a brief explanation may teach something that lasts beyond the moment. At Dibber, educators use clear boundaries alongside age-appropriate explanations, adjusting their response to the situation and the child in front of them. Children are gradually encouraged to think, communicate and understand the consequences of their choices. “Guidance is not permissiveness,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “Children still need adults to lead. The difference is that a well-explained boundary can become part of the child’s own understanding, rather than a rule that exists only while an adult is watching.” The real test of a boundary may be what a child does with it when the adult is no longer in the room.

August 19, 2026

Creating More Inclusive Ways to Play at BOUNCE

At BOUNCE, every child should have the opportunity to move, play, build confidence and experience the joy of flight. Children experience the world in different ways. For some neurodiverse children and children with sensory sensitivities, bright lights, loud music, busy spaces and unfamiliar surroundings can feel overwhelming. A family outing that should be exciting can quickly become difficult to navigate. BOUNCE introduced dedicated SEN Sessions to offer families a calmer and more supportive way to enjoy the venue. These sessions give children more space, fewer sensory distractions and the freedom to explore at a pace that feels comfortable for them. The aim is not to change how children engage with the world. It is to adapt the environment so that more children can take part. A Calmer BOUNCE Experience During SEN Sessions, practical adjustments are made throughout the venue. Music and general venue noise are reduced, flashing lights are limited and attendance numbers are managed to create more space. Quiet areas are also available for children who need time away from the action before returning when they feel ready. One parent, guardian or carer may accompany each child at no additional cost. This allows children to enjoy the experience with the reassurance of having someone familiar nearby. SEN Sessions currently take place at BOUNCE Menlyn Maine and BOUNCE Fourways Mall every Tuesday and Thursday from 2pm to 5pm. Each three hour session costs R199 per BOUNCEr and includes admission for one accompanying parent, guardian or carer. Families can view availability and book through the BOUNCE website. BOUNCE hopes to make these sessions available to more families in the future. As awareness, participation and interest grow, demand will help guide the rollout of SEN Sessions to more communities across South Africa. A Team Trained to Offer Better Support Creating a more inclusive experience involves more than lowering the music or adjusting the lighting. The way a child is welcomed, spoken to and supported can have a significant impact on how comfortable they feel. BOUNCE team members have received specialist training to strengthen their understanding of neurodiversity, sensory needs and different communication styles. This training helps Refhosts recognise that children may respond to an environment in different ways. A child may need more time to process an instruction, prefer to observe before joining an activity or understand a visual demonstration more easily than a verbal explanation. Some children may communicate using words, while others may use gestures, facial expressions, movement or assistive communication. Refhosts are encouraged to approach every child with patience, flexibility and respect. Rather than making assumptions, the team takes guidance from the child and their accompanying adult wherever possible. Parents, guardians and carers know their children best. Information about communication preferences, favourite activities, situations that may be challenging or strategies that help a child feel settled can make a meaningful difference to the visit. Movement Through Play BOUNCE is an active play environment where children can explore movement in a fun and engaging way. Jumping, climbing, balancing, landing and moving through different activity areas encourage the use of coordination, strength, timing, motor planning and body awareness. These experiences happen naturally through play, with no pressure for every child to participate in the same way. One child may enjoy the steady rhythm of jumping on the same trampoline. Another may prefer to move slowly through an obstacle, observe from the side or take regular breaks. Some children may seek plenty of movement, while others may choose calmer or more predictable activities. SEN Sessions create space for these differences. Children can explore what feels enjoyable, pause when they need to and return to the activity when they are ready. Movement may also provide an enjoyable outlet for energy and create moments of concentration. A child may focus on where to place their feet, how to keep their balance or how to land safely. Completing a personal challenge, however small it may appear to someone else, can create a real sense of achievement. Building Confidence and Participation At BOUNCE, progress looks different for every child. Success does not always mean jumping the highest, completing every activity or staying active for the entire session. It may mean entering the venue and feeling comfortable enough to stay. It may mean trying one trampoline, approaching a Refhost, sharing an activity space or communicating that it is time for a break. These moments matter. When children are given time, choice and space without unnecessary pressure, they can explore their surroundings, communicate their preferences and grow in confidence. The social side of a BOUNCE visit can also create useful everyday experiences. A child may greet a Refhost, listen to a safety explanation, wait for a turn, ask for help or participate alongside another child. These interactions take place in a supportive setting, with no expectation for a child to engage beyond what feels comfortable. Returning to the same venue may also help build familiarity. Over time, children can become more comfortable with the entrance, check in process, activity areas, equipment and team members. A child who chooses to observe during a first visit may decide to participate during a future session. Someone who begins with one familiar activity may gradually feel ready to explore something new. A Place Where Families Feel Welcome BOUNCE offers a recreational environment where children can enjoy movement, practise everyday participation and explore activities that may sit alongside goals identified by families and professional support teams. Most importantly, SEN Sessions give families the opportunity to enjoy BOUNCE in an environment where individual needs are recognised and respected. Through trained team members, calmer sessions, reduced attendance, quiet spaces and a flexible approach to play, BOUNCE is working to make the experience more accessible and help more children move, explore, connect and experience the freedom of flight in their own way.

August 18, 2026

Why we ignore the most sensitive skin on our face

We spend time (and money) building the perfect skincare routine. Serums are layered, moisturisers are carefully selected and SPF has finally earned its place as a daily essential. But while we focus on glowing skin and anti-ageing benefits, two of the most delicate areas on our face are often overlooked: our lips and the skin around our nose. Yet when everyday issues like colds, allergies or harsh weather strike, these areas are often the first to suffer, and the least intentionally treated. It’s an easy oversight. These areas don’t always feature in traditional routines, yet they’re among the most exposed and vulnerable parts of the face. “The skin around the lips and nose is thinner and more delicate than the rest of the face,” explains dermatologist and Ivohealth spokesperson Dr Lauren Knight. “This makes it more prone to dryness, irritation and barrier damage, especially when exposed to cold weather, frequent rubbing or certain medications.” Unlike the rest of the face, these areas are less equipped to retain moisture. Add relatable triggers like weather changes, constant nose blowing during colds or allergies, and certain acne treatments, and it’s no surprise they’re often the first to show signs of damage. Think about how your skin feels during a cold. Constant wiping can leave the nose raw and inflamed, while lips become chapped and uncomfortable. Seasonal shifts, from cold winter air to harsh winds, only intensify the problem, stripping moisture from already fragile skin. “Most generalised facial skincare regimens stop at moisturiser,” says Dr Knight. “But because the lips and nasal skin lack oil glands, they need targeted support. Without proper care, the skin loses its natural resilience.” Many people reach for standard lip balms, which may offer quick relief but don’t address long-term repair. In contrast, products specifically formulated for both the lips and nasal area go beyond basic hydration. They help restore the skin barrier, calm irritation and create a protective layer that supports recovery. Unlike standard lip balms or general moisturisers, these products are purpose-formulated to care for both the lips and the delicate skin around the nose, areas often neglected by traditional products. Multitasking balms are particularly effective, combining targeted care in a single product. Rather than relying on multiple creams or ointments, one well-formulated balm can keep both the lips and nose hydrated, soothed and resilient. LETIbalm Nose & Lip Repair Balm was developed specifically for the nose and lips, not just a lip balm but a targeted solution for these high-stress areas. Its rich, occlusive formula helps soothe, hydrate and protect dry, red or cracked skin around both the lips and nose, particularly during colds, flu, allergy flare-ups and periods of intensive skincare treatments like isotretinoin, when the skin becomes especially dry and vulnerable. “For patients on isotretinoin, targeted care around the nose and lips isn’t optional, it’s part of managing treatment side effects,” says Dr Knight. “A balm that restores moisture and reduces irritation can significantly improve comfort.” What makes LETIbalm Nose & Lip Repair Balm particularly suitable for these areas is its dual-action approach, helping to soothe discomfort while also supporting the skin’s natural barrier. The formulation is gentle enough for sensitive skin and is designed not to clog pores or contribute to breakouts. It can be used across all ages and skin types, including sensitive skin, making it a practical option for family use. Incorporating a product like this into your routine doesn’t require a complete overhaul. A small amount applied before bed or after repeated nose blowing can make a noticeable difference. Ultimately, good skincare isn’t just about what we add but what we stop overlooking. The lips and nasal area may be small but they play a big role in how our skin looks and feels. Giving them the attention they deserve isn’t an extra step, it’s a necessary one. Because when it comes to healthy, comfortable skin, every part of your face counts. LETIbalm Nose & Lip Repair Balm is available at Dis-Chem and independent pharmacies. More details on Ivohealth.co.za

August 18, 2026

The Quiet Parenting Shift Changing How Children Handle Big Feelings

Dibber International Preschools South Africa is drawing attention to a quiet change taking place in family homes as parents increasingly use co-regulation to help young children manage intense emotions. Co-regulation happens when an adult remains calm and emotionally present while a child experiences anger, fear, disappointment or distress. Rather than expecting children to settle themselves, parents provide steadiness while their ability to cope is still developing. “A young child cannot always calm down simply because an adult asks them to,” says Ursula Assis, Managing Director of Dibber International Preschools South Africa. “Children learn emotional regulation through their relationships with trusted adults. When a parent remains close, calm and responsive, the child begins to understand that difficult feelings can be experienced safely and will eventually pass.” According to Dibber, four everyday behaviours suggest that this shift may already be taking place. The first is naming feelings. A parent who says, “I can see that you are angry,” helps the child connect an internal experience with a word. Over time, this can help children recognise and communicate what they are feeling before it spills into behaviour. This does not mean every tantrum will become a calm learning experience. Parents become tired and frustrated too. Sometimes, the shift is simply pausing long enough to acknowledge the feeling before addressing the behaviour. “Validation does not mean that every reaction is acceptable,” Assis explains. “A parent can acknowledge disappointment while still holding a clear boundary.” A second sign is coming down to the child’s eye level. Crouching or sitting during a difficult interaction can change its emotional tone. It communicates safety and attention, even when the words remain firm. Co-regulation also begins with the adult’s emotional state. Taking a breath before responding to screaming, defiance or tears prevents a parent’s frustration from adding to the child’s distress. It also shows children that strong feelings do not have to lead immediately to strong reactions. “The aim is not to create perfectly composed parents,” says Assis. “Children need real adults who can pause, recover and try again. Even when a parent reacts impatiently, returning to the child and repairing the moment carries an important lesson.” The fourth sign is what happens after the crying or resistance has passed. Parents are increasingly returning to the child and acknowledging that the moment was difficult. A simple question such as, “That was hard. Are you feeling better now?” can restore closeness and create space for reflection. This reconnection teaches children that conflict does not threaten the relationship. It also allows parents to explain a boundary once the child is calm enough to listen. The shift reflects a broader awareness of early childhood development. It is also generational, as parents reconsider parts of their own upbringing while carrying forward what felt secure and loving. Co-regulation does not remove structure from family life. Children still need clear limits and adults who are willing to say no. What changes is the way those boundaries are communicated. “A calm no remains a no,” says Assis. “Warmth and firmness can exist together. Children feel safest when adults are emotionally available and clear about what is expected.” At Dibber, educators use co-regulation techniques to support children through frustration, separation anxiety and conflict. The same habits can be used at home without expecting every difficult interaction to unfold perfectly. Parenting growth rarely arrives as one dramatic change. It appears quietly. A parent kneels instead of shouting across the room. A breath is taken. A feeling is named. After a difficult moment, the parent comes back. One calm response at a time, children learn that their feelings can be understood, their relationships remain secure, and, eventually, they will be able to find their own way back to calm.

August 12, 2026

How to Set Boundaries Without the Guilt

Every parent has been there: you say no to another biscuit before dinner, and within seconds you’re met with tears, a tantrum, or that heart-sinking look of betrayal. It’s tempting to cave, not because you’ve changed your mind, but because the guilt of disappointing your child feels unbearable. Learning to set boundaries without drowning in guilt is one of the most valuable skills you can build as a parent — and it’s entirely learnable. Why Boundaries Feel So Uncomfortable Most of us didn’t grow up with a clear model of healthy boundaries. Many parents were raised in homes where “no” meant conflict, or where compliance was expected without explanation. As adults, saying no to our own children can trigger old feelings of being the “bad guy,” even when the boundary is completely reasonable. It helps to remember: a boundary is not a punishment. It’s information. It tells your child what is and isn’t okay, and it gives them the security of knowing where the edges are. Children, whether they show it or not, actually feel safer with consistent limits than with none at all. Reframe What Guilt Is Telling You Guilt often shows up as a signal that you’ve done something wrong. But when it comes to boundaries, guilt is frequently just discomfort in disguise — the discomfort of watching your child be unhappy, even briefly. Try separating the two feelings: Once you can name it as discomfort rather than guilt, it becomes much easier to hold your ground. Practical Ways to Set Boundaries With Confidence 1. Decide the boundary before the moment arrives. It’s much harder to hold a limit in the heat of the moment than to have already decided on it calmly. If you know screen time ends at 5pm, decide that in advance rather than negotiating it live. 2. Use short, calm language. Over-explaining or justifying a boundary repeatedly can make it feel negotiable. A simple “Bedtime is 7:30, we’ll read two books first” is more effective than a lengthy debate about why. 3. Validate the feeling, hold the limit. “I know you’re disappointed we’re leaving the park. It’s hard to stop having fun.” You can acknowledge emotion without changing the decision. This teaches children that big feelings are allowed, but they don’t dictate outcomes. 4. Expect pushback — and don’t take it as a sign you’re wrong. Children test boundaries because that’s how they learn they’re real. Consistent limits, held with warmth, are far more reassuring long-term than limits that shift under pressure. 5. Repair, don’t rescue. If a boundary led to a tough moment, you can reconnect afterward with a hug or a kind word — without undoing the boundary itself. Comfort and consistency can coexist. The Long-Term Payoff Kids who grow up with clear, warmly-held boundaries tend to develop stronger self-regulation and a better sense of security. They learn that love isn’t conditional on getting their way, and that the adults around them can be trusted to stay steady even when emotions run high. Setting boundaries isn’t about being strict — it’s about being dependable. And the guilt? It fades with practice, replaced by the quiet confidence of knowing you’re parenting with intention.

August 12, 2026

The Brain–Body Connection: Why Movement Helps Children Focus, Remember and Learn

Have you ever noticed that a child who is wriggling, climbing, spinning or bouncing can suddenly settle more easily afterwards? It may look as though they are simply “getting the energy out”, but something much more interesting is happening. Movement is not separate from learning. For young children, the body is one of the brain’s most important learning tools. When children run, balance, throw, catch, crawl, jump and follow movement instructions, they are doing far more than building muscles. They are also practising the skills that help them pay attention, remember information, listen, solve problems and manage their behaviour. The brain does not develop in isolation A child’s brain and body are in constant conversation. Physical activity increases alertness and engages brain systems involved in attention, memory and decision-making. Research consistently links regular physical activity in children with benefits for brain health, cognitive development, attention and memory. This does not mean that ten star jumps will magically turn homework into a delight. Wouldn’t that be handy? It means that movement can help create a brain state that is more ready to receive, organise and use information. Young children are especially dependent on active, hands-on experiences. They learn “under”, “over”, “through”, “fast”, “slow”, “left” and “right” far more meaningfully when they experience those ideas with their bodies rather than only hearing them explained. Movement supports attention Attention is not simply the ability to sit still. A child may be perfectly still and mentally somewhere near the moon. True attention involves noticing what matters, filtering out distractions and staying engaged long enough to complete a task. Active play gives children repeated opportunities to practise this. Consider a simple movement game: “Jump twice, crawl to the cone, then freeze.” The child must listen, hold the instruction in mind, complete the actions in order and stop their body at the right moment. That playful activity is also attention training. Movement can be particularly helpful before activities that require concentration. A few minutes of marching, animal walks, dancing, skipping or outdoor play may help a child return to a quieter task feeling more alert and organised. Movement strengthens memory Memory grows through use. When children connect information to actions, rhythm, repetition and sensory experiences, learning has more “hooks” to hold onto. This is why action songs are so effective. A child must remember the words, match them to movements, keep the sequence going and adjust to the rhythm. The body helps reinforce what the brain is learning. Movement can also make every day learning more memorable. Children can hop while counting, form letter shapes with their bodies, throw a ball while naming colours or act out a story. The goal is not to turn every lesson into a workout. It is to recognise that learning often sticks better when children can see it, say it, hear it and do it. Movement builds listening skills Listening is an active skill. Children need to focus on the speaker, understand the message, remember it and respond appropriately. Games such as “Simon Says”, follow-the-leader, musical statues and movement sequences practise all of these steps. Children learn to wait, listen for a cue and control the urge to move too soon. Rhythm activities are especially valuable because they require children to coordinate what they hear with what their bodies do. Clapping patterns, moving to changes in tempo and stopping when the music stops all strengthen the connection between listening and action. The hidden work of executive function Executive function is the brain’s management system. It helps children remember instructions, resist impulses, switch between tasks, plan what to do and recover when something does not go according to plan. These abilities are commonly grouped into working memory, self-control and mental flexibility. These skills are still developing throughout childhood. They are not personality traits, and a child who struggles with them is not necessarily lazy, naughty or “not listening”. Movement-rich play provides a natural training ground. An obstacle course requires planning and sequencing. A ball game requires timing and self-control. Balancing requires concentration and adjustment. A group activity requires turn-taking, awareness of others and flexible thinking. Movement games and action songs can challenge children’s attention, working memory and inhibitory control in age-appropriate ways. Even wobbling matters. When a child loses balance, adjusts and tries again, the brain is receiving valuable feedback. Learning is taking place in the correction, not only in the successful result. Simple ways to use movement at home Parents do not need expensive equipment or a complicated programme. Small, regular opportunities make a difference. Try a five-minute movement break before homework or a quiet activity. Give two- or three-step movement instructions. Play stop-and-go games. Create a simple obstacle course using cushions, chairs and a piece of string. Throw and catch while practising words or numbers. Let children climb, carry, push, pull, balance and explore outdoors whenever it is safe to do so. Most importantly, avoid using movement only as a reward after the “real work” is finished. For children, movement is part of the real work. Children are built to move A moving child is not automatically a distracted child. Sometimes movement is exactly what helps the child organise their attention, regulate their body and become ready to learn. Active play will not solve every learning or behavioural difficulty, and children develop at different rates. But movement gives the developing brain rich, repeated practice in many of the skills learning depends on. When children move, they are not taking time away from development. They are building the physical, cognitive and emotional foundations that help development happen. At Catrobatkidz, we believe in Learning to Move – Moving to Learn—because when the brain and body work together, children are better equipped to focus, remember, listen and grow.

August 11, 2026

When “Just Shy” May Be Something More: How to Spot Social Anxiety in Toddlers

Dibber International Preschools South Africa is encouraging parents to look more closely at the difference between shyness and social anxiety in toddlers. Although the two can appear similar, a shy child may need time before joining in, whereas persistent distress and repeated avoidance may point to anxiety that needs closer attention. The distinction can be difficult to make. A child who clings to a parent at a family braai may quickly be described as shy. That may be true. It may also be too early to tell. “Quietness is not automatically a cause for concern,” says Ursula Assis, Managing Director of Dibber International Preschools South Africa. “Some children are naturally cautious in new environments. They watch, listen and take their time before deciding that they feel safe enough to participate.” A shy toddler will often remain close to a trusted adult, observe the room and join in gradually. Once they feel settled, the discomfort usually begins to ease. Social anxiety tends to look different. A child may show intense distress at the prospect of being approached or expected to interact. They may cry repeatedly at preschool drop-off after the environment has become familiar, refuse to attend gatherings or complain of feeling ill before a social situation. “The most useful clues are intensity, duration and how much the fear interferes with daily life,” Assis explains. “A difficult afternoon at a crowded event does not necessarily indicate anxiety. A repeated pattern of distress across familiar settings is more significant.” Parents should also consider whether the child’s response eases over time. Shyness often softens once the child becomes familiar with the people and surroundings. Anxiety may continue despite reassurance and the presence of trusted adults. For a shy toddler, pressure is rarely helpful. Parents can allow the child to observe before joining in, explain what is happening and recognise small steps such as waving, making eye contact or giving a quiet greeting. Labelling a child as “the shy one” can make matters harder. Young children absorb the descriptions adults use about them and may begin to see the label as a fixed part of who they are. “A child who needs ten minutes to observe is not being difficult,” says Assis. “They may simply be gathering the information they need to feel secure.” When anxiety appears to be driving the behaviour, predictability could help. Parents can explain where they are going, who will be there and what will happen. Practising greetings through play at home may also make the real interaction seem less unfamiliar. A child’s fear should be acknowledged rather than dismissed. Saying, “I can see that this feels scary. I am here with you,” recognises the emotion while offering reassurance. Parents should seek advice from a paediatrician or child psychologist if the distress is frequent, intense, or begins to interfere with preschool attendance, family activities, or daily routines. Early childhood educators can also offer useful insight because they observe children among their peers over time. “At Dibber, educators pay attention to how a child enters the classroom, responds to unfamiliar people, joins group activities and recovers after becoming overwhelmed,” says Assis. “These observations can help parents understand whether a child is moving at a cautious pace or needs more structured support.” No single birthday party, preschool drop-off or family gathering tells the whole story. What matters is the pattern. Some toddlers need more time before stepping into the room. Others need help managing fear that feels too large to handle alone. The difference becomes clearer when adults replace quick labels with careful observation.

August 5, 2026

Panado® Understands Pain Doesn’t Always Look The Same In Little Ones

Little ones have their own way of saying “ouch” – some cry, some cling, some go quiet. When these moments come, Panado®’s Paediatric Range of syrups get to work immediately1 delivering the trusted2 pain relief South African families have relied on for generations. Pain Doesn’t Always Look Like Pain While older children can usually tell you how they’re feeling, younger ones may have a harder time explaining what they’re feeling and exactly where it hurts. They do, however, give us clues by certain behaviour. A baby may arch their back, draw up their legs, or cry in a tone that sounds different from usual. Some become unusually fussy or restless, while others withdraw and lose interest in eating or playing.3 You may also notice changes in their facial expressions, such as a furrowed brow and tightly closed eyes.4 Even though infants are still developing and can’t exactly say, “Mommy, I’ve got a throbbing headache, could you pass the paracetamol?”, they absolutely do feel pain, and the good news is that their pain can be managed and treated.4 The Power To Fight Their Pain With its paracetamol-based infant drops5 and paediatric syrups6&7 Panado® has always been a go-to choice for parents when it comes to easing pain and discomfort in babies and children,including: Panado® Strawberry6 syrup, and Panado® Peppermint7 syrup with improved taste,8 get to work immediately1 to ease pain and bring down fever. No more scrunched-up noses or stubborn pouts. Each pack also includes clear dosage instructions, so parents can feel confident they’re giving just the right amount every time. For babies from three months, Panado® Infant Drops5 are specially formulated to provide safe, accurate relief. The drops are alcohol and sugar-free and come with a precision dropper that makes measuring simple and stress-free. It’s no surprise that Panado® Infant Drops were named Product of the Year in the Child Health category,9 a recognition of the trust2 families and caregivers continue to place in the brand. For added peace of mind, parents can simply use the online Panado® Dosage Calculator at https://panado.co.za/dosage-calculator, which adjusts according to a child’s age and weight. This extra step helps ensure the right dose every time. New Look, Same Trusted2 Relief The Panado® Strawberry syrup packaging now proudly lists the key pain occasions right on the box, giving parents quick, easy-to-spot guidance when they’re searching for the right pain relief. Because when a child is uncomfortable, there’s no time to second-guess. A Staple in South African Homes Panado® has been passed down through generations and relied on by families across the country. While pain may be part of growing up, with Panado®, relief is always within reach, giving parents the confidence to comfort their children quickly and safely. And let’s be honest, when the kids feel better, everyone in the house feels better too. Panado® products are available from Baby City, Pick n Pay, Checkers including Hypers, Shoprite, Clicks, Dis-Chem and independent pharmacies. For more information, visit: https://panado.co.za/ and join the conversations on Facebook. For references and legal disclaimers, visit https://panado.co.za/references. Ticket approval #11.09.20251000003796. September 2025.

August 4, 2026

Why the Best Toddler Play Often Looks Like Nothing Much at All

A parent can spend time setting up the perfect toddler activity, stickers, paint, and a carefully planned outcome, only to find their child far more interested in a wooden spoon and a pot. According to Dibber International Preschools, that moment is not a distraction from learning. Instead, it’s often the learning itself. The preschool group is drawing attention to the value of unstructured play for toddlers, arguing that some of the most important early development happens when children are given room to play without being directed, corrected, or steered toward a specific outcome. For Dibber, unstructured play is simple to describe and easy to overlook. It is child-led, open-ended and free from adult instruction. There is no fixed outcome or right answer. The toddler decides what to do, how to do it and when they are finished. “At Dibber, we see again and again that young children learn deeply when they are given the freedom to explore on their own terms,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “Adults often feel they need to make play more educational, more organised, more purposeful. But toddlers are already finding meaning, experimenting and learning through the play they lead themselves.” Dibber notes that this kind of play has long existed naturally in many South African homes and communities, where children have often used gardens, open spaces and everyday household objects in imaginative play. But as family routines become busier and screen time grows, the preschool group believes it is worth protecting space for it. When toddlers play freely, they are building problem-solving skills, creativity, emotional self-regulation and physical confidence in ways that are difficult to reproduce through adult-led activities. Unstructured play also gives children a rare sense of control at a stage of life when most decisions are made for them. “At toddler age, so much of life is organised around adults,” says Assis. “What to wear, when to eat, where to go, when to sleep. Unstructured play gives some of that control back. It allows a child to make choices, follow curiosity and discover that their ideas have value.” Dibber points to several examples of simple, open-ended play that can support this kind of development. Sensory play remains one of the most accessible forms. A container filled with water, dry pasta, sand or lentils, along with cups and spoons, gives toddlers room to pour, scoop, sort and experiment without formal instructions. Loose play offers a similar kind of freedom. Sticks, stones, leaves, bark, and seed pods collected from a garden or park can serve as tools, ingredients, treasures, or building materials, depending entirely on how a child chooses to use them. Water play continues to be one of the richest forms of open-ended toddler play, whether it happens with a bucket, a bowl, a sponge or old kitchen utensils in the garden. Cardboard boxes remain a reliable favourite, too. A box can become a car, a cave, a house or something else entirely, with no adult needing to define it first. Free drawing and mark-making also fall into this category when they are left open. No template. No instructions to draw something recognisable. Just paper, crayons or paint, and the space to make marks that belong entirely to the child. For Dibber, the point is not that every parent must constantly create special play setups at home. Unstructured play does not need to be expensive or elaborate to be valuable. In many cases, the most effective play materials are the simplest ones. The harder part, Dibber says, is often the adult response. Parents and caregivers may feel the urge to improve the play, direct it, ask too many questions or step in when a child appears bored. However, Dibber argues that boredom is not always a problem to solve. It is often the beginning of play. “The challenge for adults is not usually providing the materials,” says Assis. “It is resisting the urge to take over. Toddlers do not always need us to show them what something is for. Often, they show us.” This is one reason Dibber continues to place strong value on child-led exploration in the early years. The group believes that toddlers do not need constant entertainment or instruction to learn well. They need time, trust and environments that let their curiosity lead. For Dibber, that remains one of the quieter truths of early childhood. The play that looks the least impressive to adults often does the most important work.

July 23, 2026

Messy, Yet Easy, Art Activities That Develop Toddlers’ Motor Skills

A toddler with paint on their hands, glue on the table and a half-finished piece of paper in front of them may not look especially productive to an adult. But Dibber International Preschools say that these moments are often when some of the most valuable early learning is taking place. Dibber is encouraging parents to look more closely at the role of creative activity in the early years, arguing that art is more than a way to keep children occupied. In practice, simple art activities can help build the fine motor control children later need for writing, dressing, tying shoelaces and managing everyday tasks confidently. That makes art an important part of toddler development rather than a decorative extra around the edges of learning. “At Dibber, we see creative activity as one of the most natural ways young children learn about themselves and the world around them,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “When toddlers paint, pinch, tear, press, roll or draw, they are doing much more than making something. They are building hand strength, coordination, focus and confidence through experience.” Many of the art activities most useful for toddlers are also the simplest. Finger painting remains one of the clearest examples. Smearing, pressing and spreading paint across paper strengthens the muscles in the hands and fingers while giving children a direct sensory interaction of colour, texture and movement. Playdough works in a similar way. Rolling, pinching, flattening, and shaping dough help toddlers strengthen their grip and control while allowing them to explore their hands freely. Tearing and sticking paper for collages, meanwhile, encourages bilateral coordination by asking both hands to work together purposefully. Dibber also points to the value of less conventional painting tools. A sponge, a cotton wool ball, the bottom of a bottle or an old toothbrush can all invite different grips and movements. That variety matters, especially in the early years, when children are still developing the fine-motor control needed for later tasks. Sticker art offers another form of practice that can look deceptively simple. Peeling and placing stickers asks toddlers to use a pincer grip, the same kind of movement later needed to hold a pencil with control. Chalk drawing outdoors, sponge stamping, and wall or paving water painting all build coordination in slightly different ways while keeping the activity playful and inviting. For older toddlers, child-safe scissors can also become part of that development. Cutting paper or even playdough helps sharpen coordination between both hands and gives children one of the more focused forms of fine motor practice available in everyday play. Dibber’s broader point is that these activities matter because they combine physical development with creativity, experimentation and enjoyment. In the early years, children tend to learn best when these elements are allowed to sit together. “Toddlers do not separate development into neat categories,” says Assis. “For them, creativity, movement, sensory discovery and learning are happening all at once. That is why art can be such a powerful part of early childhood. It reaches the hands, the mind and the emotions together.” This is one reason art remains so useful in both home and school settings. It offers children a way to strengthen practical skills while also expressing themselves, exploring materials and building confidence through open-ended activity. There is no single correct outcome. The process carries much of the value. That can be reassuring for parents who sometimes feel pressure to focus heavily on more visible academic preparation. Dibber’s view is that skills such as grip strength, hand-eye coordination, concentration and confidence often begin developing long before formal learning appears to start. Activities that look playful or messy can still do serious developmental work. At Dibber, these understandings form part of a wider play-based approach to early childhood education, where children are encouraged to explore, create and learn through direct experience. Art is part of that rhythm because it gives children meaningful ways to experiment, communicate and strengthen essential developmental foundations. For Dibber, the message to parents is simple. The next time a toddler covers the table in paint, presses stickers everywhere but the page, or proudly presents a drawing that makes sense only to them, it may be worth looking beyond the mess.

July 16, 2026

Children Often Feel Adult Stress Long Before Anyone Speaks About It

A child does not need a full explanation to sense when something is wrong. A parent may keep their voice steady, get through dinner, manage bedtime and say very little about a difficult week. Yet a child may begin to cling at drop-off, wake more often at night, or complain of stomach aches before school. Dibber International Preschools South Africa says these shifts can be early signs that children are picking up on stress at home before adults realise how visible it has become. Dibber says this is a key, often overlooked part of a child’s emotional well-being. Children are highly attuned to the adults around them. They notice tension in tone, changes in routine, distracted responses, and the emotional atmosphere of a room, even when the cause of that stress is never directly spoken about. “Children are deeply perceptive,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “They do not always have the words to explain what they are feeling, but they often register far more than adults expect. A child may not understand the details of a stressful period, but they can still feel that something has shifted.” Dibber notes that, from infancy onward, children read faces, body language, and emotional cues. As they grow, that sensitivity becomes more refined. This matters in South Africa, where many families face constant pressure from financial strain, long commutes, disrupted routines, infrastructure stress such as load shedding and water outages, and extended family responsibilities. According to Dibber, stress in family life need not be dramatic to affect a child. It often shows up in quieter ways: a parent becomes shorter in conversation, there is more tension at the dinner table, or there is less emotional availability at the end of a hard day. These moments may feel manageable or invisible to adults, but a child’s sense of safety can still change. This is often where behaviour starts to change. Dibber points to several common signs that a child may be affected by stress at home. These can include regression, such as becoming clingier than usual or returning to earlier habits. Physical complaints without a clear medical explanation, especially around school or separation, can also be part of the picture. Changes in play, heightened irritability, or disrupted sleep may signal that a child is trying to process something they cannot yet express clearly. None of this means a parent is failing. It means the child is emotionally connected enough to be affected by what is happening around them. “Children often borrow the emotional climate of the adults they depend on,” says Assis. “That is why emotional safety matters so much. The goal is not to be a perfect, stress-free parent. It is to remain connected. A child can cope with hard seasons far better when they feel held, reassured and included in age-appropriate ways.” Dibber explains that there is a simple developmental reason for this. Young children co-regulate with the adults closest to them. When an adult is tense or overwhelmed, children can begin to imitate that stress physically and emotionally. They are also naturally egocentric in the early years, which means they may quietly assume they caused the problem unless reassured otherwise. For this reason, Dibber encourages parents to name stress simply, without placing adult burdens onto children. A sentence such as “I have been feeling worried lately. It is grown-up stuff, and it is not your fault” can do a great deal to restore a sense of safety. Predictable routines, calm rituals and space for children to express feelings also help. At school, these shifts can be easier to spot than many parents realise. Dibber says educators are often among the first adults to notice when a child seems less settled, more reactive or more withdrawn than usual. This is why the relationship between home and school matters so much, especially in the early years. At Dibber International Preschools South Africa, educators are trained to notice these emotional changes and to build environments where children feel steady, seen, and emotionally secure. The school group believes that a child’s wellbeing is moulded not only by what adults teach but by how adults respond. “Protecting a child’s emotional wellbeing does not mean removing every difficulty from their life,” says Assis. “It means helping them feel safe through difficulty. It means showing them that feelings can be handled, that stress does not have to become fear, and that they are not carrying adult worries on their own.” For Dibber, that message lies at the heart of early childhood care. Children are always listening for signs of safety. Often, what they need most is not a perfect explanation, but a calm adult who helps the world feel steady again.

July 9, 2026

Movement Before Milestones: Why Young Children Need to Climb, Roll, Balance and Jump

Parents are often surrounded by milestones. When did your child sit? Walk? Talk? Count? Recognise colours? Write their name? These milestones matter, of course. But before many of the “school-ready” skills can truly settle, children need something wonderfully simple and often overlooked: they need to move. They need to climb, roll, balance, jump, crawl, stretch, throw, catch, twist, turn, hop, run and sometimes wobble their way through the world. And no, this is not just about “getting the energy out” before bedtime — although, let’s be honest, that part is not exactly a tragedy. Movement is one of the most important ways young children learn about their bodies, their surroundings, their confidence and their own capabilities. The body is a child’s first classroom Before a child learns with a pencil, they learn with their whole body. When a toddler climbs onto a low step, they are learning about height, balance and risk. When a preschooler rolls across a mat, they are learning body awareness and direction. When a child jumps with two feet together, they are practising strength, coordination, timing and courage — all in one little leap. These early physical experiences help children understand where their body is in space. This is known as body awareness, and it plays a big role in everyday life. A child who understands their body better is more likely to move confidently through a busy classroom, sit with better control, avoid bumping into others, and take part in games and group activities. In other words, movement helps children feel at home in their own bodies. Big movements support little skills Many parents are understandably focused on fine motor skills: pencil grip, cutting, colouring, drawing, buttoning clothes and opening lunchboxes. But those “small” skills do not develop in isolation. They are supported by bigger muscles first. A child needs core strength to sit upright. Shoulder stability helps with arm control. Stronger arms and hands make fine motor tasks easier. Balance and posture support concentration. When the body is working too hard just to stay upright, there is less energy available for listening, learning and participating. This is why climbing, crawling, hanging, rolling and balancing are not just play activities. They help build the physical foundation children need for many later tasks. The path to confident pencil control may begin long before a pencil is even in the picture. Movement builds confidence from the inside out One of the most beautiful things about physical development is that children can feel their own progress. They know when they have managed to jump a little further. They know when they can balance for longer than last time. They know when they were brave enough to try the activity that looked a little tricky at first. These small victories matter. Each time a child tries, practises and improves, they are not only building a physical skill. They are also building the belief that says, “I can do hard things.” That confidence often carries into other areas of life. A child who feels capable in movement may be more willing to join a game, speak up in a group, try something new or keep going when something does not work the first time. Confidence is not built by avoiding every wobble. Sometimes it starts with wobbling safely, laughing, trying again and discovering, “I’ve got this.” Children need safe challenge Modern parenting can feel like a constant balancing act between protecting children and allowing them to explore. Of course, children need safe environments. But they also need opportunities to test their bodies in age-appropriate ways. Safe challenge helps children learn judgement. They begin to understand how high they can climb, how far they can jump, how to land, how to stop, how to wait their turn and how to recover when something does not go perfectly. A child who never has the chance to practise these skills may become unsure of their own body. A child who is gently guided through physical challenges learns how to manage movement, space and risk with growing confidence. The goal is not reckless play. The goal is purposeful movement in a safe, encouraging space. Movement also supports the brain Movement is physical, but it is not only physical. When children follow instructions during an activity, remember a sequence, change direction, copy a movement pattern, respond to rhythm or wait for a signal, their brains are working too. They are practising attention, memory, listening, self-control and problem-solving. These are important skills for learning — and they develop beautifully when children are active, interested and having fun. This is one reason movement-based learning can be so powerful for young children. They are not sitting still while trying to absorb information. They are learning through action, repetition and experience. For many children, the body opens the door for the brain. It does not have to be complicated Parents do not need fancy equipment or a perfect programme at home to support movement development. Simple activities count: walking on a line, jumping over a cushion, rolling on a blanket, throwing socks into a basket, balancing on one foot, dancing to a favourite song, crawling under a chair, kicking a soft ball or playing “follow the leader” in the lounge. What matters most is variety, encouragement and regular opportunity. Children need to experience different types of movement: balance, strength, coordination, rhythm, body control, ball skills and spatial awareness. The more varied their movement experiences, the more confident and adaptable they become. A foundation for life Not every child will become a gymnast, dancer, athlete or sports star — and that is not the point. The real goal is much bigger than that. The goal is to help children feel capable in their bodies. To help them enjoy movement. To give them the physical foundation that supports confidence, learning, social participation and healthy habits as they grow. Because movement in early childhood is not just about what children can do today. It is about helping them step into tomorrow

July 8, 2026

Let Kids Burn Energy, Build Confidence and BOUNCE Back to Real Play These Holidays

School holidays are meant to feel like freedom. Yet, for many families, they can quickly turn into long days of scrolling, gaming and watching one more episode. Screens have their place, but growing bodies need movement, challenge, laughter and real-world play. That is where a visit to BOUNCE becomes more than a fun outing. It becomes a simple way to help children move, connect and reset during the school break. Children are naturally active. From toddlers who climb everything in sight to older children who want to test new tricks, movement helps kids learn about their bodies and the world around them. Jumping, climbing, balancing, dodging and landing all use large muscle groups while encouraging coordination, focus and body awareness. These moments also help children build confidence as they discover what they can do and feel brave enough to try again. At BOUNCE, active play becomes an adventure. Kids are not thinking about exercise or fitness goals. They are chasing a dodgeball, aiming for a slam dunk, bouncing across Freestyle Trampolines, tackling X Run, exploring X Park or taking on High Ropes and Clip n Climb at selected venues. While they play, they are building stamina, strengthening muscles, improving balance and using both mind and body in one exciting session. Active play can also help children manage their energy. After weeks of school structure, holiday excitement can sometimes show up as boredom, restlessness or too much screen time. A session at BOUNCE gives kids a positive outlet in a safe and supervised indoor adventure environment. It gets the heart pumping, encourages movement and gives children the satisfaction of trying something new. After a busy session, children often leave feeling proud, calmer and more connected to the people they played with. There are social benefits too. Children learn to take turns, cheer each other on, follow safety rules and celebrate small wins. Younger visitors can explore dedicated miniBOUNCE areas, while older kids can challenge themselves on bigger adventure features. Every visit turns movement into shared memories with friends and family, while helping children practice resilience, patience and teamwork in a playful way. For parents, BOUNCE is an easy holiday solution. It is indoors, weather-friendly, and suited to different ages and confidence levels. It works for playdates, family outings, birthday celebrations, or those days when everyone simply needs to get out of the house. With ticket prices starting from R140 per person, it is an affordable way to keep kids active, entertained and away from digital screens during the holidays. . Visit any BOUNCE venue across Gauteng:BOUNCE Fourways MallBOUNCE Mall of AfricaBOUNCE Menlyn MaineBOUNCE East Point Shopping Centre So, when the holiday question becomes, “What are we doing today?”, make the answer easy. Pack your BOUNCE grip socks, bring the family and let the kids BOUNCE, climb, laugh and play their way through the school holidays. Book your session online via bounceinc.co.za and visit BOUNCE in Gauteng today.

July 6, 2026

Five Mandela Lessons That Still Matter in the Preschool Years

Every year on 18 July, South Africa pauses to remember Nelson Mandela’s life, leadership and moral courage. For many adults, Mandela Day is a time to reflect on service, justice and responsibility. For Dibber International Preschools South Africa, it is also a moment to ask a simpler question: what do Mandela’s values look like in a young child’s life? According to Dibber, the answer begins earlier than many people think. The preschool group says the qualities most often associated with Nelson Mandela, courage, kindness, perseverance, honesty and respect for others, are not ideas children need to wait until high school to understand. They begin taking shape in the early years, in the ordinary moments of home and preschool life. “You do not need to explain the full history of South Africa to a four-year-old to begin sharing what Madiba stood for,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “The values at the centre of his life are deeply relevant to children. Being brave when something feels hard. Being kind when it would be easier not to be. Speaking up when something feels wrong. These are lessons children can begin learning very early.” For Dibber, one of the most important Mandela lessons for children is that courage does not mean freedom from fear. Mandela himself spoke openly about fear, and about choosing not to let it make his decisions for him. In the life of a preschooler, Dibber says that lesson can be brought into daily experiences such as walking into a new classroom, trying something new or finding the confidence to join in when they feel unsure. A second lesson lies in persistence. Mandela’s life has long been associated with strength, and Dibber believes this matters for young children in surprisingly practical ways. A child building a tower that keeps falling over, struggling with shoelaces or trying again after losing a game is already learning something of value. The emphasis, Dibber says, should not fall only on the result, but on the willingness to get up and try again. Kindness is another part of the picture. Dibber notes that Mandela’s devotion to dignity, forgiveness and inclusion remains especially meaningful in South Africa, where children are still growing up in a society formed by division, difference and the ongoing work of living together well. In the preschool years, these ideas are expressed in simple but significant actions. Including another child in play. Sharing. Apologising sincerely. Learning that other people matter too. The school group also believes Mandela’s example offers an early lesson about voice. Long before children understand politics or public leadership, they can begin learning that their voice has value. For Dibber, that means encouraging children to say when something feels unkind, to ask for help when they need it, and to express themselves clearly rather than shrinking into silence. Those habits begin small. They do not stay small. Another lesson Dibber draws from Mandela’s legacy is the importance of perspective when something feels difficult. His words, “It always seems impossible until it’s done,” may be quoted often, but the preschool group says the idea behind them is especially useful for young children. Whether it is learning to zip a jacket, making a new friend or settling into a new environment, children benefit from hearing that hard things can become possible with time, support and persistence. For Dibber, Mandela Day is also about an example. The group believes the values adults hope to see in society are formed in the earliest relationships children experience. Often quietly. Often long before formal schooling begins. “At Dibber, we believe the values children carry into adulthood are shaped in everyday moments,” says Assis. “Not through lectures, but through connection, play, guidance and the way adults respond to them. Courage starts in very small places. In being seen. In being listened to. In being encouraged to keep going.” That is why Dibber sees Mandela Day as an opportunity for parents and educators to think about the values children are already absorbing from the world around them. In how adults handle setbacks. In how they treat other people. In how they speak about fairness, kindness and responsibility. Dibber believes that if South Africa wants to raise children who are brave, emotionally grounded and able to care for others, the work begins in the preschool years. That is where courage first becomes visible, in the child who tries again, tells the truth, includes someone else, or finds the words to say, “That is not kind.” For Dibber, that is one of the most meaningful ways to honour Mandela’s legacy: by raising children who are already learning how to carry it forward.

July 2, 2026

How the Nordic Curriculum Prioritises Childhood Over Speed

Parents are often encouraged to measure progress by how quickly a child reaches milestones; Dibber International Preschools is highlighting a different perspective: that the early years should focus less on speed and more on healthy, holistic development. According to Dibber, the Nordic model of early childhood education offers an important reminder that childhood is not a race. In countries such as Norway, where formal schooling begins later than in many other parts of the world, children are still widely recognised as confident, capable and emotionally resilient learners. This, Dibber says, is no accident. It reflects an approach that places emotional wellbeing, play, creativity, movement and social development at the centre of early learning. “At Dibber, we believe children do not benefit from being rushed through childhood,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “The strongest foundations for later learning are built when children feel emotionally secure, free to explore, and supported to develop at their own pace. That is what gives them the confidence to communicate meaningfully with the world around them.” For many South African families, Dibber notes, this approach feels especially relevant. As children face increasingly packed schedules, more screen time and heightened academic pressure at younger ages, many parents are beginning to question whether early performance should really be the main measure of progress. The Nordic model addresses this concern by focusing on developmental readiness rather than speed. Rather than prioritising how early a child can read, write or complete structured tasks, the approach supports the development of strong emotional and social foundations first. A young child learning to share, express feelings calmly, solve small conflicts or manage frustration is building skills that matter deeply for later confidence, classroom participation and relationships. Dibber believes these early emotional capabilities are just as important as early literacy and numeracy, because they shape how children approach learning itself. When children feel secure, supported, and capable, they are more likely to participate confidently, adapt to new experiences, and keep trying when something feels difficult. A defining feature of the Nordic curriculum is its strong commitment to play-based learning. At Dibber, play is not treated as separate from education, but as one of the most effective ways children learn. Through building, painting, storytelling, climbing outdoors, pretending, singing and taking part in group games, children develop critical thinking, language, coordination, creativity and emotional understanding in ways that feel authentic and captivating. “Play is often underestimated because it does not always look like formal learning to adults,” adds Assis. “But for young children, play is one of the richest forms of learning. It allows them to make sense of the world, build relationships, solve problems and develop confidence through meaningful experience.” This approach also prioritises emotional well-being over performance. Dibber notes that young children cannot learn effectively when they feel stressed, anxious or overwhelmed. Calm learning spaces, predictable routines and warm adult interactions help children feel secure enough to ask questions, make mistakes and participate without fear. In the early years, this emotional security is essential because it shapes how children experience both themselves and learning. At Dibber, this is reflected in the role of its Engaged EducatorsTM, who guide rather than control. Educators pay close attention to each child’s interests, emotional needs and pace of development, creating an environment in which children are supported through meaningful relationships and everyday learning experiences. For Dibber, the value of the Nordic model resides in its whole-child perspective. Rather than focusing solely on academic achievement, it encourages emotional development, physical movement, social interaction, creativity, communication, independence, and healthy routines. Children are given opportunities to move freely, engage in sensory activities, spend time outdoors, and take part in daily routines in ways that build both competence and confidence. Even shared mealtimes are viewed as part of learning. Dibber points to The Dibber MealTM as an example of how healthy routines can support social interaction, independence and communication. These everyday moments may seem simple, but they help children build positive habits and a stronger sense of self. Dibber also believes that this approach prepares children not only for school, but for life. Research and practice increasingly show that long-term success depends on more than early academic performance. Emotional resilience, adaptability, problem-solving, creativity and the ability to connect with others are all vital in helping children cope with future challenges. A child who knows how to communicate feelings, collaborate with others, adapt to change and approach learning with confidence is often better equipped for the future than a child who has only been pushed towards early academic outcomes. For Dibber, this balanced, human-centred approach is becoming increasingly important in a fast-moving world. Modern parenting can often create pressure to do more, achieve more and move faster. The Nordic curriculum offers an alternative lens. It reminds families that children do not need rushed childhoods in order to become capable adults. They need connection, play, emotional security, healthy routines and the space to grow naturally. “When children are allowed to develop at their own pace, they often become more confident learners, stronger communicators and happier individuals,” says Assis. “And perhaps most importantly, they are given the chance to experience childhood as it should be experienced — calmly, curiously and joyfully.” For Dibber, that is what the Nordic curriculum gets right: it protects the value of childhood while laying the foundations for confident, resilient and engaged lifelong learners.

June 25, 2026

Game on. School Holiday Fun Kicks Off at Mall of Africa

The Goal Zone brings football-themed family fun, prizes and competition to the winter school holidays Johannesburg, 11 June 2026: This winter school holiday, Mall of Africa will bring energy, excitement and a healthy dose of friendly competition to fire up the soccer spirit of the World Cup with The Goal Zone, Winter’s Ultimate Playoff, an action-packed indoor football experience designed to keep children moving, laughing and entertained. Running from Friday 3 to Monday 13 July in the Food Court, the immersive play experience will transform this part of the mall into an interactive soccer-themed activity zone where children, teens and even competitive parents can put their skills to the test across seven exciting challenges. Open daily from 10am to 8pm, tickets will be available at the activation area for R50 per participant. Visitors will stand a chance to win incredible prizes, including 1 of 5 official Bafana Bafana jerseys, 5 x R1 000 Studio 88 vouchers and spot prizes from EL&N, Honor, Lego, McDonalds, New Balance, Spur, Totalsports and Toy Kingdom. The first 100 participants through The Goal Zone will have the opportunity to customise a Krispy Kreme Original Glazed doughnut. Winter Holiday Fun with a Competitive Twist Created as a high-energy school holiday attraction, The Goal Zone activities will include a mix of football skills, speed, coordination and playful rivalry, giving young fans the chance to celebrate the game, test their skills and soak up the excitement of the World Cup. Whether visitors are showing off fancy footwork or simply trying something new, the experience is designed to entertain a wide range of ages, with selected challenges designed for the whole family to enjoy, while bringing a lively, sporty atmosphere to the winter break. Visitors will be able to test their power in Speed Kick, take aim in Beat the Keeper, sharpen reaction times at the Reflex Wall, or put their accuracy to the test in Through the Hoops. Those looking for something a little different will be able to try their hand at Footgolf, challenge friends and family in Sit Down Soccer, or see how long they can keep the ball in the air during Keepie Uppies. Created to mimic an indoor astroturf-style arena complete with playful sporting touches, The Goal Zone will bring all the excitement of a match-day atmosphere into a fun, family-friendly holiday experience. A School Holiday Outing with Extra Energy As cooler weather settles in, The Goal Zone will offer families an indoor activity that encourages children to stay active while adding something different to the school holiday calendar. Positioned in the heart of the mall, the football experience will also make it easy for families to pair the experience with lunch, shopping or a full day out. Whether it is siblings competing for bragging rights, friends challenging one another to beat the leaderboard or parents quietly proving they still have a winning kick, The Goal Zone is all about getting involved, having fun and making winter holiday memories. The Goal Zone will run from 3–13 July 2026 in the Mall of Africa Food Court. Tickets are available onsite for R50 per participant. For more information and regular updates on Mall of Africa, its stores and events, follow the mall on social media at Instagram: @_themallofafrica or visit the mall’s website: mallofafrica.co.za.

June 22, 2026

The 5 Safety Decisions South African Parents Make Before Their Baby Is Born

Every parent prepares for sleep deprivation. They prepare for feeding schedules, nappy changes and long nights. They compare cots, monitors, prams, travel systems and car seats. They spend hours researching what their baby may need during those first few months. What many parents do not always prepare for is movement. Life with a baby involves hundreds of small transitions. Moving from the car to the pram. From home to appointments. From shopping centres to family visits. From a baby who has fallen asleep during the drive to the next part of the day. Over time, these small moments add up. Parents often think about safety in terms of standards, product features and certifications. These are important. But safety is also influenced by something more practical: how easy it is to use the right product correctly, consistently and calmly in everyday life. Before your baby arrives, here are five safety decisions worth understanding. 1. Understanding Modern Car Seat Safety Standards One of the first safety decisions parents make is choosing an infant car seat. Not all car seats are tested or approved in the same way. Many South African parents today look for car seats tested under UN Regulation No. 129, also known as R129. Some R129 seats are also approved as i-Size, a category within R129 designed to make child-seat and vehicle-seat compatibility easier. The two terms are related, but they are not always interchangeable. Parents should also check the South African regulatory layer. SABS/SANS 1340 is the local standard referenced in the regulations, while the NRCS is responsible for compulsory approval of child restraints supplied locally. Parents should not rely on a separate SABS product mark alone. They can ask the retailer or manufacturer whether the child restraint has the necessary NRCS approval for supply in South Africa, and check that the seat carries the approval label for the standard under which it was tested, such as UN R129. R129 was introduced in Europe as a newer child restraint regulation. It does not replace South African law, but it can help parents understand modern safety design, clearer sizing guidance and more comprehensive testing requirements when choosing an infant car seat. Key differences under modern R129 standards include: In South Africa, this sits alongside the local legal baseline. Regulation 213 of the National Road Traffic Regulations requires the driver to ensure that an infant under 3 years old is seated in an appropriate child restraint. For products supplied locally, parents can ask the retailer or manufacturer whether the child restraint has the necessary NRCS approval for supply in South Africa. A separate SABS product mark may appear on some products, but it should not be treated as the only proof of legality. The goal is not only stronger testing. It is also to help parents choose a child restraint that is suitable for their child’s size, stage, vehicle and local regulatory context. Understanding South African use requirements, local supply approval and the international safety standard can help parents make a more informed decision before their baby takes their first journey. 2. Understanding How the Car Seat Is Installed Choosing an approved car seat is only part of the equation. It must also be installed correctly and used correctly every time. International research and safety guidance continue to show that incorrect installation and incorrect use remain common child restraint issues. If parents are unsure, they can ask the retailer, brand or a trained car seat fitting service to check the installation against the seat manual and vehicle compatibility guidance. Common problems can include: This is one reason ISOFIX systems were developed. ISOFIX creates a direct connection between the vehicle and the child restraint system, helping reduce some of the installation errors commonly associated with seatbelt-only installation. However, ISOFIX does not make a car seat automatically safe. The seat still needs to suit the child’s height, weight and stage, fit the specific vehicle seat it will be used on, and be installed exactly according to the manufacturer’s instructions. A useful question is not only: “How safe is this car seat?” It is also: “How easy is it to install and use correctly every day?” Building Consistency into Daily Routines Several important safety decisions happen before the vehicle starts moving. They happen when a parent is rushing to an appointment. They happen when a baby falls asleep during a drive. They happen when equipment needs to move between the car, pram and home more than once in a day. This is where everyday usability becomes important. Each additional adjustment, transfer or compatibility issue can make correct use harder, especially during busy everyday moments. A well-designed system still depends on correct use. However, clearer installation, better compatibility and simpler daily handling can reduce friction in the moments when parents need to use the product correctly and consistently. 3. Looking Beyond the Newborn Stage When preparing for a baby’s arrival, it is natural to focus on immediate needs. The first trip home. The first few weeks. The newborn stage. But babies grow quickly. Daily routines change. Medical appointments, family visits, shopping trips and short outings become part of everyday life. A product that works well during the first few weeks may not always support the realities of daily movement over the first year. Thinking beyond the newborn stage helps parents consider how their choices will fit into real routines as their baby grows. Helpful questions include: Practicality is not separate from safety. When baby gear is easier to understand, install and use correctly, parents are better supported in maintaining safe routines. 4. Recognising That Movement Is Part of Everyday Safety Parents are often told that safety means choosing products that perform well in testing. That is true. Safety standards matter. Product testing matters. Correct installation matters. But in daily life, safety also depends on whether parents can use those products correctly in ordinary situations. Imagine arriving at a shopping centre with a baby who has fallen asleep during the drive. One setup requires several

June 19, 2026

Why Holistic Well-Being Is the Foundation of Learning

A child may be given an expensive educational toy, only to spend the next half hour happily exploring the cardboard box it came in. For Dibber International Preschools, moments like these are a reminder of something simple but important: young children learn best when they feel curious, engaged, safe and free to explore. Early childhood learning is more than numbers, colours and letters. Between the ages of one and six, children also build emotional security, confidence, communication, creativity, and social awareness. Dibber believes holistic well-being is central to early development and learning. “At Dibber, we believe meaningful learning begins with the whole child,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “Children need to feel emotionally safe, physically supported and socially connected before learning can truly take root. When those needs are met together, children are far more able to engage with confidence and joy.” Dibber believes children thrive when their emotional, physical, social and cognitive needs are supported together. Well-being is essential for meaningful learning. This is especially evident in emotional security. Young children are deeply affected by their environments. When anxious or unsettled, they struggle to focus and absorb information. When safe and supported, they explore, ask questions and engage more confidently. For Dibber, holistic well-being goes beyond physical care. It includes emotional support, stable relationships, routines, movement, creative expression and belonging. Even small moments, such as a calm response or a reassuring conversation, shape a child’s sense of security and readiness to learn. Play is essential to this approach. Rather than being separate from learning, Dibber sees play as a powerful way for children to build skills in communication, creativity, coordination, emotional understanding and problem-solving. Activities like building with blocks, role-playing, drawing, exploring outdoors or sensory play make learning natural, joyful and deeply meaningful. “Play is not separate from development,” adds Assis. “It is one of the ways children develop confidence, emotional strength, language and social awareness. When children enjoy learning, they become more engaged in it, and that lays a much stronger foundation for later growth.” The early years are also when children begin developing the social and emotional skills that shape how they relate to others. Learning to share, express needs, manage frustration and build friendships happens gradually through everyday experiences. While these moments can sometimes appear messy or chaotic, especially during the toddler years, Dibber sees them as valuable opportunities for growth. With steady guidance and emotional support, children are more likely to develop empathy, confidence and healthy ways of responding to social situations. These early emotional skills not only support well-being in the present but also help children adapt more comfortably to structured learning environments later on. Movement is an additional essential part of holistic well-being. Dibber notes that young children learn through movement, and that running, climbing, balancing, dancing and outdoor play all contribute to physical, psychological and cognitive development. Physical activity supports concentration, coordination, confidence, and emotional management, while also stimulating brain development. This is why Dibber believes young children benefit most from environments that allow them to move, explore and interact freely with the world around them, rather than remain seated for long periods. Outdoor play, in particular, offers valuable opportunities for creativity, independence, and sensory development, all of which support overall learning. For Dibber, however, one of the most powerful influences on a child’s learning experience remains the quality of their relationships with caring adults. Children are more likely to thrive when they feel heard, respected and emotionally connected to their parents, caregivers and educators. These positive relationships create the sense of safety that allows children to participate actively, explore confidently and strengthen resilience over time. At Dibber, this is reflected in the role of its Engaged EducatorsTM, who create caring environments through meaningful interaction, guided exploration and play-based learning experiences. The approach is designed not only to support academic readiness, but also to help children grow into confident, curious and emotionally secure individuals. Parents often feel pressure to focus heavily on educational targets in the early years. Dibber believes, however, that meaningful learning begins with something more foundational: emotional security, connection, movement, curiosity and confidence. When these are nurtured, children become better prepared not only for school but for life. “Before children can flourish academically, they need to feel that they belong,” says Assis. “That sense of safety and connection is where strong learning begins.” For Dibber, this is the true value of holistic well-being in early childhood. It supports academic readiness, emotional resilience, social development, creativity and a lifelong love of learning — a foundation that stays with children long after the early years are over.

June 18, 2026

Five Myths About ‘School Readiness’ – And What Actually Matters

For many parents, the question of whether a child is “school-ready” can bring an unforeseen sense of pressure. One moment, a child is happily painting, building sandcastles or pretending to run a bakery for dinosaurs, and the next, parents find themselves worrying about alphabet recognition, counting milestones and whether enough has been done to prepare for formal schooling. According to Dibber International Preschools, much of this anxiety is fuelled by outdated assumptions about what school readiness should look like. In reality, readiness for school is less about perfection and early academic performance and more about emotional confidence, curiosity, resilience, and connection. “At Dibber, we believe school readiness is not about raising the child who can do the most before school starts,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “It is about helping children feel secure enough to try, to adapt, to build relationships and to enjoy learning. Those are the foundations that help children settle and thrive.” Dibber notes that one of the most common myths parents continue to face is the belief that children must know how to read before they start school. While early reading can be positive, it is not the defining marker of future success. Children develop literacy at different paces, and pushing academics too early can create unnecessary pressure. What matters more is regular exposure to language through meaningful everyday experiences such as storytelling, music, conversation and play. This is why Dibber’s Nordic-inspired approach focuses on curiosity, communication and confidence in the early years, rather than rushing formal academics. In quality early learning environments, children build strong foundations for literacy through joyful experiences that make learning seem natural and engaging. Another persistent myth is the idea that a school-ready child should already be able to sit still, listen quietly and behave with constant composure. Dibber points out that young children are naturally wired for movement, and that running, climbing, jumping and exploring are all part of healthy development. School readiness should not be confused with early compliance. Instead, children gradually learn self-regulation through warm relationships, steady routines and patient support. A child who can follow simple instructions, move between activities, express feelings and recover after frustration is already developing valuable readiness skills, even if those moments are accompanied by the occasional protest or wobble. “There is a tendency to confuse readiness with behaviour that looks convenient to adults,” adds Assis. “But readiness is not about turning young children into miniature adults. It is about helping them grow in confidence, emotional security and the ability to participate in the world around them.” Dibber also highlights the misconception that academic skills matter more than social and emotional development. While parents often focus on counting, shapes, writing names and other visible milestones, early childhood educators know that social-emotional skills are just as important in helping children settle into school successfully. A child who can ask for help, share space with others, manage disappointment and feel emotionally secure is often better prepared for school life than a child who can recite information but struggles with separation, frustration or group interaction. Warm, responsive adults play an essential role in helping children develop these capacities, as they build confidence, independence and trust in themselves over time. Another myth Dibber is encouraging parents to let go of is the belief that school readiness should look the same for every child. No two children develop in exactly the same way. One child may be highly verbal but still building fine-motor strength, while another may be quiet in a group yet observant, thoughtful, and independent. Readiness is not a one-size-fits-all checklist completed on a deadline. It is a gradual process shaped by personality, environment, relationships and opportunities to explore. For this reason, Dibber believes parents should be careful not to judge readiness through comparison. Children develop best when they feel emotionally encouraged rather than pressured to perform. A nurturing environment which respects each child’s pace can have a significant impact on how confidently they enter formal learning. Finally, Dibber is challenging the idea that preparing children for school means introducing more worksheets and formal tasks as early as possible. Children learn most effectively through meaningful experiences. Building towers supports problem-solving. Pretend play develops language and creativity. Outdoor play strengthens coordination, confidence and risk awareness. Far from being “just play”, these experiences help build the brain connections that support memory, emotional management, learning and social understanding. This is why Dibber’s learning model places such strong value on play, movement, relationships and exploration alongside early academics. The goal is not to remove structure, but to ensure that learning remains developmentally appropriate, joyful and connected to the real needs of young children. For Dibber, real school readiness means helping children learn to communicate their needs, build relationships, adapt to routines, manage emotions gradually, explore independently, and remain curious about the world. Perhaps most importantly, it means helping children recognise that mistakes are not defeats, but part of learning. “Parents do not need to chase perfection in the early years,” says Assis. “Children need support, connection, opportunities to play and adults who believe in their potential. Sometimes the best preparation for school is simply allowing children to enjoy being children first.” For Dibber, that remains one of the most important truths in early childhood education: when children feel safe, supported and free to grow at their own pace, they are far better prepared not only for school, but for life.

June 11, 2026

Disney On Ice presents Mickey’s Search Party makes winter wonderful!

Innovative technology and transformative performances bring Disney classics and new favourites to South African audiences Disney On Ice returns to South Africa for the winter school holidays! Audiences in Pretoria, Cape Town, and Durban, book your tickets to join Mickey Mouse and his friends at Disney On Ice presents Mickey’s Search Party, an adventure filled with world-class skating, high-flying acrobatics and unexpected stunts. Look for clues in the search for Tinker Bell through immersive, fantastic worlds. Explore the colourful spirit realm of Coco, sail away with Moana as she bravely saves her island, see Belle in the sky as the enchanted chandelier comes to life, and sing along with Elsa in the icy world of Frozen. Also, Stitch makes his Disney On Ice debut in South Africa, as he crashes the action with mischievous surprises! Make memories during Aladdin, Toy Story and The Little Mermaid as the search party becomes an all-out celebration, with spectacular special effects, cutting-edge technology, breathtaking performances, dazzling costumes, and all your beloved Disney characters and stories. Produced by Feld Entertainment, Disney On Ice presents Mickey’s Search Party is brought to South Africa by leading local promoter, Showtime Management and proudly presented in association with FNB. The show opens in Pretoria on Saturday, 27 June 2026 at SunBet Arena, Time Square and continues for a limited season ending on Sunday, 05 July 2026. Thereafter Disney On Ice skates into GrandWest, Cape Town on Friday, 10 July through Sunday, 19 July 2026, before moving to Durban’s International Convention Centre Arena from Friday, 24 July to Sunday, 26 July 2026. “We’ve been looking forward to opening this show since we confirmed these runs last year and we know fans can’t wait to join Mickey Mouse and his friends on their search for Tinker Bell,” says Tony Feldman of Showtime Management. “Partnering with FNB helps us bring all the magic and incredible special effects to the show – audiences will love it!” FNB Events Marketing Lead, Nkosana Matyeshana says the bank is proud to partner with Disney On Ice once again, to bring world-class family entertainment to South African audiences during the winter school holidays. “At FNB, we understand that families are looking for meaningful moments of connection and shared experiences, especially in an environment where daily financial pressures continue to shape household decisions. Through partnerships like this, we want to help make memorable experiences more accessible for our customers and their loved ones. Disney On Ice offers a unique opportunity for families to come together and step into a world of imagination and wonder, and we’re delighted to play a role in helping create those lasting memories. As a brand that’s focused on delivering help that is relevant and meaningful, this partnership reflects our commitment to creating real value for our customers by enabling experiences that bring them and their loved ones closer together.” The technology involved in bringing Disney On Ice presents Mickey’s Search Party and its world-class skating, high-flying acrobatics and unexpected stunts to audiences is incredible. Fifteen fully packed trucks bring the production to each venue and the ice-skating surface alone is 35 metres long and 18 metres wide. There are around 173 costumes used during the show, with costume changes of less than 30 seconds required in some instances! The largest prop weighs 450kg and the sets highest point towers 11m up in the air. The lighting design uses 221 fixtures, 185 of them moveable, and 12 powerful projectors create immersive, magical worlds. Sound wise, 100 groups of speakers deliver a massive 200,000 watts of power! It’s time for magic at Disney On Ice and tickets are selling fast! See Mickey Mouse, Minnie Mouse, Donald, Goofy and their friends from Moana, Coco, Frozen, Toy Story, Aladdin, Beauty and the Beast, and The Little Mermaid. Tickets are now on sale for South Africa’s favourite family winter school holiday outing. Don’t delay, book at Ticketmaster.co.za or Showtime.co.za. Patrons are asked to please note that owing to safety regulations each person, irrespective of age (including babes in arms and children under two years) must have a purchased ticket. Fans are encouraged to only book through Ticketmaster.co.za the official authorised ticketing agent for Disney On Ice. Tickets from third parties will not be honoured. To discover more about Disney On Ice, log on to www.disneyonice.co.za or visit Disney On Ice on Facebook and YouTube.

June 10, 2026

Six Ways Children Benefit When They Lead Their Own Learning

There is something powerful about watching a child become completely absorbed in what they are doing. Whether it is a toddler carefully pouring water from one cup to another, or a young child transforming cushions into an imaginary safari jeep, these moments are about far more than simple play. According to Dibber International Preschools, children think, experiment, question, and learn in ways adults often underestimate. For many parents, the early years can come with pressure to persistently teach, direct or correct. Yet Dibber believes some of the most meaningful learning happens when children are given the space to explore on their own terms. This is where child-led learning begins to shape development in powerful ways. “At Dibber, we believe children are naturally curious and capable,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “When children are trusted to explore their own interests, they do not become less engaged in learning — they become more so. They develop confidence, independence and a much deeper connection to the world around them.” Rather than asking only what a child should learn on a given day, Dibber’s approach takes into account what a child is naturally curious about in that moment. For young children between the ages of one and six, curiosity is not a distraction from learning, but one of its strongest foundations. One of the most important benefits of child-led learning, Dibber says, is the development of genuine confidence. While praise can be encouraging, real confidence grows when children experience the satisfaction of doing something for themselves. Choosing an activity independently, solving a small problem or experimenting without fear helps children begin to trust their own abilities. At Dibber, children are encouraged to make age-appropriate choices throughout the day. Inspired by the Nordic approach to early childhood education, educators guide gently while still allowing children the freedom to explore their interests. These small but meaningful choices help children understand that their ideas matter and that they are capable contributors to their own learning journey. Child-led learning also supports deeper curiosity and engagement. Dibber notes that children are naturally wired to learn. The challenge is not creating interest, but preserving the curiosity that already exists. When children choose activities that genuinely interest them, they tend to focus for longer, ask more questions and remember what they have discovered more clearly. A child collecting leaves outdoors, for example, may appear to be simply playing. In reality, they are observing patterns, textures, colours and differences in nature. In this way, science, language and thinking skills develop naturally through joyful experience rather than pressure. Dibber believes that when learning feels meaningful and enjoyable, children begin building a positive relationship with education from the start. Problem-solving acts as another key area of growth. When adults step in too quickly to fix all challenges, children can miss valuable opportunities to think independently and adapt. Child-led learning environments allow young children to encounter manageable obstacles and discover solutions for themselves. Whether fitting puzzle pieces together, finding a new way to build a tower after it falls, or negotiating roles in pretend play, children are developing flexible thinking and resilience. “These early moments of problem-solving matter deeply,” adds Assis. “They help children understand that mistakes are not something to fear. They are part of learning. When children experience this early, they often become more willing to try, persist and trust themselves.” Dibber also points out the emotional benefits of child-directed learning. Young children often experience big feelings before they have the language or maturity to fully understand them. Through self-directed play, children frequently work through real-life experiences, observations and emotions in natural ways. A child pretending to be a teacher, doctor, or parent may, in fact, be processing something meaningful from their world. For this reason, Dibber sees child-driven learning as an important support for emotional consciousness and expression. When children are listened to, respected and given the freedom to explore, they are often more at ease expressing themselves openly. Responsive adults play an important role by observing carefully, listening and providing gentle support rather than constant control. This helps strengthen trust and emotional security. Independence is another quality that develops gradually through these everyday experiences. Dibber notes that independence does not appear suddenly as children grow older. It is built over time through simple moments such as packing away toys, choosing between two outfits, serving a snack or deciding how to create artwork. These actions may look small, but they help children develop responsibility, initiative, and a stronger sense of themselves as capable individuals. At Dibber, this sense of independence is nurtured through age-appropriate responsibilities that help children feel trusted and valued. When children are given the opportunity to participate meaningfully in their own routines, they frequently become more willing to cooperate and more confident in taking initiative. Child-directed learning also creates space for creativity to flourish without fear. In highly organised environments, children can become preoccupied with pleasing adults or getting things “right”. But when they are given room to imagine freely, creativity emerges in rich and unexpected ways. A cardboard box becomes a spaceship, mud becomes a bakery, and a stick becomes a magic wand. These moments are not meaningless fantasy, Dibber says, but important opportunities for language development, storytelling, emotional expression and innovative thinking. For Dibber, the value of child-directed education reaches far beyond academics. It supports the development of confident, emotionally secure, curious children who enjoy learning because they feel ownership over it. When parents and educators slow down enough to follow a child’s curiosity rather than direct every moment, learning often becomes deeper, calmer, and more meaningful. “Children do not need constant instruction to learn well,” says Assis. “They need connection, trust, guidance and the freedom to explore who they are becoming. Sometimes the most valuable thing adults can do is step back slightly and allow the learning to unfold.” For Dibber, that remains one of the most important truths of early childhood education: when children are trusted to lead

June 4, 2026

Panado® Expands Access with New 5 ml Sachets Available at Everyday Shopping Spots

Panado® knows that when a child develops pain or a fever, timing matters. Relief can’t wait for a planned pharmacy visit or a trip across town. For many families, especially those balancing work, transport and childcare, access is just as important as trust1. That is the thinking behind the launch of the new Panado® Strawberry 5 ml Sachets2 and why they will be available far beyond the pharmacy shelf. Pain and fever are part of childhood, often showing up as a sore throat3a, earache3b, growing pains in young children and tweens4, teething trouble in babies5, bumps, knocks and bruises6, or a fever7 linked to everyday infections like colds, and when they do, parents need solutions that are close at hand. If you live in a busy city, you might pass a forecourt or convenience store on your daily route. In smaller towns or rural areas, the local spaza shop is often the go to for essentials. Parents don’t only shop for healthcare during office hours or planned outings either. They buy what they need on the way home from work, during a quick stop for bread and milk, or from the shop down the road. By making Panado® Strawberry 5 ml Sachets2 available to parents where they live, commute and shop, Panado® is widening access to a medicine parents already know and trust1 so parents can respond sooner, rather than waiting until symptoms worsen or stress builds. Each sachet contains a single 5 ml dose of Panado® Strawberry Syrup2, sealed, hygienic and easy to store. The compact size makes it practical for parents who need something they can carry easily. It also helps reduce waste, as only one dose is opened at a time, with no bulky bottle to manage and no risk of spills. Slip one into a pocket, handbag, nappy bag, backpack or car console and you’re always prepared. The formulation inside each 5 ml sachet remains the same, with unchanged strength, powered by paracetamol – an ingredient backed by more than 150 years of clinical experience8. It’s the same berry nice flavour parents know, is ready to work immediately9 when pain or fever strikes and is suitable for babies and children from three months and older. When needed, the pocket-sized sachet is torn or cut open, the correct dose is measured using a syringe or medicine measure, and any remaining liquid is discarded. To help parents feel confident, dosing is based on a child’s age and weight. Clear guidance is available via the panado.co.za/dosage-calculator online or by scanning the QR code on the pack, reducing guesswork at moments when you want reassurance. The sachets are part of Panado® paediatric range, which includes Panado® Strawberry Syrup2, Panado® Peppermint10, suitable from Day 1 and Panado® Infant Drops11. Panado® Infant Drops were named a Product of the Year 2025 winner in the Child Health category12, based on votes from 2,000 South African consumers in a Kantar survey. Panado® is meeting parents where they already are. At home. On the road. At the local spaza. By expanding distribution of the Panado® Strawberry 5 ml Sachets2 into everyday retail spaces, Panado® gives parents the power to fight their children’s pain and fever confidently. Panado® products are available from Baby City, Pick n Pay, Checkers including Hypers, Shoprite, Clicks, Dis-Chem and independent pharmacies. For more information, visit: https://panado.co.za/ and join the conversations on Facebook. For references and legal disclaimers, visit https://panado.co.za/references. Approval ticket #03.20261000004932. March 2026.

June 1, 2026

Trampoline Therapy for Autism: Why Bouncing Builds Balance at Rush

Trampoline therapy for autism is one of the most effective and accessible sensory interventions available to South African families — and at Rush, it happens naturally, joyfully, every single session. For a child on the autism spectrum, the world can feel like a constant stream of overwhelming signals: the glare of mall lighting, the unpredictable sounds of a public playground, the sensory chaos of a busy robot intersection. But inside a Rush trampoline park, something measurably different occurs. The rhythmic, predictable bounce of a trampoline mat is not just fun — for many neurodivergent children, it is a form of neurological liberation. Our latest article explains exactly why, and how to make the most of the April 2026 school holidays for your child’s sensory wellbeing. The Science of the Bounce: Proprioception and Vestibular Regulation Trampolining directly stimulates the two sensory systems that children with autism most commonly struggle to regulate: the proprioceptive system, which maps body position, and the vestibular system, which governs balance — making it one of the most neurologically targeted forms of sensory-friendly indoor play available. To understand why a trampoline works so well, we need to look at the hidden sensesthat underpin daily functioning for children with Autism Spectrum Disorder (ASD). The Proprioceptive System: Your Child’s Internal Map The proprioceptive system relies on receptors in joints and muscles to tell the brain where the body is in space — without the eyes needing to check. For children who feel chronically clumsy, bump into furniture, or struggle with personal space, this system is under-regulated. The deep-pressure impact of landing repeatedly on a trampoline provides intense, grounding proprioceptive feedback. In practical terms: children who enter our parks feeling frazzled and dysregulated frequently leave visibly calmer, because their nervous system has finally received the high-intensity input it was craving. The Vestibular System: Balance, Focus, and Calm Located in the inner ear, the vestibular system controls balance, spatial orientation, and the ability to filter out irrelevant sensory information. The repetitive up-and-down motion of jumping organises these signals in a way few other activities can match. A 2025 study published in the Multidisciplinary Science Journal found that even short-term trampoline interventions significantly reduced anxiety — measured through heart rate variability — and improved motor proficiency in children with ASD. These are the Rush trampoline park benefits that parents at our Claremont location see every week. A Safe Space for Self-Expression and Stimming At Rush, stimming is not just tolerated — it is the default mode of the activity, which is precisely why trampoline parks are one of the most genuinely neurodivergent-friendly activities in South Africa. “Stimming” — self-stimulatory behaviour such as rocking, flapping, or spinning — is a natural and necessary self-regulation strategy for many neurodivergent individuals. In most public environments, these movements attract unwanted attention or correction. On a trampoline, however, repetitive jumping is the activity. There is no masking required. This matters more than it might initially seem. Chronic masking – the suppression of natural autistic behaviours to conform to neurotypical expectations — is associated with significantly elevated rates of anxiety, burnout, and depression. An environment where a child can stim freely, within a safe padded space, is not a luxury. It is a mental health intervention. The physical intensity of jumping also provides “heavy work”input- the kind of full-body exertion that lowers cortisol levels, reduces post-session meltdowns, and – as many parents report — supports better sleep and improved focus once the takkies are back on and it is time for homework or dinner. Social Interaction Without the Social Pressure A visit to Rush trampoline park offers something rare for autistic children: genuine peer connection without the exhausting demands of direct social performance. One of the most overlooked aspects of autism is the sheer cognitive and emotional cost of conventional social interaction. The complex unspoken rules of team sports, the nuance of conversation, the unpredictability of group play — these can be genuinely exhausting for a neurologically different child. Trampoline parks offer a powerful alternative through what developmental psychologists call parallel play. On our wall-to-wall trampolines, children can jump alongsidepeers without any demand for verbal exchange. They share the same space, the same rhythm, and the same physical joy — each within their own defined section of the mat. This builds a genuine sense of belonging and community without the social overwhelm that traditional environments impose. This is what makes Rush the perfect place for trampoline therapy for autism. Over repeated sessions, parallel play often evolves organically into interaction: a shared laugh, a friendly wave, an impromptu synchronised bounce. These micro-connections, built on shared physical experience rather than verbal performance, are developmentally significant and authentic. Sensory-Friendly Session Planning General Timing Guidance For Families: Booking to Visit to Rush To check session times and pricing, visit the Rush holiday pricing and bookings page. Easter and Family Day slots — particularly sensory-friendly sessions — fill well in advance. Frequently Asked Questions About Trampoline Therapy For Autism Is trampoline therapy evidence-based? Yes. Research published in peer-reviewed journals, including a a study by Malque Publishing, has demonstrated measurable reductions in anxiety and improvements in motor proficiency in children with ASD following trampoline-based interventions. While Rush is not a clinical therapy provider, the sensory input provided by trampolining closely mirrors the mechanisms used in occupational therapy settings. What age is trampoline play suitable for children with autism? Rush caters for a wide age range, though suitability depends on the individual child rather than age alone. Toddlers and younger children benefit from smaller jump zones with lower trampoline tension, while older children and teens often respond well to the full park experience. We recommend contacting your nearest Rush park to discuss your child’s specific needs before a first visit. How is Rush different from a regular playground for autistic children? Rush indoor trampoline park offers several structural advantages over conventional playgrounds: Are there any organisations you are involved with? Absolutely. We work closely with Western Cape Autism where we have hosted special play days for kids on the spectrum. Which we will be hosting again this year! See our socials for more information! Our staff is also fully trained to support children with autism, making sure they feel safe, secure, and ready to have a blast at our park. Give Your Child

May 27, 2026

Development Through Play: PlayStation by Rush – Your Top Developmental Hub

Development through play is not a catchphrase – it is the most powerful cognitive and physical tool available to children under eight. At our toddler indoor park, every climbing frame, tunnel, and soft-fall surface has been designed around this single principle. As the June 2026 School Holidays approach, parents across the Southern Suburbs are asking: where can my child actually grow during the break? The answer is in the heart of Kirstenhof — and it starts with movement. The Science of Active Play: How Movement Builds the Brain Active physical play directly stimulates the neural pathways children need for reading, writing, and emotional regulation — making a visit to a quality indoor playpark one of the most developmentally valuable activities of the school holidays. At Playstation, the benefits extend far beyond basic fitness. When children engage in multi-level exploration on our structures, they are simultaneously fine-tuning two critical sensory systems that underpin all future learning: the vestibular and proprioceptive systems. Vestibular System: Balance and Spatial Awareness The vestibular system, located in the inner ear, governs balance and spatial orientation. When children navigate our multi-level climbing structures – shifting weight, changing direction, reading height — they are directly training this system. Research shows that a well-developed vestibular system improves a child’s ability to sit still and focus in a classroom environment, making holiday play a genuine investment in Term 2 readiness. Cross-Lateral Movement: The Reading and Writing Connection Our tunnels and obstacle courses require cross-lateral movement — where a limb crosses the body’s midline. This seemingly simple physical act stimulates communication between the brain’s left and right hemispheres. Neurologically, this is the same cross-hemisphere coordination that underlies reading fluency and handwriting. In short: crawling through a tunnel at our indoor funpark is quietly preparing your child for literacy. Proprioceptive Input: From Climbing Walls to Fine Motor Skills Scaling a climbing wall gives the body constant feedback about its own position and the force required to move. This proprioceptive input — what parents might describe as takkie-to-eye coordination — directly informs the fine motor control needed for holding a pencil, cutting with scissors, or kicking a ball accurately. Every grip on a climbing hold is, in effect, a handwriting lesson. Parent Insight A 2023 position statement from the American Academy of Pediatrics confirmed that unstructured active play is essential for healthy brain development in children under eight — and that the benefits cannot be replicated by screen time or structured academic prep. Social and Emotional Milestones: Building the Bravery Muscle Playstation is where children develop confidence, resilience, and social skills — not through instruction, but through the natural challenges of active, child-led play. There is a specific magic that happens when a child faces a new climbing challenge. It is the moment they decide to try anyway — building what developmental psychologists call self-efficacy, or what we simply call the bravery muscle. Every facilitator is trained to encourage rather than direct, the fear of failure is replaced by the thrill of resilience. Children learn, viscerally, that challenge is survivable — a lesson that transfers directly to the classroom and beyond. The park also functions as a miniature society. In a single afternoon, a child will practise: How to parent Stress free? The Playstation experience is designed to be as restorative for parents as it is energising for children. For South African parents, sourcing quality, stimulating activities during school holidays can feel like full time job. PlayStation by Rush removes that friction entirely. Our Kirstenhof venue features a full-service café with barista-made artisan coffee, freshly prepared light meals, and free Wi-Fi — all with clear sightlines to every play zone. This “park-and-recharge” design means you are not stuck on a hard plastic bench watching the clock. You can catch up on work emails, have a real conversation, or simply sit with a warm cup of coffee while your child builds skills you cannot teach from a worksheet. Parent Tip Aim for the first session of the day during school holidays. Earlier sessions are quieter, giving younger toddlers more room to explore at their own pace — and giving parents the most peaceful café experience of the week. Frequently Asked Questions What is the best clothes to wear to an indoor playpark? Stick to lightweight, breathable fabrics like cotton or moisture-wicking athletic gear. You’ll want clothes that allow for a full range of motion – and don’t forget grip socks. Do parents have to pay? No. Parents enjoy free entry at our park! We only charge for the little ones who are using the equipment, so feel free to come in, relax, and supervise without an extra ticket. Is there high-speed Wi-Fi and a workspace for parents?” Yes! Our café is fully equipped with complimentary high-speed Wi-Fi and a dedicated, comfortable seating area designed for those who need to catch up on emails or finish a project. What are Playstations opening hours? Monday- Friday 9:00am – 6:00pm Saturday, Sunday9:00am – 5:00pm Have more questions about development through play? Reach out to us on social media! How Movement Can Help Your Kids The June 2026 school holidays are a genuine opportunity to invest in your child’s development — not just fill time. Whether you are looking for a once-off holiday treat or a weekly ritual that builds long-term skills, our indoor playpark is ready to welcome your family. Let development through play be the best decision you make these holidays. Your child gets confidence, coordination, and pure joy. You get barista coffee and breathing room. Book Now To Secure Your Sessions

May 26, 2026

Where Did All the Good Places Go? A Study of “Third Places”

May drags on. Every parent knows the feeling. Kids are locked in study mode with June exams looming. They spend their afternoons hunched over textbooks instead of running around like they’re supposed to. The weather is turning; the days feel shorter. Everyone is a little grumpy and cooped up. Nobody says it out loud, but the whole house has that end-of-term energy—restless and tired all at once. And the worst part? There is nowhere obvious to go. With the colder, rainy weather keeping everyone away from parks and beaches, the options are slim. In Joburg, Durban, and even Cape Town, “other” places to go are few, far between, and generally expensive. You’ve got the mall. You’ve got restaurants that technically allow children. You’ve got a park if you’re lucky, though it probably doesn’t have much going on. What you don’t have is that one place—the place where you can just pitch up as a family, decompress, and actually enjoy an afternoon without planning it three weeks in advance. That place has a name: The Third Place. And we’ve somehow built entire suburbs without them. The Concept of the Third Place Sociologist Ray Oldenburg named it back in 1989, but the concept is ancient. It’s simple: It’s the corner café, the public square, the library that doesn’t shush you, or the park that actually has soul. Third places are where community happens by accident. You aren’t there for a meeting or to tick off a checklist; you’re just there, and so is everyone else, and somehow that’s enough. Most of the world’s great cities are built around them. Joburg and Cape Town? Not so much. We built the highways first, then the estates, then the shopping centres. The third place was left out of the blueprint entirely, costing us that vital sense of community. What That Actually Costs Us Kids aged 8 to 14 are spending roughly 6 hours a day on their screens. Before we complain about TikTok, we have to realize that’s what happens when there is nowhere else to be. The phone isn’t the sole problem; the absence of alternatives is. May makes it worse because the pressure to be “productive” takes over. Study. Revise. Prepare. Kids who should be outside figuring out the world are instead being asked to sit still and perform. There is no release valve—no place to just be a kid for an hour before dinner. Parents feel it too. You’re managing the studying, the moods, the screen-time negotiations, and the guilt about those negotiations. You could use somewhere to sit with a coffee or a good book that doesn’t require you to be “on” the entire time. That isn’t a luxury; it’s what a functioning neighbourhood should provide. The Urban Gap As our society has urbanised, there has been an intrinsic loss of easy, cost-effective third spaces. In cities like Durban, Cape Town, and Joburg, spaces are becoming increasingly inaccessible. Our cities are no longer walkable, and any sort of activity has be.Up – Your preferred third place Indoor playparks are the perfect third space for you and your child. Our indoor facilities are designed for screen-free fun, featuring a dedicated giant maze, soft play area, multi-court, trampoline zone, and more. It is a “kids’ fun zone” that has it all. Here, children have the space to breathe, run, chat with friends, and let their imaginations run wild. Meanwhile, parents finally have a space where they can grab a coffee, have a snack at our café, or read a book—all with the peace of mind that their young ones are safe and active. Book Now Visit any of our be.UP parks today in Cresta, Gateway, or the Waterfront.

May 25, 2026

Why Emotional Safety in Young Children Is the New Literacy

A child who feels safe learns differently. Before letters, numbers, and formal instruction can truly take root, children need something more fundamental: the emotional security to explore, question, connect and participate with confidence. According to Dibber International Preschools, emotional safety is becoming one of the most important foundations of early childhood development. When children feel seen and heard, they can engage with learning and develop the confidence needed to navigate the world around them. “At Dibber, we believe emotional safety is not separate from learning – it is what makes learning possible,” says Ursula Assis, Country Director of Dibber International Preschools South Africa. “When children feel secure, they are more open to trying, speaking, listening, exploring and growing. That sense of safety shapes not only how they learn, but how they experience themselves in the learning environment.” Dibber notes that literacy in the early years cannot be viewed solely through the traditional lens of reading and writing. It also includes the ability to understand and regulate emotions, and to form healthy connections with others. In this sense, emotional literacy is becoming just as important as academic literacy in laying the foundation for later success. In a preschool environment, emotional safety is often built through small but meaningful daily experiences. A calm response to a child’s distress, routines that create predictability, and spaces where feelings are acknowledged rather than dismissed all help children feel secure. These seemingly ordinary interactions have a profound impact on how children absorb and respond to new information. “When children know they are safe, something shifts,” adds Assis. “They begin to participate more freely. They ask more questions. They recover more easily from frustration. They become more able to focus and more willing to engage. This is why emotional safety deserves to be treated as a core part of early education.” Dibber believes emotional literacy must be nurtured with intention. Children are not born knowing how to name, manage or work through feelings. They learn this through steady guidance. When children are assisted in understanding what they feel, they can communicate their needs, relate to peers, and remain engaged in learning much more easily. This is particularly important because emotional and cognitive development are closely connected. When children experience emotional insecurity or ongoing stress, their ability to focus, remember, and process information can be affected. By contrast, when they begin to understand and express their emotions, they are often better able to manage reactions, resolve conflict and participate meaningfully in group settings. For Dibber, this understanding aligns strongly with the Nordic approach to early childhood education, which places emotional development at the centre of learning rather than treating it as an added extra. Through play, storytelling, shared routines, and guided interaction, children are supported in building self-awareness, empathy, and confidence, as well as in other crucial areas of development. In the South African context, Dibber also sees a natural connection between emotional safety and the philosophy of Ubuntu. Based on the understanding that people grow through connection, care and shared respect, Ubuntu reinforces the idea that children thrive best within environments where belonging is actively nurtured. This strengthens emotional safety not as an individual achievement, but as a shared responsibility between educators, families and communities. At Dibber, this feeling of belonging is intentionally woven through daily learning experiences. Children are encouraged to care for one another, express themselves, work through conflict with support and experience their learning environment as a place where they are valued. Creating emotional safety does not require complicated systems. It begins with consistency, presence and emotionally responsive adults. When educators take time to acknowledge feelings and create space for expression through play and conversation, children begin to trust both the environment and themselves. Over time, this trust becomes the base for deeper learning, stronger relationships and more confident participation. “Emotional well-being is not a soft add-on to education,” says Assis. “It is part of the foundation. When children feel emotionally safe, they are better able to become curious, capable and connected learners. Without that foundation, learning can remain shallow and inconsistent.” Emotional safety is not simply an added advantage in the early years. It is one of the conditions that allows meaningful learning to happen at all.

May 25, 2026

Debunking Common Myths About Baby Fevers

When your baby feels a bit warmer than usual, it’s natural to worry. But most fevers aren’t something to panic about. Trusted1 by parents to fight their little one’s pain and provide relief when needed most, Panado®’s Paediatric Range of syrups are ready to work immediately.2 What Causes A Mild Temperature? A fever can feel worrying, but it’s usually a sign that your baby’s body is working just as it should to fight off infection. Remember, a fever isn’t an illness on its own.3a When your tot’s temperature rises, it usually means their immune system has sprung into action and is sending out white blood cells to fight off and destroy invading bacteria and viruses.3b Your baby’s temperature can rise for all sorts of harmless reasons. Most of the time, it’s down to common bugs like colds,4a flu,4b or ear infections.4c Sometimes it happens after the administration of a vaccine4d or simply from being a bit too warm from hot weather or too much clothing.4e Teething can also make babies feel slightly hotter than usual.4d Of course, when your little one feels uncomfortable, all you want is to help them feel better, quickly and safely. The Power To Fight Their Pain Panado® Paediatric Range contains paracetamol, 5a one of the world’s trusted medicines for relieving pain and fever and backed by over 150 years of clinical use.5b Syrups are a reliable and convenient solution for pain and fever relief, eliminating the challenges associated with suspensions.2b The medicine is already dissolved, so there’s no need to worry about uneven doses.2c This ensures accuracy every time, making life just that little bit easier for parents. For the tiniest family members, Panado® Peppermint Syrup,6 suitable from birth, combines effective relief with an improved taste7 which makes dosing smoother and more pleasant. Panado®’s paracetamol-based Strawberry Paediatric Syrup10 now in convenient single-serve sachets, offers on-the-go relief for unexpected pain and fever in babies and children. Newly launched, each sachet contains a 5 ml dose, making it easy to dose and is small enough to carry in your pocket. And for babies from three months old, Panado® Infant Drops8 – recognised as Product of the Year 2025 in the Child Health category9 – provide precise dosing and easy administration, helping parents deliver the right amount every time. For added peace of mind, parents can scan the QR code or use the online Panado® Dosage Calculator at https://panado.co.za/dosage-calculator, which adjusts the dosage based on a child’s age and weight. This extra step helps ensure the right dose every time. New Look, Same Trusted1 Relief The Panado® Strawberry Syrup10 pack makes life easier for parents, with clear pain relief guidance. It helps you spot the right option in seconds, because when your child isn’t feeling well, you want to act fast and with confidence. Part of South African Family Life for Generations Panado® works fast11 and has been passed down through generations and is trusted1 by families across the country. So next time your baby feels warm to the touch, try not to panic. WithPanado®, you’ve got trusted1 pain relief on your side, helping you comfort your baby confidently – from day one. Panado® products are available from Baby City, Pick n Pay, Checkers including Hypers, Shoprite, Clicks, Dis-Chem and independent pharmacies. For more information, visit:https://panado.co.za/ and join the conversations on Facebook. For references and legal disclaimers, visit https://panado.co.za/references. Embrace the Winter Warrior within, with Panado® As we brace ourselves for the winter months, it’s wise to be prepared. Adcock Ingram’s Winter Warriors 2026 Campaign offers a range of products aimed at combating common cold and flu symptoms. With trusted brands like Cepacol®, Panado®, Compral®, ProbiFlora™, Gummy® Vites and ViralGuard™, you can arm yourself and your loved ones against the seasonal sniffles. Approval ticket #02.20261000004802. February 2026.

May 21, 2026

Protecting Hearing from Newborn to Adulthood

We live in a country where daily life can include everything from bustling taxi ranks and construction noise to loud music and community events, and protecting your hearing is not just important; it is essential across every stage of life. The reality is that noise-induced hearing loss is permanent but often preventable with appropriate precautions. At NB Hearing and Balance, we believe that building good habits early and maintaining them over time can make a meaningful difference. Why Noise Awareness Matters Sound is measured in decibels (dB), and prolonged exposure to sounds above 85 dB can increase the risk of hearing damage. For context, busy traffic or a minibus taxi ride can reach this level, while concerts, nightclubs, and even some religious services can exceed 100 dB. Other cultural and social environments often celebrate music and community gatherings, both important aspects of life, but they can also increase the risk of long-term hearing damage if precautions are not taken. Protecting Hearing from the Very Beginning: Newborns and Infants Did you know that newborns have highly sensitive auditory systems, and early exposure to loud environments can be harmful? In addition, identifying hearing challenges early is critical for speech and language development. Tips for newborn hearing protection: Early Childhood and Primary School Years Our school environments can sometimes be noisy, and children may also be exposed to loud music through headphones, tablets, or shared devices. At this stage, education and habit-building are key. Tips for protecting young ears: This is also the stage where early signs of hearing or auditory processing difficulties may become noticeable, particularly in classroom settings. Teenagers and Young Adults: High-Risk Years Teenagers and young adults are among the most at-risk groups for noise-induced hearing damage. Social activities often include loud music, whether through headphones, clubs, festivals, or car sound systems. Often, music and nightlife are vibrant parts of youth culture, and awareness becomes especially important. Practical strategies: Temporary ringing in the ears (tinnitus) after a night out is a possible early warning sign and should not be ignored. Adults in the Workplace and Daily Life It is not unusual for many to be exposed to occupational noise, particularly in industries like mining, construction, manufacturing, and transport. Even outside of formal workplaces, daily exposure to traffic, generators during load shedding, and urban noise can add up. Workplace and lifestyle tips: Employers also have a responsibility to implement hearing conservation programmes, but personal awareness remains crucial. Older Adults: Maintaining Hearing Health Hearing changes can naturally occur with age, but lifelong noise exposure can accelerate this process. Untreated hearing loss in older adults is linked to social isolation, reduced quality of life, and even cognitive decline. The good news is that proactive care can help maintain hearing and overall wellbeing. Key considerations: A Lifelong Commitment to Hearing Health Protecting your hearing is not about avoiding sound; it is about managing it wisely. Consistent actions can have a lasting impact. Whether it is lowering the volume, wearing ear protection, or scheduling a hearing check, these steps help preserve one of our most important senses. Hearing connects us to people, to environments, and to experiences. Taking care of it should be part of everyday life. Our audiologists are here to help and have convenient locations across Cape Town. Contact us, we are here to listen.

May 12, 2026

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