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Nov 08
Love0
eco warrior ABC

How to inspire a ‘green’ mindset in your children

By Education, Green
by Fleur Wells
Parent, Teacher, Young Climate Warriors Trustee

To paraphrase Whitney Houston; the children are our future! A cliché perhaps, but like all good clichés, it’s rooted in truth. In a short while, our children could be the independent decision-makers, teachers, activists, enthusiasts, policy-makers, and catalysts-for-change we hope they will be. The onus is therefore on us, as parents, the main educators in their lives, to inspire, teach and provide the toolkits to live in an eco-positive and sustainable way.

So, no pressure then.

How can parents help their children have a green mindset?

No one wants to be a nag; we all get sick of hearing the sound of our own voices doing that, and it is only a short-term approach, enforcing uninspired, duty-boundness. If we want our children to inspire others, we must, of course, inspire them.

Perhaps some shock factor, to get the sustainable juices going? There’s plenty to doom-scroll online if you’re looking for something to jolt them into action, in the hope of inspiring them to be the next Greta. While alarmism is often a very effective stimulus, it is not the only and certainly not the best tool in your kit. Great for attention grabbing, but it can also contribute to a great deal of counter-productive anxiety, and even worse have a negative impact on mental health.

So, if as a parent you are looking for positive messaging about climate change – to encourage and empower, rather than potentially trigger eco-anxiety, Young Climate Warriors is one of a number of fun, matter-of-fact and practical resources available to you, and for free.

Its purpose is to inspire young people to want to get involved and to give it a go, whilst amplifying their voices in a way that suits them; there’s no dry whitepapers to slog through, neither are there the angst-inducing clickbait articles. Set up in February 2019, by Katrina Judge – with a child-friendly website (www.youngclimatewarriors.org) and weekly challenges, it encourages children and families across the country to choose that ‘green mindset’.

Katrina explains; “I felt compelled to convert my feelings into actions and channel my energies into a venture to try and help combat climate change.”

By offering children fun, weekly climate-change related challenges the initiative inspires carbon-busting action around the home, encourages climate change discussion, and sparks creative and imaginative activities in nature.

The team of children and families who subscribe for free (who are affectionately referred to as Young Climate Warriors) are making a positive impact through individual actions, tweaks and lifehacks. The collective power and good-feeling generated by these micro-actions are shared and amplified within their communities, through school assemblies, often featured in local press, and of course celebrated on the YCW social media channels (Instagram: @youngclimatewarriors and Facebook: /youngclimatewarriors).

Speaking from personal experience, my own two children (10 years and 7 years), take great pleasure in planning family meals using locally-produced and in-season vegetables. This was originally inspired by an activity set by Young Climate Warriors in June 2020, and has now become something of a Sunday afternoon ritual as they flick through cookbooks, do a little research on a nearby device, create a colourful meal plan and scribble out shopping lists for the week. This has two major benefits. One, it saves me a job. Two, it gets us chatting and thinking together so we can make the best environmentally friendly decision we can.

Some Young Climate Warriors challenges are easier than others, the ebbs and flows of life mean they don’t always present the easiest option, and we don’t always get it right. Back to the family meal analogy – the produce of the week may not be everyone’s favourite, or the final dish not something any of us think we fancy, it’s not the most convenient option, but we do our best, and we discuss it. The very act of mindfully planning our meals in a sustainable way is both cathartic and it allows us to slow down and think about how we shop and eat.

It’s very real and practical, and it involves the children in such a way that they enjoy ownership and not feel they are being preached to. It’s real, it’s local, it’s immediate and it’s relevant. It’s not crusty grown-ups and politicians talking around a nebulous concept. It helps to connect the dots.

Young Climate Warriors helps to do just that with all of its challenges – connect the dots between the very real effects of climate change and what we do, and can do better in our day-to-day lives. Young Climate Warriors believes that the best way to engage and activate our children is to make it fun and satisfying to be part of the change.

Children always learn by example and early behaviours and beliefs will be ingrained and carried through into adult life. However, by taking part and subscribing to Young Climate Warriors as parents and primary caregivers, we may also learn a thing or two from the children as well.

www.youngclimatewarriors.org

Nov 08
Love0

The natural nativity

By Christmas, Education
by Sally-Ann Barker
Potter’s House Preschool

It’s that time of year when Early Years practitioners are beginning to think about how to make Christmas magical for the children in their care. For a vast number of children Christmas doesn’t look like the John Lewis adverts – it’s a time of year that has the potential to spark a lot of emotions that are difficult to process and even more difficult to vocalise. So, when we think about putting on a nativity this year it’s worth asking ourselves who we’re doing it for? It’s a question I prompt my staff to ask themselves in every area of their practice several times a day. Who am I doing this for? Why? Who does it benefit? The nativity is much the same.

Many moons ago early on in my career, I assisted with nativity prep for my preschoolers – aged two to four. I watched as my manager wrote a script, sourced costumes, coached the children with lines, taught the children songs and definitely lost her mind for a good month. We all know that feeling. The children were superb; they were shining examples of confidence and resilience during every run through. I couldn’t tell you if any of them actually had any idea what was expected of them, let alone understood the nativity story at all. After a gruelling three weeks of nativity prep – during which time there was a vastly limited amount of natural learning going on – the day came for the children to perform. The little girls with blond hair were angels, the boys were shepherds and wise men, the little girl with dark hair was Mary – we’ve seen it a thousand times, let’s not even begin to talk about the politics of casting roles.

The parents, grandparents and younger siblings filled the big hall and the anticipation and excitement were palpable. I’ve always loved the buzz of a good ‘show’ and it was lovely to see the pride on the parents’ faces.

The curtains opened and the music started and the children stood stock-still. Nobody sang. Some waved at their parents, some cried, one ran off the stage and sat with their baby brother, one had an accident and one started screaming at the top of her voice in sheer terror. After a few minutes and some reassuring cuddles a few started to sing. The rest is a blur, I have vague memories of parents thanking the staff and taking pictures of the children but in between I think I probably have deliberate memory loss.

It was the last day of term so I spent the next two weeks recovering from the stress and confusion. With it being so early on in my career, I didn’t have the confidence to ask why on earth we put them through that but I’d love to go back in time and ask all the questions I should have asked then. Why did we do this? What developmental benefit was there? What message is this sending to the families who don’t celebrate Christmas? Because when you ask yourself those questions as a practitioner, it changes your perception. Our responsibility isn’t the cute photo of a little boy dressed up as a donkey for his grandma’s mantlepiece. It’s not making sure the children are able to sing ‘We wish you a merry Christmas’ word perfectly.

Our responsibility is the physical, emotional and mental wellbeing of the children in our care – their learning and development too.

For as long as the responsibility has been on me to ensure Christmas is acknowledged and celebrated within a setting, I have made an effort to remove all pressure on the children, staff and parents. I try to make it as natural as possible, there are no expectations of anyone and nobody is asked to ‘perform’. For story time we read versions of the nativity and books about how other cultures celebrate – but it’s just story time. We have a small world play nativity scene on offer and some traditional costumes available for dressing up. We have Christmas songs playing in the background and offers of card making on the table but as always, they are all offers and not requirements.

We often see a natural nativity and if we are quick enough, we can catch glimpses of it on film. We see the children decide to dress up and act out what they heard during story time because they made the connection on their own. We see the way they’ve interpreted the story and the wonderfully imaginative additions they’ve made to it – Joseph wasn’t a carpenter, he was Spiderman. We see them putting Mary on the donkey in the small world play and dinosaurs on the roof of the stable roaring loudly at the baby Jesus in the crib. Most importantly of all, we see the learning outcomes – the development of language, sequencing and imaginative thinking. We have happy children, relaxed staff and parents who aren’t up until the early hours gluing cotton wool onto a t-shirt for their baby’s sheep costume.

There is no right or wrong way to celebrate anything in your setting, provided you’re doing it for the right reasons.

For more information please contact Sally-Ann at sallyann@pottershousepreschool.co.uk or call 07375 379148 www.pottershousepreschool.co.uk

 

Nov 07
Love0

Is open conversation the key to online safety?

By Education, family
by Jennifer Grey and Hasna Haidar
Freelance writers

When we all retreated into our homes last year, many of us relied on social media and the internet to connect with the outside world. From using apps to catch up with the grandparents to finding ways to keep entertained without going out, the internet was a lifeline enabling us to have fruitful days at home. It also allowed our children to continue to study remotely, to keep in touch with their friends or to stay occupied while stuck indoors.

But, while all these positives about the online world may hold true, it’s an unfortunate fact that lurking within the digital space are predatory individuals and problematic behaviours. With research finding that abusive online behaviour towards children increased during lockdown, it’s important that we educate ourselves – and our children – on online safety. After all, the digital world will likely continue to be a presence in our lives long after lockdown. Below is a list of some of the potential dangers your children might face as they navigate the web – and how you can help.

Cyberbullying, and why empowerment, trust and honesty are needed to tackle it.
Cyberbullying refers to harassing or intimidating behaviour, or behaviour intended to embarrass someone, that takes place over the internet. The Office of National Statistics found that one in five children in the UK experience cyberbullying, while two in five experience bullying in person. Over the course of the pandemic-related lockdowns, it’s possible that this has shifted further towards the former.

If your child is experiencing cyberbullying, they may be feeling ashamed, worried, uncomfortable, scared or confused. What’s more, they’ll likely be reluctant to tell you what’s going on. Fostering an open and welcoming environment that starts when your child begins to use internet-connected devices can help your child feel comfortable coming to you for help when things go wrong.

Three major aspects that’ll help you do so are empowerment, trust, and openness.
• Empowerment
While your first instinct may be to monitor your child’s social media usage to help you spot warning signs, it can be more effective in the long run to ensure your child has the tools and knowledge to navigate the digital world safely. This includes learning how to block or report people online, using and coping with comments on social media.
• Trust
When discussing cyberbullying or any other online safety topic, keep your comments positive and non-accusatory so your child feels trusted instead of defensive. Your child needs to know you appreciate how they might be feeling, and that you’re on their side.
• Openness
Make sure your child knows your door is always open for further discussion, approach conversations with an open mind, and reassure them that they don’t need to hide what they’re experiencing online.

Issues with inappropriate content
Another unfortunate reality of using the internet is exposure to inappropriate content. Your child could watch poor-quality shows that aren’t created with the proper educational milestones in mind, play games that are unsuitable for their age, or even stumble across age-inappropriate content. A phenomenon that’s been recorded recently is content that appears child-friendly, but has been created by shady individuals specifically to trick children and their parents.

Inappropriate content could also take the form of your child receiving – or indeed sending – nude or sexually suggestive imagery online. This may happen due to predators coaxing, tricking or threatening underage children to send inappropriate photos, or could take place on a peer-to-peer level with children sending and requesting nude photos to and of their friends. A recent survey found that 17% of those aged 15 or over had shared a nude photo of themselves online. Yet, it may not be commonly known that being in possession of a nude photo of an underage person – even if that person is yourself – is a crime in the UK.

How to broach the issue of inappropriate online behaviour with your child
It’s important that your child understands the principles of safe internet usage. You may want to have a conversation about online safety – tailored to their age group – as soon as your child begins to use internet-connected devices. When doing so, keep in mind that, for many children, the line between their online world and their offline world is often blurred, with both worlds being equally real. In order to have a true conversation about online safety, it’s important to take into account how your child views the online world.

It’s also worth approaching your conversation as a general one about your child’s life – both online and offline. If you take a relaxed and gentle approach, it’ll help your child feel more relaxed too, and more willing to come to you if they do have issues. Some of the things you may want to talk about include:
• What they enjoy doing online.
• What apps they’re currently using.
• Who their online friends are.
• How being online makes them feel.
• If they’re worried about anything in particular.
• Whether they can trust what they see online.
• What they should do if they saw or heard something they didn’t like online.
• How to identify when they’re overusing apps.
• How they can stay safe online, any tips they have for you, and any tips you can give them.
• How to maintain a healthy balance between the offline and online worlds.
• Where the privacy settings are, and how to report or block users.
• What types of content are appropriate for them to view.
• What types of content are okay for them to share, and what is not okay.

Switching to appropriate social networks
While some social networks are aimed at a younger age demographic than others, all social networks have the potential to allow children access to inappropriate content. It may be worth ensuring your child only uses social networks designed – and exclusive to – their age group, such as Spotlite and GoBubble. These can be safer spaces for younger internet users; allowing them to gain an insight into social media use without the added risk of encountering inappropriate content or questionable users.

Through helping them find safe ways to navigate the internet, fostering an open dialogue with your child, and demonstrating to them that you understand and are supportive of their online world, it’ll be easier for you to ensure your child has a happier experience online. Having honest conversations about online safety while celebrating all the good that the internet can bring can help ensure you’re taking a positive and productive approach to this aspect of your child’s life.

Hasna Haidar is a freelance copywriter and data researcher, covering topics in technology, education, and parenting. Jennifer Grey is a freelance writer, covering the internet, social justice and lifestyle.

Nov 07
Love0

Learning a second language – it is never too early

By Education
by Rebecca Branton
Burgess Hill Girls Pre-Prep and Prep School teacher

There is plenty of research to support the benefits of learning a foreign language as early as possible. Studies by Harvard University, for example, suggest that the creativity and flexibility of the mind are enhanced when young children are exposed to a range of ways of communicating, including through two or more languages. Some academics suggest exposing children to other languages as early as their preschool years, as this is when the child is establishing patterns for thinking and learning.

Young children enjoy learning. They are keen to jump in and have a good time whatever the activity and can pick up a lot through nursery rhymes, silly songs, games, and puppets. The brains of the very young are used to developing new means of expression. They learn new words every day and benefit from exposure to broad, extensive vocabulary in their native tongue as well as new words and expression in other tongues. Concerns about children not having the ‘bandwidth’ to pick up two or more languages appear to be misplaced – it seems that the wider the experience the better in this area.

The Harvard study compared the verbal and written test results of pupils who had learned a foreign language and those who had not. They concluded that the foreign language-learning cohort had not just superior linguistic skills but also better cognitive skills altogether.

Children who learn a language when they are very young have a much better chance of not having a foreign accent. The younger the learner, the better they are at mimicking new sounds and adopting pronunciation. The brain is most open to new sounds and patterns in pre-adolescence.

Young children are undaunted learners. They are not yet self-conscious and are happy to try out their newly acquired language skills without fear of embarrassment. They are eager to see what response they will get when they try out new words and vocabulary because they are programmed to delight in communicating. Parents of teenagers know that unfortunately this does not last! So, schools must make the most of the window of uninhibited learning opportunity.

Teaching a modern foreign language to a young child catches their enquiring mind and satisfies their natural thirst for new experiences as well as their curiosity about language itself. It exposes them inevitably to other cultures and therefore inoculates against insularity and intolerance. Most of all, they enjoy it, if the teaching is crafted to appeal to their sense of fun and relates to their interests.

It is therefore my privilege to teach KS1 foreign languages at Burgess Hill Girls Pre-Prep and Prep School. We are fortunate to be able to offer a foreign language from Year 1 and offer enrichment opportunities such as special French Days and after-school clubs.

To find out more about Burgess Hill Girls visit www.burgesshillgirls.com

Nov 06
Love0

Promoting positivity

By Education
by Mrs Sarah Bakhtiari
Principal of Shoreham College

Some people appear to have a naturally positive personality, gliding through the ups and downs of life more easily than most; their glass is half full, their outlook is full of optimism. What if those of us who are not naturally quite so positive, perhaps our glass is half empty, could grow the positive parts of our personality? What if we could help our children and young people to do the same?

Studies show that positive people perform better under pressure, have better concentration and can cope with uncertainty. Optimism has a positive impact on wellbeing and positive people also tend to report greater levels of happiness. This article will explore some of the ways that we can encourage children and young people to grow their positive outlook, reaping benefits for their mental health and wellbeing.

How we think, how we feel and how we behave are all closely aligned with our brain’s interpretation of events which in turn fuels our emotions and behaviours. The situation itself is less important in determining how we feel, more important is the way we view that situation. “There is nothing either good or bad, but thinking makes it so” as Shakespeare said, in Hamlet.

So, how can we help children and young people to develop a more positive outlook?

Expressing feelings
It is normal for us to experience a range of feelings and emotions, from happiness to sadness to anxiety and anger. Encourage your child to speak about how they feel and help them to understand that these feelings pass: “So I may have missed the ball, but everyone misses sometimes and I did the best I could” replaces “I never catch the ball, I’m not playing that again”. Maya Angelou is quoted as saying “Do the best you can until you know better, then do better” and her wisdom applies to sports and friendships and exams and well, actually to everything – even parenting, perhaps especially parenting!

Helping others
Doing things for others helps us to feel better about ourselves and grows our positive outlook. Encourage your child to help others, in a way that is enjoyable for them. Perhaps they could bake a cake for someone who needs cheering up, or help a sibling with their homework or show their kindness in the playground. There are many ways to help and the feel-good factor from helping others will fuel your child’s positivity. It helps them to understand that they, and their actions, can make a positive difference.

The power of ‘wow’ Encourage your child to record ‘wow’ moments – perhaps in a journal, perhaps in a scrapbook – whatever works for them, moments from their daily life that they find beautiful or extraordinary. It could be a kind act, it could be a crazy cloud formation in the sky, or the family pet doing something silly. Whatever it is, it will mean something to them and when they look back at the ‘wow’ moments, they will feel uplifted and positive.

Self-talk
How we talk to ourselves can have a significant impact on how we live our life: “Whether you think you can, or you think you can’t, you’re right.” (Henry Ford). Help your child to practise noticing their self-talk. A really good way to help grow positive self-talk is to think of someone warm and compassionate who your child admires. It might be a teacher, a cousin, a coach or simply someone they look up to. Then think what that person would say to them instead, so for example“of course I always fail” becomes“I might still have a way to go, but I’m proud of how far I have come.”

Schools play an important role in supporting children and young people’s wellbeing and positivity. From celebrating children for the unique individual that they are, to knowing and listening carefully to them, to developing activities that encourage children to be active and enjoy the world around them. There is plenty of support. Small activities can have a significant impact on positivity, thereby building the resilience which leads to success. Pond-dipping with our Year 3s recently, I was struck by how the activity worked on so many levels – there was ‘wow’ – the children discovered a ‘mini beast’ (a newt!) named it Wiggle Squiggle and created a narrative about the mini beast, which they excitedly worked together to develop. They helped each other by sharing nets and magnifying lenses, they expressed their feelings and reflected how those feelings changed (some were initially not so keen on Wiggle Squiggle, but through dialogue began to see the newt for the fascinating little creature that it was). A charming activity which our children so enjoyed, and which works on so many levels – from an appreciation of our natural habitat to collaboration and reflection.

Not all schools are lucky enough to have a pond or forest school, but every school will work cleverly with the resources they do have, and every school will welcome a dialogue with parents about their child. I hope I have given you some ideas that you could try with your child to help grow their positivity. Perhaps you have already tried these and are looking for more specialist help? If this is the case I encourage you to speak to your child’s school, or your GP, for additional sources of support.

Shoreham College, like many independent schools, has been offering continuity of education for its pupils and their families for generations. Established in 1842, as a grammar school, where pupils were “liberally boarded and carefully educated.” Shoreham College is proud of its traditions and proud of the many and varied achievements of pupils.Whilst the Shoreham College of today is most definitely a day school, the forward thinking liberal culture of its founders continues to resonate.
www.shorehamcollege.co.uk

Nov 06
Love0

Reclaiming practical education

By Education
by Dinah Hatch
Brighton Girls

Ever since former prime minister Tony Blair set out his priorities for office back in the 1990s with the clarion call “education, education, education”, British schools have ploughed an ever more academically rigorous furrow in a bid to widen access to university amongst 18 year olds.

But many commentators, including the influential Lord Baker, a former education minister in Margaret Thatcher’s government, fear the pendulum may have swung too far, with the pursuit of highly academic subjects often resulting in practical, hands-on skills being kicked off the curriculum.

Lord Baker has even called for GCSEs, the very qualification he introduced in 1988, to be abandoned, saying that examining 16 year olds has become largely pointless and unduly stressful now that none of them leave education at that age and do not need proof of their capabilities to show employers.

But his calls have so far fallen on deaf ears in government. Michael Gove’s commitment to axing the course-work component of exams and focusing on on-the-day performance further swung the pendulum towards rewarding academic skills when he was education secretary and nothing has changed since.

Yet a growing number of educationalists are calling for a rethink, saying that Britain has fallen behind other countries when it comes to manufacturing and engineering because the skills needed to excel in these fields are simply not being taught as much.

If you look at Austrian, Swiss, German or Dutch students, by the time they’ve reached 18, some 70-80% of them have had some experience of technical education. In Britain, it’s just 30%.

The social commentator David Goodhart addresses the theme of focusing on academia to the detriment of other paths in his book Head, Hand, Heart: the struggle for dignity and status in the 21st century. He talks about how education in the last century in the UK has become ever more focused on the ‘head’ (academics) and left behind the skills of the ‘heart’ (those needed for social care, for example) and the ‘hand’ (practical skills). The result has been that those who did not naturally excel in the first category but who were gifted in one or both of the other two were not valued as much in society.

This has led to a disproportionate amount of people heading to university to pursue academic subjects, he says, at the cost of other pathways that the economy and society needs.

At last, however, schools are starting to take note, particularly independent schools which have their own budget and are not led by government edicts on education policy.

There has been a growing push from this sector to acknowledge that the teaching of many practical skills have been neglected.

Brighton Girls recently hit the headlines with the news that its headteacher had introduced extra-curricular lessons in the use of power tools, as part of a wider remit to encourage more creativity and problem solving.

Head Rosie McColl has hired welder, blacksmith and creative metalwork upcycler Charis Williams, known on TV as The Salvage Sister having featured on Channel 4’s Fill Your House For Free and BBC One’s Getting The Builders In, to hold workshops and run weekly sessions for her pupils aged 11-18.

The school is also in the process of revamping its DT offering and has appointed a head of design and innovation who will start at the school in September.

Ms McColl said: “When I was at school, DT and the like were seen as non-academic and people were a bit sniffy about it. I think that’s changed now – people realize that children need to have lessons that allow them to explore their creativity and lateral thinking, which is exactly what these sessions with Charis are doing. Currently, we are undergoing a huge school revamp which will include areas called Maker Spaces where pupils will have supervised access to power tools, 3D and laser printers, sewing machines and the like and we are hoping it will unleash a side in the girls that they might not know they even had. I believe 21st century schooling needs to be so much more than exam grades and remembering when the Battle of Hastings was. It’s about problem solving, working in teams and thinking creatively.”

And the power tools lessons have been a hit with her pupils.

Esme McGrath, 14, took part in one of the first classes held by Ms Williams where pupils were shown how to use the tools with the goal being to create outside furniture for the school from wooden pallets.

The Year 9 pupil said she felt much more confident about the prospect of creating furniture, having never really used tools like this before. She said: “It’s been really fun learning something like this and it makes it real when you actually get shown how to do it. It opens up new possibilities about what I could do and it makes a lovely contrast to my academic studies.”

Year 11 pupil Kirsty Gallagher added: “I think it’s great that we are trying our hand at something practical and useful. Who knows where it will lead to and what we will learn along the way.”

Ms Williams added: “I aim to change the stereotype and make 3D creative skills available to everyone. Pupils learn to use tools which will be massively helpful if they like to make things or go into a creative career – and most importantly it’s really good fun. Many adult students come to me to learn to use basic power tools skills because they have never had the chance before and have always wanted to learn.”

For more information, visit www.brightongirls.gdst.net

Nov 05
Love0

It’s all in the balance…

By Education, family
by Russell James
Glide Balance Bike Classes

Most children learn to crawl before they walk and to run before they bike. So it is therefore surprising that some people expect children to progress from tricycles and bicycles with stabilisers to bicycles, without having had the opportunity to master all aspects of static and dynamic balance.

Why is balance so important?
Physical inactivity in children can not only lead to health risks such as obesity, high blood pressure, diabetes and coronary artery disease, but can also lend to poor motor skills, having a detrimental effect on cognitive function and academic performance.(1)

Without effective transition from basic balance and sensory integration, learning and reading development can be significantly delayed.

Although balance maturation is not generally achieved in children until the age of 12, improving balance and sensory processing skills early in life will help children to excel – those with challenges like dyslexia, Down Syndrome, ADD and ADHD, improve dramatically.

What is balance?
Balance is the ability to maintain control of a particular body position whilst performing a given task with minimal postural sway. This could be achieved simply by sitting at a table, standing on one leg or riding a bike. Maintaining control of body positioning requires good static and dynamic balance reducing the energy required to perform a host of tasks and activities whilst minimising fatigue.

Static balance is the ability to maintain control of a position whilst remaining stationary – for example, balancing on one leg or holding a headstand.

Dynamic balance is the ability to maintain balance and control of the body whilst moving, such as hoping, jumping, riding a bike or snowboarding.

Developing skills
Fundamental motor skills are the building blocks for engagement in physical activity and aid all aspects of the learning process. If these skills are underdeveloped in childhood, a child’s ability to participate in and enjoy physical activity can be greatly diminished. In practicing gross and fine motor skills, children not only gain intellectually, but also grow in strength, develop new skills and enjoy increased confidence levels in the face of new challenges.

Balance bikes promote symmetry, particularly with the upper body being encouraged to hold the handle bars steady whilst the lower part of the body is able to move freely and evenly. Balance, postural control and symmetry all help children develop the basic skills for any future physical activity.

Balance is vital to achieving success in almost every sport or physical activity and is fundamental in the process of learning to ride a bike. Through practice with balance equipment and balance bikes, children gain the ability and confidence needed to ride a pedal bike with confidence.

A recent study by the Child Growth Foundation concluded that 1 in 10 children never learnt to ride a bike.

Balance bike classes provide a safe introduction to address the need to get children at a young age exposed to cycling for fun, to encourage active lifestyles and to adopt alternative transport methods in the future.

Glide Balance bike classes are based on the Balanceability programme which has been specially designed by child development experts and cycling professionals. Classes are aimed at 2-4 year olds and last for 45 minutes. Led by a qualified instructor, children will learn the fundamental skills of cycling through play and adventure.

1. Medical Daily Oct 28 2014 Source: Balanceability course training and delivery manual.

Jul 15
Love0
first-aid

First aid for parents

By Education, family, Health, Safety
by Feola McCandlish
Daisy First Aid

Would you know what to do if your child choked, swallowed something they shouldn’t have, hit their head, was burned, had a seizure or fell unconscious? Would you know how to recognise the early stages of meningitis or a severe allergic reaction?

No parent wants to think about their child being harmed; but unfortunately accidents do happen and learning essential first aid skills can make all the difference in an emergency situation.

What is first aid?
First aid is the immediate treatment given to a person before medical help arrives. Your first actions while you wait for an ambulance can make all the difference and can sometimes even mean the difference between life and death.

There is so much to think about when you have a baby and it’s understandable that first aid might not be at the top of your list – especially when you are sleep-deprived and trying to figure out how to keep your tiny human alive.

Learning first aid can be scary, particularly when it is our own children we are talking about, but it doesn’t have to be. Learning first aid with like-minded people in a relaxed and informal environment can actually be a lot of fun.

Perfect for pregnancy
Did you know you can do a first aid class when you are expecting? It’s safe to do during pregnancy and it’s something you can tick off that ever-growing list of things to do! Learn with your antenatal group, friends and family.

Choking
Lots of parents, understandably, worry about choking when they are beginning to wean their baby. Did you know that babies have extremely sensitive gag reflexes, which are there to help keep your baby safe from choking?

When a baby is weaning it’s completely normal to experience a lot of coughing, gagging and going red in the face. A common misconception is that you will hear a person choking but you won’t; severe choking is usually completely silent. Knowing the difference between gagging and severe choking is really important, particularly when you are about to wean your baby. If they’re coughing and going red in the face that’s a great sign, we can usually let them work it out themselves; if they’re silent and turning blue they need our help.

Doing a first aid class can put your mind at ease when it comes to weaning your baby so you can relax and enjoy the process (and focus on cleaning the mess!) and feel confident that you know what steps to take if your baby does choke.

Not just for babies
It’s not just babies who sometimes require first aid. Once your child is mobile, a whole new world will open up to them; it’s an exciting time for them and you! Young children love putting things in their mouths. Did you know this is for sensory reasons? They have more nerve endings in their mouths than they do in their fingers so they find out more about an object if they put it in their mouth! But this obviously poses a choking risk.

Once your child is walking, running and climbing it’s normal for blows to the head to become a fairly regular occurrence (at least, they are in our house!) Would you know how to treat a head injury? And would you know what signs to look out for in a serious head injury?

Learning vital first aid skills gives confidence to parents and other child carers so that they would know what to do in an emergency involving their baby or child. All it takes is two hours.

Daisy First Aid teaches award-winning courses to parents, expectant parents and children all over Sussex in homes and public venues. They also provide OFSTED compliant courses for teachers and childcare professionals in local venues and private settings.

For more information visit www.daisyfirstaid.com

Jul 14
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Known, not numbers…

By Education, fun for children
by Steven Jeffery
Headteacher of Our Lady of Sion

Steven Jeffery is Headteacher of Our Lady of Sion, an inter-denominational school for boys and girls, ages 3 to 18, in Worthing. Having been Deputy Head at the school for six years and Acting Head for six months, Steven was recently appointed Headteacher. A passionate musician, Steven is well known in Worthing having lived and taught there for many years, and is actively involved in community support. His education philosophy focuses in on the individual character and potential of each child. Where there is a positive connection between teacher and young person, the outcomes can be impressive and groundbreaking. Understanding the child is essential in achieving that all-important connection.

Over the last 25 years in education, I have enjoyed and endured various ‘wheels of progress’ brought in by educationalists and politicians to support and serve the academic endeavours of young people. Some of these ideas have been energising and immensely valuable, whereas others have seemingly distracted teachers and pupils from what truly matters. Of course, there are always those ‘wheels of progress’ that are unknowingly reinvented by well-meaning experts who re-trial historical methods under new facades. This is a familiar feature of our education system. It often goes astray in the maze of political initiatives, and unfortunately the essence of inspirational, engaging and genuinely satisfying learning can be somewhat lost.

girls playgroundOne thing that remains steadfast and true is the importance of a positive and respectful teacher-pupil rapport. I strongly believe that the role of teacher is undoubtedly vocational and the ways in which an educator works is fundamental to the academic success and emotional wellbeing of each child. Since as long as I can remember, I have always been moved by the notion of paths crossing. I have met thousands of young people over the years and always count those moments as a deeply significant and profound part of this role. Our paths have crossed, so what can I now bring to this child? How can I unlock creativity? What will inspire this young person to achieve great outcomes? Who is this child? Those tacet questions signify the beginning of one of the most noteworthy relationships that a child will ever have. We all remember our teachers. We remember many of the conversations we had with them and how these made us feel and respond. We easily recall those that took time to get to know us and encourage us. We regrettably also very easily recollect those that saw us as mere numbers, and never as people, treating us in apparent accordance with that very mindset.

At the start of my career, I vowed that every child with whom I worked would be known as an individual and not a number. So, what does that mean in real terms? How does it look in the daily life of a mindful teacher?

Learn names quickly. Knowing a child’s name makes all the difference. What does it say to a child when we know his/her name? Ask yourself: who is the one teacher in your entire life who made the biggest difference for you – who taught you so well that you still think about him or her as your best teacher? I bet that for almost all of us, that best teacher was someone who knew you by name. It takes effort but it’s worth it. I have always applied mental images to each new child I meet. Every Luke is given a lightsabre, Tom always carries a cat, Caspar wears a white sheet (friendly ghost style), Jenna is always engaged in a game of giant Jenga, and Hannah always carries a spanner, and so on. It still amazes me that once I have applied these mental images, they stick. When I see Jenna walking along the corridor, the giant
Jenga is right there with her!

Education is about learning more about the unknown so that more of the unknown becomes known. That is why learning is life-long, energising and exciting. Getting to know an individual is to understand the child’s perspective, interests, environment, beliefs, and passions – essentially what makes the child tick. As Headteacher and teacher, I want to engage with each young person in ways that demonstrate my knowledge of that person as a whole being, not merely a student or pupil. I want those encounters to affirm the child’s qualities and impressive talents. I want to share how impressed I am to hear about their community outreach, their kindness to others, their achievements in music or sport, their outstanding contribution to a local charity and their personal triumphs in the classroom. This knowledge comes from regular interactions, asking tutors to pass on the good news, and encouraging parents to communicate successes. A school’s reward system should offer parents and grandparents the opportunity to nominate their children/grandchildren for awards linked to acts of kindness and achievements beyond the classroom. ‘Shout Out!’ assemblies offer teachers and students the opportunity to nominate people for a special mention for their outstanding actions or accomplishments. Success is broader than academic prowess, although schools should be giving this area considerable focus too.

Remember birthdays. This is a simple way to reiterate how much we value each child. Sending out birthday messages each day, being inclusive of those that fall on weekends and holidays. Celebrating in this way is to rejoice in the delight of community and tangibly express how much each member is valued and known.

A school community works together towards common goals. Examples of these ambitions could be learning about ourselves and each other, understanding diversity and discovering its beauty, finding our own voices and using these for change, recognising the part we all play in building a better society and so on. Within each of these communal aims, there is an individual response brought to the whole. When a culture actively promotes the importance and power of action, the school can make a noteworthy impact on the immediate community and even the world. Being open to recognise and notice an individual’s acts of kindness, timely words of wisdom, selfless actions and heartfelt responses to world-issues, will unquestionably empower a young person to utilise their time and talents for philanthropic causes. Recognising our own positive impact on the world around us provides us with a sense of purpose and significance. When we are reminded that the part we play matters, our energy soars and so does our fundamental wellbeing. I believe that members of the school community should actively notice altruistic acts and encourage those individuals to keep on going.

An understanding of the individual journey towards personal success is a crucial factor in developing a ‘known not number’ culture. I feel very strongly that parents and educators should repeatedly encourage students to guard against making comparisons with others. Attention should be given to effort, and the celebration of this should always be the priority rather than the actual grade. It is therefore crucial that a teacher knows a student well and knows what outstanding effort looks like for that child. It is very easy to lavishly praise the Grade 9 student and fail to celebrate the Grade 4 student, even though the Grade 4 student demonstrated more progress, dedication and commitment than the seemingly more successful child. Both students are worthy of congratulations, but if the Grade 9 student was achieving the Grade 4 outcome, the response would need to be appropriately tailored too. When we know our students, we can motivate, engage, encourage, inspire, challenge and change them through carefully chosen words, considered tone and mindful body language as well as a steadfast commitment to helping every child achieve full potential. It is the individual’s possibilities that we should be heedful of, not merely grades. Each child sees the world in their own unique way. Taking time to understand this will make all the difference as to how we communicate.

I count myself very honoured to work with young people. I want to encourage each one of them to be the very best that they can be. If I am getting to know who they are, how they respond and think, I will be doing my best for them. May they always know that they are welcome, known and admired and never a number. We are working with unique, fragile souls. That work brings with it a momentous responsibility. Each encounter matters. Each word is heard. What will my impact be?

Our Lady of Sion is an independent inter-denominational school based in Worthing for girls and boys, ages 3 to 18.
www.sionschool.org.uk

Jul 11
Love0
dad-and-son-reading

My top five books for little people’s BIG EMOTIONS…

By Education, Mental health, reading
by Sophy Henn
Children’s author

It was reading picture books to my daughter that made me want to create my own. I was in awe of their power to excite, inform, empower and soothe, to convey quite complex messages and emotions in a way that both my daughter and I could relate to, all whilst keeping us entertained. Picture books can be such a brilliant way to start conversations of all sorts – picky eating, feeling good about yourself or even bad moods.

Being little is awesome, obviously, but it can also be quite tough too. There is just so much new stuff all the time! New situations, new people, new emotions, it’s just relentless. And all of these new situations require new responses, there’s so much to work out and then learn from our mistakes. Exhausting! And don’t get me started on the hormones (who knew they started so early? Well, science apparently) and the rollercoaster they take everyone on. Phew. So it’s no wonder all these feelings can sometimes be a lot.

I remember the first time my daughter had a proper shouty meltdown. When it subsided we all stood there shocked and stunned, but I don’t think any of us were as shocked as her. And that is why I believe that reading about these ‘moments’ and emotions is such a great thing. Watching other characters go through these situations affords everyone some perspective, the chance to have a chat about things in a calm way and maybe even have a chuckle about it all.

So after much wrangling, here are my top five books about those BIG EMOTIONS for little people. Enjoy them as a wonderful story or maybe use them to start a conversation, whatever you do I hope you love them as much as I do.

Where the Wild Things Are
by Maurice Sendak
One of my all time favourites. I adore how Max’s mood transports him to the place he needs to go to in order to exorcise his bad mood. After proving himself the wildest of the wild things, Max realises his wild feeling has now gone and been replaced by not such a nice one – loneliness. So he returns home. Sendak perfectly captures that rollercoaster of emotion a bad mood can take you on. Let the wild rumpus begin!

Barbara Throws a Wobbler
by Nadia Shireen
Nadia Shireen, has made Wobblers a physical presence in her wonderful, brand new picture book. I love how you can see Barbara literally wrestle with her bad mood and watch it shrink before her very eyes, once she alters her behaviour. A valuable message for us all! I think children will really respond to seeing a bad mood as an actual character, helping them realise they own the mood not the other way round. And who doesn’t love the word wobbler?

Grumpy Frog
by Ed Vere
Borne out of frustration with all the intolerant voices that seem to shout so loudly at the moment, Ed Vere created Grumpy Frog, who disputes this label by declaring he is actually very happy, but only so long as everything is going his way. When other ideas, suggestions and even colours impinge on his day, things start to get grumpy. But then Grumpy Frog meets a lovely green crocodile! What could go wrong? A great book to start discussions about compromise and empathy.

My No, No, No Day
by Rebecca Patterson
An absolute classic that I have only just discovered. This book takes us on the journey of Bella’s No, No ,No Day. Things start off wrong for no particular reason, and only get worse, right up until bedtime. But then Bella acknowledges her bad day to mummy, and they both hope for a better one tomorrow. A truly relatable story, grounded very much in the everyday but with such a great use of language (ballet is described as ‘too itchy’ – genius!) and such hilarious illustrations it can’t help but make you smile through Bella’s bad mood.

The Best Worst Day Ever
by me!
The idea for this book came from my childhood. When I was little and having a ‘moment’, when things all got ‘a bit much’, I would go for a big, dramatic exit and ‘runaway’. This involved me running to the end of the (not very big at all) garden and hiding behind the shed, convinced everyone would be desperate with worry and truly sorry for making me have a bad mood. I would wait for what felt like hours (probably only about five minutes) and then realise I was bored, probably hungry, felt a bit silly and wanted to go back inside. But after such an exit, such high emotion, it felt like there was rather a hurdle to overcome in order to ingratiate myself back into the house. And this is what happens to my main character Arthur, only his hurdle is a huge, dark forest that has sprung up between him and home during his post running-away pondering. As there is not time to go around it, Arthur must go through it and we follow Arthur’s journey as he meets some characters along the way who help him work through his bad mood, turning a stomp into wiggle, and a huff into a hoot.

I have loved creating this book and my hope it that it is not only enjoyed as a story in it’s own right, but might just gets kids and their grown-ups dancing away the grumps as well!

The Best Worst Day Ever by Sophy Henn is out now published by Simon & Schuster Children’s Books.

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