Skip to main content
search
Category

Education

Aug 03
Love0

Why do children love to play so much?

By Education, environment, fun for children, Green, Playing, Summer, Toys
by Tanya Petherick
Class Of Their Own

Children love to play. We know that, but just what is it about play that children love? At this point in an article, you might expect to see a definition of play. As people who study play are fond of saying; play is easy to see, but hard to define. The desire to play is innate. Innate is a word we can define. It means natural, in built, instinctive – in other words, no one needs to, or indeed, can, tell a child how to play. Play can be facilitated by adults, yet it is essentially child-led; children doing what they want with the resources they have available. Think about all the times a young child has been more interested in the cardboard box than the gift inside. Yet, play is not just for toddlers. Children of all ages learn through play. This might be something pragmatic, such as young children playing shops and counting out one apple and two pears, through to older primary-aged children playing card games using more advanced numerical skills.

Children receive a natural satisfaction from play. In academic circles, this is termed intrinsic motivation; a behaviour which is driven by an internal reward – put simply, play is something children want to do. A lot of the time, play is fun. Playing with friends, playing outside, getting wet, staying dry, playing in pairs, playing in groups, playing alone, imagining, making, cutting, sticking, creating, cooking, discovering, exploring – they all sound like great fun. Undoubtedly, one reason children might love play is it can be enormous fun – but it isn’t always. Sometimes play is sad, unfair or physically painful; think about children role-playing sad events, not being included in a group game and that childhood staple of grazed knees.

These three examples alone show how play can prepare children for life as an adult, sad things do happen and developing skills to process these emotions help us makes sense of life, understanding unfairness helps us to process information, and those grazed knees? Well, they teach us to tie up our shoelaces or the need to take more care on the scooter.

Can you remember being bored as a child? Getting part way through the long school holiday and declaring the dreaded “I’m bored” phrase? Being bored, or more importantly, being allowed to be bored, is an important part of a child’s development. It is when children are bored that they make creative use of the resources around them. I can remember ‘ruining,’ in my mum’s words, and ‘making more fun’ in mine, a game of Connect 4 by painting the inside of all the red and yellow circles with different coloured paint and using my new pieces to create a more complex version of the game. Had I not been bored with the original version of the game, I would never have developed my own, more engaging version of the game (I have to confess that this happened years ago, and I am still waiting for Connect 4 to pick up my great idea!). It is the necessity of creativity that results from being bored that can create fantastic fun.

Children have an innate desire to play, are intrinsically motivated to do so, and are creative about it, but does that answer our question about why children love to play? In a way it does. But let’s look at the question from a different angle. Maybe it is less about a child’s desire to play, and more about the associated benefits of play that have kept play at the evolutionary forefront of a child’s development. It is through play that children develop confidence, self-esteem, independence, emotional resilience, physical skills, concentration and creative thinking. Or, put another way, the skills that follow children into adulthood. At a time when children face criticism for being too attached to electronic devices, not doing enough exercise and being ‘over-scheduled’ the benefits of play may seem an overly simplistic response, yet as we have seen, it is through play that children find out who they are, and how the world around them works.

It can be easy to overlook the benefits of your child ‘just’ playing when planning the summer holidays. Allowing a child to follow their individual interests reduces guilt when planning holiday childcare, however, do not feel the need to overschedule children. As a parent or carer in today’s busy world, giving children the time and space to play is one of the best things a parent can do to help their child develop the skills they will need growing up and into adulthood. So, turn off the tablet and let children play in the way you did: on their own, with friends, at a holiday club and don’t forget, you can join in too! Let yourself be led by your child and don’t worry if you can’t remember how to play. It is what children do, so give them 30 minutes of your time and encourage them to choose what you do together – it is invaluable time together, and your child (and you!) will love it, but, also allow them to get bored and get creative – you never know where it will take them!

Class Of Their Own offer high quality, affordable and secure out of school clubs for primary school children aged 4-11. www.classoftheirown.com

Aug 01
Love0

Gifted and talented?

By Education, fun for children, Music and singing, Uncategorized
by Helen Abbott, Banstead Prep School

If Einstein could not talk until he was four or read until he was seven (which is apparently the case) and Didier Drogba studied accountancy before finding himself playing for Chelsea at the mature age of 26, how can we hope to spot the gifted and talented amongst the cherished progeny that walk through our gates? What does ‘gifted and talented’ actually mean and how should we be supporting them?

Gifted and talented is a term generally used to describe children who are beyond their peers either in academic ability or in a specific skill. ‘Gifted’ tends to refer to those who have a high academic ability, while ‘talented’ relates more to those who are adept in a practical subject, such as sport, music or art. The general assumption in the past was that these children would thrive no matter what. This is most definitely not the case.

Children who are inquisitive, read early, have an excellent memory, are good at problem solving and learn to speak very young (although clearly not the Einsteins of this world) are possibly gifted. I say ‘possibly’ because anything to do with children is an inaccurate art and I tremble at the idea of putting a child in a box with a label on it – and with many people being late developers, there is often nothing evident at an early stage anyway.

When I set about writing this article, I had in mind the plethora of extra activities that we offer our gifted and talented at our school. From maths challenges to gifted writers’ workshops, from refereeing matches to representing the school in a given sport, from workshops at senior schools for instrumentalists and drama prodigies to being mentored in advanced art club. Every opportunity exists to go above and beyond.

However, as I continued to write, I thought back to the days when I attended toddler groups with my own children, where a host of affirmations from adoring parents who were keen to describe their infant’s latest achievement greeted me. Whether it is taking their first steps holding someone’s hand or doing a backward flip, murmuring their first word or reciting the alphabet backwards, proud parents coo over their newfound talent. When do these talents stop being counted as significant? When do we stop noticing every advance and consider it just ‘average’?

Banstead pupil Georgie Forster, age 10

Many high fliers struggle when they are younger because they have learning disabilities, which they are able to hide well. These children are frequently overlooked. Thomas Edison was told by his teachers that his brain was ‘addled’ but he went on to become one of America’s greatest inventors. Every child in the class needs access to a higher level of learning and at our school, we offer challenges to encourage our children to be courageous and tenacious.

Children need freedom to extend themselves but freedom within boundaries. I have to return to languages to give an example because it’s what I know best: it is not enough to simply say, “Now write your own question in French”. Rather say, “Write a question to your best friend/to the prime minister/to a unicorn!” Allow them to use their imagination but frame what they need to do.

Extension activities should provide greater depth on the subject. Research materials should be readily available, but children shouldn’t just be left to work on their own projects. Even as adults, we need support, a second opinion and a good sprinkling of praise!

Classwork should challenge from the beginning. Children should have different amounts of information, as much or as little as is needed to challenge them, but they should all complete the same task so that the outcome is the same. Teach to the top of the class and support those who need it. Aim high and inspire excellence!

At home, children need fewer boundaries for their passions. Days out exposing children to new experiences; encouraging them to read widely, whether it’s a literary tome or a football magazine; and having open conversations are all essential. And, when needed, have an open dialogue with your child’s teacher about their strengths.

I do wonder, although my fingers are almost sticking to the keys in my reluctance to type this, but maybe the geniuses of the future will be YouTubers or game makers. The geniuses of the past certainly faced criticism for their passions! However, unless you are prepared for your YouTubing offspring to burn out at the age of 21, I suggest you make sure they have exposure to other experiences as well!

In my years of teaching, I have never met one of those students who sits their GCSEs at nine or goes to university aged 11. They are few and far between. Every child is gifted and talented in some special way, whether it is in leadership skills, having a way with the spoken word or playing Mozart. Our school ethos of Education with Character, offers a variety of ways of learning, ensuring that we, as teachers, spot unique talents and cultivate them, and parents are encouraged to do the same. We need to push our children as far as possible in their ability – and then another little nudge beyond. Let’s make sure we don’t fail to spot any Thomas Edisons or Albert Einsteins of the future.

Banstead Prep School is a co-educational prep school and nursery for girls and boys aged 2-11 where there’s more to a good education than learning.
www.bansteadprep.com

Aug 01
Love0

Outdoor learning

By Education, environment, fun for children, Gardening
by Sian Cattaneo
Head of Brighton Girls

Increasingly, schools are recognising that their curriculum needs to be more relevant to real life experiences and help pupils develop skills that will be helpful beyond their classroom experience. In nurseries and primary schools, this is incredibly important as teachers and nursery leaders endeavour to engage pupils in learning and make it enjoyable and relevant. In recent years the development of the Forest School curriculum has shown that these additional experiences significantly enrich the curriculum and helps many pupils to be more engaged in their learning. At our school we have seen the introduction of Wild Beach School as another ‘local’ resource which is proving to be a great opportunity to venture beyond the classroom.

So, why is outdoor learning valuable in an increasingly busy and over-stretched curriculum? Cynics might say that it is just a ‘gimmick’ that doesn’t really have any educational value apart from children getting some ‘more fresh air’. With such a pressure on schools to create a rounded and relevant curriculum, teachers are acutely aware that time and relevance is precious and are focussed on priorities in terms of educational outcomes. These sessions are about making the most of natural resources, offering a range of new and potentially challenging experiences and developing personal skills and qualities.

Schools are recognising that while the content of the curriculum is essential, an information based approach is less relevant and that pupils needs to be able to problem solve, respond to change and be flexible and adaptable. Technology, particularly in a mobile form, allows us to have information at our fingertips, the key question is how you use that knowledge to manage the challenges you face.

Many of us acknowledge that much of what we learnt at school didn’t really have any relevance to real life situations and that it seemed purely about information gathering. Outdoor learning takes this a step further in pupils getting more ‘hands on’ in a real life context (harder to replicate in a classroom!) and focuses on the learning outcomes and applying them rather than just gaining knowledge.

It could be argued that as a society we have become much more risk adverse and this is having a significant impact on future generations. Many schools use outdoor learning as a way of introducing risk taking in a managed way and in doing so, help pupils to build independence, resilience and problem solving. Roald Dahl once observed “the more risks you allow children to take, the better they learn to take care of themselves”. This is undoubtedly what adults would want for any young person; the ability to take more personal responsibility and show initiative and self-sufficiency.

High quality outdoor learning experiences allow children to identify and assess risks more independently. Whether it be using a hammer for building a shelter in all types of weather or learning how to start a fire from scratch, these allow pupils to learn how to respond and negotiate their way around real life situations. We have frequently observed that often pupils are far more resilient than adults in the face of bad weather and will have more of a ‘can do’ attitude. We certainly all recognise that opportunities to get in the ‘great outdoors’ must be an important part of a children education. Not only will it give them a better understanding and appreciation of nature but also help them to understand the environmental challenges facing their generation. The process must begin from a young age if we are to change the culture of our society and to understand the human responsibility for nature.

At a time when children’s inactivity and time inside is causing real concerns, an element of the curriculum that runs alongside the physical education programme is being seen as invaluable. Outdoor learning, by the very nature of the tasks is often collaborative learning and is focussed on problem solving, showing initiative and teamwork. Open ended tasks enable children to lead their own learning and not always be directed by adults. It is also our observation that children who may sometimes find the classroom environment somewhat challenging respond well to the ‘freedom’ of the outdoor setting and often find success and receive positive feedback. Outdoor learning often develops different skills and consequently different children may take the lead, which can have huge benefits for self-esteem. Outdoor learning also lends itself to developing children’s natural curiosity and patience, as well as gross and fine motor skills. There is increasing evidence that working outside also has a huge benefit for physical and mental health.

We strongly believe that we increasingly need to look at the curriculum in a different way, to make it more about open ended learning and help children develop the skills that will be valuable in the future, rather than always be concerned about subject content. We are fortunate to have so many wonderful resources locally that we are able to make the learning experience so rich and vibrant and something we hope will make a positive lasting impression on children.

Sian Cattaneo is the Head of Brighton Girls, the only girls Prep in the heart of Brighton & Hove.
For any enquiries please contact 01273 280200 www.brightongirls.gdst.net, admissions@brightongirls.gdst.net

Jul 30
Love0

Get closer to nature this summer

By Education, environment, family, Green, Summer
by Cate Jaques, National Trust, Polesden Lacey

One of the things I most enjoy about Polesden Lacey is seeing and hearing children having fun in the gardens and on the wider estate; running, laughing and exploring – experiencing nature, as my friends and I did.

When I was young I was lucky enough to live close to woodland. My friends and I would go exploring in the woods, according to memory, every day (although I’m sure this can’t have been the case –
I vaguely remember being in school occasionally too).

We climbed trees, made dens, built bridges and dammed streams. We loved it.

What my friends and I took for granted seems a less common way for children to play now. There’s even research that indicates that we, as a nation but especially children, might be suffering from something called ‘Nature Deficit Disorder’ – a phrase coined by Richard Louv, author of Last Child in the Woods: “Nature Deficit Disorder describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses.”

A report by the National Trust, Natural Childhood, identifies four key benefits of playing outdoors:

Better for health
Playing outdoors can improve physical fitness in childhood, as well as laying the foundations for physical fitness in later life.

Being exposed to nature can even help you live longer. In 2009 researchers at the University of Essex published a report into nature, childhood, and health and life pathways. On one pathway, where children are ‘free-range’, people’s lifespan increases; on the other, where they are kept indoors and have little or no connection with nature, they die earlier.

In fact, regular contact with nature brings an increased level of satisfaction with life in general. A National Trust survey revealed that 80% of the happiest people in the UK said that they have a strong connection with the natural world, compared with less than 40% of the unhappiest.

Better for education
Increased contact with nature improves the way children learn. Child psychologist Aric Sigman found that children exposed to nature scored higher on concentration and self-discipline; improved their awareness, reasoning and observational skills; did better in reading, writing, maths, science and social studies; were better at working in teams and showed improved behaviour overall.

Better for our communities
Studies have shown that even in cases where the only variable is the view of green space from a window, incidences of crime are reduced by as much as 50%.

Better for the environment
We‘re just beginning to grasp the extent to which we depend on the natural world. If we are to protect the world we live in, rebuilding the connections between children and nature is vital.

In the words of David Attenborough: “No one will protect what they don’t care about; and no one will care about what they have never experienced.”

©National Trust Images Chris Lacey

I hope, if you’ve made it to the end of this article, you’ll be inspired to encourage your little ones to come and see us at Polesden Lacey, go ‘free- range’ this summer, and get closer to nature.

www.nationaltrust.org.uk/polesdenlacey
Information and references taken from the National Trust report Natural Childhood by Stephen Moss, published 2012.

Jul 28
Love0

Future-proofing body and mind – playing the long game

By children's health, Education, family, Mental health
by Clare Eddison
The Dharma Primary School

“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.”
Krishnamurti

“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.”
Krishnamurti

Children spend most of their childhood at school, (from nursery, primary, through to secondary and beyond) and all the time they are growing up. As parents and carers, we can ask ourselves: “What skills will our children need for this journey and what will help them become successful and happy in their lives?” In these times, we also ask how we can ensure our children are healthy and protected from risks and threats that we perceive and read about, for instance with regard to the internet and screens. Many well-researched articles focus on the declining mental and physical health of our children – it is part of the zeitgeist. How will our children fare when they are older?

It is also true that all children and young people experience powerful anxiety, confusion, distress and rage at points.
Living in a family, making relationships with peers and making mental connections in order to learn are emotional matters. Experiences of disappointment and frustration, at ordinary levels, are as important as achievement and satisfaction.

We want to keep distressing feelings at manageable levels for our children and for most of the time. At the extreme end, it is thought that, in response to prolonged exposure to deprivation or threat, the neurological development of a child’s brain becomes distorted such that the ‘survival’ mechanisms of the brain and body are more dominant than the ‘learning’ mechanisms. This results in wide-ranging impairments in arousal, cognitive, emotional and social functioning.

Whilst this is not the norm, an awareness of the neurological plasticity can help us as parents and educators. There are many things that we can do to ‘future-proof’ our children and build resilience in the journey of growing up. I use the word ‘future-proof’ in this context to talk about the strategies, habits and dispositions we can nurture so that our children can continue to be successful in their future when, as it will, their situation changes.

Our approach at the school, which is universally applicable, is the systematic, consistent and gentle development of a relationship with one’s own mind and body. What follows are just some ideas: as an example, ‘future-proofing’ the body involves a wide awareness of ‘we are what we eat’. This leads to regular contemplations about how our food got to our plate, how our body uses food and a consideration of how much waste we generate. In turn, children’s awareness of their own agency in the world is expanded and deepened.

Here at school our bodies are future-proofed through dance classes, games, and mindful movements. The body-mind link is fostered by regular consideration of movement and stillness, silence and talking. We can include an attitude of care (‘what happens when my body is injured or hurts?’) and, powerfully, we can model the healthy care of our adult bodies through exemplification (for example, staff cycling in to work).

Future-proofing the minds of children is important to all of us. Again, mealtimes can be used as a fertile arena for the whole area of mindfulness. Put simply, mindfulness of eating is ‘just eating’, rather than thinking about other things or talking or watching TV whilst eating. Mindfulness is becoming interested in what is happening in the present moment, with an attitude of kind curiosity. We can use our senses of taste, touch, sight, hearing and smell to ground us in what is happening right now. Similarly, mindful walking is just walking and mindful breathing is just breathing. Children do develop the habit of switching into a more mindful state and are able to use it in times of stress or worry, to zoom out of the sense of tightness that these emotions create.

Why not try it now? See how it feels.

Future-proofing the mind, inclining it to happiness and kindness is something to be practised and there are beautiful, ancient techniques (for instance, ‘loving kindness’ meditation) that can be adjusted to be age-appropriate for all. As another example, recent research reports that gratitude is key to well-being. Gently but consistently making a sense of gratitude part of our everyday conversation will have long-term benefits.

Finally, I would like emphasise play as a sure-fire method of future-proofing. Yes, play! Even older children need to play much more than we realise. Play is one way children explore, try to make sense of and communicate their emotional life. The ability to play also affects neurological development, improving imagination, digital protection, resilience and wellbeing.

The Dharma Primary School, in Brighton, is a non-selective independent school with a philosophy rooted in Buddhist principles.
This year they celebrate their 25th anniversary. Through the practice of mindfulness, the school aims to cultivate wisdom, reflection and compassion in children and to help them unlock their full potential. The Dharma Primary School is a winner of the Independent Schools Association (ISA) AWARD FOR EXCELLENCE & INNOVATION IN PUPILS’ MENTAL HEALTH & WELLBEING.
For more information please go to:
www.dharmaschool.co.uk.

Jul 19
Love0

Getting ready for a successful start at school

By children's health, Education, fun for children, Playing, Relationships, Uncategorized
by Naomi Bartholomew
Headmistress, St Catherine’s Prep School

As you look forward with a mixture of excitement and nerves to your child starting school in September, here are some practical tips to help ensure that your child has a happy and successful start.

Forming links
Most schools now offer settling in days or part days for their youngest pupils. These can be very helpful and a good chance for you to put names to faces. As well as the all-important class teacher, I recommend getting to know the teaching assistant, Head, school secretary, and parents who are a part of the PTA. All of these will be key in helping both you and your child settle into new routines. It can also be handy to work out which other parents live near to you and who might be moving from the same nursery or preschool. Also involve anyone else who might be involved in your weekly routines – grandparents or child-minders so that they too have made some connections ahead of the start of term. I know of one friend who held a name labelling party in order to meet some other friendly looking parents – this is certainly one way to get to know each other and get the dreaded name labels sewn into as many items as you possibly can. Name everything!

Understanding expectations and routines
It seems obvious but make sure you have all of the essential information early on. Some schools have phased starts which begin with mornings only or alternate full days. This is certainly important to plan ahead particularly if your child starting school coincides with you returning to full-time work. Arrangements for drop off and pick up and what to look out for in terms of communication from the school whether that be weekly memos or newsletter or via the school’s website are also key. Getting dates into your diary for parents’ evenings, nativity plays and other things you won’t want to miss is also important.

Encouraging independence and self-help skills over the summer holidays is far more important than trying to teach your child letters and numbers. Can they dress themselves? If not, start to practise that as soon as possible.

Family logistics
Whether this is your first child to start school or a younger sibling, there will be an impact on all of your family. Consider the school run and daily family routines carefully in order to ensure that things run as smoothly as possible.

Extra-curricular activities and playdates
Even for those who have been used to a full day at nursery and a number of extra-curricular activities each week beware of signing up to any additional activities in your child’s first term. They will be learning in a whole new way at school and need time to rest each day when they get home, as will you! Similarly play dates and sleep overs can be very tempting but less is most definitely more in term one.

Younger pupils
Parents with younger aged children, those with summer birthdays in particular, can be anxious about their child being school ready. Trust the school to make the necessary adjustments and remember that age and stage of development can be different for each child.

The first day of term
Stay calm, allow additional time for the school run and cherish the moment – enjoy the photo on the front doorstep marking the occasion and don’t linger too long over the goodbyes. There is a very small window in which to see your child settled and interested in their new surroundings. If you linger and need further reassurance it is likely your child will pick up on that in a split second of doubt and have a wobble. So make a dash for the door as soon as you are able. Many children will have already been used to nursery school and playgroups so remember that you have left them before and all was well. You will have chosen a school you have confidence in and the staff will be able to reassure your child and make sure that the first day is a positive one. If you are the one whose child clings or cries, do not be embarrassed. They will settle once you have gone and the school will contact you to let you know that is the case. Have a plan for what you are then going to do next whether it be return to work or head for a strong coffee with a friend. The day will be one full of excitement for your child.

As your child settles
Remember that day one might feel like Christmas day, full of excitement but that as the weeks go on your child will become tired. The calmer and more prepared you feel as a parent, the more likely your child will also feel ready and willing to skip into school.

Hence, I recommend:
• Talking positively about going to school.
• Helping your child into the routine of managing their own clothing, school book bag and so on.
• Make sure your child gets a good night’s sleep.
• Getting into good habits of arriving in good time for the start of school.
• Listening to your child tell you about the school day but avoiding 20 questions.
• Trusting the school and their experience – they will allow your child space to grow and develop and it is important that you support them in that.
• Talking to your child’s teacher if you feel uncertain or unsure – communication with the school is vital and building relationships with school staff (admin, teachers and teaching assistants) is really important.

Good luck!

St Catherine’s Prep School, Bramley extends a warm welcome to parents who would like to visit the school.
Open Mornings: Wednesday 25th September and Thursday 17th October.
Please contact Sally Manhire, Prep School Registrar, on 01483 899665. www.stcatherines.info

Jul 16
Love0

Sun creams – the confusion

By Education, environment, Health, Safety, Summer, sun safety
by Green People, ethical organic skin care and beauty product experts

We all know the importance of using sun protection, but a recent survey by the Royal Pharmaceutical Society shows that there is huge confusion around labelling on sun creams, with a significant percentage of the public unaware how much protection their sun creams offer.

The survey of 2,000 UK adults found that one in five was unaware that the SPF rating of a sun cream does not offer protection against all sun damage.

Only 8% of people surveyed knew that the SPF rating of a sun cream only refers to the protection from UVB radiation (the rays that burn), meaning that 92% of people had no idea that SPF ratings offer no indication of UVA protection.

What are UVA rays?
UVA rays cause long-term cell damage in the deeper layers of the skin and are the main cause of premature skin ageing and wrinkles.

UVA rays can still cause damage even if your skin hasn’t gone red and burned; this means that whilst you may believe you are getting good protection from your sun cream, your skin may still be experiencing damage.

To maintain high protection from both UVA and UVB rays it is more important to apply regularly and liberally than to choose a very high SPF sun cream.

Cancer Research recommends that two tablespoons of sun cream is applied every 2 hours; it is also advised that people avoid direct sun exposure between the hours of 11:00 and 15:00 when the sun’s harmful rays are strongest.

Recent media coverage about UVA protection advised the public to check the ‘star’ rating of their sun cream, however the star system is not the only way to tell if a product offers protection against UVA rays.

The European Cosmetics Association COLIPA has designed a symbol to indicate whether products offer UVA protection in line with the recommendations of the European Commission. This symbol, which consists of the letters UVA inside a circle, is used to confirm that products offer UVA protection in line with these recommendations.

How high is high enough?
There can be a tendency for people who use very high factor sun creams of SPF50 and above to reapply less frequently and stay in the sun longer than when they use lower factor sun lotions. This can dramatically increase your risk of sun damage because in order to get good UVA defence, you must regularly top up your protection no matter what the SPF factor.

All Green People sun lotions offer broad-spectrum UVA and UVB protection and are suitable for sensitive skin and those prone to prickly heat.

Jul 16
Love0

Ballet isn’t just pink tutus!

By dance & Art, Education, Uncategorized
by Tabitha McConnell
Dance Art Studio

Many children dream of becoming a ballerina, wearing the tutu and being right up on their toes. But there is so much more to the ballet curriculum than this. While these aspirations give children something to work towards, dance also provides achievable goals that can be met across a single lesson or across a term, teaching children self-motivation.

So why take your child to dance class when you can just put some music on at home? With the guidance of a qualified teacher, your child is not just learning dance but a variety of cross-curricular skills. Ballet, for example, teaches another language – French. Other subjects covered through the dance curricular include: history, religious studies, music and drama. Our modern-day society and multiple other subjects can be expressed through dance, giving children the opportunity to create their own movements and sequences, also known as choreographing.

There are many long-term benefits of continuing dance; your child is learning discipline through a structured environment, from a different mentor. Student’s uniforms must be smart, they must listen in class and be in time with the music. At competitions, points are deducted if the performer is seen to look untidy or messy in appearance. This teaches students the importance of
good appearance, therefore making them more employable in the future. Many studies
have suggested that a tidy appearance leads to a tidier mind and work ethic.

Encouraging your child to begin dance at a young age will increase their chances of staying physically active throughout life, therefore improving their overall health. Dance develops essential motor patterns that are a key part of many sports.

A shocking 80% of four year olds are showing a significant delay in their motor development. Through dance children gain the vital motor skills needed for everyday life. Simple skills like balancing, jumping and the transference of weight are learnt. These skills assist with everyday life with movements such as reaching for something on the top shelf and increase flexibility. Dance is also a suitable complementary activity to many other sports such as netball, as it assists with footwork, or javelin as it assists with balance. Dance skills are particularly beneficial when playing football, as they increases children’s mobility and therefore angles at which they can kick the ball. Dance is for both girls and boys, with many schemes in place to encourage boys to dance. Starting boys dancing at a young age is teaching all children that stereotypes can be defied and that they should do what they really enjoy.

Is dance really physically challenging my child? You may perceive ballet as a softer dance form and ask if it really challenges a child’s physique. Dance can be classified as vigorous exercise as student’s heart rates are elevated by more than 60% for over half of the lesson. This does not mean dance isn’t suitable for those looking for a more relaxing, less strenuous exercise form; with so many genres available under the dance bracket there is something for all. Dance is so versatile and inclusive that it caters for all capabilities. Ballet has also been shown to increase lung capacity and efficiency with only two hourly sessions a week. Dance is one of few sports to work nearly all the muscle groups counteracting the effects of repetitive strain injuries. Core strength is also developed, which permits good posture and facilitates ease of breathing.

Not only does dance positively influence a child’s physical development but also their cognitive development as they are learning both time-management and self-discipline. These skills are transferable to other parts of life, such as school work. Dance students are also asked to learn and recall patterns of movement, further challenging both their memories and mental capabilities. This challenge has been shown to reduce the effects of many cognitive diseases at an older age. Let’s not forget, dance classes are also where children make friends for life as they develop team skills through group work in a friendly environment.

Ballet offers so much more than just pointed toes; it offers children the opportunity to express themselves freely, whether that be using their butterfly wings to fly away, or joining the marching band and playing their favourite instrument. This is something very few other physical activity schemes offer. This creativity is so important to a child as it enables them to explore their inner selves in addition to the physical world, creating emotional experiences and memories that will remain with them for life. I would highly advise all children are given the opportunity to dance, whether this be something they wish to pursue as a career, perform as a hobby or just use as a regular class for fitness purposes. The positive effects on their social, cognitive and physical development are numerous.

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering under 5s and graded ballet, tap and modern. Boys tap and jazz, teen jazz, adult tap and jazzfit.
We also hold summer workshops.
www.danceartstudio.co.uk

Jul 13
Love0

Far-reaching benefits of drama

By dance & Art, Education, fun for children, Mental health

As the new school year beckons, many parents will be thinking about after-school clubs that their children will enjoy,and that will benefit them.

The reason for doing sport are well documented and shouldn’t be forgotten, but remember drama also provides many benefits that go far beyond the stage.

In a good drama class, children will do much more than remember lines and act. Children will learn about voice projection, improvisation and movement. Improvisation will help children to think quickly without panicking, and to use their imagination to think about what will happen next and how their character would react.

We often moan about teenagers who are monosyllabic and can’t look you in the eye. Children who attend drama classes, even if it is just for fun, will learn how to look confidently at their audience and project their voice clearly. Speaking clearly, without mumbling, will become instinctive and when they go into the work environment, they will be far more comfortable in interviews and public speaking.

Drama also encourages teamwork and confidence. A good teacher will instil an understanding that every part in a play is important and a play will only be as good as the whole team. Confident children go to drama classes as their parents feel they will be comfortable on a stage, but introverted children will also benefit. The confident children who tend to ‘takeover’ will learn the important skills of co-operation and how to listen, and everyone will be encouraged to contribute and take part. Gradually, the children who were less confident will find their voice and be happy to be heard in a safe environment.

Any class outside school increases a child’s social circle and allows them to meet new friends and build new relationships. Children who have been labelled ‘loud’ or ‘quiet and shy’ at school can start afresh without any pre-conceptions about them. This is important for all types of children and you may be surprised about how much your child flourishes in a new environment.

The benefits of drama are far-reaching and will help a child in so many areas of school life and adulthood. Children will learn not only how to project their voice and to feel comfortable when speaking in public, but the equally important skills of empathy and understanding, which are so important in today’s world.

Jun 02
Love0

How to help your child manage failure

By Education, family, Health, Mental health, Relationships, Uncategorized

Does your child fear ‘failure’? It’s a frightening word isn’t it and one that puts a sinking feeling in our stomachs.

Today’s young people have to navigate their way through a long list of potential failures: What if I fail my GCSEs? What if I don’t pass my next swimming level? What if I come last in a race? What if I don’t pass my piano grade?

We can’t protect our children from the risk of failure and we shouldn’t try to. As parents, all we can do is help them to cope with and learn from all these situations.

Children’s charity, ChildLine, reports that one of the things children worry about the most when it comes to failing is disappointing their parents. So, reassuring them that you don’t expect them to excel at everything can go a long way.

It’s worth just taking time to think about whether you are passing on some of your own anxieties or expectations onto them. You can talk to them about possible solutions/courses of action if things don’t go as well as they would have liked.

Children’s health and well-being practitioner, osteopath Sheree McGregor, says the word ‘failure’ comes from seeing learning as a two-dimensional scale with success (good) at one end and failure (bad) at the other. A much more positive approach is to look at learning as more multi-dimensional.

Sheree believes we can help our children a great deal by teaching them to look at their results not as ‘success’ or ‘failure’, but as opportunities to explore. Exploration means a chance to discover.

In practice, this means encouraging your child to be curious of a result and ask questions such as:
• What have I learned about what doesn’t work?
• Can this explain something that I didn’t set out to explain?
• What can I do with these results?
• What have I discovered that I didn’t set out to discover?

The same approach should be applied to successful results, which can often be a missed learning opportunity – we rarely ask the child holding the trophy what they have learnt from their experience!

She also warns that ‘failing’ should never be swept under the carpet. Avoiding failure merely heightens the dread of it, so when it does happen it will be felt more strongly and deeply.

Sheree adds: “Helping a child to focus on learning in which there are choices and opportunities allows them to try different pathways so that learning remains a positive experience.

“We, as parents, are often tempted to step in when things become challenging but learning to deal with setbacks helps children develop important life skills such as creative thinking, and resilience.”

Sheree is a practitioner for the Sunflower Programme, which uses a pioneering approach to children’s health and well-being. The programme focuses on integrating the brain with the body to help children become the best that they can be. Sunflower has helped hundreds of children – many with diagnosed health, behavioural or learning difficulties, others who are underachieving at school and some, who for no obvious reason, need a little extra help to achieve their potential.

Sheree explains: “Resilience is a term that is used a lot at Sunflower. Sunflower believes that building resilience within children that extends to their body, brain and emotional state will enable them to cope better with life challenges and reach their potential.

“Often using the analogy of learning to ride a bike can be useful – when you fall off, you get back on until eventually you can ride without thinking about it. However, the absolute best way to deal with a child during challenging times is to make them feel supported and loved as much as possible.”

Mette Theilmann, from Parenting Success Coaching, says listening without saying anything can go a long way towards helping children cope with failure. She explains: “We want the sad feeling to go away so they can go back and be happy again, so we go into over drive to fix. But because of these feelings, we often find it hard to listen and accept what we hear or see.

“It is listening that gives them the greatest comfort to cope with the situation, their feelings and problems.

“Being listened to helps our children accept the situation better and allows them to problem solve themselves – since it’s our acceptance of their unhappy feelings/behaviours that can make it easier for them to cope with the situation.”

For more information about the Sunflower Programme: www.sunflowertrust.com

To read more Parenting Success tips:
www.parentingsuccesscoaching.com

Close Menu