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Nov 06
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performing

Unleashing potential – The transformative power of performing arts classes for children

By dance & Art, Exercise, fun for children, Music and singing, Playing, Theatre, Wellbeing
by The Pauline Quirke Academy of Performing Arts (PQA)

In an era where academic achievement often takes precedence over creative pursuits, the intrinsic value of performing arts in fostering holistic development in children is frequently overlooked. Performing arts classes – encompassing drama, dance, filmmaking and more – offer far more than an outlet for creativity. They are powerful tools that help children develop self-belief, resilience and a deeper understanding of their true selves.

 

Building self-belief
One of the most profound impacts of performing arts education is the enhancement of self-belief. In a performing arts class, children are encouraged to step out of their comfort zones, take risks and express themselves. This process is transformative, particularly for those who may struggle with self-confidence. Performing in front of peers, teachers and audiences requires a significant amount of courage. Each successful performance, no matter how small, reinforces a child’s belief in their abilities.

Children who participate in performing arts classes learn to trust in their capabilities, both individually and as part of a group. This self-belief often transcends the arts, spilling over into other areas of their lives. They become more willing to take on challenges, speak up in class and engage with their community, buoyed by the confidence gained through their artistic endeavours.

Cultivating resilience
Resilience, the capacity to recover quickly from difficulties, is another crucial trait that performing arts classes help cultivate. The path to a polished performance is rarely smooth. It involves learning new skills, overcoming mistakes and handling constructive criticism – all of which are essential components of resilience.

For instance, a young actor might struggle to remember lines or grapple with stage fright. Through persistent practise and guidance, they learn to manage these challenges, gaining a sense of perseverance and tenacity. This resilience is not confined to the stage; children apply these coping mechanisms to academic pressures, social dynamics and personal setbacks. They learn that failure is not a dead-end but a stepping-stone to growth and improvement.

Discovering their true selves
Performing arts provide a unique platform for self-exploration and expression. Children often grapple with questions about their identity and place in the world. Engaging in the performing arts allows them to explore different facets of their personality in a safe and supportive environment.

Through role-play and character exploration, children can experiment with various aspects of themselves. A shy child might find confidence playing a bold character, or a typically reserved student might discover a passion for expressive movement through dance. These experiences enable children to uncover interests and talents they may not have recognised otherwise.

Moreover, the collaborative nature of the performing arts fosters a sense of belonging and community. Working together to create a performance teaches children about empathy, cooperation and the value of diverse perspectives. This sense of connection and mutual respect is integral to understanding and appreciating their own and others’ identities.

In a world that often prioritises measurable academic success over personal development, performing arts classes offer an invaluable counterbalance. They are not merely extracurricular activities but essential components of a well-rounded education. By helping children develop self-belief, resilience and a deeper understanding of their true selves, performing arts classes lay the foundation for confident, adaptable and empathetic adults.

The stage, the studio, and the rehearsal room are more than spaces for artistic expression; they are crucibles for character development and self-discovery, shaping children into the best versions of themselves.

PQA runs weekend performing arts academies across the UK. Young people (aged 6-18) spend 3 hours experiencing classes in comedy, drama, musical theatre and filmmaking. Children aged 4 and 5 explore the performing arts with their early years classes, Poppets. Try a full session for free at your local academy. www.pqacademy.com

Aug 15
Love0
piglets at a farm

Beyond the barn doors – a day in the life of a livestock worker

By Education, environment, Exercise, Family Farms, Food & Eating, Forest School, fun for children, Green, Mental health, Uncategorized
by Nicola Henderson
Godstone Farm

Amongst the hustle and bustle of a busy attraction, there’s often work behind the scenes that visitors don’t see or appreciate. Welcome to a world where hard work can indeed be fun, where the welfare of animals reigns supreme and the bond between human and animal is fascinating.

Contrary to popular belief, the life of a livestock worker is not merely about mucking out, getting muddy and driving around in a tractor. It is about forging connections – building trust with our four-legged friends and fostering an environment where they thrive. Every stroke of the brush, every scoop of feed, is an opportunity to nurture this bond, reminding us of the huge part we play in the lives of these creatures.

Let’s go down on the farm and take a look at a typical day:

7.30am: As the sun climbs overhead, and the animals are waking up, the first shift of workers arrive at the farm – this assumes it’s a ‘quiet’ time of the year, and there’s no lambing or other babies due to be born. First job of the day is to open all enclosures, cages, hutches and sheds. The animals are locked away safely at night due to the continual threat of hungry foxes.

8.30am: The hungry animals receive breakfast, fresh water and a visual check. The visual check ensures the animals are acting as they should, have no cuts or abrasions and are moving around well. This time is a chance for the animals to familiarise themselves with their care givers once again and build on previously built trust. Many of the smaller animals will be handled regularly to ensure they are comfortable should any first aid or medicine need to be administered in the future. Larger animals are handled too but often with four feet still on the ground, and with two or more workers to ensure everyone’s safety.

10am: The cleaning starts! Some animals will get a spot clean, others will be due for a full muck out – it’s not hard to guess that the smelliest of all are the pigs! Mucking out isn’t just to ensure the enclosure is clean to look at and smells fresh, it also ensures the welfare of the animals. A dirty environment can contribute towards skin conditions, foot issues and spread of infectious diseases. After removing all soiled straw, pens are disinfected, and then new bedding is laid. You’ll often see the animals return to a clean bed and have a good sniff or roll around, it’s their sign of appreciation! This time spent mucking out is another opportunity to strengthen the bond between human and animal, inquisitive characters will often want to ‘help’ and it’s not unusual to see a pig steal a broom or a pony with its head in the wheelbarrow.

As the team make their way around the farm cleaning and caring for livestock, they also need to ensure the customer facing areas of the farm are ready. Customer facing areas include those where up-close interactions happen, where a trail can be followed and where bespoke experiences take place.

11.30am: The hay run! With bags piled high with hay the tractor embarks on a journey to those harder to reach areas, the further afield fields, where sheep, cows, goats and horses graze. It’s a fun part of the job, using a vehicle to get around but it can be a challenge in wet weather when the fields get muddy.

1pm: After the wheelbarrows are emptied, the paths are swept, and the buckets are washed its finally time for lunch! This is the human’s lunch time, most animals don’t get lunch, only breakfast and dinner, unless they are on medication or have a very special diet. With such physical exertion the livestock team will enjoy a hearty lunch, often microwaving leftovers and filling up on treats bought by the management team. They are particularly partial to a donut or cupcake, and it can’t be denied that they burn off the calories!

1.30pm: It’s time to get ready for any behind the scenes experiences that day – this might be the chance for budding young farmers to work with the team, or for grown-ups to feed the meerkats. For example, if the meerkats are being fed by special visitors, then a gourmet snack will be prepared, this will be tasty grubs and worms. The visitors will get to sit inside the enclosure and feed the meerkats via tongs (just in case of any fingers that look remarkably like worms). Whilst a farm will prioritise its animals living as nature intended, in genuine habitats and won’t want all its animals to be tame, some experiences do help ensure that the animals aren’t fearful of human contact. This is especially helpful if they are taken unwell. Have you ever tried to catch a wild meerkat?!

4pm: After time spent imparting knowledge and engaging with customers, it’s back to the heavy and dirty work. Most of the animals require an evening feed. This is an opportunity for a further visual check (in depth health checks are done routinely as well) and water will be replenished. Unless it’s a particularly hot evening each animal will be put to bed after their dinner, but only once their bed has been checked for extra comfiness. Animals are kept for many reasons, but generally a lot of the animals in a farm attraction will be pets and everyone will have their favourites of course!

5-6pm: Depending on the time of year the livestock workers finish their day and head home for a well-deserved bath and rest. It all starts again tomorrow. Animals need caring for 24/7, 365 days a year so taking on a farm, smallholding or even a family pet is a decision to be well considered.

Godstone Farm enjoys welcoming customers to visit their many animals with engagement and education at its heart. The farm often recruits for roles working with the livestock team but can also offer advice for anyone lookingto keep an animal as a pet. www.godstonefarm.co.uk

Jul 10
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active fun for kids

The importance of children being active and socialising throughout the school holidays

By Education, environment, Exercise, fun for children, Green, Mental health, Playing, Relationships, Sport
by Debbie Webb
Founder of Activ8 For Kids

The school holidays can be a time for fun and relaxation, but it’s also important to keep children engaged and active during this time. School holidays are always an exciting time for children, but it can be a challenging time for parents who still need to work. This is where holiday clubs often come in, providing children with a safe, fun environment. There are a wide range of holiday clubs available depending on the interests of the children, but with the rising cost of living, parents may wonder whether the cost of the holiday clubs are worth it and whether trying to entertain them at home is a better option. So what do we want our children to be doing during the school holidays, what will help them to develop and grow as individuals and help them later in life?

As much as your child may push against routines, children actually thrive in a routine. It gives them a sense of purpose, clear expectations and a structure to their day. Routines can help their self-esteem and ensure they feel less anxious and more comfortable. Lie-ins, chilled time in front of the TV, playing computer games and having days out are all great and bring a range of benefits, but it is also important to build in time to be active and have opportunities to socialise with others regularly.

Current recommendations from the government are for children to take part in at least 60 minutes of moderate to vigorous activity a day. This means their heart rate should increase, they should be out of breath and feel hot after the activity. Physical activity is essential for maintaining good health, strengthening muscles and bones, enhancing motor skills and can prevent obesity and related health problems. Ensuring your child is active every day and recognises the benefits it brings (both physically and mentally), can cultivate a lifelong habit of exercise and a healthy lifestyle. As well as keeping them healthy, being active brings so many more benefits:
• Allows children to burn off excess energy; remember school is very tiring and during the holidays they need alternative ways to channel that energy.
• Boosts confidence and promotes social skills.
• Develops and improves their fundamental movement skills of balance, co-ordination and agility.
• Improves mental wellbeing and makes them feel good about themselves. Exercise can improve their mood, enable them to experience a sense of accomplishment and can also stimulate the release of endorphins, which are natural mood boosters.
• Contributes to better sleep.
• Increases self-esteem and helps to reduce stress and anxiety.
• Physical activity stimulates brain function and enhances cognitive abilities. Studies have shown that active children perform better academically and have improved attention spans. During school holidays, engaging in physical activities like sports, outdoor games or even activities that involve problem solving and critical thinking can contribute to their cognitive development.
• Engaging in different activities and exploring new places fosters creativity, stimulates imagination and curiosity and also problem solving skills.

Children who get to be active everyday alongside other children will also benefit in all the following ways:
• Develop new skills.
• Develop team work and leadership skills.
• Make new friends.
• Develop independence.
• Develop their social interaction skills.
• Learn how to transfer skills across activities.

Socialising with others during school holidays is crucial for children’s social development. It provides opportunities for them to practise communication, co-operation, teamwork and conflict resolution. Participating in group activities and interacting with others helps children build friendships, develop empathy and understand diverse perspectives.

Overall, children being active and socialising during school holidays is essential for their physical health, mental wellbeing, cognitive development, social skills and creativity. Parents, carers and communities should provide opportunities and support for children to engage in a variety of activities that promote physical activity.

Debbie Webb is a qualified teacher and sports coach. She runs Activ8 For Kids and has developed programmes of activity for the different ages and stages between two and sixteen years old based on the fundamental movement skills. Visit www.activ8forkids.co.uk for more information.

 

 

Jul 08
Love0
adventurous play

Adventurous play

By environment, Exercise, Forest School, Green, Holiday camps, Mental health, Nature, Playing, Relationships, Wellbeing
by Dr John Allan
Head of Education at Inspiring Learning, Camp Beaumont

Adventurous play helps children adapt to the challenges of today and to face up to the demands of tomorrow

Learning new skills is fundamental to healthy, human development. Skills come in many forms – from physical movement to reading, writing and listening. Although we all recognise the power of acquiring knowledge, cultivating a child’s sense of purpose and passion must be equal to the importance we place upon their retention of information.

Nurturing an optimum blend of physical, social, cognitive and emotional literacy is most important in childhood. This is where brain growth is most prolific, and a toolkit of skill sets, such as self-awareness, creativity, trust and empathy can be fostered to help children to adapt to the challenges of today and to face up to the demands of tomorrow. We know that youngsters who score high on a combination of psychosocial skills at an early age report better adult outcomes in education, employment, and mental health.

The unpredictable and dynamic nature of adventure-based play makes it an ideal process for the cultivation of skills children require to thrive in an ever-changing world. Outdoor play combines the revitalising, mood-enhancing impact of nature with the adventurous uncertainty of youngsters interacting with each other in non-uniform playful settings without rules and restrictions. Here, children can enjoy exploring their emerging physical capabilities, take turns, co-operate and socialise; finding solutions to new problems in novel ways rather than just sticking to the tried and tested.

Adventure Education is about empowering children to take control of their own learning. This involves educators and parents being responsible without being over-protective so that youngsters are never allowed to wobble, trip, stumble or fall and as a result, miss out on the experience to know what it like to get back up again. Activities which offer some negative emotion, such as feeling unstable in the moment, counterbalanced by positive emotions such as joy, pride and attentiveness underpins a ‘steeling effect’. This helps to inoculate young people to handle more significant risks in the future.

This authentic, experiential approach of ‘learning by doing’ is the foremost guiding principle for facilitating adventurous play. This can take place in school grounds or within an out-of-school adventure camp setting, where a particular focus on specific skill sets can be achieved.

Constructing opportunities for children to be willing to take a path less travelled will make them resilient. Resilience is the learned ability of individuals to ‘bounce-back’ from adversity and ‘bounce-beyond’ their original position to face future testing circumstances with greater capacity. Resilience is recognised in school-based education as an effective policy for developing learners’ wellbeing and academic success.

Having the capacity to share positive resilient experiences with others also suggests resilience may be catching and may be a first step in helping it grow in others.

Resilience
At a time where children have faced unprecedented upheaval and threats to their wellbeing, it has never been more important to create daily opportunities for them to build their resilience. But how is resilience built through adventurous play which can positively impact other avenues of learning? The following ten tips, which collectively spell the word resilience, outline out-of-school camp practices which help build the adaptive capabilities of learners.

R – Rebound and re-invent
A child’s setback in camp can be framed as a lesson to learn and not a failure. This signifies that achievement comes because of stretching oneself by applying continued effort. This allows young people to self-correct and adjust their responses to produce gains from losses. As a result, learners will attribute their learning to themselves, and take pride in their achievements.

E – Energise
Playful experiences without obvious outcomes help to create a resilient ‘growth mindset’, where a fixed, perspective of ‘can’t do’ is replaced by flexible, task-focused ‘can-do’ persistence. This process is strengthened by camp facilitators stressing the importance of children taking small risks in new situations and not predicting negative outcomes.

S – Share
Adventure education often generates group situations that depend on social integration and collective responsibility. Such mutual reliance in testing circumstances necessitate that children balance their own needs with that of their groups.

I – Inquisitiveness
A combination of unfamiliar camp environments with unknown outcomes, provides an ideal breeding ground for children to set their imagination free and develop the fundamental skills of questioning how, what, who, when and why. This search for understanding may be further enhanced with less reliance on mobile technology which has been associated with youngsters vocalising and sharing less, limiting their questioning and failing to recognise the real-life implications of decision-making.

L – Life-enhancing
First-hand experiences combined with reflective practice consolidate children’s learning within and beyond camps. To promote lasting impact, camps should deliver activities with ‘transfer in mind’. Varied events which are responsive to enquiring minds and trigger emotions, such as laughter, incredulity and even mild apprehension, generate learning that can be recalled upon later using diaries, or creative writing.

I – Inclusion
Playful activities which provoke unwanted risk for one child may be seen as an opportunity for growth in another. Supporting learners to make personalised judgements of risk-taking based upon their perception of their abilities enables the growth of self-directed behaviour.

E – Environment
Just five minutes of exercise undertaken in an urban green space may be sufficient to boost a child’s physical and mental wellbeing. Therefore, a combination of active and restorative play in nature (like mindfulness exercises or forest bathing) meet health and wellbeing needs not able to be provided by similar activities (like traditional sports) and become even more powerful when deliberately designed for such purposes.

N – Natural
The authenticity of adventure-based play offers realistic consequences for success and failure. Allowing learners to own their responses to unfolding circumstances, helps them to see the bigger picture, take stock of facts and acknowledge others’ perspectives in becoming prepared for whatever challenges come along.

C – Control
Giving children choices and the autonomy to play and explore in a natural space is a primary mechanism through which they become freely acquainted with their environment, develop natural mapping skills and learn how to distinguish between themselves and others.

E – Emotional intelligence
The ability to manage both your own emotions and understand the emotions of others is a distinct feature of resilience learned through direct exposure to adventurous camp-based learning.

With over 44 years’ experience caring for children, Camp Beaumont run award-winning day camps in over 50 locations across London and the South-East for children aged between 3 and 14 years old. Book our multi-activity day programmes to ensure your child learns new skills, makes new friends and enjoys their most exciting school holiday yet. www.campbeaumont.co.uk

Jul 05
Love0
girls' ballet class

Studio to stage

By dance & Art, Exercise, fun for children, Mental health, Music and singing, play, Relationships, Sport, Wellbeing
by Lynda Forster
Dance Art Studio

Preparing to perform a dance on stage is a journey of commitment and dedication, bringing hours of practise to life, bringing sheer joy to the audience and an experience like no other for the dancer.

Lots of little girls and boys express an interest to start dance classes. They have no inhibitions, a natural sense of rhythm and love to dance ‘like no one is watching’ when they hear a tune. Many skip into their first class without ever looking back to their parents, whilst others, with the help of their teacher, need a few lessons to gently ease into it building their confidence with each lesson.

Dance classes have many benefits at all ages which can really help set children up for life. Children can be faced with lots of worries and upsets during their school life so having a hobby they love and a safe place to go is, at times, a huge relief.

For preschoolers a dance class will open up a whole new world – they will soon be able to isolate different parts of their bodies to move separately (a huge plus for co-ordination) and develop better overall concentration. Infant children will develop these skills in more depth, and will soon be able to raise their hand and be more involved in their school lessons because they’ve learnt participation within a dance class. Once assemblies and seasonal performances at school come round they’ll be happily volunteering for the lead parts!

At junior school, being a dancer will teach them to be physically and mentally stronger, gain more flexibility through their bodies and learn ‘time management’ to help manage academia and extra circular activities more easily which in turn will help with their all important and busy social life, with their school and dance friends – lots of parties to go to!

Starting senior school can be overwhelming for many children but most schools have a dance department where they can share their interests, make new friends and start showcasing their dance and creative skills in performances. Overall they will be confident, happier and more active teenagers. If their dance school has an exam option, they would have taken plenty of them since they were young, so again they will have learnt essential life skills; the purpose of working towards something to the best of their personal ability, revision skills, commitment skills and the experience of actually taking an exam, so hopefully the GCSE exam room will not feel as daunting.

Performing in their first dance show is where all the skills mentioned above unfold. They’ve had to work hard and wait patiently for their moment. Seeing the excitement build in the lead up to a dance school show makes all the months of hard work and effort by the teacher and the performers so worthwhile.

When practise starts for their first performance it is impossible for young children to visualise the finished piece and understand why repetition is so vital. By the time they reach dress rehearsal day, when it all comes together and the buzz is palpable, they completely understand and in fact start asking for more rehearsals so that they can work on their performance skills. At this stage they really understand it’s a team effort and they all become such close friends. Reassurance about having nerves is spoken about in a positive way by explaining about the fight or fight mode our bodies go into. It is a journey from start to finish, with them seeing how choreographers create their work from a starting point through to the finished piece. Their eyes are opened to new styles, techniques and interpretations to various music style. If the show has a theme, they have gained knowledge on the narrative and learnt how the whole production blends together.

The costumes are an extension of the dance and compliment choreography – after a couple of shows even the youngest dancers start to develop an eye for detail and will soon say if a costume isn’t quite looking right or needs an accessory added! It’s an opportunity for all the various ages to come together to inspire and support each other.

So many emotions are experienced during performance day, the excitement and happiness on their faces when they are waiting in the wings to go on stage is joyful. The nervous excitement transforms into electric energy and then the thrill of the applause which of course they love embracing!

Confident children leave the theatre feeling very proud of themselves and will hopefully remember the whole experience for many years. When they return to regular grade lessons they have a positive approach, more motivation and an understanding that you gain more from things by giving your best. A truly valuable life lesson.

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering pre-school ballet and dance for 3-4 year olds and graded ballet, tap, modern theatre dance and street as well as boys only tap and jazz. Exams and performance opportunities. We also hold holiday workshops. www.danceartstudio.co.uk

Mar 02
Love0
trampolining fun

The surprising benefits of trampolining

By children's health, Exercise, family, fun for children, Mental health, parties, Playing, Wellbeing
by Sandra Zerr
Head of Marketing, AirHop Group

Trampolining isn’t just fun, it’s good for you too. Exercising regularly not only improves physical health, but mental health as well. And, unlike most other forms of exercise, it doesn’t feel like hard work yet it’s still effective. Bouncing on a trampoline or in a trampoline park can burn up to 1,000 calories per hour! Read on to find out more about some of the surprising benefits that visiting an indoor trampoline park can bring to both your body and mind, whatever your age.

Exercising on a trampoline is three times more effective at burning calories than jogging whilst being lower impact on your joints and limbs. Just ten minutes on a trampoline burns as many calories as half an hour of jogging. The bouncy surface of a trampoline is much kinder on the joints that experience a lot of stress and impact when running, such as your knees and ankles. Stop plodding along the pavement and start bouncing instead, it’s a low impact activity that provides you with really good high impact results!

Research has shown that there is a positive link between physical activity and improved mental health, and what better way to exercise than in a trampoline park!

Exercise can help to reduce stress in the body and release endorphins. These are your body’s feel-good chemicals, so you’ll happily come back for more bouncing! So take a break from your screens and social media and go for a bounce! A couple of hours in a trampoline park will tire you out whilst having fun at the same time, helping to improve your mood and your sleep.

Bouncing is a great way to improve your co-ordination and balance, as well as increasing your spatial awareness. Trampolining requires balance and adjustments of the body to stay in the centre of the trampoline and get a good bounce! The other activities found in trampoline parks – like the wipeout zone, battle beams, assault course, or reaction wall – all challenge your reaction times, physical ability, balance, and strength in different ways.

Every jump uses multiple muscle groups. Bouncing requires the muscles in your glutes, legs, back, and core to be tensed and relaxed repeatedly, giving you a full body workout, and increasing your strength over time. It’s also an aerobic exercise, so your circulation is greatly improved. As you jump, your muscles contract and help the heart push greater quantities of oxygen around the body. So you’ll feel fitter and better in other areas of your life after time spent in a trampoline park!

We’ve found the cure to growing older! Or slowed it down at least – because jumping works in unison with your body’s natural detox system, better known as the lymphatic system, the system responsible for removing dead cells and toxins from the body. Exercising in a trampoline park stimulates lymphatic circulation, promoting a healthy metabolism and helping to burn fat more effectively.

Visiting a trampoline park isn’t just for children, it’s the perfect active day out for the whole family! It’s a great way to spend time together and there are activities for all ages and abilities, not just trampolines! Indoor trampoline parks often have obstacle courses, airbags or foam pits to jump into and practise tricks, battle beams to challenge your friends and family, or reaction games to test your reflexes. Whether you are four or 54, there is an activity for you that will leave you with a big smile on your face.

Students can take a break from the books; swap times tables for trampolines, algebra for airbags, the whiteboard for wipeout, and enjoy a much-needed study break at an indoor trampoline park! They are also the perfect venue for sober socials and even corporate team building events, with a range of different activities to suit everyone and the physical element and fun environment helping to break the ice. Ice breakers without the cringe!

Some of these benefits may have surprised you but they certainly show that the pleasure of going to a trampoline park shouldn’t be restricted to just children; all ages will benefit whilst having a huge amount of fun!

AirHop Adventure & Trampoline Parks run 17 parks throughout the UK providing a fun and active day out for the whole family with sessions for all ages and capabilities. www.airhop.co.uk

 

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