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Jul 08
Love0

Challenging gender stereotypes

By Education, family, Relationships
by Chloe Webster
Pebbles childcare

As a society, we are becoming significantly more aware of issues, troubles and confusion around the subject of gender for children and within the Early Years Sector. Here we take a look at how we as practitioners and parents can support children in exploring their feelings towards their gender and to ensure that we are not promoting or advocating gender stereotypes within our settings and home routines and environment, thus allowing children the freedom and confidence to be happy and resilient individuals.

BBC 2 aired a fascinating documentary entitled No more boys and girls: can our kids go gender free? piloting an experiment within a school whereby all items/language/practices that could promote traditional gender stereotypes were removed and discussed
and the children were encouraged to be ‘gender free’ with no reference or distinction being made to them as ‘boys’ and ‘girls.’

As society becomes more aware of gender stereotyping and issues; with schools now introducing same-sex toilets, banning skirts and gender typical uniform, and commuter announcements being changed to include and promote equality for the binary community (genderless), this documentary bought these issues to our attention and as a result made us reflect upon our own practice and provision in order to identify whether or not we are indirectly promoting gender stereo-typical play for our children.

As both practitioners and parents we can all be guilty of gender stereotyping children indirectly in even the most discreet of ways, which inadvertently contribute to the overbearing stereotypes that society has now imposed on our children.

As Ros Ball and James Miller investigate in their book The gender agenda: a first-hand account of how girls and boys are treated differently, so many people make the assumption and distinction that there are specific toys designated for boys and girls.

Take this extract from the book where the authors write about a play date with a friend and their child: “11th March 2011 – Yesterday a friend came to play with her three year old boy and a one year old girl. I asked what toys they would like me to get out. I suggested DUPLO, musical instruments, cars or dressing up. My friend was sure her boy would want to play with the cars. He didn’t seem more interested in them than any other toys to me. Later she asked her girl, ‘Wouldn’t you like to try on the fairy wings?’ She said no. I often see blatant directing of children into gendered play like this, yet parents don’t notice their own influence. Isn’t it obvious?”

This sparks the debate; is it us as adults and society who are indirectly forcing these stereotypes onto children? Or are our children genetically designed to show an innate preference for certain types of play and resources?

Whether you are a parent or a practitioner, look around your environments and ask yourself how many of your toys are blue and pink? What types of toys are these? How are both genders represented within your setting and environments that your children access, in terms of images, stories and learning resources? Do these representations fit with society’s stereotypes? Are girls represented as the ‘weaker’ more vulnerable characters whilst the boys are represented as being ‘strong’ and the leaders?

We may not intend to force these stereotypes on our children, and it is exceptionally easy to do indirectly and so we need to be conscious of what our environments and resources are saying to our children and how these factors could be contributing to children adhering to strict gender stereotypes.

For example, even the television programmes children watch and engage with endorse gender stereotypes, for example, Ros Ball, author of The Gender Agenda, reflects on the time her daughter chose a ‘Bob the Builder’ magazine to read on the train, showing a particular interest in the ‘Join Bob’s team’ page with photos of children being sent in and published building and constructing in various ways – all of Bob’s ‘team’ were boys.

What message does this send to our children? Is it any wonder children are developing set ideas of what ‘jobs’ are specific to each gender?

It is not only the environment and resources that we need to be mindful of, similarly the language we use is just as important as the environment and attitudes we provide; for example, the BBC 2 documentary noticed how the teacher referred to the boys using terms of endearment such as ‘mate’ and ‘lad’ whilst he frequently referred to the girls as ‘sweetheart’ and ‘love’, using these terms countless times throughout the day. When the boys were questioned on whether the teacher should refer to them as ‘sweetheart’ and ‘love’ too, the boys were dismayed and said, “That’s not what you call boys! That’s a
girls word!”

Language is powerful and can impact our children and their behaviours more than we realise. Aren’t we all guilty of telling boys, “We don’t hit girls”, “Be nice to the girls” and “Let the girls go first.”

Whilst this is both polite and friendly behaviour, we also need to be mindful of what message this relays to the children. “We don’t hit our friends”, “Be nice to each other” and “Take it in turns” is significantly more useful language to use in order to promote positive relationships and understanding of politeness and manners to everyone.

As Early Years practitioners, we have a responsibility to the children in our care to remain as gender neutral as possible through the language we use, the environment we provide and the resources we provide access to.

And as parents, we are at the front line of influencing children’s understanding of gender and where these stereotypes are initiated and ingrained – within the child’s earliest years. However, we could question whether becoming moderately gender neutral in our settings confuses children. We tend to encourage children to develop a sense of self and make comparisons and distinctions between themselves and others, talking about similarities and differences and the characteristics that make them unique. Yet on the other hand we are trying not to distinguish between their genders and differences.

The Early Years community is only a small part of a much wider society, and so it poses the question is society as a whole ready to be completely gender neutral? For practitioners and parents alike the gender debate is one which is only just beginning. It is vital that we are all mindful and proactive in challenging stereotypes as they occur and ensuring that our children understand that they are not defined by their gender alone and we support them in exploring their gender and being confident and comfortable with who they are as people, not just simply as ‘boys’ and ‘girls’.

Chloe Webster and Bridgit Brown are OFSTED ‘Outstanding’ Childminders From Worthing, West Sussex offering a professional and individual service for children and their families aged 0-8 years. www.pebbleschildcare.co.uk

Jul 08
Love0

What you need to know before considering mediation

By Education, family, Finance, Legal, Relationships, Uncategorized
by Sarah Brookes
Brookes Family Mediation

The mediator will not tell you what to do or make any decisions for you
The mediator’s role is to support you both towards reaching joint decisions, on the issues that you each identify as needing resolution. Whilst the mediator will help you to reality test any proposed agreements; to ensure that they will work as intended, in meeting and protecting each of your needs; they will not seek to influence the final decisions that you make. You will be supported to jointly take responsibility for the shape of your future. This approach reduces conflict and minimises the need to compete; unfortunately, the exact opposite is true of court proceedings. It is for this reason that mediated arrangements have proved less likely to break down than court ordered arrangements.

Mediation is more likely to be successful if you keep an open mind
Whilst it is helpful to give some thought to what you would like to achieve through mediation; you will also need to be able to consider ideas and proposals put forward by the other person. This approach enables all options to be explored, in order to find the best solutions for you both. Agreement is usually reached quickest when both people feel that they have been fully and equally involved and listened to within the process.

A mediator does not make moral judgements
Mediation is not about raking over the past to decide who was right and who was wrong. It is about dealing with the here and now, and the practical arrangements and decisions that need to be made, to enable you both to move forward in the best way possible. The mediator will remain impartial and committed to helping you both equally, throughout the process. Emotional outbursts are fairly common within mediation, and will not affect the mediator’s ability to remain entirely impartial.

A mediator is not a passive observer
The mediator will take an active part in your discussions, and whilst they will not give advice, they will often make suggestions, flag up points that have not been considered, and give relevant information. Where necessary, the mediator will also refocus the conversations, to ensure that they are constructive and moving forward towards solutions and agreements.

Where there has been domestic abuse, mediation may still be
the best option
It is the mediator’s duty to provide a safe environment where you are able to freely express your views, without fear of harm. If you do have concerns relating to your safety, the mediator will be able to asses and advise as to whether or not mediation is appropriate in your circumstances. If you don’t feel able to sit in the same room as your former partner, mediation can take place on a ‘shuttle’ basis, which is where you will sit in separate rooms, with the mediator moving between you. The mediator will usually also arrange staggered arrival and departure times. There is even the possibility of mediation taking place through Skype, so that you do not have to be in the same building.

Sarah Brookes spent 16 years working as a family lawyer in Eastbourne, before setting up Brookes Family Mediation. Sarah is passionate about the benefits of mediation. If you are uncertain about whether mediation is right for you, or if you have any questions, give Sarah a call on: 01323 411629 or email her: sarah@brookesfamilymediation.co.uk
Or for more information go to: www.brookesfamilymediation.co.uk

Jul 06
Love0

Discover how to be a better parent and not feel guilty

By dance & Art, Education, family, fun for children, Mental health, Relationships
Top tips from Justine van de Weg,
The Arts College Worthing

As parents it is very easy to feel that we are not doing it right and we are often asked the same questions; How do I become a better parent? What am I doing wrong? I just want my child to be happy, why can’t I understand them? How do I deal with their outbursts, anger and anxiety? Why are they OK at school all day and then difficult at home? How do I say ‘no’ to my child without feeling guilty?

Here are five top tips to help you keep the balance of parenting (without feeling guilty).

1. Remind yourself that you are doing the best you can
It is very easy for us as parents to compare ourselves to others and feel that we are in some way failing. The world bombards us 24/7 via social media with unrealistic images. This can make you feel that you should be able to achieve more. Life is often very hectic and many of us are faced with work and home life balance battles every day.

Ask yourself these questions:
• Do I feel guilty and upset after an argument?
• Do I sometimes feel out of control?
• Do I feel like a broken record; constantly repeating the same instruction?
• Do I feel burnt out and tired?
• Do I feel whatever I try is just not working?

All these questions that you ask yourself reveal the following:
• You care – that is why you often worry
• You are prepared to learn new parenting skills when you don’t feel judged or criticised
• You will naturally look at other parents and compare yourself forgetting they are doing the same with you!

Remember, when you compare yourself to other parents you are only witnessing them with their children on their good day. If you really think about it, you have some good days and some bad days but when you are tired the bad days can feel overwhelming and out
of control.

2. Don’t be afraid to set boundaries
What is a boundary? Factually saying aloud what you do not like somebody to say or do to you without becoming personal. Many parents become confused with the word boundary as they assume they are destructively disciplining. You can set the boundary with a calm approach, whilst being open to listening to your child without taking it personally.

Boundaries are healthy actions that allow you to:
• Say what you do or don’t like
• Explain how an action or situation makes you feel
• Want to resolve, instead of win an argument.

Boundary setting can become unclear when you ask your child to do something and threaten them with a consequence but do not follow it through. This is where the repeating of the instruction can feel like listening to a broken record.

Examples; “Can you please wash the dishes.” “This is the second time I’ve asked you to wash the dishes.” “By the time I ask you for the third time to wash the dishes, there will be a consequence of
not watching the movie with
us tonight.”

How many of you stick to the third request and follow through with the clear consequence?

When you are tired you feel yourself giving in and once again the feeling of being ‘a broken record’ arises. Simple, clear boundary setting helps your child understand what you expect from them and what you want them to do.

3. When you ask, give in return
If you want your child to work with you, help with chores and to work together as a team, show them their effort pays off. We all love to feel appreciated and if they are rewarded with a thank you or praise it will make for a happier household (this reward does not always have to be financial, you will mostly find your child just wants to do an activity with you).

4. Giving the special one hour
Every day switch off your phone and enjoy fully engaging without any interruptions and doing activities led by your child. It sounds obvious but how many times do you reach for the phone whilst your child is talking to you or wants your attention?

5. Have a clear routine or schedule
A routine schedule clearly defines to your child when they are spending time with you. Having a monthly calendar on the wall helps them to understand when you ask them to do chores, they will feel they are being rewarded and appreciated by spending quality time with you. If you have more than one child, they can see when it is their turn to do something special with Mum
or Dad.

In conclusion, start being kind to yourself and realise when you are tired, you can ask for help (this is not a sign of weakness) and don’t be afraid to delegate. Trying to do it all by yourself is something that you will never be able to achieve!

Justine van de Weg is the Founder of The Arts College in Worthing.
Art Psychology is a new area of study – a tool for parents to learn how their children’s brain grows as well as develops emotionally and socially in their home.
Call 01903 529 633
www.justine86.wixsite.com/kidsartclasses

Jul 06
Love0

What is so good about being part of a drama group?

By dance & Art, Education, family, fun for children
by Sally Orr
Co director at Drama Queens and longtime drama group facilitator

 

For the young children who run into our studio every week with smiles on their faces, there is an excitement about being part of a group; maybe with friends from school, or perhaps, with their new friends from the new group. There is the promise of learning something new and fun, or taking part in an invigorating or relaxing activity.

Since we established our theatre sessions, workshops and performances many years ago, we have consistently found that the younger and older children forge new friendships outside school. This is important in helping them establish their own identity at all stages of development from an early age up to the sometimes turbulent teenage years.

This is where the drama comes in – social skills are a part of our everyday lives and as we know, we start developing them at a very early age. By using the techniques that are available to us in the creative arts, we are able to lay the foundations that help build the confidence to use these skills. Friendships formed in groups outside school can create a world for children to escape to if there are troubles within school friendships groups, or can simply act as an extra layer to existing friendship groups.

Together with this, working within a creative framework can be a freeing and relaxing time for a child of any age, whether they are six or 16. We know that where confidence and low self-esteem are an issue, acting out, role-playing and using imagination can dramatically (please excuse the pun!) increase these in abundance, especially when encouraged in a nurturing environment.

Self-expression can be difficult, but all children and young adults deserve a way to express themselves; be it the child who likes to make shapes with their body to tell a story through the medium of dance, the teenager that likes to act out scenarios through improvisation and character, a person that can sing the phone book or someone that can use a pen and paper to draw their imagination. Every individual student should be able to find a medium that is best suited to them and be given the opportunity to have a creative outlet to express themselves.

The first thing I always notice and often hear said about why teenagers enjoy drama groups is the social aspect of them. Often the older children come along and really gel as a group; it’s a space away from their normal friends and school, homework, a place where they can come and enjoy drama and enjoy the sociability of a different group. It’s a place where new friends can be made and bonds formed, especially important if they are finding it difficult to make friends at school. The start of secondary school can be a particularly tough time, especially if friendship groups formed in primary school have broken up, as children go to different schools. Three of our drama groups are made up of young people who all love acting and drama and who used to go to the same schools. This is a place for them to meet weekly, and the friendships then can extend beyond school and college.

Confidence is tricky. There is no magical way to ‘become ‘ more confident overnight. However, it is well-known that being part of a drama class can help a child become more confident, if taken in consistent sessions. These might take the form of being part of an ensemble or group working on acting skills or perhaps working towards a small or larger part in a play with the support of the rest of the group. Two scenarios stand out for me from my experience as a group leader – I especially enjoy speaking to parents who say, “My child was so shy, they couldn’t speak to anyone, now they are more confident, now they can stand up in front of class at school and speak in front of everyone else.” Equally, a teenager struggling to be ‘heard’ in other areas of their life might develop the confidence to speak up, to go to an interview or to be more assertive with friends. There is also no doubt that many young people find that performing in front of friends and family, or complete strangers, is an exciting, often exhilarating opportunity to show a different side of themselves.

Exploring children’s ideas and concerns through the arts allows children a voice for debate and question in a controlled environment. They won’t just make assumptions, they will find the courage to ask questions and to express what they really want to say. They can start this journey by using the techniques that the performing and creative arts provide. Children from tots to teens realise that they can begin to reach for goals they may not have thought possible and this will spill over into every area of life.

By allowing children the freedom of speech and confidence to share their thoughts, ideas and opinions in a safe environment at a young age, a happy healthy teen will evolve and in time become a confident young adult.

Sally and Debbie have been running Drama Queens in Brighton for 14 years and offer groups for those from 5 to 18 years old.
Please see www.dramaqueens.biz for futher details.

Jul 02
Love0

The sun has got his hat on – and so should your child

By baby health, children's health, Education, family, Health, Safety, Summer, swimming

When protecting children from harmful rays, clothing is just as important as sunscreen, say dermatologists at Spire Gatwick Park Hospital in Horley.

Putting sunscreen on children is one of those chores that can bring a cloud to an otherwise sunny day. A familiar sight on a beach is a parent restraining a child with one hand and quickly rubbing cream in before their ‘little prisoner’ breaks free to head once more into the water.

They won’t thank you now but protecting your child from the sun’s harmful rays could prevent them from having skin cancer when they are in their 30s – and struggling to apply sun cream to their own children.

But parents forget how vital clothing can be. Long sleeved tops, wide brimmed hats and special UV protective swim
wear are easy to put on as part of getting dressed to go out for the day, and often tick a box with the fashion-conscious child. Synthetic fabrics are better than cotton as the weave is not as loose. Hold the material up to the light to see how much filters through and choose clothing with a tight weave. Dark colours such as reds, blues or greens are more effective at blocking sun rays than white, light or pastels – and have the added bonus of making it easier to spot your child on a crowded beach or park.

Even on warm but overcast days, the UV rays can still penetrate through clouds, so continue to protect your child with clothing and sunscreen. And encourage them to cover up or play in the shade during the peak times between midday and 3pm when the sun is at its most harmful.

Children naturally have more exposure to sun as they are more likely to be running around outdoors partially clothed and in and out of water. Trying to re-apply sunscreen every two hours may not always be practical, so clothing can be a parent’s biggest ally. Add a good sunblock and shade, and you will be giving your child a very precious gift that will last a lifetime – that of reducing their risk of skin cancer in later life.

Children can be ‘slippery fish’ when it comes to applying sunscreen. Reduce the stress for you and them by trying these top tips:
• Make putting on sunscreen a natural part of the preparations for going to the park or the beach. If it becomes a ritual, like brushing teeth, children will be more accepting.
• Make it family fun – help each other to apply sunscreen in front of a mirror so you can see which bits you’ve missed.
• Don’t leave it to the last minute to apply sunscreen – as soon as they see the water or playground you will have a battle on your hands. Instead, apply sunscreen before you leave the house. Sunscreen works best after half an hour anyway.
• Time reapplications with a snack or treat for distraction.
• A squirming toddler? Then apply as much as you can while the child is strapped in their buggy or car seat.
• For quick reapplications, use a spray, but avoid eyes and mouths and encourage your child to hold their breath while you apply it. Or invest in a roll-on sunscreen so children can do it themselves.

Did you know?
UV light can penetrate car windows so invest in a stick-on UV protection screen. And certain medication, such as antibiotics or malaria tablets, may make your child’s skin more susceptible to the sun’s rays.

What sunscreen to choose:
Look for a sunscreen that offers both UVA and UVB protection. An SPF of 30 or more with a UVA rating of 4 or 5 stars is a good standard of sun protection for children. Opt for water-resistant creams if your child is
a water baby.

Babies and sun:
Babies under six months old shouldn’t be exposed to sun
at all at this age as their skin burns more easily. When outdoors, always put a baby in the shade with a parasol and fully covered in clothes, with
a wide brimmed hat.

Banishing the misery of prickly heat:
Prickly heat usually appears as tiny bumps on the neck, chest, shoulders and back and is caused when sweat gets trapped under the skin blocking pores or sweat ducts. Babies and small children are prone to prickly heat. The rash usually disappears after a few days but ease symptoms by giving your child a cooling bath and keep away from the sun. Dress them in loose cotton clothing and encourage them to drink plenty of water. If your child is prone to prickly heat, give them an antihistamine half hour before you head outdoors.

Eczema and sunscreen:
Finding an SPF sunscreen for eczema prone skin can be a challenge. There are plenty of ultra-sensitive sunscreens on the market, which are free from perfume and parabens – preservatives used to stop sun cream going mouldy which can aggravate eczema.

If you are using a product for the first time, test it first by putting a small amount to the pulse of your child’s wrist or the crook of their elbow. Don’t wash that area for 24 – 48 hours and watch for any allergic reaction such as redness or a rash.

Advice from Dr Sandeep Cliff and Dr Noreen Cowley, consultant dermatologists at the Spire Gatwick Park Hospital.
Call 01293 778 906 or visit www.spiregatwick.com

Jul 02
Love0

What is a celebrant and what do they do?

By family, Legal, Relationships

by Alexandra Harrison
Celebrant

You might ask, “A what-a-brant?” A celebrant is someone who writes and leads personalised ceremonies. An example is a naming ceremony, which is a special way to celebrate the birth of a baby or officially welcome your child/children into your family. It is a secular (non-religious) event, and an opportunity to gather friends and family for a beautiful and memorable gathering.

A celebrant can lead a ceremony anywhere, any time. It does not have to be at a licenced venue (but it can be!)

In the 21st century, many people are moving away from traditional christenings or baptisms and are choosing a naming or welcoming ceremony instead – sometimes known as a civil ceremony. These are led by an independent celebrant.

When your child is born you may have already chosen their name, but for some parents it may take a while. The name you choose may have personal meaning but whatever the reason it is one of the first gifts you will give your child – after life itself!

What makes up a ceremony?
Well, it is really up to you and what you want. During a naming ceremony, there is no set script or structure. You can include many different elements or options to make it personal to you and your family. With a celebrant, the ceremony is designed around what is important to your family – and what you want to say to your baby/child/children. You may have different beliefs or faiths and wish to incorporate something from both. A celebrant will guide you through all the different options.

Can I have my own vows or promises?
Yes, of course. A celebrant can help you write these.

Can I include other people in the ceremony?
Definitely. It is a lovely idea to include other people. These could be grandparents, aunts, uncles or other guiding adults (known as guardians or supporting adults). Or it could be brothers and sisters who want to welcome their new sibling. In fact, involving them can play a really important part in giving them their own sense of importance and responsibility for their new sibling. Giving other children a role in the ceremony can even help with jealousy issues.

Can I have symbolic elements or rituals?
Yes definitely! For instance, a ‘sand ceremony’ is a powerful way to represent the joining of
a family, where different coloured grains of sand are poured into a single vase representing the blending of a family never to be separated. The ideas are endless.

Your celebrant will guide you through and help create both an order of service and the ceremony itself, linking together all the different elements you have chosen. A service will normally contain (but not necessarily in this order):
• Introduction and welcome
• Information about the child
• Readings, music, poems
• Words about the importance of parenting
• Parental vows/promises (a celebrant can help with these)
• Words around the importance of wider friends and family
• Appointment of Guide Parents
• Reason for the name(s) and the naming itself
• Concluding words.

But it is important to remember that a naming ceremony is not just for babies. It can happen at any age. It could also be a wonderful way to welcome a child that you are adopting – creating a special bond as you acknowledge and welcome them into your family.

Some celebrants can even help with organising the whole event from finding your ideal location, creating the invitations to organising the catering. This really helps, taking the stress
and strain away – especially when you will have your hands full already!

And did you know a celebrant is not just for naming ceremonies? A qualified celebrant can write a completely tailored wedding or commitment ceremony, renewal of vows or celebration of life ceremony. And, like a naming ceremony, these can be held anywhere – they do not have to be at a licenced venue.

Alexandra Harrison is a qualified independent celebrant.
Contact Alex for a friendly informal chat about your ceremony on 07983 415 784 or visit her website
for more information www.alexandra-harrison.com

Alexandra also runs a baby naming facebook page see www.facebook.com/BabyNamingWithAlexandra/

May 08
Love0

Cycling on the road with children

By Education, family, Safety, Sport

How can you prepare a child for the demands of cycling on a road? Some parents will balk at letting their children near roads with traffic, let alone on them. It would be foolish to pretend there are no risks involved. However, at some point your child will use roads alone – if not on a bike, then as a pedestrian or behind the wheel of a car as a young adult. Those who are used to independence and who can make risk assessments will be safer, better road users than those who have been isolated from the outside world. It doesn’t require leaping in at the deep end. Exposure to traffic is something best done by degrees.

Co-riders and passengers
To begin with your child will travel on the road under your direct control, either as a passenger in a seat or trailer or as a co-rider on a tandem or trailer-cycle. As steering and braking are under your sole control, the only impact will be on how you cycle.

You will inevitably ride in a less swashbuckling style. Mostly it’s because you are always more careful when kids are around; it’s human nature. Partly it’s because a heavier bicycle takes longer to get up to speed and to slow down, so your riding benefits from being smoother and less stop-start. Try to anticipate junctions by arriving slowly and in the right gear for setting off. Allow the extra second or two you’ll need to pull away when judging gaps in traffic.

A child on a tandem or trailer-cycle or in a cargo bike may pick up some traffic skills from you whilst you are riding. You can reinforce this by asking an older child to see if there’s anything behind and to signal left or right when needed. (You will still have to do both these things yourself if it is safe enough.)

Tandems remain useful up to the age of 11 and possibly beyond. By that age, though, most children will want to ride solo. One reason is image. The desire to conform becomes very strong and children don’t want to be seen as ‘different’ by their friends. The tandem that was once so popular may now be seen as geeky.

Chaperoned cycling
Traffic awareness develops around the age of eight to 10 years old, which is usually when school-based cycle training tends to start. Up until that time, at least, you will need to supervise your child on roads. He or she might be a proficient cyclist and yet make misjudgements about traffic.

Before you set off
Before setting out together there are some things you need to be sure of. One is that your child can stop, start, steer and otherwise be competent at cycling – on a bike that’s roadworthy. Another is that your child will respond to your instructions, doing what you say, when you say it. Do explain the reasons for this in advance: that you’re not being bossy or cross, just careful. The final requirement is that your child knows the difference between left and right. When you say ‘go left’ it’s important your charge doesn’t cycle into the centre of the road instead.

On the road
When you’re riding, it’s best if your child leads and you cycle a bike length or half a bike length behind. That way you can watch your child at all times and call out instructions. Your child should ride towards the left side of the road, but at least 50cm out from gutter, while you ride further out, possibly taking the lane. This means traffic has to come around you and can’t cut in too close to your child, who might veer or wobble or simply be freaked out by cars passing too close.

If you need to do so, it is perfectly legal to cycle side-by-side with your child. (Many drivers are unaware that cyclists can ride two abreast, so be prepared for the odd pipped horn.) It’s worth moving forward to ride alongside as you come up to a side road. Two cyclists are more visible than one, and with both of you to pass, any side-road driver is less likely to engage in the brinkmanship of edging or accelerating out in front of you.

Give encouragement as you ride along and make your instructions calm and clear.
Information should flow both ways. In particular, your child should be taught to say ‘Stopping!’ rather than halting right in front of you without warning. Ideally, your child should also signal left before pulling in to the side. (No one uses the one-armed up-down flap that signifies slowing down nowadays, and it may only confuse drivers.)

Start on easier, less trafficked roads and work up. There will be situations in which it is easier or necessary to get off the bikes. Perhaps a hill is too steep. Perhaps a junction is too complex. In time your child will be able to ride these. For now, take it one step at a time. And remember: communication, communication, communication.

Independent cycling
Independent cycling means riding on the road. Children cycling on the pavement is illegal, but there is no criminal liability for children under the age of 10, and it is tacitly accepted by everyone that the pavement is where younger children will ride. By the age of 11, however, and perhaps two or three years earlier, (if you feel they are capable of it) most children can learn to ride safely on the road without supervision – not on all roads but certainly on roads that aren’t busy and don’t have complex junctions.

Cycle training has traditionally taken place in the later years of primary school. Not only are children ready for training then, they will soon need it. The average distance from home to secondary school is 3.3 miles in England – too far to walk perhaps, but not difficult by bike. Training has moved on quite a way since the cones-in-the-school-playground days of the Cycling Proficiency Scheme. The National Standard for Cycle Training (called Bikeability) takes place largely on the road in real-world, supervised conditions. And the training itself is no longer administered by schoolteachers but by qualified, accredited cycle instructors.

Local authorities sometimes provide free or subsidised training. Your nearest cycle training provider can fill you
in about charging policy.

Taken from www.cyclinguk.org
To see the full article visit www.cyclinguk.org/article/cycling-guide/cycling-road-children

Apr 15
Love0

There’s a puncture out there with your name on it!

By family, Health, Safety, Uncategorized, Winter

So said the marketing campaign from Bridgestone at the launch of DriveGuard, their “game changing tyre innovation, which places safety and convenience in every driver’s seat. ”Contentious comment? Yes! Good solution for safer family driving? Read on and find out what we thought…

On average, every driver can expect to have six punctures in their lifetime and 27% of all roadside emergencies are tyre related. And don’t forget, a flat is not just an inconvenience. If a puncture happens rapidly, you have less control, less braking capability and are more susceptible to the prevailing road conditions. If it happens slowly, you may not even be aware you have a puncture for some time. That can affect your fuel consumption, road handling and even braking distances, particularly in wet or icy conditions. That is why all cars made after November 2014 are now required by law to have a Tyre Pressure Monitoring System (TPMS) built in. There are a variety of systems from the various car manufacturers as well as third party products that can be retro-fi tted to older vehicles, but fundamentally the TPMS alerts the driver that tyre pressure is low and that there may be a problem with one or more of your tyres. Over time, all tyres will lose pressure, including your often forgotten spare, so regularly check and top up your pressures as per your car manufacturers recommended levels. Whether you’re on the school run, driving to work, going home or meeting with friends – there’s never a convenient time for a puncture. In fact, in 23% of cases, punctures happen during the evening or late at night which adds additional stress and anxiety to the situation. Of these, more than 50% happen in inconvenient locations and no driver wants to fi nd themselves stranded, changing their tyre on the side of a busy road, in the dirt, in the rain, in the dark. Particularly if you’ve a young family on board. It’s perhaps no surprise that 72% of women and 33% of men don’t change their own tyre. However, if there’s no cellphone reception to call for assistance – you’re on your own!Where is the spare? Has it any air in it? Is it under all the luggage? Where are the locknut keys? Where is the jack? No wheel spanner! Is that skinny temporary thing really the spare? You fill it with what!?
With over 60% of drivers experiencing a puncture in the last four years – leading to feelings of helplessness and insecurity combined with lost time of up to three hours – the Bridgestone team have comeup with a very, very good answer to the problem. DriveGuard can, in practically all conditions, help prevent accidents resulting from punctures, sudden loss of pressure or other types of tyre damage. It provides a safe and reliable solution, allowing drivers to wipe their hands clean of inconvenient puncture scenarios.So how does it work?
At the moment of puncture, you still have complete control over the vehicle and are made aware of the problem by your PTMS on the dash. You can continue to move with the traffic without immediately having to pull over or risk driving on and shredding the tyre. A flat tyre leads to rubber deformation which generates heat or friction; by using a special patented compound, Bridgestone has created a high-tech cooling fi n design in the sidewall that channels the increased heat from the sidewall towards the rim and thus helps to preserve the tyre.Based on state of the art technology, DriveGuard’s sophisticated tread pattern helps evacuate water to resist hydroplaning, while engineered sipes increase the number of biting edges to enhance wet road traction. As a result, Bridgestone DriveGuard has achieved the highest rating in wet grip performance (EU Tyre Label: A grade) with short braking distances, while offering a level of comfort comparable to conventional tyres, placing it at the frontline of road safety.The new age DriveGuard technology uses a proprietary high-tech cooling fin design as well as supportive and tough reinforced sidewalls which allow drivers to maintain control and continue driving safely and comfortably for 80km at up to 80kmph (50 miles at 50mph) after a puncture; fast enough and long enough to arrive safely at their desired destination or to seek assistance at a convenient service point.We drove a standard saloon car, with a deliberately punctured tyre for over 10km, and it handled just like a normal car. In fact, one of the other review teams managed to have a SECOND puncture during testing, and drove trouble free with both front tyres blown!“Bridgestone DriveGuard empowers you to keep moving and avoid the immediate burden and unsafe circumstances of a fl at tyre; drivers get to choose when and where they have their tyre replaced – within the indicated speed and distance limits. Our revolutionary new technology will considerably contribute to road safety and give drivers additional peace of mind and convenience while on the road,” said Eduardo Minardi, Executive Chairman of Bridgestone EMEA. Bridgestone DriveGuard eliminates the need to carry a spare tyre and is environmentally conscious due to being fully recyclable. That means less weight so less fuel and 20% fewer tyres required per car so less material required.Despite the impressive safety benefi ts and convenience advantages, a full set is only marginally more expensive than any other premium tyres of the same size. Your vehicle will be safer, lighter and have more space on board.So, in our opinion Driveguard offers a major contribution to road safety and all family cars should have them fi tted whenever practically possible!
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