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Jul 03
Love0

“I can’t do it – yet!” Growth mindset and the teenage brain

By children's health, Health, Mental health
by Nick Forsyth
Head of Wellbeing, Kingston Grammar School

The teenage brain is a truly remarkable thing. In recent years, researchers have revealed far more of its secrets and, in particular, how it differs fundamentally from the adult brain. While it has a greater capacity to learn and create, we now know that areas of the brain that control behaviour, judgement and emotional control are the last to mature. This partly explains why adolescents are more prone to risk-taking behaviour, more susceptible to stress and mental illness and why they have an increased risk of developing an addiction.

Research into brain development has also given us new insights into how children actually think and learn. The terms ‘fixed’ and ‘growth mindset’ were first used by the world-renowned Stanford University psychologist, Carol Dweck. The idea is very simple but has huge implications for the way we teach our children and how they see themselves.

The basic idea is this: children with a fixed mindset believe that being ‘good’ at a particular activity is something that they cannot control. Talent and even intelligence are fixed traits that you either have or don’t have. These children also tend to believe that talent alone can lead to success. Such a view is reinforced in a world where instant gratification is increasingly seen as the norm and where a toxic mix of social media, celebrity culture and rampant commercialism can lead to impossible expectations and an unrealistic sense of entitlement. Overnight success? Sign up for X Factor. Fame and fortune? No problem; become an Internet blogger or You Tuber.

Of course, the converse effect is that when things do get hard, as they inevitably will, children with a fixed mindset will show a lack of resilience or will simply give up. “I can’t do it, there’s no point.”

In comparison, children with a growth mindset understand that intelligence or being good at something is not a fixed characteristic but can be increased through effort, determination and sheer hard work. Mistakes and setbacks are seen as learning opportunities while success is rightly framed in the context of perseverance and trial and error. Now “I can’t do it” becomes “I can’t do it yet”.

There is now compelling evidence that teaching children about the power of growth mindset can dramatically improve a child’s academic performance and motivation to learn. In particular, when children understand that at this age their brains are highly malleable and grow stronger with effort and practice, they are far more willing to stick to a task or activity.

Over the last few years the idea of fixed verses growth mindset has gained considerable traction in education and teachers are now increasingly aware that their actions and, in particular, their feedback can subtly influence how their children perform. So praising innate ability – “you’re so talented at maths” – is likely to reinforce a fixed mindset while praising effort and hard work, “well done so far, now let’s see how we can improve” helps to develop a growth mindset.

The concept can also be taught to children in the context of success in sport or music or indeed any field. When asked about his success, Ed Sheeran said, “When people say you are so talented and you’ve been born with natural talent, I say ‘no’. You have to really learn and really practice.” Or Michael Jordan, arguably the greatest basketball player of all time, talking about his attitude to failure: “I have failed over and over and over again in my life. And that is why I succeed.”

Growth mindset teaches children that their brains are not hard-wired but can grow and develop in the same way that their muscles get stronger as a result of training and exercise. This not only leads to higher academic attainment but it has dramatic effects on how children perceive themselves. Once they know that it’s normal to fail and get things wrong, we see improvements in self-esteem, resilience, having the confidence to try new things and less stress about exams and the need to be perfect. In short, happier, healthier children.

Kingston Grammar School is hosting a national conference on Growth Mindset, “I can’t do it – yet” on Wednesday 7th November 2018.

Kingston Grammar School, founded in 1561, is a leading co-educational independent day school for boys and girls aged 11-18 years. Kgs.org.uk

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

Jun 20
Love0

How everyday activities can boost your child’s confidence

By Health

by Lorraine Allman

While every child is different, many of the everyday situations families find themselves in provide plenty of opportunities for nurturing children’s confidence and can-do approach to life. Author and educator Lorraine Allman shares her insight and practical tips for boosting children’s confidence that don’t cost a penny, and not a craft basket in sight.

Patience is a virtue
When children achieve something on their own it helps them develop a sense of what they are capable of, fuelling excitement and of course self-confidence. Just watch a child’s face when they manage to tie their shoe laces for the first time or when you let go of the saddle and they realise they are riding the bike by themselves.

Mastering many of the basic skills independently such as tying shoelaces, brushing teeth or making their bed, is a big achievement for any child, and taking steps towards their independence should be celebrated, but bear in mind it can require a lot of patience from both you and them. The more opportunities you give them to practise, with gentle guidance and a good helping of patience, the more they will learn the importance of persistence and determination in achieving success.

Let them take the lead
Giving children the opportunity to take the lead can really boost their confidence and self-belief. This could be simple things such as taking ingredients out of the fridge ready for baking, or try these two fun activities:

• If I were in charge… next time they’re dressing up as a king, queen, or superhero, ask them “What laws would you pass if you were in charge?” Encourage them to go beyond the expected ‘children can eat as many sweets as they wanted’ to explore their innate sense of what is fair
and desirable.

• Do it my way! – they give you instructions to carry out an activity of their choice. Ideally, this will be something they’ve seen you complete lots of times before such as making a hot drink or a sandwich. You must follow their instructions exactly as they are given! Afterwards talk about how they found it and if the end was result was what they were expecting.

Acceptance and support
Self-esteem, particularly in early years, is in the main based on children’s perceptions of how their parents view them, which will show itself through both words and actions. A positive level of engagement – support, trust, and encouragement –
where children feel loved, accepted, and supported, has been shown to nurture children to become more confident, emotionally resilient, and secure.

Showing empathy with how a child is feeling by commenting on and normalising their experiences is important. For example, perhaps they’re upset because a toy has broken. First let them know you recognise they are upset “I can see you’re upset”, then move on to helping them see there are choices about what to do next. For example, seeing if the toy can be mended, or tapping into their curiosity and opening up the toy to discover how it worked. Try not to rush in to fixing things, let them feel empowered to make the decision and know that it’s okay to be upset.

Team family
Whatever the structure of your family, large or small, home is the perfect setting for children to learn and understand what it means to be part of a team in a supportive environment. Achieving things together reinforces teamwork and the value of working together towards a common goal. Family is the first team children experience, and what they learn in the home team will shape their attitudes and character for years to come. Encouraging children to express themselves, to listen, and to exchange ideas all helps in building their confidence. Try this activity:

• ‘Top Dog’ – one child is appointed ‘the boss’. They take the lead in assigning household tasks to family members (including themselves!) and making sure all the jobs get done. They will need to negotiate and make sure tasks allocated are age-appropriate and achievable. When the tasks have been completed, discuss who gets to be ‘Top Dog’ next time and what lessons have been learned.

Be a (not quite perfect) role-model
We know children learn more from what we do than what we say, and this is never truer than learning social skills such as being confident with others. Model the way in which you would like them to be with others, for example how you introduce yourself to new people, how you ask for help, thank people for their time, and give compliments.

Modelling positive traits such as curiosity and perseverance, listening to ideas of others, and taking a methodical approach to problems can also have a powerfully beneficial effect on children’s confidence. Don’t feel you have to be perfect though – in fact, it’s better to demonstrate openness about mistakes along with a sense of curiosity and determination to resolve problems, even encouraging them to help in exploring possible solutions where appropriate.

Decisions, decisions
The more children are involved in decision making, the more their confidence and self-belief will grow. Start with small decisions so it’s not too over-whelming for younger children, for example, offering a choice of two t-shirts to wear, or two sandwich fillings to choose from. For older children, get them involved in deciding where to go on a family trip, what route to take or what to pack.

Stand back and sweat the small stuff
Giving children the opportunity to work out solutions for themselves rather than having a parent rush in to fix things not only builds confidence and self-belief but also helps develop their imaginative and independent thinking skills. Children learn problem solving skills best through experiences which are meaningful to them so creating space in the everyday for them to explore and experiment with solutions to problems rather than intervening, is to be encouraged. From simple situations such as why a plastic lid won’t close, to how to overcome the problem of mis-matched socks, this is one of the few times when ‘sweating the small stuff’ really matters – talk about the problem, stand back, and listen to your child’s take on the solutions!

Helping others
Encouraging children to use their natural skills and talents to benefit others not only nurtures enterprising characteristics and confidence, but helps them recognise their wider role in society and learn that they can make a difference in the world.

Examples may include:
• Holding a sponsored run, a bake sale or art sale to raise money for a charity if they enjoy running, cooking, or art.

• Helping a neighbour clear their path, or walk the dog if they like the outdoors.

• Volunteering at an animal shelter if they have a particular interest in caring for animals.

Don’t fear the ‘F’ word
It’s important to support children in becoming comfortable with things not working quite as expected. If they can learn to cope with the frustrations this may cause, even to relish the challenge and understand the need to be flexible, their confidence will really begin to shine through as they try new things without fear of failure.

Modelling this to children through our own behaviour is important. Take a simple example such as burning the toast – involving them in a light-hearted discussion about what happened and why shows that mistakes are not disasters, providing opportunities to learn more about cause and effect, and discovering better ways to do things.

Set realistic goals
Encouraging children to dream by having a picture of a mountain they want to climb, or of a person they would one day like to emulate can give you interesting insights into what they want, what excites them, or even what they fear. Encouraging an ambitious rather than defeatist approach to life will help develop children’s can-do character as can a simple to-do list.

Encourage them to write out, for example, ‘four things I want to do in the next eight weeks’. Talk through the list with them so they understand what needs to happen for each of those things to be completed, making sure timescales are realistic. As each new goal is achieved, take time to celebrate not just reaching it but also their determination to succeed, and watch their confidence grow.

Discover the joy of learning
The greatest gift to give a child in nurturing their confidence and can-do character is to help them discover the joy of learning through play from an early age. There are so many ‘teachable moments’ in the everyday provided children are given the time and space to explore, experiment, set goals, learn how to work with others, make mistakes and ‘bounce back’.

Lorraine is author of The Can-Do Child: Enriching the Everyday the Easy Way -packed with easy everyday activities and ideas to help nurture confidence and can-do characteristics and skills in children, making family time enjoyable and fulfilling for all.

Jun 15
Love0

Balancing praise

By children's health, Health, Mental health

As a nursery owner, manager, Early Years Teacher and MA student I review research, reflecting on current practice and make judgements on how we can best support children’s emotional, social, physical and education needs. Recently, a couple came to me with an alternative approach to how they offered their child praise. It made me think more carefully about how praise is offered in my setting.

by Deborah Tidey, The Nest, Brighton

Like anything in child rearing there is no one sure fire approach that is going to guarantee a desired outcome. For each child comes with their own complex set of ever changing needs and personality traits. How we praise our children and its effects on the child’s natural enjoyment and appreciation in favour of being driven by pressure to perform or constraints is no exception to this rule.

Praise is the positive evaluation that one makes. It is different to feedback and acknowledgement such as “that’s right” or “you scored 80%”. When we offer praise, we are making a judgement.

On a whole, it is generally accepted by society that praise only has positive effects on children. We make a point to praise children for their accomplishments, and we expect our praise to enhance their motivation and boost their self-esteem. Parents are actively encouraged to be positive and praise their children to demonstrate their approval and encourage desirable behaviours.

In reality you may have observed a child who has given up on an activity when praise has been offered or a child who finds praise uncomfortable, particularly in social situations, or even a child who will deliberately misbehave to prove you wrong. In fact, you may be familiar with some of these feelings in your own exchanges as adults too, along with the pressure of needing to perform to the same standard next time or not taking a risk just in case you fail.

There is no questioning that praise does have beneficial affects too but praise cannot be administered haphazardly. Careful consideration should be given to sincerity of praise offered, what is being praised, whether it promotes autonomy, social comparisons and if realistic standards and expectations
are conveyed.

The process through which praise can reduce autonomy and serve as a controlling reward was described by Gordon (1989): “Praise especially acts as an extrinsic reward, and its effect on children is quite predictable. Children who are subjected to frequent praise learn to select only those things they think will please their parents and avoid doing those things that may not. While to some parents, this may seem very desirable, we know that such children are much less apt to become innovative, creative, self-directing. They learn to conform rather than innovate, and to follow a pattern known to bring praise rather than to experiment with something new.”

Only individuals who believe their actions have been autonomous are likely to continue performing that behaviour. So how can we continue to offer praise where praise is due and how can we avoid offering praise that may hinder a child’s autonomy?

It is well documented that praising the process rather than praising the product or person is beneficial to children’s outcomes. This will help the child to identify what they did that helped them to accomplish the result, thus highlighting their autonomous steps. For example, your child may have drawn a picture, instead of saying “it’s beautiful” or “you’re so clever” you may consider saying “I can tell that you have really focused on staying inside the lines” or “I can tell that you put lots of effort into that picture” or even “you could tell your friend really wanted to have a turn.”

Process praise focuses on the enthusiasm, effort, ideas, persistence or a specific problem solving approach. Process praise does not focus on a fixed quality of the child, such as being smart. By saying to a child “you are really smart” we are suggesting that they must be smart in order to qualify for praise, or that being smart is a fixed quality that cannot be changed. After receiving praise that focuses on the product or the person, children may later conclude, “My successes made me clever, therefore my difficulties make me dumb”. Children who receive process praise are more likely to rise after setbacks, try harder and are less likely to give up. Process praise also demonstrates a deeper sincerity by focusing on steps specific to the goal the child is trying to reach. Always saying “It’s beautiful,” “well done,” or “clever girl” seems to carry less meaning when we have said it 100 times.

So continue praising your children, giving careful thought to how your words may be interpreted by them. Try using process praise to help your children develop a more resilient approach to learning and to become more autonomous learners.

Deborah Tidey is an Early Years Teacher, Director and Manager at The Nest, Brighton. We have spaces in our brand new nursery and preschool in Queens Park, Brighton and limited spaces at our Outstanding nursery in Hove.
www.thenestnurseryschool.co.uk

May 06
Love1

Slime time!

By Education, fun for children, Mental health, Uncategorized
by Sharon Me
Creator and Director of Artpod Ltd

Are your children obsessed with Slime? Have they taken over the kitchen with home-made recipes from YouTube, only for you to hear the cries of it didn’t work! Like all good recipes and experiments the devil is in the detail and with a few kitchen ingredients you can have some great fun with your children.

There are several different ways to make Slime, and you can, of course, experiment with using different ingredient sand different amounts to produce varying textures, colours and consistencies.

Here is my favourite Slime to make at home – corn flour Slime also known as Oobleck. This recipe is brilliant for all ages and abilities and is the easiest to make and play with.

Ingredients:
• 1 cup of corn flour
• Up to a quarter cup of water
• Plastic sheet to keep your kitchen table free of mess!

Instructions:
Mix the ingredients together adding a small amount of water at a time in a bowl and you’re done! Yes, that’s it! The more water you add the more dribbles you will get and the more corn flour, the thicker the Slime.

This Slime is, in fact, a non newtonian fluid, which means it simply cannot make up its mind as to whether it is a liquid or a solid! A good way to explain this is by showing how different forces work.

Ask your children to try and pick up the Slime in a ball and they will find it is quite tricky to pick up and that it runs through their fingers.

Next, ask them to pick some Slime up and quickly roll it into a ball in their hands really, really fast. The motion and force of the movement will keep it in a ball until they stop rolling, at which point it will trickle through your fingers again. All very messy but great fun!

Experiment with making more Slime by increasing the quantities and your little scientists could even try walking on Oobleck! This time, make the Slime in a large washing up bowl so that it is ankle deep. Use at least two packets of 400g corn flour, add water and mix to the same consistency as before.

Then ask your little scientists to try the following experiment.

Take their shoes
and socks off, roll up trousers or skirts and then challenge them to jump up and down on the Oobleck and see what happens.

It is a good idea to hold their hands at this point as they can get very excited (also put some old towels down in advance to soak up the splashes!)

Your little scientist will find that the force of jumping up and down causes the Slime to become temporarily solid – however, the second they stop jumping they will start to slowly sink into the Oobleck, which usually creates giggles galore!

To escape from the Oobleck, lift one foot up at a time and let the Slime dribble into the bowl before stepping on to the towel and then repeat with the second foot. Again, hold their hands to help them keep their balance.

Glow-in-the-dark Oobleck
If you want to take the science a bit further you may want to try to make glow-in-the-dark Slime – all you need is cheap indian tonic water to replace the regular water in exactly the
same quantities.

Tonic water will fluoresce under ultraviolet light, owing to the presence of quinine. In fact, the sensitivity of quinine to ultraviolet light is such that it will appear visibly fluorescent
in direct sunlight. You can also try making a mini darkroom with a regular pop up tent and a small black light torch or UV torch. This will make your Slime really glow!

Cleaning up afterwards
Remove any large quantities of Slime and put it in the bin.
Any additional splashes on clothes or carpets are best left to dry as the corn flour dries back into a powder and can then be vacuumed up. Then wipe over the surface with cold soapy water.

Sharon Mee is Creator and Director of Artpod Ltd who design and deliver parties, workshops and events for all ages and abilities. Creativity and fun are at the heart of what we do!
We believe in the power of the imagination and experimentation and that through the process of creating something, magical things can happen!

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!
www.bridgestone.co.uk
www.facebook.com/Bridgestone.EU
www.twitter.com/bridgestonetyre
www.linkedin.com/company/bridgestone-europe

 

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