play Archives - Page 4 of 4

Apr 10

Keep on cooking

By Iain Boyle children's health, Education, Food & Eating, play

by Naomi Marks, Brighton & Hove Food Partnership

I have yet to come across the small child who doesn’t love to roll up their sleeves and get busy with biscuit dough and cutters. It’s all the tactile pleasure and creative fun of playdough with the bonus of a teatime treat at the end.

But once children get beyond infant school age, cooking can all too often play second fiddle to the lure of the screen as an indoor activity.

That’s such a shame when we all know how important eating good, home-cooked food is for children’s physical and mental health. Keeping the cooking habit going as children grow older will benefit their bodies and their brains – and arm them with a set of skills that will serve them well throughout life.

Besides, cooking is fun!

Here are some ideas to keep your school-age child engaged in the kitchen. You never know, you may end up with a future MasterChef in the family. At the very least, you can expect some tasty outputs from your young ones.

Your children’s learning in the kitchen will be incremental. Younger children love to construct so let them start out this way and only slowly build up to more advanced cookery techniques. For example, primary school-aged children have great fun building their own pizzas. Set some passata and mozzarella or grated cheddar on the side and fill bowls with a range of toppings, such as cherry tomatoes, mushrooms, ham slices, olives, red pepper, chorizo and spinach. Then let them get creative on a pizza base of their own.

Older kids, however, will also enjoy making their own pizza sauce: an easy one sees a tin of tomatoes, a teaspoon of mixed herbs, a clove of garlic and some salt and pepper whizzed up together, with enough tomato puree then added to make a good, thick sauce.

A real sense of achievement will come when children feel confident enough to tackle the dough. Find an easy recipe for pizza bases at www.bhfood.org.uk/recipes/basic-bread/

Top tip: pizza-making is a great children’s party activity.

Alternatively, the same approach can be brought to shop-bought falafels and hummus. Set alongside bowls of fillings such as tomatoes, avocados, spring onions and pickles for children to lay out on flat bread and roll into delicious and healthy Mediterranean wraps.

While younger children will be content with this, older children will be amazed at how easy it is to make their own tasty hummus: just whiz up chick peas, tahini (sesame seed paste, which is widely available), lemon juice and olive oil with some cumin and paprika to taste.

And your more ambitious child will enjoy actually making the falafels – though do be on hand for this as it involves hot oil. Check out the recipe at www.bhfood.org.uk/recipes/falafel/

If you’re stuck for cooking ideas, take inspiration from cuisines around the world. There’s a host of fun to be had home-rolling sushi with your child. Most supermarkets sell the rolling mats and special rice required – and few fridges and larders fail to yield enough to supply sushi fillings. A carrot, a chunk of cucumber, some cream cheese, a one-egg omelette and some leftover tinned tuna will go a long way.

avocado child Or use festivals as your excuse for experimentation. Make a simple curry with your children for Diwali or a chili for the Day of the Dead.

Finally, the lure of a cake is one sure way to bring children racing into the kitchen. But, why not up the stakes and appeal to their more competitive side?

Stage a mini Bake Off, inviting other family members or your children’s friends to join in the fun. Points can be awarded for artistic flair as well as taste – and maybe cleaning up skills too.

Just remember: keep it friendly, keep it fun!

Brighton & Hove Community Kitchen is running two World of Food Easter holiday cookery courses for children aged 7-11 and 12-16. Find out more at www.bhfood.org.uk/events/world-of-food-ii-school-holiday-cooking-with-jethro-for-young-cooks-aged-12-to-16/

Local non-profit organisation, the Food Partnership has just launched a new ‘Community Kitchen’ on Queens Road in central Brighton – a cookery school where classes with chefs and food experts help subsidise low-cost, accessible community cookery activities.
www.bhfood.org.uk/the-community-kitchen

Mar 21

Love0

Positivity in the family

By Iain Boyle family, Health, Mental health, play, Relationships, Uncategorized

by Sara Dimerman
www.helpmesara.com

Do you want to create a more positive home environment in which your family can connect and continue to grow?

Here are Sara’s five tips:

1. Collaboration is key.
Introduce monthly family meetings. These are most successful when not used to come down on your children for what they’re not doing well enough. Rather, they’re an opportunity to address problem areas that need resolution. So, instead of saying something like “I’d like you to get off your phone so that you can help me more” say something like “I feel like I’m the last man standing in the kitchen after dinner. I’d like to explore a solution to this so that I don’t feel so alone.” When presented in this way, your children will often come up with creative solutions – many that you may not have thought of. The idea is not to impose unilateral rules on the kids but to have them problem-solve with you. It doesn’t mean that they are calling the shots. It means that their voices are being heard, that they are encouraged to speak up and they are more inclined to follow what’s been decided on when they’ve played a role in planning for it.

2. Don’t fan the flames.
If, for example, you’ve recently had an argument with your child about whether or not he can stay out past midnight, try not to have this argument cloud other conversations. After feelings have been validated and you’ve put the argument to rest, put it behind you.

3. Create opportunities to come together as a family with as few distractions as possible.
Sometimes going outside of the house is best, especially if you have a long list of to dos inside. Board game cafes, bowling, ice skating, throwing a ball or frisbee in the park are some ways to connect. Often, as kids get older. they will decline your invitation but if you let them know how much it means to be spending time with them, and if you make the outings as positive as possible, they will likely get into the right frame of mind once they are engaged in the activity with you.

4. Hold onto that thought a little longer.
I know it’s tempting to remind your children to do something like put their dish in the dishwasher after supper (even though you know that it often triggers a negative reaction from them). However, I have found that often, when I say nothing but wait instead to see what they do, they will do exactly what I would have requested. Then make sure to comment on the behaviour you’d love to see
more of – “Thanks for putting your dish in the dishwasher.
It makes my job easier.”

5. Help them see their parents in a positive light.
Whether living together or apart, the way we treat our children’s other parent, and the things we say to or about him or her, sets the tone for how our children will treat and view them too. Even if you’re angry or upset at one another, try not to expose your children to this- no matter their age.

Mar 18

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The importance of role-play in Early Years

By Iain Boyle Education, play, Relationships

by Antonia Burton
Head of Lower School, Chinthurst School

Children love role-play! Acting out stories, playful manipulation of ideas and emotions, and interacting with each other in imaginary ways are essential for a child’s cognitive and social development. Over the last 75 years a number of theorists and researchers have identified the value of such imaginative play as a vital component to the normal development of a child.

Between the ages of one and a half and six, studies have consistently demonstrated that pretend play increases language usage and children’s awareness that their thoughts may be different from their friends. Role-play allows children to express positive and negative feelings and fosters divergent thinking, the ability to come up with many different ideas, story themes and symbols.

So how are these benefits harnessed in an Early Years setting?
Plenty of free unstructured play is essential. Children should have the space and time to initiate play spontaneously. It should arise from their own imagination without the direction of an adult and it encourages risk taking and creativity and helps the children to practise collaboration and decision making.

However, structured play, in the form of a themed play corner is invaluable in stimulating make believe games. An ‘airport’ or ‘doctor’s surgery’ enable children to choose and assign roles and work through any problems that arise. As pretend play progresses, children need to socialise and cooperate with peers and this helps them to learn to control impulses and respect the decisions of others.

Children’s communication and language skills also benefit hugely as they must collaborate and listen to each other as they role-play. Children will draw upon pictures built up in their minds from past experiences and recreate these scenes, helping them to solve problems and draw their own conclusions – so developing essential cognitive skills.

Taking on the roles of different characters encourages children to empathise with each other. They gain an understanding of different perspectives which develops their ability to relate to each other. Pretend play offers a safe place to act out real life situations. Children cope with worries by acting them out so role-play gives them a setting to work things through and help them to address their fears.

Moreover, the use of costumes and props in a theatrical way can help to improve a child’s gross and fine motor skills. From dressing themselves in a character’s costume to putting the props away when the game has finished, role-play builds hand/eye co-ordination as well as developing visual discrimination.

Children often interact with literacy and numeracy skills during pretend play. They may have to count things out as part of their character or ‘write’ on a notepad. Acting out a favourite story book can be an invaluable aid to comprehension skills too.

The introduction of drama teaching at the age of three and four can really boost the effectiveness of imaginative play and help children to develop soft skills and emotional intelligence. Drama gives children further opportunities to rehearse roles, characters and a broad spectrum of life situations helping them to explore ideas and feelings. Drama promotes self-esteem and gives children the confidence to present themselves in front of an ‘audience’, all whilst having great fun.

At home, a dressing up box, even if it is just hats and masks, can stimulate a child’s imagination and initiate fantastic role-play scenarios. It is important to let your children define objects for use and to allow them to be whatever they would like to be. The benefits really are amazing!

Chinthurst School is a leading co-educational school for pupils agedthree to 11 and is part of the Reigate Grammar School (RGS) family.

Kindergarten children benefit from a bright and spacious environment where their confidence and self-esteemare developed through role play and specialist drama teaching.

At 11, children proceed to a range of top independent and state schools and can take advantage of an early offer entrance arrangement to RGS in Year 5, should this be their chosen path.

Mar 12

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Outdoor play and school readiness

Mar 11

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The benefits of ‘bouncing’!

By Iain Boyle children's health, Education, family, fun for children, Health, Mental health, Party, play, Uncategorized

by Springfit Gymnastics and Trampoline Clubs

There are many benefits to participating in trampolining and gymnastics. They are great sports for all ages and fitness levels, and for people who enjoy both individual sports and teamwork. They provide a chance to set your own goals and work at your own pace.

Here are just a few of the reasons to get involved with gymnastics and trampolining in 2019.

Health and fitness
The moves taught are designed on a progressive scale to allow further development to make them harder and more intricate. With each level achieved through suitably planned training, participants are able to improve their joint health, maintain muscular development and improve cardiovascular fitness, making you feel healthier and more alert. Unlike running, trampolining has comparatively low joint impact for an intense exercise routine. It has been proven that trampolining improves your metabolic rate, helping you stay fit and healthy!

Mental health
Both gymnastics and trampolining are extremely beneficial for improving concentration and mental focus. These activities are great for a child’s cognitive development – encouraging them to use their imagination and gain a better understanding of their body and capabilities. The physical activities you perform will also make you feel happier, more positive, and even more self-confident. Endorphins, the positive mood-enhancing natural chemicals released by all exercise are triggered, and in trampolining especially, the sheer fun factor of jumping up and down will make you smile, make you laugh and make you feel really happy. It’s hard to feel blue when you’re bouncing!

Co-ordination and motor skills
Flexibility is a big factor in gymnastics and trampolining. In order to achieve the various positions needed to perform moves, teaching suppleness is of vital importance. Increasing flexibility can also be an effective aid to the reduction
of injury.

Co-ordination can also be improved. David Beckham, NASA trainee astronauts and many other professionals use gymnastics and trampolining to and develop the skills that allow you to undertake a number of items requiring concentration at the same time: bouncing, balancing, maintaining the body’s position, and anticipating the next action in order to learn to perform skilful activities.

Education
Gymnastics provides a unique and valuable social education and experience. It provides an ideal opportunity to learn about teamwork; sportsmanship; fair play and dedication. The time required to master the fundamental skills requires a great amount of patience, dedication, perseverance and planning. Regular gymnastics, therefore, helps people learn to work hard for objectives that can take years to achieve.

One of the most interesting elements of the activities is that the gymnast can experience a variety of effects in practice rather than just in theory. For example, physicists discuss the principle of conservation of angular momentum; the gymnast experiences it.

Conclusion
If you’re still not convinced, I have saved possibly the most persuasive benefit until last. It’s really good fun! Learning how to jump, tumble, flip, swing, and come as close to self-powered flight as is possible is anything but boring. There is always another step to learn; it is possible to learn something new every single class you attend. A regular workout releases endorphins (the happiness chemicals that improve mood) and trampolining could even be an answer to those who want to keep up their fitness but have struggled with joint difficulties.

There are so many diverse and wide-reaching disciplines involved within the sport that make it accessible to all ages and abilities, with benefits at every stage. So what are you waiting for? Join in!

For supporting studies relating to the benefits evidenced here please see www.springfit.org.
Springfit host many classes in the local area which provide the benefits listed above.
If you are keen to get your kids involved in something new, or perhaps try a new sport yourself then get in touch!
We have classes for all ages and abilities!