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Mar 07
Love0
Playing outdoors

Outdoor play is an essential part of any child’s development

By Education, environment, fun for children, Green, play, Playing, recycling, Sprintime, Uncategorized
by Laura Gifford
Little Deers Preschool

The rising trend of Forest Schools around the country displays just how important outdoor play and learning is. In a world of computer games and social media, outdoor play for children is easily overlooked or dismissed as something that was done ‘back in the day’.

It’s important now more than ever that children have exposure to nature and the outdoor world. If the recent pandemic has taught us anything it’s that family time is precious and nature can still be enjoyed when other indoor pursuits can’t. In recent months, a lot of families have reconnected with the outdoor world enjoying leisurely walks in their local parks or forests.

Studies have consistently shown that playing in an outdoor environment reduces stress while increasing vitamin D levels, promoting social skills, and even increasing attention spans.

A lot more parents these days are choosing Forest Schools and outdoor settings for their child’s early education than ever before. In the UK alone there are over 45 registered Forest Schools and in Sussex over 10 forest style preschools. The benefits of outdoor play are endless.
Children are stimulated by the outdoors and typically experience, over time, an increase in their self-belief, confidence, learning capacity, enthusiasm, communication and problem-solving skills and emotional wellbeing.

In an outdoor learning setting, children are physically and mentally more active and generally lead healthier lifestyles. Another recent study showed that outdoor play significantly reduced the symptoms of ADHD, a condition that now affects 11% of all school children. On top of this, playing outdoors promotes self-confidence, fine motor skills, and balance. It promotes self-reliance, increases flexibility, and improves overall co-ordination.

When it comes to toddlers and preschoolers, being outside is an exciting sensory experience. Babies will enjoy the exciting visuals on offer as you take them for a walk outdoors. Toddlers love the chance to explore different spaces and touch natural objects – leaves, pinecones and puddles included.

Playing outside is really important as it gives your little one the chance to look around and learn. While you’re having fun as a family, taking your children outdoors and supporting their play is also helping your development as well as theirs – the whole family benefits from being outside.

Another benefit of outdoor play is that your child learns to appreciate and respect the environment around them. Teaching your child, the importance of taking care of the environment, placing rubbish in the bin, ensuring they look after plants and animals they encounter, is hugely beneficial to them.

In the US, Forest Kindergarten or Nature School is quite common and often referred to as a ‘classroom without walls’ where young children spend their time outdoors in nature creating toys with found objects and experiencing little adventures with their imaginations.

In Germany, Waldkindergraten (forest kindergarten) is also common. And lately, in America, the popularity of ‘out of the classroom and into the woods’ preschools and kindergartens is growing as more parents are starting to feel that academics and tests have become the focus rather than non-cognitive, social emotional development and personal growth.

Starting your child’s education years in a setting which will give them opportunities to grow in such a positive way seems like a sensible choice to make.

Little Deers is a forest style preschool in the village of Nutley, East Sussex and have been running for over 30 years, providing an exciting and stimulating environment for children surrounded by the beautiful Ashdown Forest. www.nutleypreschool.org.uk

Sources:
www.childdevelopmentinfo.com/parenting/the-benefits-of-outdoor-play-for-preschoolers/#gs.d326o8
www.forestschooltraining.co.uk/forest-school/the-benefits/
www.nct.org.uk/baby-toddler/games-and-play/benefits-outdoor-play-for-children
www.mamookids.com/blogs/journal/the-ultimate-guide-to-forest-nature-schools-in-the-us

Mar 05
Love0
book reading

School should be enchanting

By children's health, Education, environment, Mental health, play, Playing, Relationships

Chris Calvey, Headmaster of Great Walstead School, West Sussex, talks about the balancing act of meeting academic rigor whilst maintaining pupils’ excitement and enthusiasm.

School League tables are now very much a part of our lives and pre-testing for schools is creeping in at an increasingly younger age. Now, take into account the not insignificant amount of money that private schools charge. You can see the rising pressure on both teachers and the Head to ensure that pupils achieve the highest results. The safest way to do this sees the classroom take on a more teacher led approach where pupils are told the information they need to learn, guided in how to answer questions by rehearsing past papers, and even have timetabled lessons on verbal and nonverbal reasoning tests. Such an approach generally ensures that pupils pass their tests but at the cost of genuine enjoyment, pleasure and natural wonderment of school.

I believe there is an alternative way in which children can maintain their love of learning. By understanding there is more to the process of education than just working to pass a test, they are able to develop a set of skills that enables them to tackle challenges without a fear of failure. Inspired by the book ‘Educating Ruby – what our children really need to learn’ written by Guy Claxton and Bill Lucas, all the staff at our school explored a variety of definitions for the seven aspects that the book identified as developing confidence and character. We refer to these as our 7Cs – Confidence, Curiosity, Collaboration, Communication, Creativity, Commitment and Craftsmanship.

Each ‘C’ has an age appropriate definition for the sections of our school and children are rewarded when they demonstrate these attributes. They see Confidence as the ability to tackle difficult tasks and challenges whilst not being afraid to make mistakes. Curiosity is about developing wonder and awe, while Collaboration helps pupils see the benefits of working in a successful team. Communication encourages children to share their ideas and thinking whilst understanding the importance of listening to each other. Creativity is not just for the arts, but is to be developed with problem solving challenges and alternative thinking. Commitment recognises those times when pupils show determination and resilience even if they find tasks challenging. Finally, Craftsmanship celebrates the sheer joy and pride of completing something which has taken time, care and love to produce. By rewarding these skills, every child is able to achieve and none are limited by their cognitive ability. It leads to an “I can” culture rather than a fixed mindset where pupils feel limited by the scores they achieve.

Since focusing on the 7Cs, we have seen children become far more engaged in their own learning process, take responsibility for what they can achieve and, as a result, make impressive levels of academic progress where they not only know things, but genuinely understand them – there is a distinct difference.

Children only get one chance at their schooling, and I believe it is so important that we look to develop the whole person – not just focus on exam results and entry testing. Working in several prep schools, I have seen and promoted many ‘learning profiles’ from school ethos based principles to International Baccalaureate inspired systems. All offer something more than just a ‘teacher led’ approach to learning, but in the 7Cs I have found a set of values and attributes that really inspires the girls and boys in our school, and prepares them for the challenges that lie ahead.

The second closure of schools has arguably made these values yet more important as children have spent hours in front of a computer screen, being taught in a very isolating and unfamiliar environment. Those opportunities for communication and collaboration between each other are significantly diminished, and that lack of human contact makes the whole process of learning yet harder. Incorporating our 7Cs into the pupils’ learning will be a real focus when they are allowed to return, and we will actively promote the development of these skills, continuing to build a real sense of “I can do” within each and every child.

At Great Walstead, children learn happily inside the classroom because they play happily outside the classroom. A game in the woods and a maths lesson are, at this age, equal learning opportunities – we call it Mud p!
www.greatwalstead.co.uk

Mar 05
Love0

Education, work and learning – do they go together?

By Education, Language, numeracy skills, play, Playing, reading
by Dr Ian Cunningham
SML College

If we take the average 16 year old school pupil, their working week may be longer than that of their parents. Past generations struggled to bring in laws to limit children’s working in factories and other settings. Yet we now find that if we add a young person’s time on schoolwork to their homework and exam revision, then it is not uncommon for them to put in more hours work per week than a parent.

Another factor is that this work is largely imposed, with the individual having little control over the work pressure. What we know from organisational psychology is that long working hours where the person has little control over the work can lead to severe stress and anxiety. The research shows that stress and anxiety in children is increasing.

It was common in my school for teachers to chide pupils who were not working. Working meant working at a prescribed task from the teacher. Also, in modern parlance, there is reference to having pupils ‘on task’. If you are not working at a prescribed problem or task, then it is assumed that you are not learning. Often, when I was criticised in school for not working, I would be thinking about something not to do with what the teacher was prescribing – but it was productive thinking as far as I was concerned. The notion that working and learning must go together doesn’t make sense.

One of our students spent time doodling in school and was criticised for this – but actually it was her way of learning since she had dyslexia and ADHD and she found that drawing was more suitable for her. She described herself as a visual learner. When she came to our College aged 13 she spent a whole year doodling and drawing cartoons, making figures out of plasticine and seemingly nothing else. It may not have appeared that she was learning but she was. Two years later she published her first graphic novel. It’s a novel that has received much praise and sold well. The publishers were quite shocked that a girl as young as 15 (and diagnosed with dyslexia and ADHD) was able to produce such mature material. She learned a great deal to do this – but she didn’t see it as work.

Many writers have indicated the importance of play in learning. Educationalists head to Finland to find out about their education system because it is seen as successful. One thing they seem to miss is that children in Finland do not go to school until they are seven. The importance of the kindergarten experience and play seems to get missed. For instance much of the social ability valued by employers is learned through play.

Another use of the notion of work is in the imposition of homework on young people. Note that it is not about home learning. The assumption is that person will work on school-directed tasks while they are away from the school. What we do know is that young people learn a huge amount within the home and from people they interact with outside school. One example from our research on both young people and adults is the value of travel. Unfortunately, schools in England fine parents who take children out of school to travel in term-time.

In our College (for 9-16 year olds) we encourage parents and students to travel, because it provides valuable learning. A good example was a 14-year-old student, whose parents were working for a few months in India. She was able to go with them and carry on with her learning. A lot of the learning was, of course, about the culture, language and norms of another society. For the two months she was away she remained in contact with her group via a weekly Skyping session. Her group was regularly able to engage with her while she was sitting on a beach in India with her laptop.

What has been interesting is how ex-students refer to what they learned at our College. For instance many talk about gaining the social skills that make them highly employable. Now we don’t teach social skills. We create a learning community where students learn to interact freely with others. Some of the learning comes from structured experiences such as the fact that each student gets the chance to chair our morning community meeting. However, much of this learning is from the seemingly non-working side of the College – learning through engaging with others and learning what works and what doesn’t. So long as students learn why should we be bothered about how they do this?

Dr Ian Cunningham is Chair of Governors, SML College www.smlcollege.org.uk 01273 987629 ian@smlcollege.org.uk

Mar 01
Love0

Kiss, cuddle, high five…

By children's health, Education, Health, Mental health, play, Playing
by Sally-Ann Barker
Potter’s House Preschool

I watch the children coming into preschool in the morning and wonder how their last few hours have been and how it might shape their day. The ones who run in without saying goodbye because they have already planned in their head what they are going to be doing and are desperate to execute that. The ones who come in with their hats over their eyes pretending to be invisible because this has become their routine to make us laugh and set the tone for the morning. The ones who cling to their parent that little while longer and then the ones who need peeling away so we can start our day.

Because of Covid, our drop offs are slightly different. Parents used to come into the building and were welcome to stick around for a little while if necessary. It instilled a sense of unity with our staff and parents – that we all have the same goals for the children. Now that parents aren’t allowed in, we receive the children outside and take them in ourselves. Granted, it meant they settled more quickly in September but I can’t help feeling a little sad at how quick the handover feels now. Parents are conscious that it’s cold and they may be holding up the queue of other parents who may need to rush off to work so they quickly hand the child over and off they go. We had a child a few years ago who was incredibly shy and after a few weeks of tears at drop off, his mum set a little routine for them. She’d bring him in and then say “Kiss, cuddle, high five” and he would do all three things and then go in happily. That little bit of comfort she gave with a clear and precise routine worked for him and it always stuck in my mind, what a lovely way to say goodbye.

The reason I wonder about their time in the morning before they come to us is because it completely determines how their day will be. According to Maslow’s Hierarchy of Needs, there are five levels of ‘needs’ that dictate a persons behaviour. These are physiological needs, safety needs, love and belonging needs, esteem needs and self-actualisation needs. The phrase “just one of those days” tends to be accompanied by a dismissive eye roll, a shrug off that it’s not a big deal or out of a person’s control – just one of those days. But, what if it didn’t need to be “just one of those days” ? Picture a day you’ve had where nothing seems to be going right. You overslept, you burnt the toast, you were late to work – anything really. One thing going badly in the morning can shape your day into “just one of those days” and that’s exactly how it is for children. The Hierarchy of Needs adapted for children is set out like a pyramid, with the more critical needs taking up the larger part of the pyramid at the bottom working their way up to the peak.

Physiological needs
Children need to have had a decent nights sleep, be fed and watered and been to the toilet. In short, they need to feel physically comfortable. This is especially important in preschoolers because they may not be able to process those needs and be equipped to tend them themselves, so that responsibility falls solely on the parent/carer.

Safety needs
Fairly self-explanatory but basically children are entitled to feel safe and secure. Both physically and emotionally their safety needs should always be met.

Love and belonging needs
Children need affection, it sits beautifully alongside their emotional needs, they need comfort and physical touch. This enables children to feel secure and connected.

Esteem needs
This one can be tricky when your children are small – how do we help boost their self-esteem? How do we help them to be confident? Children find confidence in our trust. Allowing children the space, time and opportunity to be independent means they no longer feel impotent or vulnerable. This is so easily done by allowing that extra time for them to get themselves dressed and trusting them to do it, pouring their own milk into their cereal, putting on their own shoes and remembering their coat. We use positive affirmations at preschool every morning as part of our registration – “I am good. I am kind. I am smart.” We use these alongside promoting their independence as much as possible in their self-care and play.

Self-actualisation needs
These are a child’s creative needs, problem solving and stimulation, something that is provided in spades at any setting they will attend so not something parents really need to put pressure on themselves to do in the morning before the school run.

These needs not being met form a barrier for children’s development. They can become unmotivated, aimless, disconnected and disengaged. For a child to have a positive and successful day, they need to be healthy in body and mind. You have to attend to the basic needs of a child before you can expect them to reach their full potential and, after all, what do we all really want as parents?

That kiss, cuddle, high five at the door means more than we may initially realise.

For more information please contact Sally-Ann at sallyann@pottershousepreschool.co.uk or call 07375 379148
www.pottershousepreschool.co.uk

Feb 27
Love0

Developing thinking skills from birth upwards

By Education, environment, numeracy skills, Playing, reading, Relationships
by Sam Selkirk
Head of Reigate St Mary’s Lower School

In the words of Einstein “Education is not the learning of facts, it’s rather the training of the mind to think.” 

When do young children start to think? What do we know and how can we best support children from birth upwards?

I love the analogy of a child’s development in the context of a building, you start with the foundations and the quality of those foundations determines how stable and solid the building will eventually be. Thinking skills need to be part of those foundations; all too often the emphasis has been on developing thinking skills when children enter Key Stage 2, but one could argue that this is leaving it too late.

So, when do children start to think?
During the second half of the 20th Century there was an increase in research on brain development and the findings were summarised by Dryden and Vos in ‘The Learning Revolution’ that “Neural connections that don’t develop in the first five years of life may never develop at all.” We have a responsibility to provide opportunities to guarantee every child establishes ‘strong’ neural pathways, the direction we take should follow the research “We learn 10% of what we read, 15% of what we hear, but 80% of what we experience”.

Let’s further explore the significant elements through the research of two key players in the field of child development, Jean Piaget and Lev Vygotsky.

Piaget states that children learn by constructing schemas – patterns of repeatable behaviour which can be noticed when they play; by recognising these schemas and providing opportunities for them, we extend patterns of behaviour and thinking.

Furthermore, he suggests young children (birth to seven years – there are another two age ranges after this) move through two stages of cognitive development:
1. Sensorimotor: birth to 18-24 months when children focus on what they see and do, and physical interactions with their immediate environment. They are constantly experimenting and learning about the world through trial and error. During this period, their increased physical development leads to increased cognitive development. Then there is that important milestone – early language development.
2. Preoperational: 18-24 months to age 7 during which, children begin to represent objects with words and images, further develop language skills and imagination. Their thinking is based on intuition and still not completely logical.

Also we have Vygotsky whose theory of cognitive development focused on the role of culture and social interactions with speech being a major tool in the development of thinking.

To develop young children’s minds we must acknowledge:
• Every child is unique and goes through stages of development.
• We need to provide children with a rich and stimulating environment both inside and out where they are active participants in their learning and involved in a range of sensory experiences.
• The role of the adult is essential in developing positive relationships and to stimulate, support and encourage children.

As Carol Dweck states: “Everyone is born with an intense drive to learn, infants stretch their skills daily. Not just ordinary skills, but the most difficult tasks of a lifetime, like learning to walk and talk. Babies don’t worry about making mistakes nor humiliating themselves. They never decide it’s too hard or not worth the effort. They walk, they fall, they get up. They just barge forward.”

Through the Characteristics of Effective Learning (EYFS Framework) we can facilitate this; however, these are not an add on, they must infiltrate all aspects of a child’s life – be our ‘way of being’. Let’s explore these further…

Play and explore:
• Find out and explore – show curiosity using senses and interests.
• Play with what they know – representing their experiences in play, showing flexibility in their thoughts.
• Being willing to ‘have a go’ – taking risk, using trial and error – not fearful of making mistakes.

Be active learners:
• Being involved and concentrating – showing high levels of fascination.
• Keeping on trying – and then bouncing back after difficulties.
• Enjoying achieving what
they set out to do – intrinsically motivated to accomplish something.

Create and think critically:
• Having their own ideas – solving problems.
• Making links in their ideas – noticing patterns, making predictions, cause and effect, developing schemas.
• Choosing ways to do things – planning, checking how things are going, changing strategy if necessary, reviewing how well the activity went.
• Solve problems without adults suggesting what to do, or even worse, doing it for them!

And what else?
• Provide opportunities for play and develop the ‘stop, look, listen’ approach – we mustn’t interfere, just observe until the child invites us in.
• Ask open ended questions such as “What ideas do you have?” “What do you think is happening?” “Tell me why you think this?” “How would you solve this problem?” “What other ways can we try this?” “What other answers may there be and why?” Give them time to think before they answer – count to 10, at least, it feels like forever, but it is essential to allow the child to process their thoughts.
• Value and encourage children’s questions.
• Give children time to talk with each other but model that talk through open ended questions, reasoning and changing our minds.
• Talk more about the process rather than the end result using the language of learning, by modelling, scaffolding, making connections and embrace making mistakes – this will mean they will be more willing to take risks.
• Give children the independence to select activities and the opportunity to repeat.
• Give them the opportunity to plan, do and review, talking about what has worked well and what they would change.

And the environment?
• Accessible to the children, so they can self-select.
• Calm and uncluttered with a variety of toys related to the children’s interests: construction and small world toys, games, role-play areas from vets to restaurants, mark making materials, items to count, shapes, jigsaws, paint, items such as guttering, plastic tubing, boxes, natural resources, leaves and twigs.

And finally give children time to play inside and out, many a time I have observed children do something outside that they had yet to achieve inside, that sense of space for many young children is key.

And to conclude, heed the words of William Yeats “Education is not filling of a pail but the lighting of a fire.”

Reigate St Mary’s is a junior school of Reigate Grammar, situated within a beautiful 15 acre site close to the town centre. The school has been shortlisted for Independent Prep School of the Year 2020 in recognition of its all-round excellence and holistic approach to education. A growth mind-set celebrates hard work and effort not innate talent. In focusing on the journey and in embracing mistakes and failure as part of improving, children build the resilience and risk taking required to succeed. www.reigatestmarys.org

Feb 05
Love0

The perfect musical instrument for little fingers?

By dance & Art, Education, Music and singing, play, Playing

There’s a tiny little instrument that offers a big punch, Al Start from Go Kid Music is singing the praises of the humble ukulele. Let me stop you right there! You were about to turn the page, but hear me out! There are a few really great reasons why this small, innocent looking instrument could be your secret (musical) weapon. Indulge me…

There’s a window of opportunity, while your children are at primary school, to open up their world to music. You have the perfect combination of their brains being right in the ‘learning zone’, their little fingers start to do what their brains tell them (most of the time!) and they are open-minded and naturally curious.

For children of primary school age, I would argue, the ukulele makes a brilliant first instrument. Remember when you were at school? Perhaps not as long ago as I, but there was the good old recorder – a solid standard across the land, waiting for us to blow far too hard during a rendition of London’s Burning in assembly!

If the recorder was not your thing, then maybe it was the violin. Nothing wrong with that, but there’s a tremendous amount of technique to learn before you’re able to get a decent sound that doesn’t resemble a cat crying. For most children this can be a real turn off – a barrier to learning an instrument that could change their life forever. Children need quick results; they need the ‘win’ to encourage them to continue. That’s what makes the ukulele such a champ.

In just one lesson, your child will be able to play at least one song, and it’ll sound good! From there it’s only a matter of learning a couple more chord shapes and they will have the solid foundation to be able to play a wide selection of songs. If they prefer to pick tunes rather than strum chords, with just four strings it’s easy on the fingers, small and light to hold, meaning they can concentrate on learning the notes rather than worry about troublesome technique.

From your point of view as the banker, you’ll find the ukulele gives bang for your buck! You can buy a perfectly decent ukulele with good quality (Aquila) strings and a carry bag for under £25! Plus as the faithful audience member, you’ll appreciate how mellow the ukulele sounds (unlike it’s feline counterpart) while you paint that smile on and listen to Smoke on the Water for the 12th time!

What about lessons? Many schools and music services now offer ukulele clubs for free, there’s usually a keen teacher who will lead lunch-time or after-school uke club! Paid lessons are in small groups which make them fun and affordable.

YouTube has a plethora of free tutorials, and just searching the word ‘ukulele’ plus the song title your child fancies will bring up endless options.

There’s always a downside to playing a stringed instrument – you do have to tune them! To start with, the ukulele will need you to help it stay in tune. But don’t worry, there are many options. You can download a tuner app to your phone for free, find an online tuner that plays the note of each string for you to match, or you can buy a small clip-on digital tuner for under a fiver. So, don’t fall at the first hurdle. Persevere, and your ukulele will stay in tune.

The last of my favourite perks of your child learning the ukulele is that you can learn along with them. There is no excuse to mourn your lack of persistence with the violin any more. The ukulele makes an ideal shared activity, especially if you plump for online lessons. You can spend quality time with your child as well as being the next Von Trapp family and the life and soul of your next family gathering!

Handily, the ukulele comes in a range of sizes to suit us all. The smallest (soprano) is ideal for most children, the next size up is the ‘concert’ which is fab for growing hands and smaller adults. The ‘tenor’ is perfect for guitarists and those of us with bigger hands – I prefer a tenor uke as I was initially a guitarist, but I also love the concert size. They come in every colour under the sun – but do get the good strings already fitted as I mentioned earlier. I find the Mahalo M1 soprano range to be a great starter ukulele (no, I’m not an affiliate I just rate them) they tick all the afore-mentioned boxes and are widely available online.

So, I hope I’ve given you food for thought. If there’s a gift-giving opportunity on the horizon, perhaps you could give the gift of music (and treat yourself at the same time)!

Having taught ukulele in schools for over a decade Al Start has perfected the art and packaged it into one super-cool family-focused club! The Go Kid Ukulele Club features online lessons taking you from total beginner to ukulele hero at your own pace, for the price of just one ukulele. Check them out here: https://club.gokidmusic.com

Feb 03
Love0

As soon as they stand, they dance…

By children's health, dance & Art, Education, Mental health, Playing, Relationships
by Lynda Forster
Dance Art Studio

Cuts in education budgets sadly impacts on most creative subjects as they are classed as ‘non-core’. Unfortunately, throughout lockdown, children from preschool to teens, suffered with their wellbeing and confidence because of lack of contact with their peers.

This is another reason why it’s so important to set them up early with not only a healthy diet and plenty of exercise, but with a physical activity which channels into the creative art form of human expression. This will help keep their minds healthy and balanced whilst learning a skill that will stay with them for life. Many dance classes moved online during lockdown and offered pupils a weekly lesson – this helped keep a sense of normality for the dancers and ensured they kept up with a skill, whilst keeping their social connections alive with their dance friends and teachers. I’ve heard such positive feedback from parents and older dancers who all, more than ever, appreciated the benefits and happiness that a dance class brings.

Dance as an art form is beautiful and breathtaking. There’s nothing quite like watching a skilled dancer turn and leap across the stage in time to the music, telling a story with their body.

But dance provides benefits far beyond that available to those trained in the discipline. For young children, dance and creative movement can help improve their cognitive development, building skills necessary for success later in life.

Here are ways creative movement can benefit children during the early childhood years:

Sensory awareness
Young children are highly sensory beings. They flock to things that stimulate their senses of touch, taste, sight, smell, and hearing.

Dance and creative movement provide stimulation for three of those five senses at once: touch, sight and hearing.

By listening to the music and learning how to move in time with the beat, children begin to more finely hone their senses and learn how their bodies can work in harmony with the stimuli around them.

Development
Dance provides opportunities to hone both gross and fine motor skills.

From turning and jumping to carefully controlling the movement of hands and fingers, dance engages all aspects of a child’s physical development.

Dancing also awakens the inner creativity in all children, allowing them to hear a piece of music and decide how their body can best respond to it.

In early childhood creative movement, it’s important to have a mixture of structured directions for moving as well as plenty of time for individual exploring. This balance gets children used to bringing to life someone else’s creative vision while giving time for their own exploration.

Social skills
To have a healthy social life, children must understand and embrace their own uniqueness.

Through creative movement, they learn that not everyone interprets music the same way they do, and not everyone moves the same. This helps children see that everyone is different but no one is wrong in their individuality.

Health and fitness
Dancing is great exercise. Teaching children from a young age that frequent exercise is fun and beneficial helps build lifelong lovers of sports and movement. This leads to improved health and wellness as adults.

Language
Co-ordinated movement is essential for proper brain development, which is necessary to developing language skills.

The right side of the brain, the sensing and feeling side, functions best through creative activities. The left side is the logical thinking and planning side of the brain.

Dance allows both sides of the brain to engage, as children must follow steps and directions while also utilising their creativity and interpreting the music.

Body awareness
Young children often cannot tell the full limits of their own bodies.

Through dance, however, they learn in a controlled environment what their bodies can and cannot do and what actions they need to take to perform a desired movement.

Dance helps build co-ordination and spatial awareness, which in turn improves children’s gross motor skills.

Concentration
Remembering the next steps in a dance sequence requires a great deal of concentration. So does sitting down to participate in school work.

Using and honing concentration skills in early childhood better prepare children for the expectations of the classroom.

They learn when it’s OK to move and when they need to sit still, what types of movement are acceptable, and how to stay within their own physical boundaries.

Respect
Through dance, children learn that it’s not possible to move in someone else’s space. If you do, you crash and no one gets to dance.

Learning this skill helps children understand that everyone has their own body boundaries, and they should respect the limits of those boundaries at all times.

Self-esteem
As children learn and develop new skills, their self-esteem increases.

Just like in school, play, and the rest of their lives, dancing and creative movement gives young children new skills to learn and master. This progress keeps them motivated and interested, leading to better tenacity later in life.

Why ballet?
Ballet is the focus for most dance schools, but you’ll also find tap dance, modern musical theatre, jazz and contemporary.

It is considered the absolute foundation from the very early stages where it is taught in a fun imaginative way using mime, props and stories that young children relate to. From here there is a gradual healthy build up, taking children up through the grades with a recognised exam at each level, although these are added options.

What are they learning?
• Correct technique and terminology.
• Strength and endurance.
• Timing and appreciation of music.
• Poise and posture.

Enrolling your tot into a ballet and dance class will help enrich their world around them in so many ways!

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering preschool 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

Jan 21
Love0

Building emotional intelligence from an early age

By Education, numeracy skills, Playing, reading
by Sarah Trybus
Focus Games

Emotions have a significant impact on our health and wellbeing. It is not always easy to express how we feel, and it is even harder to know how to deal with all these emotions. Developing emotional intelligence enables us to understand and manage our feelings effectively.

Teaching emotional intelligence, at an early age, will help your children develop self-awareness and empathy. Research also shows that children who have higher emotional intelligence tend to pay more attention in class, be more engaged at school, develop healthy social skills, and have more positive relationships.

Children do not always know how to express how they feel. They may be experiencing difficulties at school, anxiety, bullying, and cannot always say or show why they feel this way. Building emotional intelligence, and giving your children the tools to express how they feel, will make it easier for them to express themselves and find ways to help them manage the situation.

Emotions and feelings can be complex. According to the American psychologist, Robert Plutchick, there are seven basic emotions: anger, fear, joy, sadness, disgust, surprise, and confidence. The other emotions are more complex and come from two or more basic emotions.

However, when expressing our emotions, we tend to use limited vocabulary which might not express the complexity of the emotions we feel. Therefore, when teaching emotional intelligence to your children, it is very important to give them the framework, and the words to help them understand and express their feelings.

There are five key steps to help your children express their emotions:

1. Recognise and name the emotion
How are your children feeling? For example, have they become quieter and more withdrawn lately? Identifying these kinds of signs will help them recognise and name the emotion.

2. Understand and put the emotion into context
Once your children have recognised the emotion they are feeling, they need to understand why they felt this way. Did something specific happen that caused them to feel like this?

Understanding what caused the emotion also means that if a similar situation happens again you and your children will be more prepared to deal with it.

3. Express the emotion
Encourage your children to communicate their feelings using words, and not their hands. They can also draw or write down how they feel. There are plenty of ways your children can express their emotions in a calm and rational manner.

4. Normalise the emotion
Explain to your children that it is okay to feel various emotions, and that everyone experiences different feelings.

5. Find ways to manage the emotion
Help your children find techniques to manage their emotions and encourage positive behaviour. It may be a short-term technique to manage the emotion at the time, for example by taking deep breaths. It can also be longer term strategies that will help your children cope with their emotions over time. For example, routine exercise often helps reduce anxiety.

Parents and teachers can use fun and colourful resources to engage the children in this activity. The Canadian charity, Jasmin Roy Foundation, created The Emotion Game to help children develop their emotional intelligence, and build healthy social skills.

The game gives your children a framework that follows the five keys steps to emotional literacy. The pictorial cards provide children with information about the different emotions and how to recognise them. Once they have identified how they feel they place the ‘I’m feeling’ cards on a board to name the emotion. Children then explain why they feel this way. The Emotion Game also includes ‘I’d like’ cards that give different techniques, which children can use to manage their feelings in class and at home.

Going through the five steps of emotional literacy does not take long and can easily be integrated into a family routine or part of a lesson at school. Taking the time to discuss and learn about emotions will enable your children to develop their emotional intelligence, to be more engaged in class and to express positive behaviours.

To learn more about The Emotion Game you can visit: www.EmotionsGame.com Pictures courtesy of motherhoodtherealdeal.com

Jan 19
Love0

A preschool is where a child’s educational journey begins, where key skills are developed and a love of learning is cultivated

By Education, family, fun for children, numeracy skills, Playing, reading, Relationships
by Susan Clarke
Head of Rowan Preparatory School, Claygate, Surrey

Do you recall your first day of school? If not, your parents will have done, just like you now considering the educational path your child is on. When choosing the right environment, there are many factors to consider yet there is an abundance of choice regarding nurseries, preschools, and schools; so how do you choose?

Primarily we want our children to be safe, happy and enjoy the opportunities provided for them. However, look behind the scenes and there are huge differences in what’s on offer. Below are a few handy tips on what to watch out for.

Children will benefit from a setting that has that perfect home-away-from-home feel, with warm, inviting spaces for them to grow, learn and discover. Take the time to explore nursery and preschool settings with small classes, specialist teaching provision, adventures to the woods and outdoor play areas and you are well on your way to instilling a love of learning in your child.

Experts in the Early Years
Do you know about the importance of cross-lateral movements, singing songs and practising making silly noises together? Not to worry if you do not, experts in the Early Years will be leading you and your child all the way. Finding the right experts for your child is essential, as building supportive and reassuring relationships at this age are vital for successful early development. At some settings, children will be fortunate enough to learn from passionate, specialist teaching staff, who bring out the best in every child. They will discover their interests and develop their inquisitiveness through exploration, investigation, and play. Staff will give you feedback through portfolios so that you feel involved in your child’s learning journey. Sharing milestones, success and moments of discovery are precious and to be treasured.

Learning through play
Like most early learning environments, the Foundation Stage curriculum is considered to be at the heart of all experiences. Skilled Early Years practitioners will deliver carefully curated topics, based on children’s interests and the curriculum, bringing them to life through song, play and observation. This approach will creatively develop the senses, sounds and imagination of their young charges. Within this world of fantasy, imagination and fun are opportunities for learning sounds, numbers and about the world around them. Look out for settings that nurture their knowledge, understanding and confidence.

Going above and beyond
While communication, personal and social education and mathematics are core to any Early Years curriculum, your choice of nursery can offer much more. What else is on offer? Is sport, dance or yoga offered to complement physical development? Is musical theatre, singing and drama provided to help build confidence and a natural ability to express themselves to a range of audiences? Are the children exposed to learning an additional language, having fun with songs, food and their newly expanded vocabulary? It is a joy to celebrate language and culture and these opportunities are all part of developing a sense of self and belonging in this world.

Woodland wanderers
When I think about my two children when they were two and four, I could barely get them out of a puddle or discourage them from climbing a tree, and who would want to at that age! Using the outdoors to develop knowledge, their language and awareness provides opportunity for real-life discovery. Problem solving skills are developed alongside the ability to communicate, these are essential building blocks in their educational journey. Many nurseries and preschools have access to woodland areas and Forest Schools, which children visit weekly and in all weathers. They will don waders, snow suits or sunhats to explore the woods, returning to school with tales of mini-beasts, den building, witling and wandering. How I yearn to be three again!

Parents as partners
You are an essential part of your child’s development; you know their interests, likes and dislikes. Getting to know whether your child likes dinosaurs, or peas rather than broccoli, will help them settle confidently into their setting. An open-door policy is vital in enabling you to work in partnership with staff and allowing you to discuss any concerns you may have. Look for an environment that holds regular ‘Show and Share’ sessions, where children delight in welcoming their parents into the classroom, proud of the learning space in which they feel comfortable and can excitedly share their prized creations and the skills they have learned.

Ready for ‘big’ school
As your little one nears the end of their time in nursery or preschool, they will be more than ready to embrace the experiences of Reception. Thinking about their transition will be key and if you are able to offer them continuity and familiarly through the same whole school setting or through friendship groups this will help ease their way. If your nursery is in a school setting, I know that Reception teachers love nothing more than coming into the Early Year’s rooms and getting to know them for that next big step. Once you have chosen your school for Reception there will be information and activity afternoons, so everyone feels confident and assured about the next stage. Children will radiate confidence from their time in preschool, so much so that Reception in the same environment seems natural and reassuring.

Susan Clarke is the Headmistress at Rowan Preparatory School in Claygate, Surrey, an outstanding prep school and preschool for girls aged 2-11.
The school motto Hic Feliciter Laboramus – Here We Work Happily – is a sentiment embodied throughout the school, where an engaging and inspiring approach to education creates a lifelong love of learning. To discover more visit www.rowanprepschool.co.uk or contact admissions@rowanprepschool.co.uk to arrange a visit.

May 03
Love0
happy child

Protecting your precious little one’s palate

By baby health, Education, family, Food & Eating, fun for children, Playing

How getting early feeding right can benefit your child’s future health and wellbeing.

Emily Day is Head of Food Development at Organix Brands Ltd, a purpose driven children’s food brand, founded in 1992, with a clear mission to ensure healthy nutritious food is a real choice for everyone. Emily recognises the importance and challenges of providing the appropriate early foods which will set babies on the right path for a lifetime of healthy eating.

“Eat your greens!” is a parental mantra that has persisted through countless generations of vegetable shy youngsters – with Popeye style threats if you don’t!

Start as you mean to go on! Introducing what is an essential part of all our diets, vital for the health of our bodies, should start from those first wonderful weaning moments. Like anything new or unfamiliar, this may not always elicit a thumbs up or gurgle from our little ones. So be patient – persist, because if you crack it early, you’ll avoid mentioning our favourite cartoon sailor.

How can you future proof your tiny tots’ precious palates, and help them be appreciative of the flavours, textures, shapes and tastes of fruits and vegetables so they have a lifelong loving relationship?

For starters, did you know that children learn about their likes and dislikes by being in direct contact with foods; through tasting smelling, touching, holding and also observing others and the way they eat. In fact, even before they start on solids, your baby’s taste buds will be responding to what they’re being fed on, even from inside the womb and if breastfed through the milk.

And don’t forget it’s not just about taste, meal time is also a key development time for children, so should be fun and engaging. To support parents, at what we know can often be a tricky time, we’ve put together some top tips to help:
• After six months of nothing but breast milk or formula, it’s understandable that new tastes come as a surprise to babies, especially when more challenging flavours such as vegetables are introduced. And after all, it’s natural for them to be somewhat suspicious, after only being accustomed to the sweet taste of milk. Our bodies, especially in childhood, do not need or want added salt, sugar or additives, which is why Organix only develop foods with our ‘No Junk Promise’, so parents can trust what they are giving to their children.

• Exposing babies to vegetables in the early weaning stage is a known means of gaining their early acceptance – but not for all! The taste and smell can lead to food refusal. But don’t give up! It might take up to 15 attempts on a regular basis to introduce a baby to a new taste, but research shows that repeated and frequent exposure to them is the most successful route to familiarity and their ultimate acceptance.

• Familiarising babies and toddlers with fruit and vegetables through listening, seeing, touching and smelling them can be a very effective way to win over little taste buds. Try the wonderful aromas of a banana or strawberry, or create a fun to make visual feast by making a fun food plate together.

• Don’t forget fruit and vegetables make wonderful baby finger foods or toddler snacks. Once your baby is past the 12 months stage, two to three snacks are recommended daily. This makes for an excellent opportunity to squeeze in a little extra, so why not choose a fruit or vegetable that is in season for two? Then if required for a third, give yourself a break and why not try Organix Melty Veggie Sticks made with organic corn and pea and flavoured with vegetables? These are baked into a chunky shape, making them easy to hold.

Organix weaning and finger foods help babies discover new shapes, tastes and textures, and our wide range of toddler snacks provide parents with healthier snacking options to fuel happy days.You can find heaps of further information in the Organix Baby & Toddler Cookbook which has over 70 quick and easy recipes from weaning purees to dinner time faves for the whole family to enjoy!

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