Skip to main content
search
Category

Relationships

Nov 20
Love0
family finance early

Five things to tell your child about the cost of living

By family, Finance, numeracy skills, Relationships

by Brean Horne, a personal finance expert at NerdWallet

As the rising cost of living continues to stretch budgets with little signs of slowing down, it can be an extremely worrying time for many people. This is especially true for families and can create questions that are difficult for parents to answer. Parents should be setting time aside to engage in conversations with their children about the cost of living crisis in order to lessen their concerns. Below, Brean discusses how parents can tackle the topic of money when talking to children, and stay realistic about any financial sacrifices that may be needed.

Strike the balance
Honesty is always the best policy, and while ensuring your child is aware of the realities of the rising cost of living is important, it is also crucial to avoid unnecessary panic or worry, and strike the right balance between explaining the seriousness of the situation with not alarming them.

At the moment, while it is not necessary for a child to be too concerned about the intricate details of budgeting and saving, it’s a good idea to make your child aware of the increase in the cost of heating, petrol, groceries, and other essential items.

Be clear with children if the current climate means you have to cut back on some of their favourite brands at the supermarket, or if you need to take them to more budget-friendly clothing stores to pick out new items. Reassure – but don’t promise – them this should
only be temporary and help them to understand how important it is to appreciate all that they do still have, rather than what they don’t.

Be realistic
In the lead-up to the Christmas period, many children may start sharing ideas with their parents of the gifts they want to see sitting under their tree come 25th December. However, this year many may struggle to create a similar festive experience for their own families whilst dealing with ongoing financial pressures.

In order to still create a fun and memorable Christmas for your children, it’s wise to prepare them sooner rather than later that certain sacrifices need to be made if they want certain Christmas presents or experiences, such as swapping pricey weekend activities like cinema trips for a day exploring local walks or visiting a local free-entry museum. Not only will this hopefully help children to realise that parents don’t have access to unlimited wealth to treat them with, it should also emphasise the magic of Christmas and how lucky they are to have a family willing to cut back so they don’t go without.

Be wary of shock value
More often than not, children will consume a lot of information from their peers or from unsourced articles shared to social media platforms written to shock and generate headlines. Both of these are notorious for exaggerating or expanding on the facts of a story or subject, and should not be the way a child is gaining knowledge of the current crisis.

Depending on their age, sit your child down for a frank and honest conversation on the issues that are most concerning to them, and try your best to reduce any panic or worry that they have heard through others or online. Point them in the direction of child-friendly websites that can outline the most pressing issues in easy to digest language, and reassure them that you are always available to answer or tackle any questions or concerns they have.

Teach them about budgeting
Parents can use the cost of living crisis as an opportunity to educate children on the importance of budgeting and saving for a rainy day. Highlighting different issues surrounding inflation, energy bills, how interest rates affect things like mortgage repayments and credit card loans, and even how inflation works, will give them a better perspective on the crisis and is something that they are unlikely to be exposed to within school settings.

For older children, this is also an opportunity to help guide them to set up their own financial accounts, such as a children’s bank card or a prepaid card. This will help them learn how to budget, manage their finances, and understand the satisfaction associated with saving up to purchase something for themselves.

While some children are simply given pocket money or a weekly/monthly allowance, now is a great opportunity to give children age-appropriate chores in order to earn some money themselves.

Involve children in making cost-effective savings around the house
Budgeting doesn’t have to be boring, and there are a multitude of useful and fun ways you can involve children with budgeting tasks around the house.

Set children a task to plan budget-friendly meals with a certain amount of money or ingredients you have in the fridge and cupboards as a Master Chef style challenge, or get them involved in cooking/baking large batches to freeze for a later date – a great way to save money and reduce food waste.

In order to help them understand the energy crisis a little more, it’s also worth setting them the task of ensuring no electronic devices or switches are left on unnecessarily around the house – which can of course be incentivised with rewards.

Article supplied by NerdWallet www.nerdwallet.com/uk/current-accounts/

Nov 08
Love0
SEN learning

What should you do if you think your child may have Special Educational Needs?

By Education, Mental health, numeracy skills, reading, Relationships, special educational needs

by Chloe Chapman
SEND Consultancy Services

The term ‘Special Educational Needs’ describes learning difficulties or disabilities that make it more difficult for children to learn than most other children of the same age.

What is the first step I should take if I think my child has Special Educational Needs?
It can be a worrying time if you are concerned that your child is not developing in the same way as other children or doing as well as they could be in nursery, school or college. Each educational setting will have a SENCO (Special Educational Needs Co-ordinator) responsible for providing additional support for children with additional needs. If you have concerns, you should arrange a meeting with the SENCO and other key staff who work with your child frequently (for example, the class teacher or form tutor), to discuss where you feel your child is struggling and what support is already in place to help your child.

The school (and you) may feel that your child needs more support, and this should be reflected within a SEN Support Plan.

The SEN Support Plan should include clear outcomes that it is expected your child will meet, and the support they will need for that to happen. For example, if your child is struggling with writing, support may include an intervention or support group that your child will attend, and during writing activities a staff member will support them. The SEN Support Plan should be reviewed regularly to ensure that your child is making good progress and the support is working well.

What is the next step if a SEN Support Plan is not working?
If your child has a SEN Support Plan, but they are still not making as much progress as would be expected, they may need an Educational, Health and Care (EHC) Plan. A parent/guardian, educational setting or a professional working with your child can apply for an EHC Plan, using the link available on the Local Offer for your Local Authority.

You do not have to use the forms provided by the Local Authority, but they will guide you as to what information to include. It is important to include as much evidence as possible – this can be information from the educational setting such as; a copy of the SEN Support Plan, results from standardised tests and examples of your child’s work. If your child has received additional care from Health Professionals such as your GP, a Paediatrician or Consultant, then include any corresponding paperwork. You can include reports from other professionals who may have worked with your child, such as: Educational Psychologist, Occupational Therapist, Speech and Language Therapist, Behavioural Support Worker or a Physiotherapist. Where possible, evidence should be dated from the last two years so it is still relevant to your child. For your child to receive the help they need it is important for reports to reflect how they might be on their worst day; this can make for difficult and emotional reading. Please remember that this is a means to an end and with the correct support in place the good days should far outweigh the more challenging days.

Once this information has been submitted to the Local Authority, they will make a decision about whether your child will undertake an EHC Needs Assessment. This is a 20 week assessment process, where the Local Authority gathers further information on your child to make a decision about what level of support is required. At the end of this process your child may receive an EHC Plan, or they may remain on a SEN Support Plan.

How to find information about services available through my Local Authority?
Local Authorities have an obligation to publish information relating to services and support for children on the Local Offer. The Local Offer will include information about how to apply for an EHC Plan, who to contact for help and what the process will look like for your area. If you are thinking about applying for an EHC Plan it can be useful to discuss this first with your local SEN Team, a local support group or an independent SEN consultant.

Aside from an EHC Plan, what else should my Local Authority be offering? –
The Local Offer should explain what schools are expected to provide as part of a universal offer for every child. Teachers should be regularly assessing children to identify which children may need additional help. In any one class, the teaching staff (with guidance from the SENCO), could be running a number of catch up or intervention groups for children with skills or knowledge gaps. The expectation is that if a teacher identifies a gap or delay, that the school should look to their own existing groups and resources to support a child in the first instance. As a parent, regular communication with school staff is key to making sure that you are both on the same page and your child is getting access to the support they need.

If you would like more advice about your child and their individual circumstances, then please do get in touch. SEND Consultancy Services can talk through possible next steps, attend meetings, read over reports, SEN Support Plans or EHC Plans and be an advocate for you and your child.

www.sendconsultancyservices.co.uk – chloe@sendconsultancyservices.co.uk – www.surreylocaloffer.org.uk

Nov 06
Love0
mixed class

Choosing with my child: coeducation or single sex schooling

By Education, fun for children, Relationships

by Mrs Sarah Bakhtiari
Principal of Shoreham College

I have had the absolute pleasure of spending my career in fantastic, and very different, schools. From girls only to coeducational, from local to international and from secondary to sixth form to all through provision. I also consider myself blessed to have three daughters, all of whom are on the other side of compulsory education.

One moment it feels as though my daughters were hanging onto me for dear life and in the next breath it’s me hanging on to them, rather futilely, as they navigate university, graduate schemes and rights of passage such as festivals and holidays with friends. ‘Time flies’ is a well-worn cliché, but true nonetheless, and I suspect every parent of an adult feels the fleeting nature of their childhood. Anyhow, I digress to underline that this is a question I have experienced at home, as a parent, and at school as an educator.

Some of the things I worried about for my daughters: Would they be overshadowed by boys? Would they feel intimidated? Would they be confident to speak their mind? Would they be distracted?

I chose coeducational settings for my daughters because all of the above questions I asked so earnestly when they were three, and we were thinking about starting school, were just as relevant at senior transition and predictably as true now in adulthood. The difference now is that in life there is little or no option to choose a single sex environment and so rewinding to the start of school for them, I wanted them to be ready to understand what it feels to live, work and thrive in a coeducational environment. The careers that two of my daughters have subsequently chosen are traditionally male dominated ones and the fact that they earned their stripes in the classroom, alongside boys, means that they are well placed to prosper in these environments. They step forward, they know the value of their ideas and they allow no one, regardless of gender, to speak over them. It’s not easy but it is a skill carefully practised and honed and it is one which is being practised and honed in classrooms up and down the country.

The Smithers report (which is perhaps the most comprehensive piece of research conducted on the benefits and drawbacks of coeducation and single sex education) found that schools were successful, or otherwise, for reasons other than the gender of their pupils. The report explains that outcomes are most significantly affected by excellent teaching, good school management and a positive peer group culture. These things have all been evidenced to have a significant impact on pupil achievement. Whether classes are coeducational or single sex, was not found to have a bearing. I recognise this from my experience of leading schools and raising daughters.

Single sex schools might cite league tables as evidence for their model. The Smithers report cites selectivity of intake together with excellent teaching as having the most impact on league table performance. I hope that the days of gender stereotyping, where females need ‘this’ and males need ‘that’ are long gone from schools and from society. My challenge to anyone wishing to perpetuate gender stereotyping is that excellent teachers personalise the learning in their classrooms for the needs of the individual pupils within that classroom.

‘Everyone’s invited’ has sharpened society’s focus on the way in which we treat one another and the way that we educate our young people. The answer surely has to be genders working together, side by side, with a positive and creative culture, excellent teaching and a plethora of opportunities.

Please call 01273 592681 to find out more about what Shoreham College can offer you, or to arrange a personal visit at any time of the school year. www.shorehamcollege.co.uk

Nov 03
Love0

Have you heard about the latest trend in childcare?

By Childcare and Nannying, children's health, Education, family, Relationships, Work employment

by Adele Aitchison
GrandNanny Founder
www.grandnanny.co.uk

New childcare services in the UK are offering families the chance of reliable, flexible, part-time childcare from experienced over-50s. From mental wellbeing, to being a substitute grandparent for families, the benefits of intergenerational childcare are becoming clear to parents, children AND older workers.

Parents can all identify with the strain of stretching their time to cover work, home admin, the school or nursery run, and after-school activities. Twenty four hours in a day don’t seem enough! ‘The juggle is real’ and whether your child is in nursery or school, finding the right childcare solution can be fraught with worry and frustration, especially at a time when some nurseries and after-school clubs have shut down locally.

It’s clear that families need reliability and experience. Now that many people’s work patterns have changed from the classic ‘9 to 5’ – whether because of flexible working, working from home, or night shifts – flexibility is also really important, but often difficult to find.

As a new solution, the UK has recently started adopting a trend that’s already popular in the US and Japan – matching older people with young families, to give them the reliable, part-time childcare they desperately need. Research has shown intergenerational programmes can improve mental and physical wellbeing for older people, whilst helping the kids they care for have better age-empathy, development and social skills.

As founder of GrandNanny, I was inspired by my memories of being looked-after, as a child, by my grandparents. My grandparents were very involved in my childcare growing up, but when I moved to London, I realised loneliness among older adults is a huge issue. This is especially true for those who aren’t in touch with family or who aren’t working. I felt strongly that families were missing the huge experience and care older adults can bring. I could see very clearly the benefits of connecting older people to those in their communities and have seen hugely positive feedback from all age-groups.

For older workers, nannying can promote mental and physical wellbeing, with a job that keeps body and brain active and provides a valued role in the family and wider community. If they were previously not considered for a job because of their age, their experience is viewed with a fresh perspective – as a valuable skill – and they are ‘seen’ again by the society. Parents get reliable help from someone who really gets to know their family and child and has a range of skills and specialist knowledge from their previous careers. Kids get all the great stuff you’d expect, from someone to help with reading or homework or to bake, play music and go to the park with.

Anna, a 57 year old former receptionist who lost her job last year, started nannying two months after being made redundant, taking care of siblings aged seven and three. She became a grandparent figure for them – getting them ready in the morning and taking them to school, cooking dinner, and reading a bedtime story. Having three grown-up girls and a grandson and always looking after kids for friends, she had plenty of personal experience of childcare. Anna says working as a nanny helps her to keep a young and optimistic outlook and spend time in the fresh air, but also gives her the flexibility to look after her own grandson while still earning an income.

The family Anna works for say she has been a great help to them, really helping lighten the load. She has also become a ‘substitute grandparent’ to the children in her care, something that’s all the more precious because they don’t have their biological grandparents close-by.

So far, as this new approach to childcare takes off in the UK, a huge range of over-50s, from musicians to events organisers, former teachers to nurses say they have found a new and rewarding career as a nanny. They can bring unexpected skills in creativity or learning that the family might not get in a different childcare setting, as well as specialist knowledge for children with specific additional needs.

The families who’ve seen the huge benefits of an over-50s childcarer for their families, really appreciate the flexibility and peace of mind such a service offers.

For anyone who may not have had a nanny before, this important new trend seems to be a win-win-win situation for everyone involved.

Nov 02
Love0
children jumping in a forest

How can education prepare children to lead a good life?

By Education, Mental health, Relationships, special educational needs

by Dr Ian Cunningham
SML College

I would guess that no one ever said on their deathbed: “I wish I had got better grades at GCSE”. In fact, research on deathbed regrets suggests that people in different parts of the world show similar responses. A top regret, for instance, is around relationships – and people feeling that they may have neglected friends and loved ones or may have allowed work to dominate their lives. Others regret the kind of career they have had and feel that they have not fulfilled themselves through their work life.

There is a link here to Freud’s comment that “love and work are the cornerstones of our humanness.” Note that he didn’t say that these are the only things that matter. But if we put his saying alongside the evidence of people’s regrets, it’s quite clear that love and work are crucial to a good life.

If we take work first, then research shows that many people feel unsatisfied with the work that they do. The research shows that they needed better advice when they were younger to make career choices. In mentioning GCSEs at the start, one of the things that’s apparent is that people often choose GCSEs based on such factors as liking the teacher or the views of others.

What is necessary is for the child to be helped to explore what a good life would mean for them and what that would mean therefore in terms of things that they need to learn to help them to get there. At Self Managed Learning (SML) College we start our time with children who join us by asking them about their lives and about things they like and don’t like and about what a good life might mean for them – and therefore what they need to do to prepare themselves for that future. Now we recognise that, especially for younger children, they may not have very clear ideas. That doesn’t matter. It’s more about providing a space so that there is continual exploration of what an individual wants for themselves and for their life in the future. However, by the time students get to 13 or 14, clearly there are choices around what to do at GCSE. Those choices need to be made on the basis of how that helps the person to prepare for the future that they want.

The other side of Freud’s view is about importance of love. What he meant was not erotic love, but rather the ability to have loving relationships with those around us. It might be a more brotherly/sisterly kind of love or it might be a generalised love for humanity. Whatever focus we put on it, the link to deathbed regrets about relationships becomes relevant.

Schooling has become such an individualistic enterprise that, for instance, if you help a friend with a test, it’s called cheating and you get punished for it. In life, cheating is essential – that is, helping people. It is the cornerstone of good relationships. In our College we don’t have such testing. It’s quite common for young people to help and support each other in their learning and to take this beyond when they leave us at 16. For instance, research on former students has shown that one of the key things they comment on learning at the College is what they often call their social skills. They see themselves as being able to relate to others effectively and it actually goes beyond just skills. It’s clear that they value having been in a community that is caring and supportive and that they have learned to engage with others in a truly human way. We know that this is one of the major criticisms of employers about people coming out of the education system – that they’re not good at working in teams and relating effectively to others within the workplace.

When I say that it’s more than skill, it is because what young people learn in the community is about caring about others and demonstrating that care. By being in a small community that allows young people to really know those around them they can be highly supportive and caring to others.

In a court case about what constitutes suitable education, the judge defined it in the following terms: “To prepare children for life in a modern civilised society and to enable them to achieve their full potential”. I would go further than this. Although achieving full potential is clearly what we are aiming for, it has to be not just preparing people to fit in within society, but to be able to be themselves and to live a good life. One that is more than just fitting in. As each person is different, so they need to pursue the kind of learning that will give them a good life. This means not having a standardised curriculum and instead encouraging each young person to see who they can become and how they can achieve that.

Dr Ian Cunningham, Chair of Governors, Self Managed Learning College, Fishersgate, BN41 1QH. ian@smlcollege.org.uk

Nov 01
Love0
divorce

Separation and divorce: What should we tell the children?

By Finance, Legal, Mental health, Relationships

In this issue of the magazine, Jennie Apsey, Solicitor in the Family Department at Dean Wilson LLP, looks at the best way for parents to tell their children that they are separating and how to come to agreement in respect of Child Arrangements.

We have decided to separate but have not yet told the children. How do you advise we should do this?
Every situation and child is different so there is no one answer to this question. Of course, much will depend on the age and emotional maturity of the children concerned. Pre-school children need simple, concrete explanations and are unlikely to be able to articulate their feelings. You as their parents are their whole world and they will not have the ability to think about the future. They will need reassurance about where they will live, who will look after them and how often they will see the other parent. Six to 11 years olds will be more able to understand and think and talk about their feelings, however they do still tend to see things in black and white and will have a limited understanding of complex adult issues like separation and divorce. Secondary school age children will have a far greater capacity to understand these issues and are likely to ask more questions and challenge parental authority and decision making.

From my experience as a Family Solicitor I have assessed that damage to children of all ages may be limited by following some or all of the following:
1. Inform your children jointly of the decision to separate.
2. Talk to them in an environment in which they
feel comfortable, for example at home.
3. Be honest but avoid blaming each other. Avoid giving children too much information or information they do not need.
4. Emphasise that it is not the children’s fault and that both parents love them equally. They need to understand that the decision to separate is an adult decision which they didn’t cause and can’t influence.
5. Do not make children feel they have to choose between you. Tell them that their life will be different but do not give them choices – it is your job as their parents to make the decisions. Children will want to know how life will change from their point of view, not yours, so letting them know what will change and what will still be the same is important.
6. Make sure they realise that they are free to love both parents as before. Try to separate your feelings from the children’s feelings – do not confuse your child by belittling or criticising the other parent.
7. Expect your child to play one parent off against the other or even to take sides. This is very common. Do not hold what they say against them – allow them to express their feelings.
8. For contact arrangements, make them clear to the children and make them regular – children usually like routines as they feel more secure knowing where they will be, when and with whom.

We are having difficulty agreeing what is in the best interests of the children in terms of living and contact arrangements. How can we overcome this?
You may need the help of a third party to come to an agreement about Child Arrangements and a family consultant or mediator can assist with this and help you formulate a Parenting Plan to refer to moving forwards.

What is the difference between a family consultant and a mediator?
A family consultant provides therapeutic and emotional support and helps separating parents navigate a way forward in the best interests of their children. A family consultant does not focus on legal or financial matters, focussing instead on the emotional wellbeing of all the family members. It can sometimes be helpful to speak with a family consultant to prepare you for the process of mediation, or even for them to work alongside the mediator. Family consultants aim to provide an impartial ‘third-eye’ perspective to assist parents in prioritising their children’s needs and wellbeing.

A mediator is trained to listen to both parents, to assist them in their discussions and to work towards a solution that is in the best interests of the children. The mediator will ensure that both parents have the opportunity to speak and put their views forward within a neutral, safe environment. Mediators do not take sides and do not advise. Mediators are not therapists, and their role does not extend to providing therapeutic or emotional support.

Do I need a Solicitor?
A Solicitor will be able to advise you in relation to your rights and obligations which you may find helpful prior to embarking on mediation with your partner. However, Solicitor and Court intervention should be considered as a last resort. Some cases require Solicitors to negotiate on the parents’ behalf and/or the benefit of a Court Order to regulate Child Arrangements. However, in the first instance it is far better to try hard to sort difficulties direct with your ex-partner. The children will benefit most if you are able to maintain communication and establish a good co-parenting arrangement going forwards.

Dean Wilson LLP’s reputation has been built upon our ability to deliver and exceed our clients’ expectations. For over 100 years our success has been founded upon our client focused approach, backed by the knowledge and expertise of our lawyers. www.deanwilson.co.uk

As an ABC reader you can call the Family Department on 01273 249200 to arrange a no obligation telephone discussion and, if required, a fixed-fee meeting.

Jul 10
Love0
Mum and baby cuddle

Why parenting with anxiety makes you a ‘super-parent’

By children's health, family, Mental health, Relationships, Uncategorized
by Abby Dunn
Psychologist at the University of Sussex

The last couple of years have been tough for everyone. The Covid pandemic has left many adults and children feeling uncertain, stressed and anxious at times. Several pieces of research have highlighted the heavy burden this period has put on parents of young children. If you are a parent or carer you may have found things overwhelming at times. You are not alone in those feelings. Almost every mum and dad across the country will have done so at some point.

At the Parenting with Anxiety Team we specialise in supporting families. We hope that the following will provide some useful information and reassurance. But also remember that you are the expert on your family.

Parents with anxiety are ‘super-parents’
From our work with parents we know that almost all of them go to massive efforts to do what is best for their children and that they are doing this while managing their own anxiety. Think of Ginger Rogers doing everything Fred Astaire did, but backwards in high heels. It is not easy!

We know that all parents can think they are not doing a good enough job, so it was great to hear a mother we work with describe anxious parents as ‘super-parents’. And they are! Super at managing their anxiety at the same time as juggling the demands of parenthood. If you are in this situation, take a moment to recognise that you are super too.

You are just one part of what makes your child who they are
If you find yourself experiencing anxiety, you may worry about the impact it has on your children. You may notice that they express some anxious feelings of their own. If that is the case remember that a huge number of different factors contribute to making your child the amazing individual he or she is. It is not all down to you. It is also worth remembering that when your child is anxious your understanding of your own anxiety can give you special insight into what they are going through.

Your child’s anxieties are not your own
When you feel anxious, your child’s worries can be overwhelming. It can be useful to remember that all children worry at times and it is perfectly normal. Sometimes you might be tempted to step in and fix things for them, so they don’t have the same experiences you did.

School experiences can be a point when we transplant the feelings we have about our experiences onto our children. But their experiences are different and the things which worry us may not affect them in the same way. Similarly, when your child is worried about something you do not have to share those feelings. If you can step back a little from their worries you will be better able to help them cope with them. This is not always easy and don’t beat yourself up if you do find yourself sharing their fears.

If you are worried, encourage your child to talk, and listen
Just by noticing that something is going on for your child you have already shown real sensitivity. The next thing to do is support them to share what they are feeling. You do not necessarily have to solve things – you might not be able to and that is OK. If worries are coming up at bedtime focus on soothing them and try and have a gentle conversation about it at another time. Sometimes it can help to have a chat while you are both more relaxed, for example in the car, while playing or walking back from the shops.

To find out more about the project at the University of Sussex please visit www.parentingwithanxiety.org.uk

Jul 04
Love0
sad child

The long lazy days of summer

By Relationships, Safety

For most children, the summer holidays are a chance to spend time with friends and relax. But sometimes it can feel a bit lonely. Some might miss the routine they have when in school, while others might not get on with their family at home.

So how can you help your children cope with some of the more negative aspects of the long summer break? Here, Childline looks at some of the main issues that might be affecting our children and young people:

Loneliness
It’s normal for children to feel lonely or a bit down at times over the summer. Suddenly changing routine can take a lot of getting used to and they might not be able to see their friends everyday like they do in school.

Talking is so important when it comes to beating loneliness. Let them know they can talk to you at any time, or another adult or friend they trust. And Childline’s volunteer counsellors are available all day, every day. The most important thing is not to keep it all to themselves.

Rows at home
Summer holidays can be difficult if there are tensions at home and, because children are home more during the holidays, it’s possible that there might be more arguments than usual.

Every family has problems from time to time, even if they’re usually happy and don’t often argue. If you’re worried about your family arguing more than usual, urge them to talk to you about how they feel and try to find a way together to help everyone get along. They can also visit the www.childline.org.uk message boards and read advice from their peers on how they cope with family rows.

Going back to school
Going back to school after a long break can be scary. Lots of children and young people feel the same – especially those starting a new school. But there are some small things they can do to help them feel calm and in control.

• Plan their time – set an alarm so they have enough time to get ready. Check which lessons they have that day and make time for homework.
• Pack a bag the night before so there’s no last-minute rush.
• Their teachers are there to help – they should speak to them if they’re worried.
• Get help if things go wrong – whether that’s bullying, workload or exam stress. They should speak to you, their teacher or Childline.

Spending more time online
With the extended break, it’s only natural for children to start spending more time online. While the internet can be a great place to learn, play games and stay in touch with friends, it can also expose children to risks such as grooming or bullying.

Talking regularly with your child is the greatest tool to help keep them safe online. Making it part of daily conversation, like you would about their day at school, will help your child feel relaxed. It also means when they do have any worries, they’re more likely to come and speak to you.

You can find a wealth of online safety advice on the NSPCC website: www.nspcc.org.uk/keeping-children-safe.

Starting a new relationship
Relationships can be really exciting but they can be scary too. It’s normal for young people to have worries about it. It can be hard for children to know who to talk to and it’s embarrassing to talk to your parents about it.

Starting a serious conversation with a child is never easy. It can help to try to prompt them with a TV show or story book to introduce the topic. Or try asking what they’ve learned about it in school and see what their friends thought.

Have a few ‘bite-sized’ conversations over a period of time to give your child the time to process what you’ve discussed. And create the right situation – have it in a relaxed, neutral place where you won’t be interrupted.

Home alone/out alone
Learning to be independent is an important part of growing up. Between work and other commitments, every parent will have to leave their child home alone at some point.

Although there’s no legal age a child can be left home alone, we recommend not leaving a child younger than 12. A child who doesn’t feel comfortable should never be left.

As your child gets older, talk to them about how they feel about being left home alone. If they’re worried, work out what parts of being home alone worry them most. Do they feel safe in the neighbourhood? Are they afraid of the dark? Understanding why they don’t feel comfortable will give you an idea of how to help.

For further advice and support, why not explore the Childline website together at www.childline.org.uk

Try the games and exercises in the Calm Zone to help your child feel less anxious.

For parental advice, there’s the NSPCC Helpline on 0808 800 5000, available Monday to Friday 8am – 10pm or 9am – 6pm at the weekends. Or visit www.nspcc.org.uk/keeping-children-safe.

 

Jul 01
Love0
`Xtraordinary people

The seven dyslexic archetypes How to spot, support and empower your dyslexic child

By Education, numeracy skills, reading, Relationships
by Kate Griggs
Made By Dyslexia

How can you tell a child is Made By Dyslexia? As many as 1 in 5 children are dyslexic but research suggests that 80% of dyslexic children leave school without being spotted. This proves that in order for parents and teachers alike to spot, support and empower dyslexic children, there needs to be more awareness about what the signs of ‘Dyslexic Thinking’ are.

Dyslexic brains are wired slightly differently, which means they have a different way of processing information. This difference results in a pattern of challenges, but extraordinary strengths too.

Children with dyslexia have trouble learning to read, write and spell as well as remembering lots of facts and figures or concentrating and following instructions. Tests are particularly tricky for dyslexic children as they are a combination of all these things and can make them feel embarrassed or even stupid, which they are not! This can make school particularly frustrating for dyslexic children. But if spotted early, and given the right support, they can and will do well.

How to spot your child’s dyslexic superpower
• Think about what your child loves to do and would do for hours, if left to their own devices. These are usually their ‘Dyslexic Thinking’ skills.
• Find out what they are passionate about, what they love to talk about, watch or learn about.
• Encourage them to do both of the above, lots and lots. Skill + practice + passion = superpower.
• Easy-to-spot strengths include sport, art, music and dancing. But empathy, kindness, imagining, listening and questioning are all incredibly valuable superpowers too.
• Acknowledge their expertise. Dyslexics often don’t realise how good they are at these things, so may not recognise them as their superpowers.

To identify ‘Dyslexic Thinking’ skills in children, we conducted one of the largest research projects of its kind. Our extensive research with dyslexic people, teachers, psychologists and parents, helped us to gather a unique insight into dyslexic strengths and thinking skills in children. These are the things that dyslexic children are naturally good at, and love to do. Because they love to do them so much, they practise them a lot and become extraordinarily good at them and these things become their ‘superpowers’.

From this research, we developed seven dyslexic archetypes:
1. Storytellers
2. Makers
3. Entertainers
4. Movers
5. Imaginers
6. Questioners
7. ‘People’ people

Dyslexic children have a natural ability in some or all of these seven archetypes. While all children will show ability and interest in these areas, dyslexics tend to immerse themselves and become very good, often ‘expert’ at them. You can develop resilient confident learners by nurturing these natural abilities, which can develop into valuable skills in work and life.

Here are some of the signs for each dyslexic archetype in children:
• Storytellers:
Persuasive. Tell tall tales. Elaborate explainers. Invent stories. Love stories and films. When they grow up, Storytellers often become journalists, teachers, writers, filmmakers, politicians or campaigners.

• Makers:
Jigsaws. Puzzles. Lego. Building things. Making things. Cooking. Crafts. Art and painting. When they grow up, Makers often become architects, craftspeople, chefs, designers, gardeners, artists or programmers.

• Entertainers:
Music and rhythm. Singing. Dancing. Jokers. Expressive arts. Like putting on a show. When they grow up, Entertainers often become actors, musicians, comedians, salespeople, PR people or presenters.

• Movers:
Fidgets ‘on the go’. Physical risk takers. Sports/ball skills. Balance. Climbing. Skateboarding. Gymnastics. When they grow up, Movers often become musicians, sportspeople, dancers, sports coaches, choreographers or firefighters.

• Imaginers:
Daydreaming. Making up games and fantasy/imaginary worlds. Create dens and ‘worlds’ out of things. Get lost in their imagination, immersed in activities. When they grow up, Imaginers often become scientists, inventors, entrepreneurs, artists, actors, photographers or filmmakers.

• Questioners:
Constantly ask ‘what if?’ and ‘why not?, Challenge norms and rules. Have an answer for everything. Always curious. Problem-solvers. Explain things to everyone. When they grow up, Questioners often become detectives, spies, entrepreneurs, journalists, writers or real change-makers.

• ‘People’ people:

Peacemakers. Social organisers. Busybodies. Helpers. Charmers. Carers. Leaders. When they grow up, ‘People’ people often become nurses, doctors, teachers, care workers, managers or presenters.

So, by far the most important thing we can do for any dyslexic child is to identify their strengths and place as much importance on them
as we do on their challenges. With help, our children will learn to do all they need to do well enough, but it’s their dyslexic strengths that will help them to excel in life.

Early identification and the right support is vital for dyslexic children, so that’s why Made By Dyslexia has created our free online dyslexia awareness training films, so parents and teachers around the world can gain the knowledge they need to begin to support their children.

Kate Griggs is the founder and CEO of global charity Made By Dyslexia and author of dyslexia guide This is Dyslexia (Penguin, £11.99) and children’s book Xtraordinary People: Made By Dyslexia (Penguin, £6.99).

 

This is dyslexia

Jul 01
Love0

How to introduce your second baby to your firstborn

By Education, family, prenancy, Relationships

Introducing a new baby into the family can be an exciting yet nerve-wracking time for parents. In this article, experts at UK-leading baby brand, Nuby, have looked at some of the best ways to prepare your little one for the impending arrival and help them to stay feeling loved and included.

Explain what’s going to happen
This can simply be dependent on how old your first child is. If they’re under the age of two, they may not be that interested and take the new addition to the family in their stride. However, a slightly older child might be bursting with questions or struggle emotionally with the transition.

To alleviate some of this, it helps during this time to help them know what to expect – that the new baby is going to be with mummy or daddy most of the time, and the baby is either going to be sleeping, crying, or feeding. This will also help manage their expectations – that their new sibling won’t be able to sit up by themselves, let alone be a playmate from the moment they enter the home.

The more prepared your eldest feels at this point, the easier it will be for them to make the transition from an only child into an older sibling.

Tell the story of when they were born
One other tip is to show your eldest some old photographs of your or your partner’s pregnancy before they were born, or of them when they were a baby. Talk to them about what it was like when they were younger and how they too cried and fed all hours of the day.

This will not only give you all a few laughs but also help to ease some of their worries and better understand why the new baby needs more attention for the first few months.

Roleplay looking after the baby
Using a doll is a great way to introduce your firstborn to the idea of having a baby around.

They can use this time to practise how to hold the baby, how to talk to them, and how to be gentle with them. Overall, this helps to normalise the idea that there’s soon going to be a new arrival.

Better still, if you’ve got friends or family with small babies of their own, try to set up meetups or playdates so your child can get used to hearing baby cries and babbling.

Get them involved in the planning
Include your child in the naming process. Ask them what they think of the names you’ve got picked out, for example. Chances are they won’t like your choices and would much prefer you to name their sibling Spider Man or Peppa, but the key thing is to value their opinions.

Take them on shopping trips while you’re gathering up your newborn essentials to make the situation feel more real. They’ll feel even more important if you let them pick an outfit for their younger sibling.

If they’re not good with shopping, let them contribute in other ways, such as putting new items away, helping pack the baby changing bag, or even helping you to redecorate the nursery.

Get them involved in the caring
It’s tempting for any parent to be extra cautious when managing a toddler or young child around a baby. However, allowing your firstborn to have some involvement in looking after the baby is key in making them feel included rather than pushed out.

Singing to the baby, helping bathe them, or passing the wipes or a clean nappy are all easy little tasks that can help the new older sibling feel like they have an important role in the family.

Let them meet their new sibling as soon as possible. A hospital can be a big scary place for your eldest, but the more included they feel at this stage, the more they will continue to do so down the line.

One thing to avoid is punishing your first child or telling them to go away if they make a mistake. Just be patient, calmly explain what they should do instead, and let them have another go.

Make them the focus
Family and friends will be enamoured with the new baby, but it can make your eldest feel much more secure and loved if you heap attention on them as well. Being full of praise, especially when they’re around the baby, will really help boost their confidence and self-esteem.

A ‘gift’ from the new baby to their older sibling is also a wonderful way to instil good feelings from the get-go. It also shows how much the newborn loves their older sibling already and can’t wait to meet them.

The stress of the change can cause older siblings to act out or behave badly in order to get attention from you. They may also start to regress and act younger than their age, for example, when it comes to feeding or changing. As they get used to being around a newborn, being patient and praising them for their good behaviour might help reduce this.

When introducing a second child, one of parents’ biggest fears is that their eldest child will feel left out. At some point, they may also feel guilty for not spending as much time with their firstborn. Unfortunately, this is almost certainly going to happen but you shouldn’t feel guilty about it. Focus on the quality of time you spend with your eldest rather than the quantity.

This is a huge change for the whole family, and it’s going to take some time for everyone to get used to the new dynamics. Being patient and following the tips above can help your firstborn feel more involved before and after the little one arrives.

Close Menu