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by Chloe Webster and Bridgit Brown
Pebbles Childcare

As practitioners, we know only too well how important supporting children’s personal, social and emotional development is, particularly in today’s society where children’s mental health (and mental health in general) is so prevalent. There are staggering statistics from the Mental Health Foundation that say at least one in 10 children (aged five to 16 years) experience some form of mental illness (including anxiety and depression) as a direct response of things they have experienced, yet as many as 70% of these children will not have received sufficient interventions within their early years. (www.mentalhealth.org.uk)

So what can we do as practitioners to reduce these staggering statistics and equip our children’s emotional arsenal adequately enough to deal with the trials and tribulations the modern world puts upon them as they grow up?

As settings, we should place the children’s emotional development, resilience and intelligence at the forefront of everything we do, because how can we expect children to learn literacy, maths and problem solving skills when they aren’t emotionally ready to learn? As practitioners we need to support the emotional well-being of the children we care for. We must ensure that they are aware of their emotions, what they mean, how to manage them before developing their understanding of the emotional needs of others and how we can be mindful and supportive of each other in order to develop friendships and relationships.

Encouraging children to be emotionally intelligent and resilient doesn’t have to be difficult; the earlier we introduce children to becoming aware of and feeling their emotions, the more likely they will be to grow into emotionally balanced and intelligent young people.

The behaviours children display are an outwards response of the emotions they are feeling and trying to process, and it is our job to not only support them with processing these emotions but also to allow them to truly ‘feel’ their emotions before understanding why they are feeling them and how to deal with them and process them adequately. Children need the opportunities to experience a wide range of emotions in order to develop the appropriate skills to recognise, identify and manage each emotion; if we try to ‘protect’ children from ‘negative’ feelings (anger, sadness, fear) then how will they ever possess the emotional tools to process these emotions constructively.

For children, understanding and ‘owning’ their emotions is supported by their developing language and their understanding of the words and phrases we, as practitioners, use in relation to their emotions.

The words we use to identify, recognise, discuss and process emotions and behaviours have a significant impact on how children will react, respond and understand the varying emotions they feel. For example; instead of saying “Don’t be scared” when a child is feeling fearful, we could ask them “What are you scared of?”, “Why are you feeling scared?”, “What scares you about this?” This way, the child begins to mentally process the emotion and feelings they are experiencing, and dissect it to begin to understand ‘why’ they feel this type of emotion and how to overcome it with the support of a familiar adult. Similarly, simply telling a child “Stop crying”, “You don’t need to cry”, doesn’t support their emotional intelligence and enable them to investigate why they are crying or what it is that is causing them to feel upset.

It is our job as childcare providers to support the children in our care in understanding and dealing with their emotions, in addition to supporting them in understanding and being empathic towards the feelings and emotions of other children in the setting too.

As adults, we know that emotionally we all have different triggers, different ways of dealing with the emotions we experience; children are exactly the same and will all process and react a range of emotions in varying levels of behaviour, it is our duty as their key people to determine, understand and support each child’s individual emotional range, find tools to support them in processing and understanding each emotion, before encouraging them to identify and support the emotions of their peers.

In order to meet children’s emotional needs, they will need a number of things. Firstly, an emotionally rich environment supported by emotionally intelligent adults, in addition to resources that provide children with the opportunity to explore different emotions of different people, opportunities to practice and identify various emotions as well as the opportunity to practice how to support and process the emotions of others.

Providing children with various resources to support them in exploring these things through their play and in their own time, is fundamental to cementing their learning and understanding of emotions.

We need to provide children with a wide variety of stories and books that discuss and explore different real-life scenarios that can unleash different emotions (parental separation, moving house, the transition to school or to a new setting, a new baby, to name but a few) and explore how these are addressed and managed through stories as well as a vast array of imaginative play experiences to practice and develop the skills needed to identify and support the emotions of others.

Where developmentally appropriate, introducing simple mindfulness activities and techniques to provide the children with the time and space to think about, feel and process their feelings in a constructive and calm way is conducive to the resilience of the children’s emotional well-being as well as their emotional intelligence.

Yoga is a wonderful activity for focusing on movements that enable children to breathe, take control of their body and mind and focus on each movement and breath they are taking which instils a feeling of calm amongst the children.
For our older children, making their own ‘worry jars’ is a great activity and resource to have within your setting; a small jar that the children can create freely with, combining coloured water and glitter/sequins/buttons. The message behind these jars is that when the child feels angry/sad/anxious they can physically express these feelings by shaking the jar vigorously and calm themselves by focusing on watching the glitter/sequins/buttons settle; therefore allowing the child time to mindfully focus on their feelings and the process of watching the materials settle provides the child’s feelings to settle and calm too. These jars not only support the child in managing their emotions productively but also provide the child with ownership of their own emotions and behaviour management.

We all have a role to play as professionals and parents to ensure that we know how to adequately support the mental health of our young children in order to support them in growing into emotionally balanced young adults.

by Antonia Beary
Headmistress, Mayfield School

Teachers from my own schooldays might be rather sceptical at my writing an article on the benefits of sport, and rightly so, as any recollections of my youthful endeavours to avoid cross country or the 1500 metres (I think I was the only person in my year not to do it) would elicit, at best, amusement. However, even the most recalcitrant child can surprise themselves and others.

Sport teaches us all, not just our children, skills and helps discover abilities which can prove invaluable as life skills. Playing as a team requires not only working together, but thinking about other people and understanding their strengths and weaknesses.

Good team players will be able to see themselves contributing to something bigger, as they have to look beyond their own individual goals to the shared, common good. Representing our school, or county or country, requires stepping up to the mark and working towards an altruistic goal, espousing what may seem old-fashioned values, which are increasingly at odds with those of the self-centred society in which we seem to live. Most of us can’t avoid having to work with others, so acquiring the tools to do it well, and sooner rather than later, is key. For teenagers to appreciate both that it is not just ‘all about them’ but also that they have something valuable to contribute, promotes a balanced sense of self-esteem.

Practice, as we know, makes perfect. In a world where there is a disproportionate focus on individuals plucked out of obscurity allegedly to fame and fortune, sport offers an excellent lesson: while natural ability may be an advantage, it is nothing without consistent effort and application – rain or shine. With our increasing dependence on mobile phones allowing the best laid plans to be changed at the last minute, understanding the concept of commitment to a match or practice is important. It doesn’t matter if you have a better offer – you have a responsibility to your team. In making sacrifices, so character is built. Captaining a team can lead on to more significant leadership roles and the responsibility being a role model entails.

Everyone seems to have an opinion about resilience: learning how to win and, more importantly, how to lose graciously are skills which should not be underrated. At a time when, increasingly, pressure is put on our children with an expectation they will always get things right, sport provides an arena where it is almost impossible not to make mistakes. Playing sport offers opportunities to learn how to cope when,

inevitably, things do not go to plan. Learning to roll with the punches – literal and metaphorical – is a vital skill. At the same time, having to conform to a set of rules is no bad thing for a child who is used to always getting what he – or she – wants. Fair play and respect for the umpire’s decision needs to be learnt and can’t necessarily be assumed: while cheats may well prosper in the world we live in, it doesn’t mean we should encourage or condone flouting of the rules. Sport should help instil in our young people the fundamental value of integrity.

There’s a reason why the Romans believed ‘Mens sana in corpore sano’. Computer games may offer a certain type of stimulation but there is nothing to beat fresh air and physical activity for real well-being. There is no escaping the fact that an increase in the availability of junk foods or, at the very least, overly processed foods, and less curriculum time devoted to sport is contributing to obesity in today’s young people. Not only does eating healthily help you perform better, but regular physical activity also means that you can get away with spoiling yourself every now and then. Moving to work in a boys’ school, I learnt the value of rugby: one harsh winter I taught classes unable to play sport due to frozen pitches. The windows regularly steamed up with pent-up energy, bordering on aggression. Expending energy on the playing field whether you are a boy or a girl, in my experience, means that you can focus effectively on your academic study. Furthermore, the skills of concentration, focus and determination are easily transferrable and success in a match can boost confidence and instil a self-belief which in turn allows you to approach a challenging maths problem or a philosophical conundrum with more conviction.

There is a reason why we ‘play’ sport – sport has to be about having fun. For some, that pleasure will come from being intensely competitive, for others simply in being part of something bigger than themselves and spending time with their friends, not so much in the pursuit of excellence, but to cement relationships and support networks, to let
off steam and relax after a stressful day.

And the joy of sport is that there is something for everyone. For the record: the girl who, aged 13, tried to arrange her music lessons in PE, in a few short years found herself representing Cambridge University in the Boat Race. Who says miracles don’t happen?

Antonia Beary is Headmistress of Mayfield School, a leading Catholic independent boarding and day school for girls aged 11 to 18 located in Sussex. Described by the Independent Schools Inspectorate as ‘outstanding’ and by Country Life as
“one of the finest schools in the land”,
a Mayfield education combines academic excellence, breadth of opportunity and exceptional pastoral care in a nurturing environment, which welcomes all.
For more information visit the school website at www.mayfieldgirls.org

by Charlie Nash
YogaFrogs

Yoga offers so many wonderful benefits for the mind, body and soul which can help so many aspects of our daily lives. Sleep is a key part of our health and well-being, as it allows our body to rest and restore. Incorporating a short bedtime yoga sequence into your child’s bedtime routine can calm the mind and relieve tension in the body which can help to induce better sleep.

Gently guide your child through this easy to follow mini routine, you don’t even need a yoga mat and can easily practice this on the bed before settling down for sleep.

Make sure the room is cool to encourage a restorative sleep, turn off the TV, computers and phones, dim the lights or use a bedside lamp to give the room a soft light and as a visual cue to the brain to start winding down, ready for sleep.

1. Easy pose

To begin, sit in easy pose, to promote inner calm. Imagine a balloon gently pulling your head up to sit a little taller, take in three deep breaths, counting to three on each breath in and three on each breath out. For the first few times you practice this with your child count aloud; that way they can then fully concentrate on their breathing. Focusing on the breath will help the mind begin to unwind and relax.

2. Cat/cow pose

Start on all fours, hands under shoulders, knees under hips. Cow – inhale and gently drop the belly towards the floor, lift the head and tailbone up towards the ceiling.

Cat – reverse the movement, exhaling deeply and round the spine, tucking the chin in towards the chest. If your child feels happy to do so, ask them to close their eyes as they do this.

3. Butterfly pose

Sit with your feet and heels touching. You can introduce some very gentle movement with the breath by lifting the knees up and down. You can, if you feel it is right for your child, encourage them to close their eyes and imagine they are a beautiful butterfly fluttering round their favourite park or place in nature.

4. Lazy forward bend

This is extremely self-soothing and helps to promote digestion, relieves stress and helps to calm the mind.

Feet should be together and knees bent. The idea isn’t to reach the toes but just to allow the arms to rest where they are comfortable. It’s also nice particularly for bedtime to place some pillows on top of the legs and allow the head to nuzzle into the pillows. Let go of counting the breath and allow your child to fully relax.

They can imagine they are on a boat traveling down a lazy river.

5. Knees to chest

This is another self-soothing posture. It increases circulation to the head and releases tension in the neck and back. Allow for the knees to come to the chest and clasp arms around the shin area of the leg. Gently rock side to side which gives a gentle bedtime massage to the spine.

 

6. Shavasana

Our resting pose, lay in a comfortable position with a favourite toy to cuddle and begin to relax the whole body. Guide your child through
relaxation by naming each body part, for example “Relax your feet, relax your legs” and so on. You could play some sounds from nature, soothing music or use this time as an opportunity to read a short bedtime story.

If your child is still a little restless you can try making a simple lavender and chamomile pillow sack, two tablespoons of dried lavender and one tablespoon of dried chamomile in a little fabric sack tucked under the pillow will provide a soothing scent to send them off to dreamland.

Sweet dreams.

YogaFrogs – bringing weekly yoga, mindfulness, meditation and creativity to children, teens and families across East and West Sussex, www.yogafrogs.co.uk

by Kim Jackson M.S.S.F.
Klodhoppers (Hove and Haywards Heath)

I am writing this in the middle of the heatwave and it’s hard to imagine, that when the temperature is touching thirty degrees on the thermometer, it will ever rain again! But we are British and we know our British weather. It will rain for days and days in the autumn and winter, and probably most of next spring too!

Most of us will be forced to dig out our wellies for that walk to work or for taking the dog to the park, or for walking the children to school. Most of us will also realise that our children’s wellies have been either chewed by the dog, are split and leaking due to being stored in extreme temperatures in the shed, or are at least two sizes too small for anyone in the family to wear. This causes mass panic when you realise you’re going off camping at the weekend and are likely to need something waterproof on your children’s feet.

It has to be said that due to the variable British climate most children tend to need a pair of Wellington boots all year round. Plus they are often a big favourite with most toddlers who seem to love to wear their wellies whatever the weather.

But what a funny name – ‘wellie’ – where does it come from? How did one of our favourite items of footwear get its name?

It was all down to Arthur Wellesley the first Duke of Wellington. He was the victor at the Battle of Waterloo and a bit of a fashion icon in his day.

Military uniforms, fame and fashion have always been closely linked. Regimental dress uniforms were designed to stand out and impress young men so that they would join up, with the added bonus of attracting the young ladies who admired them in their regalia.

When the French Revolutionary and Napoleonic wars (1792-1815) brought most of Europe into battle, it is hardly surprising that they introduced a lot of military fashion trends into civilian life.

In the 1790s officers in the British Army wore boots called ‘Hessians’, which were named after the German mercenaries who fought alongside the British in the American War of Independence (1775-83). Hessians were made of soft, highly polished calfskin. They were knee high with a curved top, similar to a riding boot, but with a ‘V’ shape, decorated with a tassel, cut into the front.

From the 1790s onwards, ordinary soldiers situated in hot climates began to wear lightweight linen trousers, instead of their normal woollen breeches, as they were cooler and more comfortable. Back home the fashion for wearing these tight-fitting trousers became popular in the 1800s. They were most notably associated with the famous style icon of that day, Beau Brummell.

The problem with the Hessians was the tassel on the front – traditionally designed to be worn with breeches, but now too awkward to fit into the tighter, more fashionable trousers.

At some stage during the early 1800s Arthur Wellesley, then Viscount Wellington, asked his shoemaker, Mr George Hoby of St James’s Street, London, to make a boot which was easier to wear with the new style of trousers. Hoby removed the tassel and cut the boots slightly lower to make them more comfortable for riding.

George Hoby was very proud of his achievement and is reported to have said on the news of the French defeat at Vittoria, “If Lord Wellington had any other bootmaker than myself, he never would have had his great and constant successes; for my boots and prayers bring his lordship out of all his difficulties.”

Even before his great victory over Napoleon at the Battle of Waterloo in 1815, Wellington was already on his way to becoming a fashion icon. By 1813, and the Battle of Vittoria, Wellington’s fame led others to start wearing this new style of long boot. The boots duly became known as ‘Wellingtons’.

These boots were popular with the troops because they were hard wearing for battle yet comfortable for evening wear. The boot leather was treated with wax to make them softer and more waterproof.

Wellington became a well-known figure in politics after Waterloo, becoming Prime Minister in 1828. Political cartoonists used the Duke’s boots and his prominent nose to represent him. By 1830 he was being depicted simply as a Wellington boot with a head (with a rather large nose).

Wellingtons remained fashionable until the Duke’s death in 1853, but had declined in popularity by 1860 when the ankle boot finally superseded them. Nonetheless they continued to be worn by senior officers in the British Army, doing service in Crimea and the First World War.

Meanwhile in 1856, the Edinburgh-based North British Rubber Company had started manufacturing Britain’s first rubber or ‘gum’ boots. With the name of the duke still retaining a patriotic pull on consumers, these new boots were soon also renamed Wellingtons in Britain.

Their popularity did not become widespread until the First World War, when in 1916 the company was commissioned to produce millions of pairs as standard winter kit for ordinary soldiers, to prevent ‘trench foot’, a medical condition caused by prolonged exposure to damp.

At the end of the war, soldiers brought these boots home and used them in their daily lives for very practical tasks such as farming, gardening and general wet weather wear. (A century later, music festivals and fashion catwalks are still benefiting from this wartime legacy.)

The North Rubber Company continued to prosper introducing the Green Hunter and Royal Hunter Wellingtons in 1955. The company changed its name to Uniroyal Limited in 1966. More changes took place until eventually four decades later, the Wellington boot production section became Hunter Boot Limited. Hunter wellies have transformed from being a solely practical item to now a very popular fashion brand.

In the 19th century Charles Goodyear invented a vulcanisation process for rubber which some American boot makers used to start making rubber boots.

Hiram Hutchinson saw the potential and shod agricultural workers in France and he bought the patent from Goodyear in 1852. He started a rubber boot company in Montargis called ‘La Compagnie du Caoutchouc Souple’ (The Flexible Rubber Company). He patented a brand of Wellington boots he called ‘A L’Aigle’ or Homage to the Eagle in 1853. The new waterproof boots were quick to become established and sold well within the large rural population. By 1857 the company were hand making 14,000 pairs of boots per day. Now called Aigle, these wellies have become synonymous with quality and with 95% of the Aigle collection still being handcrafted in France.

A couple of words of ‘wellie advice’ for you:
Parents of rural-based children need to be aware that if their children wear their wellies most of the time (if they live on a farm, for example) then the boots will wear out quicker than usual, especially if the children are young and also have ride-on toys and bikes. Except for some of the more premium brands, most Wellington boot manufacturers will only guarantee children’s wellies for a three month period. However, excessive wear and tear can also ‘void’ this guarantee period.

Also, if young children are in the correct size wellies then – generally speaking – they will have grown out of them within three months anyway.

Parents ask us “Is it alright for children to wear wellies all winter?” The simple answer is ‘no’! It is not good for their foot health. Wearing an unstructured item of footwear such as wellie boots all winter allows the foot to spread and become flaccid, therefore it will prove difficult to get some children back into a structured shoe later on. The child will have become used to the loose, floppy feel of a wellie, and will then complain that any shoe ‘feels tight’ even when it is the correct fit. It is also worth remembering that a child’s gait is slightly different when walking in wellies rather than shoes. They tend to drag their feet along in wellies and grip with their toes, as opposed to using a proper heel to toe motion when walking in a fitted shoe.

If you would like advice on wellies, waterproof boots and other suitable footwear for the autumn/winter season, then please come in and ask.
At Klodhoppers we strive to give you our best and honest advice – we won’t tell you a tall tale!

Kim Jackson M.S.S.F.
(Member of the Society of Shoe Fitters)
Klodhoppers (Hove & Haywards Heath)

More than half of female entrepreneurs in London have been branded with stereotypical gender labels when running their business, research from NatWest suggests.

Respondents in the capital were the most likely of any region to have been called self-assured, overbearing, feisty, vocal, career oriented, a ‘career woman’, driven and ambitious in a professional environment. Women in the South are more likely than those in any other region to be referred to as a ‘working mum’ or ‘ruthless’. The study suggested that almost half (48%) of female entrepreneurs in the South of England have been labelled with stereotypical gender terms when setting up their own business.

Author, freelance writer and blogger Sarah Turner, who wrote the Sunday Times number one bestseller The Unmumsy Mum and earlier this year published The Unmumsy Mum Diary, said: “As a mum-of-two who works full-time I was sadly not surprised that almost half of the women surveyed had been branded with gender stereotypes because this is something I have experienced. Comments I have had about the work/motherhood juggle range from, “Crikey, who looks after your kids then?” to, “Wow, you’re brave trying to make it work as a ‘mum boss”.

“Interestingly, my husband has never encountered such comments, nor has he ever been referred to as a ‘dad boss’.”

The research also explored how these comments affected female entrepreneurs across the UK. Encouragingly, over a third (35%) of those questioned ignored any negative comments or didn’t care about them.

However, 26% of respondents in the South said they were made more self-conscious as a result of their experience and 22% were upset or angry.

Sarah, who lives in Devon with her husband and their two sons, said: “There is a deep-rooted inequality of attitudes that needs to change, and I am heartened that many of the women who face a challenging attitude are fiercely determined not to let it hold them back.”

Half of female entrepreneurs in the North of England have never been branded with stereotypical gender labels when running their business. Women here were also the least likely to have experienced someone commenting on or alluding to their work attire in a negative way in a professional environment.

More than half (53%) of female entrepreneurs in Wales have been subject to stereotypical gender labels, rising to 55% for entrepreneurs past the start-up stage. But Welsh respondents were the most determined and motivated in the face of adversity of any region in Britain.

Julie Baker, Head of Enterprise for Business Banking at NatWest, said: “While it is clear that a high percentage of women are still experiencing gender specific challenges it is fantastic to see more female entrepreneurs rising above any negative stereotyping and being more determined than ever to succeed regardless. Therefore it is vital to the UK economy that we do all we can to encourage more women to be confident in their skills, champion their strength and to start new businesses.”

To provide this support, NatWest has more than 400 Women in Business specialists throughout the UK. These specialists are accredited by the Chartered Banker in conjunction with Everywoman, an organisation that provides resources and services to support women who are starting or growing their businesses.