Volume 39 no/nr 1 - May/Mei 2014
Maximise Your Influence To Make Toddler Mornings Meaningful Hoekom Besluit ‘n Kind
LITERACY
The Missing Ingredient
Vaardige Vingers Boustene Vir Suksesvolle Skoolverwante Take
“Ek kan nie”?
Tema - Vervoer
Volume 39 no/nr 1 - May/Mei 2014
Contents
2 From The Committee / Bestuursbrief 6 Your Questions / Vra Gerus 10 Postbox / Posbus
Siembamba - Amoné Bruwer
- On The Cover / Voorblad storie 14 Hoekom Besluit ‘n Kind “Ek Kan Nie”? 18 Literacy - The Missing Ingredient 22 Maximise Your Influence To Make Toddler Mornings Meaningful 44 Vaardige Vingers - Boustene Vir Suksesvolle Skoolverwante Take - Articles / Artikels 12 Live the Play Way 16 Moulding Minds 38 Soenêtjie Kleuterskool leef mense in nood raak 42 Play Safety
20 - Maximise Your Influence To Make Toddler Mornings Meaningful
- The School Kitchen / Skoolkombuis 43 Cheese & Sweetcorn Soufflé Dry Bean Bobotie - Theme Thoughts / Tematyd 28 Tema - Vervoer 40 Transport song - Baking / Bak & Brou 48 “The scones on the car go round and round”
20 - Hoekom Besluit ‘n Kind “Ek Kan Nie”
- Health / Gesondheid 50 Candida (Thrush) Nappy Rash 51 If the shoe fits.....
Editorial Team / Redaksie Cherry Stephen Nicolene du Preez Roeleen Lemmer Marthie Stoltz Graphic Design / Grafiese Ontwerp Aliza Smit Design & Layout / Ontwerp & Uitleg Project Design Advertising / Reklame Lize Bredell Uitgewers / Publishers VVOS/AECYC Distribution / Verspreiding VVOS/AECYC Affiliation / Affiliasies VVOS/AECYC Contact Us / Kontak Ons Tel: 012 664 5313 Fax: 012 664 0457 E-mail: vvosinfo@tiscali.co.za www.vvos.co.za
52 Parent Poster / Ouerplakkaat 54 News From Our Schools / Skolenuus 56 Reading Corner / Ons Boekhoekie 58 Seminar / Seminaar 60 AECYC - Affiliation Form
24 - Literacy - The Missing Ingredient
Opinionsexpressed expressedin inthis thismagazine magazinedo donot not Opinions necessarilyrefl reflect ectthose thoseof ofthe theEditorial EditorialTeam Team necessarily orthe theAECYC AECYCCommittee. Committee.The TheEditorial EditorialTeam Team or reservesthe theright rightto toamend amendor orreject rejectany anyeditorial editorial reserves matteror orphotographs photographssubmitted submittedfor forpublication. publication. matter Acceptanceof ofadvertising advertisingdoes doesnot notrepresent representthe the Acceptance AECYC’sendorsement endorsementof ofany anyproduct productor orservice, service, AECYC’s norisisthe theAECYC AECYCresponsible responsiblefor forrepresentations representations nor madeby byadvertisers. advertisers. made Geenaanspreeklikheid aanspreeklikheidword wordaanvaar aanvaarvir virenige enige Geen geding wat uit hierdie publikasie mag spruit nie. geding wat uit hierdie publikasie mag spruit nie.
TO OUR MEMBERS
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s I began to compose this letter, I realised how quickly the first term of the year had passed for the Chair of the Association for the Education and Care of Young Children. It has been a beginning with many rewarding moments, as well as some challenges. We have made solid progress on many fronts, including the election of our new board members, while establishing exciting new relationships with over 1035 ECD practitioners in training since the beginning of 2014. I am honoured to be one of the few Chairladies in our long history of 71 years. This legacy of leadership is a tribute to the success and stability of the AECYC, and to the belief in the importance of our purpose held by us and by our members over so many decades. Personally, I am truly humbled to lead the incredibly talented and dedicated practitioners, specialists, academics and parents who belong to our Association. One challenge all of us in the world today face together 2 Kleuterklanke Mei 2014
is education and, more specifically, education in the phase birth to six years. The scale and complexity of the issue of the growing need for good quality education for all is magnified when we face the rapidly changing world of education and technology. It is my belief that providing high-quality education and care to young children through members of the AECYC in South Africa in a sustainable manner is our greatest challenge. But it is also the greatest hope for a better future for every child, every school and every community. The AECYC works at the very centre of this challenge in Early Childhood Development. Every day we are working to help practitioners from far and wide to promote and implement good practice, healthier school environments and happier lives for the children affected by their practice. The Association recognises that with our leadership comes a responsibility, one we consider a privilege. I’m pleased with how we are meeting that responsibility, but I’m far from satisfied. An article in the Beeld on 30 March 2014 reports that educators’ aggression in pre-schools is a common phenomenon. The article states that it is common for children in ECD centres to be bullied by practitioners (read more about this in the article by Elaine Swanepoel on www.beeld.co.za). When we look at reports such as these, we have to come to a complete stop and reflect on the role of our Association and how we could and should impact on these practitioners, schools and communities. We need to leave a legacy of caring. ENSURING ROBUST GROWTH Within the context of the AECYC and strategic framework there are specific areas of focus that will help ensure robust growth for the future. • First is our commitment to innovation to create value; not just innovation of good practice and implementation of methodology, but in everything we do and everywhere we operate with regard to ECD. We need a constant flow of new ideas and different approaches in ECD practice to meet the challenges and opportunities of the future. • Secondly, our reach must be brought to life with a local focus. That puts critical decision-making where the needs are and where we need to help and strengthen ECD in South Africa. The AECYC believes our commitment and dedication to ECD provides a competitive advantage to all of our members to be proactively involved and inspired. • Thirdly, we will have a laser focus on excellence
•
in execution. Across the ECD spectrum that we have reached, we have built greater accountability for quality education aligned with the Children’s Act and the norms and standards as prescribed by the Department of Social Development. This has strengthened quality and compliance at school and practitioner level by taking specific steps to reduce confusion and promote good ECD practice. Last but not least, we will continue to foster a purpose-driven association and develop leadership at every level of our organisation. This is essential for us to deliver on the responsibilities that come along with our ECD vision.
Can we close these gaps? We are committed to convening a dialogue that recognises and addresses the significant gaps in ECD. We will work with communities and local partners around the country and with various stakeholders to take meaningful action to improve our children’s lives. That’s a South African challenge we aim
to address. Working together we can… and we must. MY COMMITMENT TO YOU Our leadership in ECD has been made possible by the belief in our mission that you share with us. I am committed to continuing the proud tradition of good ECD practice and to promoting the essential principle that children should learn through play. And it is due to you, our valued members who have placed your confidence and trust in us, that we are able to further the good work done in ECD during the last 71 years of the Association’s existence. This is our legacy at the Association for the Education and Care of Young Children. At our last committee meeting, I described myself as a realistic optimist and, despite our challenges, I firmly believe there is no association in ECD better positioned to be recognised as South Africa’s leader in Early Childhood Development. Sincerely,
Marthie Stoltz
May 2014 Learning Years
3
Nuwe Bestuur Marthie Stoltz Marthie het 45 jaar ondervinding in die kleuterskoolbedryf. Sy is tans die eienaar van ‘n kleuterskool wat ook gebruik word deur universiteite om goeie praktyk in voorskoolse onderwys aan studente te wys. Sy is ‘n passievolle aanbieder en vir ‘n vierde termyn as VVOS voorsitter verkies.
Nicolene du Preez Nicolene du Preez is ‘n mamma van twee seuntjies en het ‘n passie vir vroeë kinderontwikkeling. Sy was al onderwyseres, hoof en eienaar in die kleuterskoolbedryf en is tans besig met haar PhD by UNISA. Nicolene is pas as ondervoorsitter van die Vereniging verkies, en sal die Kleuterklanke redaksionele kommitee koördineer.
Roeleen Lemmer Roeleen is meer as 19 jaar betrokke by voorskoolse sentra. Sy bestuur tans ‘n makro kleuterskool waar daar daagliks oor die 400 kinders deur 70 personeellede opgevoed en onderrig word. Roeleen dien tans as tesouriere van die Vereniging.
Lize Bredell Lize dien die Vereniging as sekretaresse vanaf Januarie 2013. Lize is ‘n mamma van twee seuntjies met ‘n dogtertjie op pad en het ‘n agtergrond in bemarking en verbruikerswetenskap. Lize sal ‘n rol vervul as operasionele bestuurder by die VVOS.
Ida Bester Ida Bester is ‘n geregistreerde verpleegkundige en vroedvrou, Child Birth Educator en Direkteur van Boeps2babes en Babes2butterflies babaklinieke, met 34 jaar ondervinding. Sy publiseer gereeld artikels in mediese tydskrifte. Ida sal betrokke wees by opleiding en bemarking.
4 Kleuterklanke Mei 2014
Wietske Boon Wietske het voor- en nagraadse sielkunde aan die Universiteit van Pretoria gestudeer. Daarna besluit sy om te spesialiseer en voltooi ‘n Meestersgraad in Spelterapie aan UNISA. Sy werk tans as Spelterapeut in privaat praktyk. Wietske gaan behulpsaam wees by die VVOS se bemarking t.o.v. media, en opleiding.
Mariëtte van Eden Mariëtte se onderwysloopbaan het in 1989 in aanvang geneem. Sy het in 1992 met haar honneurs begin en spesifieke rekenaargesteunde programme vir kleuters en kleiner kinders ontwikkel en ge-evalueer. In 2002 het sy die hoof van ‘n kleuterskool in Delmas geword. Mariëtte sal die opleiding portefeulje fassiliteer by die VVOS.
Charmaine van der Merwe Charmaine het 38 jaar in die Gauteng se onderwys gedien, as publieke kleuterskool onderwyseres vir Graad R, skoolhoof en as fassiliteerder vir Graad R in distrik Tshwane Suid. Charmaine bedien die Vereniging met opleiding rakende kurrikulum vir Graad R onderwysers.
Mathilda van der Merwe Mathilda is hoof van haar eie gekombineerde skool (Graad R tot 12), en kleuterskool vir die afgelope 28 jaar in Rustenburg. Mathilda het ‘n passie vir kinders met struikelblokke tot leer. Sy is tans besig met haar B.Ed honneurs by UNISA. Mathilda sal behulpsaam wees met die Kleuterklanke.
Bedanking Die dagbestuur wil graag die bestuurslede wat die saak van die VVOS gedien het vir die vorige termyn bedank vir hul hulp, ondersteuning en diensbaarheid, veral tydens die suksesvolle saamtrekke oor die afgelope jare. Louisa Burger se diens op die dagbestuur as tesouriere en by die Kleuterklanke die vorige ses jaar sal ten seerste gemis word. Ons salueer jou, Louisa! Die VVOS se nalatenskap is te danke aan die onselfsugtige diens en betrokkenheid van sy lede, en die uitbou van die Vereniging as ‘n leier in sy veld kan plaasvind as gevolg hiervan.
May 2014 Learning Years
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Q A
I have heard the term “perseveration” but don’t really know what it means. Can Kleuterklanke explain, please?
Perseveration is the repetition of a response, such as a word or action, long after it is no longer necessary or appropriate. So, for instance, a child may do a sum and then repeat the same sum over and over again. The young child may scribble or paint over and over the same place on his paper until there is a hole in the paper. The original stimulus is no longer there, the activity is no longer necessary and the activity becomes meaningless. A child who perseverates finds it difficult to switch from one activity to the next and carries on doing things that are no longer relevant.
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Goeie dag VVOS Is julle die regte organisasie om ‘n klagte aan te meld van ‘n kleuterskool ? Groete Baie bekommerde ouer Rustenburg
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Beste bekommerde ouer Baie dankie vir u navrae. Die VVOS is ‘n nie-winsgewende organisasie wat skole, personeellede en ouers bedien met inligting en raad, om sodoende die gebruik van geskikte praktyk in sorgsentrums ten einde die jong kind se gesonde ontwikkeling en opvoeding te bevorder. Die Vereniging beskik egter nie oor enige jurisdiksie oor skole en personeel nie, aangesien die VVOS ‘n vereniging van kleuterskole is, en die bestuur weer vanuit die lede verkies word. Die VVOS is nie bevoeg om as verteenwoordiger op te tree vir ‘n derde party nie. Die bestuur se raad is om in die geval van ‘n gesondheidsklagte, die plaaslike munisipale raad se gesondheidsafdeling te kontak, aangesien alle sorgsentrums in besit moet wees van ‘n gesondheidsertifikaat wat die perseel voldoende verklaar om as versorgingsterrein te dien. ‘n Gesondheidsertifikaat is nie alleenlik voldoende nie. Sorgsentrums sal ook voortaan by die Departement van Maatskaplike Ontwikkeling geregistreer moet wees. Voorskoolse sorgsentrums word oorsien deur die Departement van Maatskaplike Ontwikkeling (Department of Social Development) in die provinsiale raad. ‘n Klagte rondom die versorging van kinders sal u hier moet aanmeld vir ondersoek. As u die streek se maatskaplike dienste kan kontak, en uitvind met wie u hieroor kan gesels, sal dit ‘n goeie idee wees om dan u griewe op skrif te stel. Die maatskaplike werkers in die area sal die skool besoek en ‘n ondersoek loods indien die klagtes teen die normes en regulasies strek. So ‘n ondersoek sal anoniem hanteer kan word, so u hoef nie bekommerd te wees dat u identiteit bekendgemaak sal word nie indien u dit so verkies. Hoop hierdie inligting sal u tot hulp strek. Groete VVOS
6 Kleuterklanke
Mei 2014
Q A
During tea break at the last seminar I chatted to a couple of school principals who suggested I should consider something called “looping” when dividing my classes at the beginning of a year. Unfortunately I have lost contact with them and need to find out more about this method. Can you help?
Meier and Marais, in their book Education Management in Early Childhood Development, describe “looping” as an adaptation of grouping children by age. They go on to say that “this means that a group of children and their teacher remain in the same class for at least two years, after which the teacher “loops” back to a new group, in some cases for the duration of the Foundation Phase.” They state that looping is widely used in Waldorf and Reggio Emilia programmes and has “the following advantages: • • • • • •
It fosters emotional security and a sense of stability. Teachers get to know each individual child’s needs, interests and abilities. There is more instructional time, especially at the beginning of the school year, since children are already familiar with routines and procedures. Social interaction among the children is enhanced. It builds a sense of family and community within the classroom. Teachers gain a more beneficial relationship with the parents of the children in the group, which in turn creates a strong home-school connection.”
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Geagte VVOS Kan ek asb. julle mening of aanbeveling kry oor wiskundeklasse vir kleuters? Ek is onder kwaai druk van ouers om dit hier by die kleuterskool aan te bied terwyl ons alles hier doen soos in kleuterskole gedoen moet word , want ons is kleuteropgeleide onderwyseresse. Is dit regtig goed? Hulle skryf dan glad eksamen. Baie dankie Annekie Pretorius
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Ons het Prof Marike de Witt vir haar mening gevra en sy antwoord soos volg: • • • • • • • • •
Kleuterskole oordoen ekstra klasse op die oomblik heeltemal. ‘n Goeie kleuterskool se program is voldoende vir ‘n kind wat nog so jonk is en hoofsaaklik moet speel. Om egter die probleem te oorkom – gee aan die ouers die besonderhede van die persoon wat die klasse aanbied en laat hulle self die kind na die klasse neem. Ek dink net kinders speel nie genoeg nie – en skole is nie daar om ‘n mark vir ander entrepreneurs te skep nie. Dit bly egter die ouers se keuse wat hulle hul kinders wil laat doen. Geheuewerk is nie wiskunde nie – dit is memoriseer. Vir my neem al die spesiale klasse kosbare speel en leertyd van die skool op – en nie alle ouers kan betaal vir ekstra klasse nie. Die wat kan, kan dit dan na skool reel. Onthou speel,speel, speel !!!! is die belangrikste vir die klein kind! Lekker speel by julle skole! May 2014 Learning Years 7
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Beste VVOS
Ek wil graag julle opinie hoor oor ‘n dilemma wat ek met my tweejarige het. Ek het die saak met ‘n paramedikus-vriendin van my opgeneem, want ek is bekommerd oor hoe om die uitbarstings te hanteer. Ek wag vir leiding van haar af; sy het dit wel goedgedink dat ek ‘n kinderkenner se raad ook kry. Ek het ‘n artikel deur Wietske Boon in die Baba&Kleuter oor aggressiewe gedrag gelees, maar nie spesiefieke hulp gekry nie. Hier volg bietjie meer detail oor ons bekommernis: Jan-Hendrik is nou twee jaar en drie maande oud, en ‘n baie gelukkkige, besige seuntjie.Wanneer hy ‘n woede-aanval kry voel ek magteloos. As hy kwaad word dan verloor hy soms heeltemal sy selfbeheersing. Dit begin met ‘n gil en gaan oor in ‘n skree sonder enige uiting van klank. Dit hou aan sodat hy geen asem kan haal nie, en dan tekens toon dat hy sy bewussyn gaan verloor. Sy gelaat word wit en dan blou. Ons probeer in so ‘n geval enige iets om hom te kry om ‘n asemteug te neem, van skud, skree, blaas, ‘n hou op die ruggie of boudjies. Die laaste keer het die juffrou by die skool hom op die wang geklap. Hy het nog nooit sy bewussyn verloor nie, maar die laaste geval, in Oktober, was hy by die skool en was glo vir tot 15 minute na die tyd nog lam gewees en nie op stywe beentjies wou staan nie. Juffrou het hom op haar skoot laat sit. Hierdie ontstellende voorvalle het seker al so vyf keer gebeur; die eerste keer was hy net ouer as ‘n jaar, en hy was kwaad toe sy boetie sy bal gryp en gooi. Ons as ouers se oplossing was om hom by die huis fyn dop te hou en aan te dring op eerste keer gehoorsaamheid, sodat hy nie op ‘n punt kom waar hy voel hy word verontreg as ons hom wil ‘dwing’ om uit te trek vir bad nie, byvoorbeeld. Ons werk daaraan om vroeg sy samewerking te kry en sodoende ‘n emosionele uitbarsting te verhoed. Ons hou ook Jan-Hendrik en sy boetie se spel en stryery fyn dop om in te gryp voor hy sy humeur kan verloor. Dis nogal uitdagend, maar het het gewerk tot dusver. Die laaste geval by die skool het Jan-Hendrik kwaad geword vir ‘n maatjie wat hom herhaaldelik op die ruggie gekap het met ‘n plastiekdier se pote. Dit was die eerste keer dat hy sy asem weggeskree het by die skool. Ek weet nie heeltemal of daar raad is oor hoe om dit te verhoed nie. Ons glo en vertrou wel dat hy dit sal ontgroei. Ek sal graag vir die juffrou en assistent by die skool ook wil kan sê wat om te doen of te verwag om dit te verhoed indien dit weer sou gebeur. Ons bid dat dit sommer glad nie weer sal gebeur nie! Weereens dankie vir die hulp en luister. Ek sal bly wees as ek bietjie meer inligting en leiding kan kry Groete, Lize Bredell 8 Kleuterklanke Mei 2014
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Beste Lize, Ons het weer by Wietske Boon raad ingewin en sy antwoord soos volg: Dit gebeur nogal met kinders sy ouderdom, maar dit is nie ‘n positiewe manier om van aggressie of frustrasie ontslae te raak nie. Ek kan jou sê dat die kinders waarvan ek weet wat dit ook gedoen het, dit redelik vinnig ontgroei het. Ek heg vir jou emosiegesiggies aan. Ek sê gewoonlik vir ouers om dit uit te knip, te lamineer indien moontlik en ‘n magneet agter op elkeen te plak en teen die yskas te hou. Gesels oor die emosies sommer so terwyl jy kos maak of in die kombuis besig is. Soos watter een voel hy nou, soos watter een voel hy wanneer ‘n maatjie sy speelgoed vat ens. So leer hy al sy emosies ken. Gesels ook oor wat hy doen wanneer hy soos elkeen voel. Leer hom alternatiewe vir wanneer hy kwaad is, spring op en af of so iets. Met tyd sal hy dalk leer om sy emosies te beheer. Gee hom ook genoeg geleentheid om van onnodige frustrasie ontslae te raak. Kry twee pool-noodles en hou geveg daarmee. Dit maak lekker geraas, maar maak nie seer nie. Ek hoop dit kan jou bietjie help. Laat weet gerus as jy nog inligting wil he. Vriendelike groete Wietske Boon Hier is ook nog ‘n paar ekstra tegnieke vir frustrasie deur Nicolene du Preez: 1. Breek polystyrene in stukke op tot in baie stukkies, gooi dit in ‘n plastiese sak, hang dit in die boom en maak dit n slaansak – of die sak kan met n pool-noodle geslaan word. 2. Verpakkings bokse wat leeg is wat die kind kan plat spring en skop tot die kind beter voel. 3. ‘n Muur van bokse wat die kind deur kan ry met sy fietsie en weer self as ‘n muur kan pak. Note to remember:Catch them when they are good. Praise positive behaviour. Don’t entertain bad behaviour. Be consistent, calm and clear.
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An example of a letter to send to parents after the week’s activities
“A child loves his play, not because it’s easy, but because it’s hard.” Benjamin Spock American paediatrician 1903–1998
May 2014 Learning Years
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Judith Ancer’s article on toy guns at home and in school in the May 2013 issue elicited much thought and response from our readers. We share a few with you:
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www.photoxpress.com
Reg�rd� E��n�i� Jac�b�
The Editor
Kleuterklanke
inst buying guns for my ess of Toys”. I was also aga fuln rm the Ha the on n Gu the what is ava ilable to them at article “Don’t Jump fantasy games, no matter of ts rse sor I absolutely agree with the cou all y of pla and n s ldre gun chi hand, into have realised that thing that extends from the any t fac in children in the beg inning, but in ace bs, npl clu mo f gol com e so n hockey sticks, plastic phic detail that has becom time. I’ve seen children tur the level of violence and gra t tha ong children. I once n am nio ce opi len the vio of ted am I ala cause of the esc le sib pos the pointed fingers as well. the be to ly like wanted to know if the children and is more fascinated by this game and tely olu abs re the media has desensitised y. we n ldre chi e gs that they consider risk ‘Pass the Bomb’. Th are naturally drawn to thin en ildr bought a board game called Ch much e. a e tim hav in rd uld wo wo tion, etc if they didn’t get the tanding, patience, considera ers und e, bomb would really explode lov , ers oth for t n values like respec Perhaps teaching our childre toy gun’. I have never actually spoken m than ‘not buying them a n do play with toy guns but ldre chi of it greater positive effect on the My ut. abo k thin s without my being aware en me something to y could be exposed to gun the t tha The article has certainly giv sts exi ility sib pos I realise now that the to them about gun safety. it. effort to talk to them about and I will make a concerted Thank you for the insight. Regards
Mei 2014 10 Kleuterklanke Anya Johnson
www.photoxpress.com
The Editor Kleuterklanke As a student, last week I did two separate observations in Grade R classes. One class allowed children to play indoors while the other opted for outdoor play. In both observations it was evident that PLAY is extremely important for development and growth in the young child. I found it fascinating to see the different methods, but found one way more effective than the other, the outdoor play method being the more effective of the two. The class playing outdoors were extremely bored indoors because they lacked some of the areas available to their counterparts. For whatever reason, their resources were limited. As soon as they went outside they were extremely active, running, jumping, throwing balls and having the time of their lives for close to an hour. After playing they were read a story and could answer all the questions regarding the story correctly and they didn’t look tired, but rather excited to listen. I learnt, too, from the class that only played indoors but felt that the kids were deprived of outdoor play and drilled with the curriculum more than anything else. This educator allowed the children to play only in the designated areas (art, reading, fantasy play etc.) after giving her lesson on the theme of the day, “Healthy Living”. She made them play indoors only and only allowed them to leave the class during their toilet breaks. Each method helps with the development and growth of the young child, but there needs to be a balance of indoor and outdoor play and the one shouldn’t take priority over the other as both are equally important for stimulation and observing learning problems etc. Do you think that 50% of play is sufficient for learning or do we need to set more time aside for play?
Beste VVOS Baie dankie vir nog ‘n uiters suksesvolle seminaar, en dat ons studente dit ook kon bywoon. Dis altyd ongelooflik om te sien hoe passievol die mense wat met ons belangrikste burgertjies werk oor hul werk is. Dit is ‘n voorreg om deel van so ‘n groep mense te wees. Kind regards / Vriendelike groete Linda Bosman Early Childhood Education Faculty of Education Groenkloof Campus
Kind regards Lorianne Cass
Beste VVO
S–span
Baie dankie vir ‘n heerl ike Maart 2014 ! Die twee h dag, Saterdag 1 oofsprekers dit was tyd was puik en wat waarde vol gespand Ek kan aan eer was! beveel dat d ie aanbiede The Play W r van CAPS ay sommer , ook vir die se onderwy jonger groe seresse ook p e ‘n aanbiedin speelspeel le g doen van er. Dit is ho e ons graag in ons skoo die program l aanbied en nuwe idees welkom! is altyd
Hallo Lize Ek het julle Kleute rklanke tydskrif die vakans ie van hoek tot kant gelees en ek is baie beindruk. Welgeda an, ek dink julle lewer uitstek ende waarde. Groete Heidi Malan
VVOS
Kleuterskoo lgroete Posbus 15800Christa Kleuterskoo l Eugene M Lyttelton arais 0140 May 2014 Learning Years
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Live the Play Way
It’s free, organic and without preservatives Nicolene du Preez
12 Kleuterklanke Mei 2014
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t’s wonderful to read an article about something you love and believe, just to find the author feels exactly the same way you do. When your ideas on good practice are endorsed by a medical practitioner such as paediatrician Vincent Iannelli you have to be on the right track. It seems as if children have less time to play. This is a topic that is touched on daily. Paediatrician Vincent Iannelli wrote in one of his articles how important it is for children to play. It is important not just for physical development, but also for parent-child bonding, brain development and emotional development. He also mentions the following interesting key factors that relate to play: • allowing children to use their creativity and develop their imagination, dexterity, and other strengths • encouraging children to interact with the world around them • helping children conquer their fears and build their confidence • teaching children to work in groups, so they learn to share and resolve conflicts • helping children practise decision-making skills • that it is fun It seems that active play is almost like a recipe that ensures the child develops as a whole. Hypothetically, if one ingredient in the development recipe of the child is missing, the product will flop. The social, emotional, physical, cognitive and normative development stages in the life of a child can be enhanced for optimal development through play. Iannelli mentions in his article that there are different activities that can be done as free play: “True free play is any kind of unstructured activity that encourages your child to use his imagination, such as playing with blocks and dolls. It wouldn’t include playing with most electronic toys”. The last mentioned is important information for parents. Iannelli also makes an interesting statement about boys playing soccer in a team with a coach. This is not free play; if the boys were to play on their own, directing themselves and changing the rules as they play, it would be seen as free play. Educators and parents should be aware of how their presence and interference change the dynamics of free play. When children are at play and you don’t know what to say or ask, it is probably because you should not be talking at all. Children find parent and teacher intervention distracting during free play activities. My advice to the reader is rather to take the time to listen and observe, for he Nicolene du Preez is a PhD that is a good listener can solve many student in the Psychology of problems.
True free play wouldn’t include playing with most electronic toys.
Credits Iannelli, Vincent, MD. The Importance of Free Play. http://pediatrics.about.com
Education. She is a member of the AECYC Committee.
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...maar ek kan nie! Wietske Boon
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ommige kinders werk gemaklik deur take en aktiwiteite, terwyl ander dit met minder selfvertroue aanpak. Daar is verskeie redes waarom kinders eerder besluit “ek kan nie” as om ‘n poging aan te wend om ‘n taak te bemeester of aan ‘n aktiwiteit deel te neem.
Begin met dít wat hy wel kan doen en pak dan die volgende stap aan. Die taak is buite sy vermoë Kinders bereik hul ontwikkelingsmylpale op verskillende tye. Sommige kinders is op twee jaar gereed om die potjie suksesvol te gebruik, terwyl maats van dieselfde ouderdom dalk nog nie daarvoor gereed is nie. Kinders kry take om te voltooi wat ons dink hulle volgens hul kronologiese ouderdom behoort te kan bemeester. Somtyds is dit nie die geval nie en kan die kind in werklikheid nog nie die taak voltooi nie. Hy het dalk geen idee waar om te begin nie en sê uit moedeloosheid “ek kan nie!” Help hom só: Gee hom dieselfde taak, maar op ‘n makliker vlak. Laat hy dít eers bemeester en beweeg Wietske Boon, BSocSci Hons Psych – UP; MDIAC Play Therapy – UNISA, is ‘n spelterapeut. www.childtherapist.co.za
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dan stelselmatig aan na moeiliker vlakke totdat hy op dieselfde vlak as sy klasmaats is. Te min selfvertroue; hy is bang hy maak ‘n fout Veral sensitiewe kinders is onseker hoe om onbekende situasies te hanteer. Hy sal dit eerder vermy as om buite sy gemaksone te beweeg. Wanneer hy ‘n nuwe uitdaging gegee word, is hy skrikkerig om dit aan te pak, want hy is onseker of hy dit sal regkry en bang om ‘n fout te maak. Kinders vergelyk ook hul werk met díe van hul maats. Wanneer hy sien dat sy maats se kuns mooier as sy eie is, voel hy sy werk is nie goed genoeg nie en gee sommer op. “Ek Ek kan dit nie doen soos julle dit van my verwag nie!” Help hom só:: Begin met dít wat hy wel kan doen. Pak dan die volgende stap aan. Wanneer hy sukkel, wys hom hoe hy daarop kan verbeter of verander. Prys hom vir sy vordering. Onthou dat elke kind uniek is en almal nie ewe goed op alle vlakke vaar nie. Vorige negatiewe ervarings Wanneer ‘n kind die eerste keer op ‘n klimraam klim en afval en seerkry, gaan hy volgende keer eerder die klimraam vermy. Dieselfde geld vir ander aktiwiteite; wanneer hy teleurstelling beleef of seergekry het, gaan hy nie
sommer weer die aktiwiteit probeer doen nie. “Ek kan nie, ek is te bang.” Help hom só: Laat hom dieselfde taak of aktiwiteit
die vermoë het om die taak te voltooi, wag totdat hy dit self doen. Sou hy met iets sukkel, wys hom hoe en los hom om self aan te gaan en dit te voltooi.
Dit is belangrik dat hy aanhou probeer en nie die aktiwiteit heeltemal vermy en later ‘n vrees daarvoor ontwikkel nie.
Verandering of trauma in die kind se lewe Wanneer die kind deur ‘n moeilike tyd gaan, soos die geboorte van ‘n baba in die gesin, verhuising of die afsterwe van ‘n geliefde is hul fokus nie op hul take nie. Hulle soek eerder aandag en liefde as om ‘n nuwe taak te moet bemeester. “Ek kan nie nou nie, ek het ander behoeftes.” Help hom só: Vind uit wat die situasie is. Ondersteun hom, gesels met hom daaroor en gee hom tyd om aan te pas en sy emosies te verwerk. Indien sy gedrag onveranderd bly, bespreek dit met sy ouers of soek professionele hulp.
onder jou toesig aanpak. Wees daar om hom te lei en te bemoedig wanneer dit nodig is. Prys hom wanneer hy die aktiwiteit suksesvol voltooi het. Sou hy gedeeltelik in die aktiwiteit weier om voort te gaan, vat ‘n breek en probleer later weer. Dit is belangrik dat hy aanhou probeer en nie die aktiwiteit heeltemal vermy en later ‘n vrees daarvoor ontwikkel nie. Aangeleerde hulpeloosheid Wanneer alles vir ‘n kind gedoen word, is die boodskap wat hy kry dat hy nie self die takies kan uitvoer nie, of dat sy ouers of versorgers nie vertroue in hom het om die take uit te voer nie. ““Julle sê eintlik dat ek nie kan nie.” Help hom só: Gee hom die geleentheid om dit self te doen. As jy weet dat hy
Is hy nie lus nie? Wanneer ‘n kind nie lus is vir ‘n taak nie (en ander aktiwiteite lyk aanlokliker) gaan hy probeer om daarvan weg te kom deur te sê dat hy dit nie regkry nie met die hoop dat hy verskoon sal word van die taak. Later word dit ‘n maklike uitweg en ‘n gewoonte om sy sin te kry. “Ek kan nie, want ek wil nie.” Help hom só: Verduidelik aan hom dat hy eers sy taak gaan voltooi voordat hy kan gaan speel. Hou by jou besluit en moenie kopgee nie. Kinders moet leer om nuwe uitdagings aan te pak, take te bemeester en foute reg te stel. Kinders verskil, daarom vra sommige kinders meer aandag, geduld en hulp om hul ontwikkelingsmylpale te bereik.
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Moulding Minds
Victoria Gray
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f someone placed a lump of clay in front of you, what would you do? Would you immediately be drawn to pick it up and shape it into something? Would you pass it from hand to hand, simply enjoying the tactile qualities? Perhaps you wouldn’t be inclined to touch it at all; maybe you find the idea of sculpting something daunting. Whatever your choice, in that lump of clay lies an important and undeniable quality: possibility. Victoria Gray is Collections Researcher at The Strong National Museum of Play in New York, a collections-based educational institution devoted to the study and exploration of play. www.museumofplay.org
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Now consider how a child might act when you offer them that same lump of clay. More often than not they can’t wait to touch, squeeze, roll, or mould it;
kids seem to instantly recognise and delight in the possibilities of the substance. For millions of American children, Play-Doh shaped those youthful sculpting experiences, part of why it holds a place in The Strong’s National Toy Hall of Fame. The soft substance originated as a cleaning compound used to remove grime from wallpaper. It took a teacher to recognise that the wallpaper cleaner had the potential to solve the problem of her students’ trouble manipulating the modelling clay supplied by her school. Teachers in the district loved the new clay and Play-Doh soon made its way into the homes of millions, offering endless
possibilities and hours of engagement for children of all ages. The popular dough has been produced in a plethora of bright colours since, not to mention a range of play sets to suit almost any interest. Did you ever dream of owning a restaurant or sub shop? Fascinated by the barber shop? Need practice filling a tooth before heading off to dental school? Whatever your interest, chances are there’s a
“I realised how much we instinctively know through touch and found that shaping clay with my hands was moulding my mind as well.” Play-Doh set for you. If you enjoy the concept of PlayDoh but prefer not to get your hands dirty (nothing says “professional” quite like neon green Play-Doh beneath the fingernails) perhaps Play-Doh cologne is the way to go? Yes, this is a real product! One spritz of this distinctive fragrance will leave you smelling iconic all day. Apart from PlayDoh, a host of other malleable materials can fuel your creativity. Modelling clay offers equal possibilities, but with the added peace of mind that your masterpiece won’t dry out before you can finish it. Terracotta and stoneware clays transform into beautiful, lasting pieces after firing in a kiln. Nearly everyone I know treasures an early clay creation from their elementary school days whether it’s a pinch pot, a pencil cup, or even a misshapen turtle (yes,
that last one is mine). Through the years, I’ve realised that whatever our age and whatever the malleable medium may be, we learn through tactile action, moulding and shaping something, encountering and overcoming challenges. In college, I felt reluctant about signing up for a figure modelling sculpture class since the previous semester’s life drawing course had proven my lack of skill at realistic portraits. Hesitant as I was, I enrolled in the class and found that sculpting life is very different from drawing it. I realised how much we instinctively know through touch and found that, somehow, shaping clay with my hands was moulding my mind as well, teaching me a great deal in the process. For instance, how is a handle best attached and supported to avoid falling off later? How do you stabilise a figure’s head atop a narrow neck? How long can you leave clay or Play-Doh uncovered before it cracks and dries out? We learn about physical limitations, capabilities, and properties. We learn that sometimes it’s necessary to make changes to our original plan. Lastly, we learn sometimes it’s best to let things take on their own shape rather than force them to be something in particular. So next time you find yourself faced with a lump of Play-Doh or clay, pick it up and see where it takes you. You may be surprised at how things shape up. Article and images courtesy of The Strong, Rochester NY.
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r a e c t i L ssing y
i m e th
ing
re
di
e nt ... ete h Clo Eric
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he National Education Evaluation and Development Unit (NEEDU) National Report 2012: Summary April 2013, focused on school performance as the ingredient to fix our literacy problems. The report shows a strong focus on the quality of teaching and learning and the effectiveness of the instructional leadership in our schools. NEEDU chose to use a narrow lens in its scrutiny of literacy teaching and learning in grades 1 to 3, rather than investigating a range of factors that shape literacy achievement. Although the main recommendation, which
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indicates that the department must act to improve teachers’ knowledge and skills, is a true and sensible one, it remains only part of the answer. There are a lot of other contributing ingredients we need to add to the bowl if we would like to bake a tasty cake. International studies on successful language and literacy learning emphasise the following two ingredients as necessary to bake the cake, namely high quality language and literacy experiences in pre-school as well as a home environment conducive to learning. Learners’ progress in literacy is not only determined by how well they are taught at school, but also by their levels of language and
literacy when they enter school. International research shows that if learners begin school with poor language and literacy skills, it is difficult for them to catch up or close the gap, even with skilled teaching. This is something that is mostly ignored by department officials and maybe this is why the cake isn’t so tasty. Some ingredients are missing. Officials are under pressure to achieve performance. Research has shown that literacy levels can only be improved, on average, by 15 percent per year. That is with direct and purposeful intervention. Annual studies by the Centre of Evaluation and Assessment (CEA) of the University of Pretoria, show that the greater the exposure of learners to poverty, the weaker their basic entry level skills, with regard to early reading. Delays in cognitive and overall development before schooling can often have long lasting and costly consequences. The most effective and cost-efficient time to intervene is in the early years of life, especially between birth and six years. Learners Erich Cloete, Principal of Laerskool Westerlig in Pretoria, is a leadership specialist. He was one of the keynote speakers at the AECYC seminar in March 2014.
should have a childhood that is free of factors that impede their physical and cognitive development. This is why the National Development Plan (NDP) envisages that, by 2030, all learners should start their learning at early development centres and why it foresees universal access for up to two years of Early Childhood Development. In addressing South Africa’s persistently low literacy rates, policy makers have tended to focus on school quality issues such as management and leadership, quality of teaching and coverage of curriculum. But is seems that this intervention has had a limited impact. Compelling evidence shows that to give learners a better chance of learning to read and write successfully, the right foundations must be laid before schooling begins. It also shows the impact of poverty, malnutrition, disease, stress and understimulation on cognitive development. To take the above into consideration will require a new approach which challenges current assumptions we hold about literacy acquisition and these are the following: • That literacy development starts at school; • That the context is the class; • That the messenger is the teacher; and • That the resources consist only of those available to a teacher in an academic context. Studies from the CEA have shown that vocabulary, at an early age, is linked not only to a learner’s ability to read at an early age, but also to his mathematical skills as it enables him to express his thinking, for example when sorting, classifying, matching or ordering. Learners’ emotional and social difficulties which may impact
negatively on learning, are often related to home factors such as parenting skills and parent-child relationships and are more likely to occur among learners from poorer
chances of success in learning to read later on. An innovative initiative aimed at encouraging parents to read to their very young children, is the Reach out and Read programme (ROAR) in the United States. Read more about it at www. reachoutandread.org. In this programme, which is an example of an integrated approach, creative partnership has been established with doctors, clinics and hospitals because people realised that these places can become openaccess learning and resource spaces in communities. Each time a child from six months to five years of age visits the doctor, parents receive an age-appropriate book to take home and read to the child. Parents are also giving information about how to read to children, and volunteers in waiting rooms model reading aloud. Children of parents who participated in this programme had higher scores on vocabulary tests. Many parents, especially in disadvantaged and poor communities, feel that their own education background does not qualify them to support their child, and homes in disadvantaged communities also lack appropriate resources. Our societies are also characterised by many single-parent families, with mothers working long hours and also being tasked with the responsibility of bringing up children. Early childhood centres will become increasingly more important and vital spaces for early reading. Internationally a growing body of research shows the phase of development from birth to six years is critical to reading development in the school years. A recent report by Wordworks, “Narrowing the Literacy Gap”, which looks into this very important matter, shows that teacher training
Learners’ progress in literacy is not only determined by how well they are taught at school, but also by their levels of language and literacy when they enter school. backgrounds. Studies have shown, for example, that maternal depression has a direct effect on growth of expressive vocabulary in learners aged between one and three years. A study in the Western Cape in 2001 which examined the impact of Foetal Alcohol Syndrome (FAS) on the development of learners, found that the FAS group was markedly deficient in language skills in
The National Development Plan (NDP) foresees universal access for up to two years of Early Childhood Development. comparison to the control group. Not to mention what loss of hearing, which often goes unrecognised and untreated, and the influence of HIV infection have on the delay of language acquisition. It is therefore of paramount importance to see language development from birth to six years not in isolation, but in context of addressing broader developmental needs, including healthcare, nutrition and psychosocial wellbeing. Interventions at this early age will be effective in improving learners’
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delivered in the Early Childhood Development (ECD) sector is constrained by the unit standards determined by the South African Qualification Authority (SAQA). It seems that the development of language and emergent literacy is a small component of the learning programmes based on the unit standards. The concern is that the current learner standards may limit the extent to which early literacy and language development can be prioritised in teacher training programmes.
The missing ingredient The above report suggests that the missing ingredient in our strategy to improve literacy levels in our schools is the lack of focus on the phase between birth and six years of age. It is therefore necessary that literacy strategies are now extended to the heart of the pre-school phase. Until this is done, later interventions to support reading and writing skills will have limited success among learners who missed out on crucial language
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development in their formative years. A lot can be done to support and improve language and literacy development in these years. The report issued by Wordworks indicates that parents and caregivers have a crucial role to play in supporting language development. Homes should be places where parents
International research supports a model of bilingualism that provides ongoing support for the mother tongue as learners become competent in a second language. and caregivers read to children, tell stories, sing songs, talk about letters and sounds and take children to libraries. The report further makes
the following recommendations to improve literacy skills between birth and six years:
To support parents 1. Present classes and workshops to parents and caregivers aimed at encouraging and empowering them to support early language development in the home; 2. Have awareness-raising campaigns which include posters and information leaflets to help parents understand their role; 3. Inform teachers and community, social and health workers about the importance of parental involvement in early language learning; 4. Greater efforts should be made to make culturally relevant storybooks in all South African languages more widely available to parents and caregivers through community libraries.
To support communities 1. Programmes, used by family outreach initiatives should be strengthened with more specific guidance, ideas and resources for language and literacy development in the early years; 2. Space should be created through literacy resource centres, libraries, community centres, places of worship and non-profit organisations that encourage a love for books and where reading is supported and resourced.
To support pre-schools 1. Ensure that all newly qualified ECD practitioners and Grade R teachers are conversant with the best practice around supporting language and literacy development and that they have been trained in the methods and approaches that have been shown to be most effective. 2. In-service training should be widely available for preschool
teachers, along with on-site mentoring and support. Training should have a strong focus on improving language and literacy competencies. 3. Distribute high-quality resources and materials in support of literacy and language development. 4. Provide early intervention initiatives where needed, for learners who are learning English as a second language. 5. All applicable role players should work closely together. As new evidence emerges on what works and new methodologies make a measurable and positive impact, systems should be in place to ensure that the best practices and learning can be disseminated as quickly as possible across the ECD sector. South Africa finds itself in a difficult situation as we have multiple languages. Issues with regard to languages usually set in from five to six years of age, as parents struggle to get learners to a level of proficiency in another language, such as English, which is sometimes the language of learning and teaching (LOLT) at the
primary school where they wish to enrol their child. As this is a huge challenge, parents then often abandon the home language in favour of English. International research, however, supports a model of bilingualism that provides ongoing support for the mother tongue as learners become competent in a second language. It is essential that learners enter Grade 1 with a strong language foundation. This is supported by studies in the United States which found strong correlations between vocabulary scores at age five and reading comprehension levels in grades three, four and six. Policy changes in South Africa are essential to narrow the literacy gap, but small significant advances in home learning environments and quality preschool provision will reap huge rewards and make a profound difference in language and literacy levels of our learners. References 1.
2.
O’Carroll, Shelly and Rebecca Hickman. Narrowing the Literacy Gap: Strengthening language and literacy development between birth and six years for children in South Africa. Wordworks: Cape Town National Development Plan Vision 2030 May 2014 Learning Years
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Positive Guidance in the Early Years: Using Developmentally Appropriate Strategies
Maximise Your Influence to Make Toddler Mornings Meaningful Marie L. Masterson and Katharine C. Kersey
“Doggy!” says Anna, as she presses a cookie cutter into the playdough. “Yes,” responds Ms Garrett, who is sitting at the low table with the children. “You made a purple dog! Is he hungry? Let’s make some food for his dish.” She notices Jacob rolling a ball About the Authors between his hands. “Are you making a snake? Can you make Marie L. Masterson, PhD, is an assistant him wiggle into his cave?” She sees that Sam has just arrived. professor of early childhood education at Dominican University, in River Forest, Illinois, “Come and join us. I have a bowl of red playdough for you.” and former early childhood specialist for the Across the room, Ms Landeros welcomes the children. Virginia Department of Education. She is an author, speaker, education consultant, researcher, Hugging Sofia, she says, “I’ve been waiting for you! Here and an Early Childhood Fulbright Specialist. is a basket of books about kittens.” Tucking a stuffed kitten mmasterson@dom.edu Katharine C. Kersey, EdD, is a professor of into Sofia’s arms, she says, “You can read to Kitty with your early childhood education and director emerita mom.” Sofia’s mom reads to her for a few minutes before of the Child Study Centre at Old Dominion giving Sofia a hug good-bye and an “I love you!” sign. University, in Norfolk, Virginia. She is a 22 Kleuterklanke Mei 2014
behaviour consultant and speaker, and co-author with Marie Masterson of 101 Principles for Positive Guidance With Young Children: Creating Responsive Teachers. kkersey@odu.edu
Coming to school in the morning is an important event for toddlers. Whether in family or centre-based care, the way children feel about their transition influences their experiences throughout the day. Feeling safe and secure saying goodbye to a parent and joining the teacher and children in the classroom are two of the most important lessons of the day. When this transition goes well, there are significant benefits to the child, to the family, and to teachers. Making the most of this important time leads to a successful day for everyone.
The child comes first. Find multiple ways to connect with children. Get to know them well, and show them that you care. Help them discover their unique strengths and special qualities. As you focus on each child’s positive characteristics, you will encourage families to share your strengths-based view of the child’s potential (Seda 2007; Zarate 2007). • When families arrive, make individualised, meaningful connections. Welcome each child with encouraging words: “Good morning, Alexander. I loved reading with you yesterday. I have a special book waiting for you.” Also support the child’s connection with the family member: “I notice the way Jolanda laughs like you. I can see how you enjoy each other.” • Share caring words that soothe and calm: “I’ve missed you. I love seeing your smile.” Communicate nurturing words in the children’s home language. • Connect through items the child brings: “Is teddy bear coming to school with you?” This redirects the child’s attention away from the separation and serves as a bridge to a waiting activity: “You and your teddy bear can toss the beanbags together.” • Ask families to wait until later to ask extended questions, so you can focus on children as they enter. Later you can text or email the parent to answer the question or to set up a time to meet. Keeping communication open helps you stay responsive to issues and concerns, and find out what works best for each child.
As you focus on each child’s positive characteristics, you will encourage families to share your strengths-based view of the child’s potential. Morning drop-off is the time to strengthen the framework of caring with families. A positive transition builds trust between families and teachers and helps children feel secure (Brazelton & Sparrow 2006). Teachers can help parents develop a special drop-off routine that works for them. Some might want to join their child for a few minutes to support positive engagement. Playing with a puzzle together before blowing a kiss, giving a secret sign, or whispering in the child’s ear makes the leaving time easier for parent and child. When families see their child happy and involved in activities, they leave with a sense of confidence. As toddlers arrive, they leave the attachment of the parent and make the emotional shift to the teacher as their home base (Ahnert, Pinquart, & Lamb 2006). This safe transition helps children relax and feel welcomed into the classroom community (Honig, Miller, & Church 2007). They adjust more easily to upcoming routines and activities (Howes & Shivers 2006; Bergin & Bergin 2009). Sensitive, responsive interactions with teachers activate good feelings, and consistent routines help children in calming themselves and self-regulation (Breslin 2005; Thomason & La Paro 2009). They take their cues from the reassurance of their families and teacher as they join the rhythm of the classroom. Using morning transition strategies Teachers maximise their influence at this important inflection point—the point at which their focused attention will have positive results that last all day. The following seven strategies help teachers welcome and engage toddlers and meet their unique developmental needs.
Nurturing 15 minutes. The first 15 minutes of the day provide key opportunities to nurture children. Focus on involving children in meaningful play, bonding, and learning activities (Early et al. 2010). Children respond positively when they sense love and respect on the part of an adult who matters to them (Fuller, Gasko, & Anguiano 2010; NAEYC 2010). • Spend a few private moments with every child. Connect with them at their eye level to create a caring bridge of focused attention. Talk to—rather than about—them. • Smile! Children scan for facial reassurance. Your emotional connection releases positive body chemicals that increase children’s relaxation (Wexler 2006; McCrory, De Brito, & Viding 2010). • Pay attention to children’s verbal and physical cues: “You seem extra quiet this morning. Did something make you feel sad?” Stay responsive and available. • Prepare activities that promote sensory awareness. May 2014 Learning Years
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To create a smooth morning transition, teachers can come in early to put out materials and set up the room. As soon as children arrive, the teacher turns her full attention to them (Halle et al. 2011). • Survey the room. Scan often to be sure you are aware of children’s actions and needs. This will help you to step in and support them before problems occur. • Stay emotionally attuned. Your presence includes getting on the children’s eye level, mirroring their emotions, and responding with empathy. For a child who is alone, say, “I see you love the fish. Let’s feed them together.” • Remain close by. Keep children’s hands and minds active: “I see you have a hungry puppy with an empty dish. Can you pour him some food?” Meaningful questions stimulate language and positive interaction. Stay ready for action. Toddlers need you to be fun, fair, firm, and fast! Young children can help sweep the floor or wipe the table (with water), carry their plates, or pass out needed items. Keep your attention on what is happening. Step in quickly to redirect behaviour and to avoid serious problems.
Positive and responsive interactions boost children’s social skills and increase their ability to get along with peers, so that they are more successful in school.
•
•
•
Let toddlers sniff lemons, oranges, peppermint, or cinnamon. Use your imagination to support children’s individual interests. Offer a variety of tactile experiences through art and play materials. Be aware of the textures of art materials, toys, food, soap, stuffed animals, the carpet, and other materials. Describe physical feelings and sensations to promote children’s awareness: “The water feels warm and slippery,” “The shells are smooth and shiny.” Use dolls or stuffed animals to model nurturing behaviours, such as comforting, feeding, and rocking: “Our babies [dolls] are cold. Can you wrap them in warm blankets?” Children feel soothed themselves when they rock babies or cuddle stuffed animals. Provide dolls that reflect a variety of ethnicities along with infant care items, such as simple clothing, strollers, beds, and bottles. Encourage children’s interactions with others as well as with you. Guide them by supporting positive peer interaction through small group activities.
100 percent present. A watchful adult must be physically and mentally available 100 percent of the time. 24 Kleuterklanke Mei 2014
•
Activate engagement. Toddlers are bursting with curiosity. They make sense of the world through exploration, and experience rapid growth in their ability to regulate feelings (Morasch & Bell 2011). Mutual enjoyment results when teacher and child share attention and complete a task together (Bjorklund 2010). “Jaden, I see you have a big red block. You put the small yellow one on top. Which one will you choose next?” As teachers encourage meaningful conversation, toddlers communicate more in return (Hallam et al. 2009). This reciprocal engagement helps toddlers build emotional and cognitive skills (Burchinal et al. 2008; Kartner, Keller, & Chaudhary 2010). Positive and responsive interactions boost children’s social skills and increase their ability to get along with peers, so that
they are more successful in school (Thompson & Raikes 2007). Toddlers look forward to coming in the morning to see what is awaiting them. The following morning activities help foster children’s engagement, fun, and learning: • Set up several waiting activities, such as puzzles or sorting activities, on different areas of the carpet. Invite children to join in: “I see a spotted giraffe. Can you pick him up and put him next to the lion?” Colourful fabric squares in a basket placed in a quiet area serve multiple functions as scarves, blankets, or picnic cloths. Easily accessed containers of cars, blocks, or building materials invite children to play together. • Provide activities on low tables, ready for curious hands. Toddlers never tire of playdough, which encourages shape cutting, rolling, and “baking.” Small utensils and cookie cutters enhance this activity. • Set up an art table and easel. Toddlers love to draw and paint pictures and write letters to their families. This provides an opportunity for teachers to model pre-literacy skills. • Encourage water play, such as doll washing, measuring, and cooking activities. • Provide soft beanbag chairs to draw toddlers toward reading. Use wordless picture books to talk about how children feel. Describe the scene and ask questions: “Is the boy happy? What is he doing?” Read with character voices, and use scarves, hats, and costumes. Include puppets or use simple props. Toddlers will imitate the stories’ characters. • Enrich centres with props for play, including dressup clothes and accessories that promote multiple themes, such as sorting clothes by colour or type, grocery shopping, and other familiar activities. Empty cartons or boxes serve as houses, cars, or trains. • Use puppets to act out experiences children understand. Showing how puppets take a nap, eat a snack, or take a trip brings enjoyment as well as teaches new skills to children. • Sing songs for fun and with purpose, such as silly bubble songs for washing hands. Use music, instruments, games, and finger plays to build connections and share experiences.
children get what they want and need in ways that are satisfying and productive (Kersey & Masterson 2013). Rather than focus on what they do not want toddlers to do, teachers can focus on teaching the skill or strategy that will help toddlers become competent, independent, and successful. • Provide enough materials, especially popular items. Remember that toddlers are more likely to engage in parallel play than group play, and most toddlers are still learning how to share. When two children reach for the same item, quickly provide more: “Here are trucks for each of you. Can you help build a road for them?” • Use simple language: “Teeth are for eating,” “Gentle hands,” “Two feet on the floor,” “Walking feet.” • Keep hands busy. Toddlers enjoy helping. Ask them to pass out cups, crayons, or beanbags. Toddlerhood is the golden age of imitation. • Keep bodies busy. Play Follow the Leader: crawl like puppies, slither like snakes, tiptoe like turtles, hop like bunnies, skip to music, sway like elephants, or grow like sprouting seeds. Play music and use guided imagery to engage minds and nurture creativity (Dow 2010).
Smile!
Children scan for facial reassurance.
Forward focus. Think ahead about what helps toddlers be successful. Teaching toddlers requires practice, patience, and a positive approach. If a child is climbing on a table, say, “We sit in the chair so that we can be safe while we put together the puzzle.” Focusing on positive solutions helps May 2014 Learning Years
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•
Stay proactive as well as positive. Step in quickly when you see that you can soothe a frustration or help children find a creative way to solve a challenge: “Both of you want the cars. Can you drive them into the car wash together?”
As soon as children arrive, the teacher turns her full attention to them. Same way every time. Children relax when they are confident that routines and safety are consistent (Szalavitz & Perry 2010). Tell children what to expect, as preparation for each activity and event: “We are going to play at the sand table. The cups stay in the sand table.” “We are going to read on the carpet. Please pick one book from the box.” “First, we will rinse off the soap and dry our hands. Then we can play.” • Handle routines in the same way every time so children trust what is expected of them and feel competent. Home expectations can differ from the programme, so give lots of support. Have fun. Sing directions! • Be sure to follow through: “We need to play with our feet on the floor. Here are your fireman boots. Firemen need their feet on the ground to fight fires.” Help put boots on (real or pretend) as you guide children back into play. • Support success. Children feel safe when expectations are consistent: “I saw you being gentle with the puzzles while you put them away,” “Thank you for holding the plate with two hands while you carry it to the trash.” Thanking children before they begin a task sets positive expectations and lets them know how much you appreciate their effort. Three minutes. While toddlers’ attention can be encouraged with warmth and support, it is variable (about three to six minutes) and influenced by the social situation (Gaertner, Spinrad, & Eisenberg 2008). It is not likely that they will sustain prolonged play in group settings for longer than a few 26 Kleuterklanke Mei 2014
minutes without teacher support. Anticipate their needs, then provide appropriate materials, space, and timing. • Move furniture if needed to provide enough space for movement. • Monitor children’s activity level. Determine if they are fatigued or if they need stimulation. Plan active learning games as well as quiet and soothing ones. When children begin to lose interest, take time for music and motion. Pass out shakers for a lively song and finish with a soft melody as children sway or stretch (e.g., trees wave their branches in the wind with scarves). • Anticipate toddlers’ need for rest, food, drink, comfort, and exercise or movement. Toddlers often need help calming and relaxing, so try yoga and stretching as well as quiet reading or soft whispering of poems and stories. • Be ready for hugs and quiet conversation. Take your cues by observing and responding to children’s needs. Conclusion As you revitalise your connection with toddlers, you will see the impact these strategies have on children and their families. Your influence—multiplied during a focused and supportive morning transition—will become a stable blueprint for children’s feelings about themselves and about learning. This well-planned, nurturing time fills toddlers’ emotional fuel tanks and deepens your connection with them. Boosting responsive interactions during the
morning transition will result in many positive benefits for you and the children. A sense of confidence and joyful collaboration will continue to fill your time together as you maximise your influence and make toddler mornings more meaningful.
References
Ahnert, L., M. Pinquart, & M.E. Lamb. 2006. “Security of Children’s Relationships With Nonparental Care Providers: A Meta-Analysis.” Child Development 77 (3): 664–79. Bergin, C., & D. Bergin. 2009. “Attachment in the Classroom.” Educational Psychology Review 21: 141–70. Bjorklund, C. 2010. “Broadening the Horizon: Toddlers’ Strategies for Learning Mathematics.” International Journal of Early Years Education 18 (1): 71–84. Brazelton, T.B., & J.D. Sparrow. 2006. Touchpoints: Birth to Three. 2nd ed. Cambridge, MA: Da Capo. Breslin, D. 2005. “Children’s Capacity to Develop Resiliency: How to Nurture It.” Young Children 60 (1): 47–52. Burchinal, M., C. Howes, R. Pianta, D. Bryant, D. Early, R. Clifford, & O. Barbarin. 2008. “Predicting Child Outcomes at the End of Kindergarten From the Quality of Pre-Kindergarten Teacher-Child Interactions and Instruction.” Applied Developmental Science 12 (3): 140–53. Dow, C.B. 2010. “Young Children and Movement: The Power of Creative Dance.” Young Children 65 (2): 30–35. Early, D.M., I.U. Iruka, S. Ritchie, O.A. Barbarin, D.-M.C. Winn, G.M. Crawford, P. Frome, R.M. Clifford, M. Burchinal, C. Howes, D.M. Bryant, & R.C. Pianta. 2010. “How Do Pre-Kindergarteners Spend Their Time? Gender, Ethnicity, and Income as Predictors of Experiences in Pre-Kindergarten Classrooms.” Early Childhood Research Quarterly 25 (2): 177–93. Fuller, B., J.W. Gasko, & R. Anguiano. 2010. “Lifting Pre-K Quality: Caring and Effective Teachers.” Berkeley, CA: University of California at Berkeley Institute of Human Development. www.elcmdm.org/ knowledge%20Center/reports/Fullerhighquality.pdf. Gaertner, B.M., T.L. Spinrad, & N. Eisenberg. 2008. “Focused Attention in Toddlers: Measurement, Stability, and Relations to Negative Emotion and Parenting.” Infant Child Development 17 (4): 339–63. Hallam, R., H. Fouts, K. Bargreen, & L. Caudle. 2009. “Quality From a Toddler’s Perspective: A Bottom-Up Examination of Classroom Experiences.” Early Childhood Research & Practice 11 (2). www.ecrp. uiuc.edu/v11n2/hallam.html. Halle, T., R. Anderson, A. Blasberg, A. Chrisler, & S. Simkin. 2011. “Quality of Caregiver–Child Interaction for Infants and Toddlers (Q-CCIIT): A Review of the Literature, OPRE 20011-25.” Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US Department of Health and Human Services. www.acf.hhs.gov/sites/default/files/opre/quality_caregiver.pdf. Honig, A.S., S.A. Miller, & E.B. Church. 2007. “Ages and Stages: What Makes Children Anxious.” Early Childhood Today. www.scholastic. com/teachers/article/ages-stages-what-makes-children-anxious. Howes, C., & E.M. Shivers. 2006. “New Child–Caregiver Attachment Relationships: Entering Childcare When the Caregiver Is and Is Not an Ethnic Match.” Social Development 15 (4): 574–90. Kartner, J., H. Keller, & N. Chaudhary. 2010. “Cognitive and Social Influences on Early Prosocial Behavior in Two Sociocultural Contexts.” Developmental Psychology 46 (4): 905–14. Kersey, K., & M. Masterson. 2013. 101 Principles for Positive Guidance With Young Children: Creating Responsive Teachers. Saddle River, NJ: Pearson. McCrory, E., S.A. De Brito, & E. Viding. 2010. “Research Review: The Neurobiology and Genetics of Maltreatment and Adversity.” Journal of Child Psychology and Psychiatry 51 (10): 1079–95. Morasch, K.C., & M.A. Bell. 2011. “The Role of Inhibitory Control in Behavioral and Physiological Expressions of Toddler Executive Function.” Journal of Experimental Child Psychology 108 (3): 593–606. NAEYC. 2010. “2010 NAEYC Standards for Initial and Advanced Early Childhood Professional PreparationPrograms.”www.naeyc.org/ files/ ecada/file/2010%20NAEYC%20Initial%20&% 20Advanced%20Standards.pdf. Seda, C. 2007. “Parental Involvement Unlocks Children’s Educational Potential.” Essays in Education 19 (1): 150–59. www.usca.edu/essays/ vol192007/seda[1].pdf. Szalavitz, M., & B.D. Perry. 2010. Born for Love: Why Empathy Is Essential—and Endangered. New York: HarperCollins. Thomason, A.C., & K.M. La Paro. 2009. “Measuring the Quality of Teacher–Child Interactions in Toddler Child Care.” Early Education and Development 20 (2): 285–304. Thompson, R.A., & H. Raikes. A. 2007. “The Social and Emotional Foundations of School Readiness.” In Social and Emotional Health in Early Childhood: Building Bridges Between Services and Systems, eds. D.F. Perry, R.K. Kaufmann, & J. Knitzer, 13–35. Baltimore: Brookes. Wexler, B.E. 2006. Brain and Culture: Neurobiology, Ideology, and Social Change. Boston: MIT Press. Zarate, M.E. 2007. “Understanding Latino Parental Involvement in Education: Perceptions, Expectations, and Recommendations.” Tomas Rivera Policy Institute, University of Southern California, School of Policy, Planning, and Development. http://files.eric.ed.gov/fulltext/ ED502065.pdf.
Copyright © NAEYC®. Reprinted with permission. This article appeared in the November 2013 issue of Young Children, the journal of the National Association for the Education of Young Children. May 2014 Learning Years
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Mignon van Vreden is verbonde aan die Noordwes Universiteit waar sy Musiekopvoeding doseer. Die inspirasie (en dikwels mede-skrywers) agter die liedjies wat sy vir die Kreatiewe KABV skryf, is haar vier voorskoolse seuntjies. Sy glo dat musiek in alle fasette van onderrig benut kan word om ‘n positiewe invloed te hê op die holistiese ontwikkeling van die jong kind. Die titel van haar PhD-proefskrif, is “’n Teoretiese raamwerk vir die integrasie van musiek in graad R”. Ria Raath meen sy is baie bevoorreg om vir 38 jaar met Graad R-leerders te werk. Na haar verhuising na Potchefstroom in 2010 het sy vir drie jaar die geleentheid gekry om haar ervaring met die grondslagfase-studente te deel. Sy is tans nog in diens van NWU om ‘n praktiese hulpbron vir Graad R-leerders saam te stel. “Kreatiewe KABV” is haar nalatenskap aan onderwysers wat dieselfde passie as sy het.
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Met toestemming is die uitreksels van die Kreatiewe KABV program, ‘n inisiatief deur Noordwes Universitiet, hier gebruik. Sien gerus ook die bestelvorm na afloop van die “Wiele-dag” beplanning.
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Soenêtjie Kleuterskool leef mense in nood raak Myra Steyn Soenêtjie Kleuterskool
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.a.v. ‘n artikel wat ek in die Mail & Guardian gelees het, deel ek graag die volgende. Soenêtjie Kleuterskool is die afgelope drie jaar bevoorreg om betrokke te wees by blanke mense in sg. wit plakkerskampe. Amper ‘n miljoen blanke mense woon in sulke nedersettings regoor die land. Hierdie nedersettings huisves gewoonlik werklose arm mense wat nie die vermoë het om skoolgelde te betaal nie. Die kampe is gewoonlik op plotte of plekke wat nie loopafstand van laerskole en hoërskole is nie. Die uitdagings is legio. Ons het betrokke geraak na ‘n koerantberig wat ek gelees het. Ek het Doulos Armoedebediening gekontak. Nadat ek en Hans (direkteur van Doulos) gepraat het, het hulle skakelbeampte, Heleen Huyser, my na verskeie van die kampe geneem. Ek was geweldig geskok om te sien hoe lewe die kinders in so ‘n plakkerskamp. Ek het besluit om te probeer om kleuterskole by hierdie kampe te begin. Daar is absoluut geen voorraad nie en die geboue is gewoonlik wendy huisies. Drie jaar later kan ek getuig in watter wonderlike manier die Here werk. Ek het my plan vir ons ouers en personeel voorgelê en ons
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het begin. Ons het met Filadelphia word volledig aan die “juffroue” daar Nedersetting naby Hartbeespoortdam voorsien. Ons gebruik mammas op begin met vyf kinders. Die getalle die plot om die kleuterskole te beman. Hulle kry nie salarisse nie maar ons het gegroei tot in die 40 huidiglik. Verlede jaar het ons die tweede kleuterskool op die Molotopad oopgemaak. Geen van die ouers kan betaal nie. Die Here is so goed vir ons. Ons het nog nooit enige honger kinders daar gehad nie. Al die skenkings kom van my ouers af. Die opvoedkundige program voorsien ons vir hulle in die opsig dat hulle net soos Soenêtjie werk. Die temas, voorbereiding en benodigdhede vir elke tema Kleuters maak terrein skoon en tel papiertjies op
Lentedag Filadelphia
Kinders maak klei met meel en Sta-soft
‘n Werker by die kleuterskool
Myra en haar vriendin Elsabe het die Sakabuka skoolgebou geverf
bederf hulle met toiletbenodigdhede, bietjie kruideniersware, koeldrank en wat ons kan gee (alles skenkings van ons ouers en vriende). Hulle kom een maal per kwartaal na Soenêtjie toe vir opleiding. Wanneer waarneming gedoen word, gebruik hulle ons vorms, aanpassingsverslae en rapporte. Ons personeel (wat betrokke wil raak) gaan help daarmee. Ek het ‘n mamma hier wat kos voorsien vir die kleuters daar. Verder kry ek soveel skenkings van my ouers, hulle ouers en vriende dat my kantoor elke week van hoek tot kant gepak is. Ons het met een kamer by Filadelphia begin en later het ons twee wendy huisies bygekry. By Sakabuka (op die Molotopad) het ons ‘n huis wat ons moet huur maar Doulos het vir die eienaar twee karavane gegee om te verhuur in die plek van huurgeld te betaal. Ek en my vriendin het die verfwerk op die mure gedoen. Ek is in die gelukkige posisie dat ek twee maal per week by die twee skole uitkom (een dag elk). Die kinders by sulke kampe trek gewoonlik baie rond en baie van hulle was tot op vyf jaar oud nog nooit in ‘n kleuterskool nie. Die ouers is so verward en sukkel om te oorlewe dat hulle nie aandag aan die kinders gee nie. Ons het met die plaaslike laerskool by Filadelphia kontak gemaak en werk saam met hulle. Ongelukkig kleef daar n stigma aan die kinders en wil kinders op die plase nie met hulle speel nie. Ons moet baie hard werk om hulle op
standaard te kry. Die skole is voldag en al wat ons vir die eerste maand van die jaar doen is om hulle roetine en dissipline te leer. Die gesinne bly in ‘n eenkamer wendy huis (tot 7 per gesin). Die emosionele ontwrigting en hartseer is baie erg. Ons skep vir hulle ‘n veilige plek by die skool waar hulle vir 8 ure leer, speel en baie liefde kry. Die wonderlikste les wat ek hieruit geleer het, is dat die kinders nie weet hulle is in haglike omstandighede nie. Hulle tree op soos “normale” kinders. Veral verlede jaar het ons geweldige sukses met die kinders bereik (veral die wat die hele drie jaar in die kleuterskool is). Toe die ses Gr. R-kleuters getoets is, was vyf heeltemal skoolgereed op alle gebiede. Die terapeute was verstom dat hulle so goed gevorder het. Ons maak gebruik van pediaters, spraakterapeute en spesialiste wat gewoonlik hulle dienste gratis aanbied. As ons geld nodig het, noem ek dit in my nuusbrief en dit is altyd daar! Uit die aard van die saak raak jy baie betrokke by die inwoners. Elke keer as ek van Filadelphia en Sakabuka ry, is dit met ‘n dankgebed dat ek so bevoorreg is om die Here te gehoorsaam volgens die riglyne wat die Bybel vir ons medemens vereis. Deur ons betrokkenheid daar het ons mense van alle ouerdomme deur ons ouers met sekere behoeftes gehelp. Dit moet maar gesif word en later gaan jy op jou gevoel wat nodig is of nie.
Tema: Kyk hoe groei dit. Kleuters het elkeen ‘n plantjie geplant
Filadelphia ouers by Hettie Brits se kursus
Ons het ook met ‘n naskool begin wat nie maklik is nie. Meeste van die skoolkinders het geen kleuterskoolof enige ander opleiding gehad nie en met die nuwe skoolstelsel word hulle meestal net oorgeplaas. Ons ouers het ook al baie daar gehelp met bv. brille, ooroperasies, rugprobleme, ens. Van my ouers het ‘n doekedag by Filadephia gereel en ons het genoeg doeke vir ‘n hele jaar gekry. Die kleuterskole is baie goed ingerig soos wat ons kleuterskole is. Ek sluit ‘n paar foto’s in. Daar is soveel wat ek hieroor kan skryf, maar dit sal te lank wees!
Die koerantberig waarna Myra verwys het: Preschool should be child’s play Source: http://mg.co.za/article/2012-09-28-preschool-should-be-childs-play May 2014 Learning Years
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Transport. Activity example Home Language Transport song
Policy states the following activities for assessment: • Sings songs and rhymes and performs actions on own • Recites poems and rhymes and adds actions to them with growing confidence
“This song is like the Wheels on the Bus” (put in your own actions to the song, act like a dump truck tipping dirt or like a front-end loader scooping up the dirt). The Dump Truck Song The front-end loader fills up the truck, Fills up the truck, fills up the truck. The front-end loader fills up the truck, All day long. The dump truck dumps out all the dirt, All the dirt, all the dirt. The dump truck dumps out all the dirt, All day long. The driver of the dump truck waves hello, Waves hello, waves hello. The driver of the dump truck waves hello, All day long. (Adapted from: The Comprehensive Preschool Curriculum 2010:459, ISBN978-0-87659-269-4)
Note to the teacher: Policy states the following activities for assessment: Uses language to think and reason • Identifies and describes similarities and differences • Matches things that go together and compares things that are different • Classifies things according to own criteria
Ask questions about the picture: 1. What do you think are the same (similarity) between the dump truck and the front-end loader? 2. What makes them different? 3. Do they both do the same work? 4. Where do you think they are going to use the dirt that they are loading and what are they going to use if for?
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Story time is creative time! Build children’s imagination by giving them pictures related to the theme and asking them to build their own story. Look at the pictures below. Remember these are examples of stories and teachers can take their own photos, draw their own pictures or collect pictures from a magazine with regard to the theme. Make sure children participate and that they have a chance to tell their own stories. Policy states the following activities for assessment: • Interprets pictures to make up own story, that is, ‘reads’ the pictures.
Here are some more examples of what can be used for children to identify frequently used words.
Policy states the following activities for assessment: • Understands that pictures and photographs convey meaning about events, people, places and things and talks about these • Looks carefully at pictures and talks about common experiences • ‘Reads’ high frequency words in the community: road signs, shop names May 2014 Learning Years
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P L AY S A F E T Y
HOW SAFE ARE OUR CHILDREN WHILE PLAYING? Young children are at risk because: • They are still learning and do not always do things correctly. • They may not yet understand safety instructions. • They are easily distracted, get excited and are adventurous. • They want to impress friends. • They are without sufficient supervision – it is hard to supervise children 24 hours a day. he following are important safety tips from The Child Accident Prevention Foundation suggests the following Childsafe, a campaign of the Child Accident safety tips for parents to ensure that their children are safe while Prevention Foundation of Southern Africa playing outside with other children from the neighbourhood. (CAPFSA), for parents to observe before letting • It is the job of all who are responsible for children at play to their children play in the neighbourhood: assess and manage the level of risks that children are given at play. We need to provide controlled opportunities for children All children are eager to play outdoors. While the to encounter and manage risk, otherwise they may be denied the outdoors provides a wonderful outlet for children chance to learn skills. If not, they are more likely to choose to to release energy, there is always the potential for play in uncontrolled environments where risk is greater. “accidents”. Children need and want to take risks • Parents must make a rule that children who are old enough to when they play. It is therefore important to offer play by themselves must always tell caregivers or parents where children stimulating, challenging environments they will be playing. for exploring and developing their abilities. It is • Designate and develop safe play areas within your own however also important that the environment should neighbourhood. Teach children where be such that children are not exposed the safe places to play are, and warn We need to provide to unacceptable risk of death or severe them of possible danger areas in the injury. Almost any environment controlled opportunities neighbourhood that are not safe to play. contains hazards and sources of harm. for children to encounter • Make sure that you know where your At birth we have to give children children are playing and with whom. one hundred percent protection. As and manage risk. Care groups of responsible adults can be children grow older we have to slowly formed to take turns to supervise children educate them and protect less, until at play in the community. they are old enough to protect themselves from • Pre-school children should be supervised during play at all injury. times. As the Convention of the Rights of the Child • Scan and identify dangers in your neighbourhood and states, children have a right to safe environments. environment, together with your children, for possible danger. We as adults, caregivers and parents have to take Notify your local council of danger areas that you have some responsibility to make sure that our children identified, and insist on making these safe in order to reduce the play and grow up in a safe environment without the risks to children. threat of being hurt. Unfortunately, the environment • It is the local municipality’s legal obligation to make sure that children are exposed to poses various dangers that the environment is safe and free from dangers. Danger areas could lead to severe or fatal injuries. are, for example, open masses of water, rubbish dumps, open Pre-school children cannot take responsibility water outlets and drains, canals and deep holes, old buildings, for their own safety and it is therefore essential old fridges or cars in the back yard or in the neighbourhood, that they are supervised or cared for by responsible sand dunes or building rubble, unsafe or poorly maintained play adults or caregivers. equipment in play parks, busy roads, open electrical wiring, Why do children have more accidents than unfenced electrical sub-stations and more. adults? It is important to be aware of the • Bored and unstimulated children could mean that children developmental stages of children in order to prevent explore or create danger. So make sure that children are kept accidents. Children in certain age groups have busy and have organised playtime which should result in safe numerous limitations and are therefore at risk of play. injury.
T
Reproduced with kind permission from CAPFSA (The Child Accident Prevention Foundation of Southern Africa) www.childsafe.org.za May 2014 Learning Years
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The School Kitchen / Skoolkombuis D��i�i�u� �n� ec�n��ic�� �e���e� t� ca��� f�� l�r�� �����r� � ���l����
C��e�� & S��etc��� S���� (Makes 40 portions)
In��e���nt� 240 g margarine 240 g cake flour 240 g skim milk powder 2.4 ℓ water Couple pinches salt 25 eggs 480 g cheese, grated 2 x 410g tins creamed sweetcorn 40 mℓ cooking oil to grease pans
Me�ho� 1. 2. 3. 4. 5. 6.
Mix milk powder and water to reconstitute. Make a roux with the margarine and flour and stir in milk to make a white sauce. Cool the sauce slightly. Beat eggs and, when the sauce has cooled slightly, beat eggs into white sauce. Add salt, cheese and creamed sweetcorn to the sauce. Turn into greased oven pans and bake at 180ºC until done.
D�� Be�� B����� (Makes 40 portions)
In��e���nt� 700 g dry beans 1.75 ℓ water for soaking beans 160 g brown bread 180 g skim milk powder 1.8 ℓ water 90 g onions, chopped 80 mℓ cooking oil 40 mℓ mild curry powder 20 mℓ turmeric 10 mℓ salt 70 mℓ vinegar 40 mℓ apricot jam or chutney 40 mℓ Worcester sauce 120 g raisins 8 eggs, beaten 40 mℓ oil to grease pans
Me�ho� 1. 2. 3. 4. 5. 6. 7. 8.
Soak beans overnight in water and cook till tender, then mince. Mix the milk powder with 1.8 ℓ water and soak the bread in half the volume of milk. Sauté onions and flavourings. Add soaked bread and sautéed mix to the beans. Add all other ingredients, except half the eggs and mix. Pour into greased pans. Beat the remaining eggs and milk. Pour over bean mixture. Bake at 180ºC until brown and set.
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Van Vlytige Vingertjies na Vaardige Vingers Maroli Visser
W
aarom verwys so baie onderwyseresse al meer kinders na arbeidsterapeute vir handskrifprobleme? Daar word gekla dat kinders sukkel met óf skrif wat te klein is, óf in ander gevalle te groot en oneweredig is. Daar is veral spasiëringsprobleme tussen letters of woorde; lettervorming is verkeerd en kinders sukkel om op die lyne te skryf. Verder is die afwesigheid van netheid en akkuraatheid vir onderwyseresse ‘n nagmerrie. Die outjies druk te hard of te sag, los letters uit of skryf nie sinne klaar nie. Die lys hou nie op nie. ‘n Mens is geneig om aan te neem dat so ‘n “alledaagse” vaardigheid soos skryf en handskrifontwikkeling mos nie probleme behoort te gee nie. Maar eintlik is dit ‘n “komplekse” vaardigheid wat werklik baie meer aandag nodig het – veral voorskool! Wat is handskrif? Handskrif is ‘n hoogs georgansiseerde en komplekse taak vir ‘n kind wat ‘n visuele en motoriese aksie behels. Dit is ‘n mondvol. Ons moet dit egter verstaan, sodat toepaslike stimulasie reeds in die kleuterskoolfase kan plaasvind. Voldoende visuele (sig) en ouditiewe (gehoor) persepsie, die vermoë om gedagtes te formuleer, die begrip dat skrif (letters en syfers) deel vorm van ons taal en geheue om vanaf ‘n swartbord/boek neer te skryf, is maar ‘n paar van die vereistes wat reeds voorskool ontwikkel word, sodat dit later vir skrif aangewend word. Wat gee aanleiding tot die ontwikkeling van handskrifprobleme? Kinders mag weens verskeie redes probleme met skrif 44 Kleuterklanke Mei 2014
en/of fyn motoriese vaardighede ondervind. Die twee hoofredes is geneig om onderliggende perseptuele en/ of sensories-motoriese probleme te wees. Met ander woorde: kinders kan ruimtelike probleme hê (perseptueel) en daarom sukkel om te weet wat is die bo- of onderkant van ‘n bladsy, of links of regs van die lyntjie. Omdat kinders nie genoegsaam met (byvoorbeeld) klei en vingerverf gespeel het nie, het hul vingers nie die spierkrag ontwikkel wat later nodig is om ‘n potlood te kan manipuleer nie (dit is ‘n voorbeeld van motoriese probleme). ‘n Kind wat nie toegelaat word om vuil te word tydens spel nie, kan tasdefensief word (dit is weer ‘n voorbeeld van sensoriese probleme); so ‘n kleuter vermy dan om deel te neem aan sensoriese aktiwiteite (“vuil spel”), en ‘n kringloop ontstaan wat latere handskrifprobleme veroorsaak. Daarom is dit noodsaaklik dat hierdie vermoëns en vaardighede vroeg reeds (tussen 3 en 5 jaar) gestimuleer word voordat daar later met formele skrifopleiding in Graad 1 begin word. Ter wille van helderheid is dit net nodig om baie duidelik die volgende “boustene van ontwikkeling” te verstaan: 1. Vir die kind om te weet waar sy/haar arm, hand en vingers in die ruimte is, sonder om dit konstant dop te hou (proprioseptiewe gewaarwording) en die gemaklikheid om ‘n objek (bv. kryt of Maroli Visser is ‘n Arbeidsterapeut in Centurion. Dit is haar passie om kleuterskoolonderwyseresse te begelei en sy is beskikbaar vir werkswinkels. Kontak haar by 082 308 5263 of marolibez@hotmail.com
potlood) in jou hand vas te hou en te manipuleer (tas-gewaarwording) moet die kind se sensoriese prosessering goed ontwikkel word (m.a.w dit is genoegsaam gestimuleer); 2. Die motoriese vaardighede volg goeie sensoriese ontwikkeling op: om byvoorbeeld by ‘n lessenaartjie te kan sit in Graad 1, moet die leerling reeds goeie spiertonus, balans en posturele beheer (voldoende skouerstabiliteit; sterk maag- en rugspiere) ingeoefen hê. As hierdie twee boustene goed ontwikkel is, is dit selde dat ‘n leerling handskrifprobleme sal ervaar (met die uitsondering van aandagspanprobleme, psigiese uithouvermoëns en leergeremdheid … maar dit is ‘n onderwerp wat later hanteer sal word). 3. Die derde boublok is visuele perseptuele vermoëns wat reeds van ongeveer drie jaar af gestimuleer moet word. Kinders moet in kleuterskole reeds leer hoe om te sorteer (byvoorbeeld om al die verskillende kleure by mekaar te pas), om ooreenkomste en verskille te kan raaksien (driehoeke verskil byvoorbeeld van vierkante). Hierdie vaardighede het ‘n direkte invloed op kinders wat later moet kan onderskei tussen ‘n 6 en 9, of ‘n b en d. Vormkonstantheid word ook reeds in die kleuterskoolfase ontwikkel: die kleuter moet byvoorbeeld kan onderskei dat ‘n klein driehoekie en ‘n groot driehoek dieselfde vorm is, of dat ‘n bal en ‘n sirkel albei rond is. Hierdie ontwikkeling is nodig vir ‘n Graad een’tjie om te weet dat hoof- en kleinletters steeds dieselfde letter is. 4. Suksesvolle skoolverwante take (wiskunde; spelling; lees en skryf, asook konsentrasie) berus primêr op die vorige boustene. Wanneer ‘n kind vir terapie verwys word, is die rede vir verwysings gewoonlik die probleme met die skoolverwante take. Die terapeut sal egter vanselfsprekend al die vorige boustene assesseer; daarom is dit so nodig om die vorige boustene so breedvoerig te beskryf, want hierdie boustene moet in kleuterskooldae gevestig word. Neurologiese ontwikkeling Die grootste persentasie van neurologiese ontwikkeling (brein, rugmurg en senuwees) vind in die eerste sewe tot nege jaar plaas. Dit beteken dat die senuweebane van die brein na die hande en vingers eers gereed is om ‘n komplekse vaardigheid soos handskrif in Graad 1-3 aan te leer (dit sluit dan ook die van die potlood/kryt in). Die probleem is egter dat baie kinders deesdae van die ouderdom van 3 – 4 (met baie goeie bedoelings) tuis en by sommige kleuterskole begin inkleur met uitdraaikryte of dun inkleurpotlode. ‘n Verdere probleem is die
verwagting dat kinders reeds op skoolgaande ouderdom hul naam, asook die syfers 1 – 10 behoort te kan skryf. Dit is tot nadeel van die kind, want neurologies weet ons dat ‘n Graad 1 kindjie dit nie noodwendig al moet kan doen nie (… al is daar ‘n paar uitsonderings). Die meeste kinders wat disfunksionele potloodgrepe het, is meestal ‘n resultaat van té vroeë blootstelling aan potlood- en papieraktiwiteite. Ten einde die potlood te beheer, moet hulle die potlood styf vasknyp en/of hulle armpie verstyf om te kompenseer vir moontlike lae spiertonus of skouerstabiliteit (die skouergordel is eers teen 6 jaar stabiel). Dit gee dan weer aanleiding tot die oormaat fors waarmee hul dan inkleur en later skryf, wat weer aanleiding kan gee tot probleme met werkspoed en taakvoltooiing.
Suksesvolle skoolverwante take berus op boustene wat in kleuterskooldae gevestig moet word. Wat kan ouers en kleuterskoolonderwyseresse doen om latere probleme met handskrif te voorkom? Daar is ‘n verskeidenheid idees wat deur onderwyseresse, ouers en terapeute gedoen kan word om die ontwikkeling van fyn motoriese vaardighede aan te moedig: •
•
•
•
Om die kind se skouer- en polsgewrigspiere te versterk (wat later nodig is vir handskrif) kan teen ‘n vertikale oppervlak gewerk word, byvoorbeeld te teken/verf op ‘n swartbord of papier wat teen ‘n muur vasgeplak is. Vir die ontwikkeling van die betrokke vingers (duim, indeks en middelvingers) vir skrif en korrekte potloodgreep, word die volgende aktiwiteite voorgestel: gebruik ‘n sproeibottel om byvoorbeeld soggens die potplante nat te spuit; gebruik ‘n haartangetjie (“tweezer”) om watteballetjies of ander “collage” materiaal op te tel en ‘n prent te maak, om klein objekte soos knopies, pennetjies, krale en sade rond te skuif. Om vingersterkte/-beheer te verbeter: gebruik ‘n gaatjiesdrukker om gaatjies in karton te druk, druk pennetjies in klei, druk stresballe daagliks en/of knip prente uit karton. Voorsien aktiwiteite om fyn motoriese kontrole en beplanning te ontwikkel. Speletjies wat ruimtelike konstruksie insluit, bv. Legos, Origami, Pennetjiebord. May 2014 Learning Years
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•
Die gebruik van ‘n opgeboude potloodgreep voorsien ‘n groter vashou oppervlak en sal skrif verfyn. •
•
• • •
•
Die gebruik van ‘n opgeboude potloodgreep voorsien ‘n groter vashou oppervlak en sal skrif verfyn (bv. groot inkpenne, Jumbo kryte, driehoekkryte en -potlode en driehoek potloodgrepe). Aktiwiteite wat tas- en bewegingbewustheid insluit, kan uitgevoer word om handskrif te versterk, bv. om letters groot in die lug of op ‘n swartbord te teken, skryf in speelklei, skeerroom of sand, oefen letters met toe oë. Letterformasie opleiding moet groot begin en geleidelik verklein tot die toepaslike grootte. Voorsien gelinieerde papier of maak kolletjies op gelinieerde papier om te dien as gids en te help met spasiëring. Herinner die kind om sy/haar nie-dominante hand te gebruik om die papier te stabiliseer. Gun die kind ekstra tyd vir geskrewe werk totdat sy/haar handskrifvaardighede verbeter het en/of verminder die hoeveelheid geskrewe werk in die klaskamer en tuis, soos nodig. Beproef verskillende posisies tydens voorbereidende skrifaktiwiteite (bv. oog-hand koördinasie papieraktiwiteite en inkleurprente) om maag- en rugspiere te versterk, bv, deur op die mat te lê en in te kleur; op die knieë te staan by ‘n tafeltjie (dit dwing die kind om sy ruggie regop te hou); om in ‘n kruipposisie te staan en met een
46 Kleuterklanke Mei 2014
hand te balanseer terwyl ingekleur word. Korrekte tafel- en stoelhoogte is belangrik. Voete moet plat op die grond wees en die tafelblad net bo elmbooghoogte om sodoende posturele stabiliteit te bevorder en handskrifvaardigheid te verbeter. Dit is veral die langer en die korter kleuter wat aanpassing by die tafels nodig het.
Met die winter om die draai, is dit die ideale tyd vir binnenshuise aktiwiteite! Versterk daardie klein handjies en vingertjies, moedig hulle aan om vuil te word; laat hulle aan verskillende teksture vat en voel. Bou konstruksies met pennetjies en Lego’s en doen rygwerk. Dit is van kardinale belang dat slegs Jumbo kryte vir inkleurwerk gebruik word (dit is makliker vir klein handjies om vas te hou en dit verbeter liggaamsbewustheid). Teken op groot velle ongedrukte koerantpapier met groot armbewegings van kant tot kant (dit maak weer die skouers sterker). Lekker skryf en teken en geniet die winter! Tot volgende keer.
Ondersteun ons VVOS uitstallers!
UITSTALLER
GOEDERE/ DIENSTE
TEL
SEL
E-POS
Kindermusiek
erika.strydom@gmail.com
Arette Burger
Ouerleidingprogram
arette@extrememakeovers.co.za
Basic Edutoys
Opvoedkundige Speelgoed
012 335 3229
Brain Boosters
Training and Educational Apparatus
011 471 0900
Bridget Phyffer
Skryfbehoeftes en Opvoedkundige Speelgoed
D6 Technologies
Software School Communicator
Day By Day ECD
ECD programs
Educational Toys Pretoria
Opvoedkundige Speelgoed
Expat Rescue Pty Ltd
Geakkrediteerde Noodhulp Opleiding
Flutterbees Costume Hire
Pasgemaakte kostuums vir konserte
Galileo
021 686 5335
082 908 0614
admin@basicedutoys.com EdwardP@brainboosters.co.za
083 700 5820
bridgetphyffer@mtnloaded.co.za
084 515 2727
peter@d6technology.com janine@daybydayecd.co.za
082 824 1593
edutoys@icon.co.za
082 838 7283
operations@expatrescue.com
012 804 5252
083 273 3674
info@flutterbees.co.za
Skryfbehoeftes en Opvoedkundige Speelgoed
012 654 2779
082 920 8605
sales@galileobooks.co.za
Geppetto’s World
Ontwerp en vervaardig speel en ontwikkelingstoerusting
083 459 7199
071 609 5855
marthie@gworld.co.za
Hands On Technologies
Opvoedkundige programme met Lego produk
011 462 2581
082 324 0933
philip@handsontech.co.za
Ja-Jo Opvoedkundige Hout Speelgoed
Hout apparaat
011 873 0540
084 723 6596
Jungle Gym World cc
Steel Jungle Gyms
012 668 3964
082 905 9277
andre@junglegymworld.com
Interactive Services Marketing (Pty) Ltd
Accounting Management System Software
011 886 0355
082 853 5595
marco@ism.co.za
Noordwes Universiteit
Graad R lesmateriaal
018 285 2362
082 819 0080/ 083 394 8426
22597832@nwu.ac.za
Ontrack Supplies (Timberjoy)
Opvoedkundige speelgoed
012 654 0185
082 350 3936
info@timberjoy.co.za
Ria Hyman
Handgemaakte sagte apparaat
012 548 1017
082 342 4651
grobler4@telkomsa.net
Rika Boeke/ Lapa boeke
Verskaffer van Lapa Boeke en ander uitgewers
082 326 0667
rikaboeke@kontreikombuis.co.za
SA Toy Trade
Opvoedkundige Speelgoed
012 253 8019
082 494 6228
y.stoker@vodamail.co.za
Soekie Krog
Kindermusiek
012 259 3860
082 905 8879
soekiekr@lantic.net
Stocor
Makelaar/ Broker
084 673 2661
info@stocor.co.za
083 630 9976
vanaardt.esme@gmail.com
Boeke
Makelaar/ Broker
012 361 9253
Vlytige Vingers
Voorskoolse hulpmiddels
012 771 8611
What Children Need To Know
Pre-school books and programmes for teachers and children
083 273 7100
simpson@mailone.co.za
Wietske Boon
Spel terapeut
082 4114015
wietske@childtherapist.co.za
XS Health
Distributor of Pharmaceutical products: Viralmed
012 342 6292
Photos: http://www.photoxpress.com
African Treehouse
info@xshealth.co.za May 2014 Learning Years
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Baking / Bak & Brou
“The scones on the car go round and round” Process, not product
This recipe is wonderful for all ages; whether for the sensory experience or the “reading”, applying and reviewing, it’s still worth doing. Ready-mix scone mix packs are available from all grocery stores for about R10 – R15 per pack (the 500g pack makes 12 scones; there are also 1kg packs available).
Ingredients • • • • • •
500g Easymix scone mix 2 extra large eggs 100 ml cooking oil 125 ml milk Cream Strawberry jam
Apparatus • • • • •
One big mixing bowl Wooden spoons Measuring cups Rolling pins Cookie cutters (optional)
Discuss the activity with the children. Introduction and song leading to the baking activity: Say: This was a fun-filled week and we learned a lot about transport, now let’s makes some scone wheels for our cars. Sing; The scones on the car go round and round, round and round......all day long ( x3) . Then ask the learners who would like to help bake their own scone car wheels.
48 Kleuterklanke Mei 2014
Start with:
• Swish, swash…swish, swash... that is how we wash our hands (the same as washing a car). Remember always to wash your hands before you work with food. • Take the mixing bowl and pour in the contents of the Easymix packet. • Take two large eggs and break them into the Easymix. • Add 100 ml cooking oil. • Add 125 ml (half a cup) milk. • Mix everything in the bowl together with the wooden spoon. • Friends give one another a turn to mix. • When the mixture is turned into a sticky ball, the children pass the dough ball from one to another. • Start to roll out their dough (use dry fl our to sprinkle to stop stickiness). • Children either mould or use cookie cutters to create their circles. • Write the names of the children on baking paper and bake for 12–15 minutes @ 180 degrees. • While we wait for the scones to bake, the children can clean up and wash their hands. • When the scones are ready the children can choose to cut the scone wheels in half and put jam and cream inside. • Eat and enjoy!
Notes to the teacher on the activity Take note of the descriptive language used: • Wooden spoon • Half a cup • Share between friends • Mould a circle • A wheel is round and can roll • Cut in half
NOTE: the younger children might not make a circle the way you would have wanted it, but it is their “art” and their interpretation. Remember the process is important and not the product; they are going to eat it in the end anyway. Take the opportunity to ensure that this is a rich fantasy play activity and be sure to have a tea party when eating the scones. Teacher, take of your shoes, wear a hat and bend your knees! May 2014 Learning Years
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Health / Gesondheid
Candida (Thrush) Nappy Rash
Sr Ida Bester
M
ost babies get nappy rash at some time. Typically, there is just redness of the areas covered by the nappy (buttocks, genitals, pubic area and upper thighs), with sparing of the skin creases. Usually there are no symptoms; however if the rash is severe the baby may be distressed or uncomfortable.
When a thrush or fungal nappy rash is present blisters may appear on the skin and break down, causing moist areas of broken skin, which can easily become infected.
The most frequent cause of a fungal nappy rash is Candida albicans. Candida nappy rash may develop at any stage of a baby’s life. Typically appears around the anal area, but may involve the genital area too Confluent red rash with sharp, well-defined margins and involves skin creases Pimples and blisters filled with pus may be present Little dots of rash appearing around the main rash are typical of Candida. In most of the cases where Candida nappy rash is present, the baby has a Candida infection throughout the gut, starting in the mouth with oral thrush. This is very typical after antibiotic treatment.
How do we prevent nappy rash? Consider using nappies with the greatest absorbency Leave nappies off for as long as possible Clean and change the baby as soon as possible after wetting and soiling Always use a barrier Bum Cream at each nappy change, containing zinc or dexpanthenol 5 % ointment.
Treatment of Candida nappy rash Please note that this will never be cured with a barrier cream Avoid using a barrier cream until after the infection has settled. Because a fungal infection is caused by a spore, we need to treat this for at least a month to kill off the spore completely. Apply an anti-fungal cream which contains clotrimazole twice a day for at least a month. If the infection starts to settle down, a barrier cream can be alternated with an anti-fungal cream. If Candida infection is present in your baby’s mouth, oral antifungal medicine may be necessary – speak to your healthcare professional. Sr Ida Bester Kleuterklanke Mei 2014 50 www.boeps2babes.co.za
If the shoe fits.....
P
re-school teachers are finding that many children come to school wearing shoes which are totally unsuitable for spontaneous movement and play. Stand on most playgrounds and you will marvel at some of the footwear parents buy for their small children. The little girls particularly have a hard time mincing along on flimsy little bits of plastic held on by a thong, or balancing on towering wedges. Most schools encourage small children to take their shoes off as much as possible but weather and other circumstances often make this difficult. We asked podiatrist Andrew Clarke from Cape Town for advice on choosing shoes and on how we can persuade parents to buy wellfitting shoes which will not harm the development of little feet. Fitting children with shoes can be really difficult and is often unpleasant for all involved. That includes brothers, sisters and fathers hanging around nearby! This means that the responsibility for getting the correct shoes usually lies with Mum. The trauma increases due to the fact that in South Africa, there are virtually no shops that know how to measure children’s feet and fit the correct size of shoe. Some stores have had measuring boards available in the shoe section for some years, but using them was left to the customer. At the same time there was no guarantee that the size system on the board matched the size system of the shoes. Anyone who has bought sports shoes/trainers recently will know that they have three or four different size numbers on the tongue of the shoe. This is because the shoes are made in Asia for sale all over the world where the basic unit of measurement differs – including different centimetre units. In an attempt to bring some order and science into the art of shoe fitting, the Podiatry Association of South Africa (PASA) has been working with various manufacturers and retailers to establish standards for footwear in this country. There is a committee of experts headed by a podiatrist who has done ground-breaking original research into the feet of South African women. This committee assesses lasts (the plastic shape around which a shoe is built) and footwear design, against a checklist based on this scientific research. One retailer is Woolworths and if you buy your child’s shoes there – although you will have to fit them yourself – you will see certain styles have the PASA approval logo on the green tag. Froggies and Clarks are also reliable
brands to look out for. As children grow, so do their feet. So it’s a safe bet that many feet will be pushed into shoes that were bought at the beginning of the school year in January and are too small six months later in July. On the other hand there will be some children who will suffer the discomfort of a brand new pair of school shoes! It’s not true that shoes have to be “worn in”. They should fit properly and be comfortable from the start. Most children won’t tell their parents that their shoes are too small, because the soft, developing bones can be easily squeezed and squashed into position. In addition, in the current economic climate, the cost of a new pair of school shoes often has to be balanced against food, rent or travel expenses. Try to look at your children’s shoes as soon as possible after the start of the term. They have probably complained about having to wear them anyway – having not worn them for a month. Get them to stand up in their school socks and you press gently on the end of each shoe to find the ends of the toes. If there isn’t a finger space at the end, they are too short. Don’t try the other method of pushing a finger down the back of the foot behind the heel. The shoes should fit around the heels and allow the feet to lie nicely in their normal position. Check also for uneven wear on either side of the shoes – this shows flattening or ‘outturning’. If the shoes are deforming you should get to see a podiatrist for a checkup. Remember that in many instances ‘barefoot is best’ unless there is an underlying biomechanical anomaly. May 2014 Learning Years
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r u o y e m i t t x e n e h t The s t i s i v child t might i r o t a e doc d i d o o g a be a h t i w e v a e l a r o t o f n o i t p i r c e s s o pre d y l i a d g n o r t y s a l p e e r f f o Vi
52 Kleuterklanke
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D
elli, M
Iann ncent
Make half my plate fruit and vegetables Mommy and Daddy, it is important to stick to the 4 steps when creating a healthy meal for me‌ Step 1: Step 2: Step 3: Step 4:
not too much protein a little bit more grain be friendly with the fruit for every fruit add two vegetables
May 2014 Learning Years
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LADYBIRD EARLY LEARNING CENTRE Silverton, Pretoria Laetitia de Bruyn, Principal
W
e at Ladybird are passionate about what we are doing. We currently have a staff complement of seven and 55 Ladybirders of all age groups (six months to 5½ years). Our baby group is booming and three new babies will be added to the group in the second term. Our herb garden is coming on well and we are looking forward to the Easter bunny visit and National Jelly Bean Day on 22 April. Visit us at www.ladybirdelc.co.za
Be Sharp Beetles (music)
Mr & Ms Valentine 2014
Sandpit and two new baby rabbits
Valentine’s celebration
54 Kleuterklanke Mei 2014
Honeybees & Ladybugs
Occupation day
Princess party
May 2014 Learning Years
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How Children Succeed: Grit, Curiosity, and the Hidden Power of Character Author: Paul Tough Publisher: Mariner Books, Reprint edition (July 2, 2013) Format: Paperback, 190 x 130, 256 pages ISBN-10: 0544104404 ISBN-13: 9780544104402
Some quotes from the book: •
• •
Kalahari describes Paul Tough as a foremost journalist for The New Yorker and The New York Times who “reverses three decades of thinking about what creates successful children, solving the mysteries of why some succeed and others fail and of how to move individual children toward their full potential for success”. He sees early relationships with involved and loving caregivers as crucial to the development of children’s self-confidence and selfcontrol, among other characteristics, and backs his theories up with research.
“The part of the brain most affected by early stress is the prefrontal cortex, which is critical in self-regulatory activities of all kinds, both emotional and cognitive. As a result, children who grow up in stressful environments generally find it harder to concentrate, harder to sit still, harder to rebound from disappointments, and harder to follow directions. And that has a direct effect on their performance in school.” “the key channel through which early adversity causes damage to developing bodies and brains is stress.” “What matters, instead, is whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence. Economists refer to these as noncognitive skills, psychologists call them personality traits, and the rest of us sometimes think of them as character.”
Trein na Kalkbaai Skrywer: Graham Isaacs Illustreerder: Katrin Coetzer Uitgewer: Lapa Ouderdomsgroep: 5+ Formaat: Sagteband, 190 x 210, 32 bladsye ISBN: 978 0 7993 5873 5 Publikasiedatum: November 2012 Prys: R89.95 Ook beskikbaar in Engels as Train To Kalk Bay “Die lug is blou en die son skyn helder,” sê Ouma. “’n Heerlike dag vir die strand.” Graham en sy familie kan nie wag om Kalkbaai toe te gaan nie. Maar om daar te kom, moet hulle met die trein ry. En dis waar die groot pret begin! Hierdie lieflike, eg Suid-Afrikaanse prenteboek vertel die storie van ’n opwindende dag in die lewe van ’n Kaapse familie. Dit is die dag ná Kersfees en Graham en sy familie gaan die dag op die strand deurbring. Op pad daarheen roep hy en sy boetie, sy sussie en sy nefie hardop die name uit van die stasies waarby die trein verbyry: “Bonteheuwel! Langa! Pinelands! Ndabeni! Maitland!” Dit word die soort dag wat jy wens wil nooit, nooit, ooit eindig nie – ’n dag propvol sonskyn, sandkastele, liedjies van ’n Klopseorkes ... en met waatlemoen en roomys vir nagereg!
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Nursery rhymes get an African makeover Mary and her lamb, that old lady who swallowed a fly, an egg named Humpty… you’ve heard them all a million times before: nursery rhymes. Children love them, but they drive parents nuts! African Treehouse has the perfect solution for ear fatigue – the team’s new album, Nursery Rhymes for Africa. Out with tired old Eurocentric styles, and in with vibrant homegrown African sounds. Yes, the SAMA-winning pair is back with their jazzy African children’s music, and this time they have reworked 12 classic nursery rhymes into something special that both children and parents will love. The album features top South African artists. Relebogile ‘Lebo’ Mabotja delights with her silky smooth lead vocals while jazz musician Kelly Petlane adds some spice on sax, flute and pennywhistle. Renowned bassist Concord Nkabinde lays down the funkiest groove, and the sweet voices of children from Pridwin Preparatory School under the guidance of Karien Labuschagne round off the album. And of course, as always, African Treehouse’s Erika Strydom and Graeme Sacks play guitars and percussion and sing backing vocals. Upbeat and intelligent, Nursery Rhymes for Africa is the ultimate summer soundtrack and just the thing for the long drive to your destination this holiday season. With its mix of movement-action songs, foot-tapping grooves and easy sing-along melodies, this album guarantees you a fun-filled trip. It will make a great stocking-filler too! For more information visit the African Treehouse website at www.africantreehouse.com or contact Graeme Sacks graeme.sacks@ gmail.com Some of the tracks listed o Hey Diddle Diddle o Twinkle Twinkle Little Star o Hickory Dickory Dock o If You’re Happy and You Know It o Incy Wincy Spider o Humpty Dumpty o Polly Put the Kettle On o Mary Had a Little Lamb o This Old Man o There Was an Old Lady
African Treehouse’s Lebo
African Treehouse is the brainchild of Graeme Sacks and Erika Strydom who have been composing and producing music together for the last fifteen years. Both Erika and Graeme have extensive music teaching experience. The team won a SAMA (South African Music Award) for best children’s album 2011 and have also had numerous SAMA nominations.
Harold and the Purple Crayon Author: Crockett Johnson Publisher: HarperCollins Children’s Books Series Title: Essential Picture Book Classics Format: Paperback, 220 x 280 ISBN: 9780007464371 This timeless story was first published in 1955 and has entranced children ever since. It has been used, along with others in the Harold series, as the basis for movies and a 13-episode television series. Harold, an imaginative four-year-old, sets out one night to go for a walk in the moonlight. He takes along an oversized purple crayon and creates for himself a magical journey, fulfilling his every wish with his imagination. If there is no moon – draw one. If there is nowhere to walk – draw a path. Throughout the book he draws for himself some wonderful adventures before the purple crayon produces his own bed and he goes to sleep. May 2014 Learning Years
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Seminar / Seminaar AECYC Seminar March 2014
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f this image looks unfamiliar to you and the content does not make sense, it is probably because you missed out on a fantastic and once again spectacular AECYC seminar. This year the Association kicked off with a bang on 1 March, starting the event with the grade 10 learner from Doxa Deo Pretoria, Gert Koekemoer, who read a poem that he wrote to his late grandmother and then sang his way to the audience’s hearts with the message “Let it go”. Before dividing into smaller groups, the audience of over 700 enjoyed two keynote talks. Erich Cloete has a passion for education, a critical interest in a variety of educational issues and has worked in Education Management for the past 19 years. Principal of Laerskool Westerlig, he was one of the first principals to make the Kids Development Program (KDA) freely available to the learners of the Danville/ Elandspoort area in Pretoria. This community is an economically challenged area and parents could not afford it. Mr Cloete was nominated for the Platinum Diamond Education Leadership award in 2013. Fred de Villiers who is a creativity specialist and soon-to-be dad of twins, had the crowd calling for more. Alongside Fred was Brent Hutcheson who taught for over 10 years and during this time developed a passion for IT and Technology. In October 1999 Brent joined the Mighty Minds Company – his first experience of LEGO Education. He believes “The only limit to your imagination is the power of your mind!” This phrase, coined by Brent, is indicative of his passion for learning through play, thus encouraging innovative thinking, problem solving and thinking out of the box – all necessary skills for our children today. After tea there were 3 workshops to choose from. Marthie Stoltz, owner of Siembamba Pre-school, has 45 years of experience in ECD as a teacher and principal and dealt with Babies and Toddlers at the seminar. Marthie has been part of the AECYC for 30 years and has served as chairperson for the past six years. Marthie is the National Training Manager for World Wide Education, specialising and giving training in the field of babies and toddlers. The second workshop dealt with the 3 to 4 Year 58 Kleuterklanke Mei 2014
group and was presented by an experienced brain booster team. Eddie Phillips got involved in community and social development in 1999, developing various community programmes and providing inputs for various government policies and programmes He then became involved in Early Childhood Development in 2011 and currently promotes early learning programmes and parenting skills in various sectors. He also supports individuals or organisations towards sustainability. Also in his magic team was Grace Mwase. She is a qualified teacher and has worked in human capacity development and training over the past 25 years. Grace is proficient in eight languages and can engage and interact with just about any group of people. Grace facilitates Train the Trainer courses for interested individuals and organisations in the methodologies and skills shared at the seminar. Last but not least, Nicolene du Preez presented CAPS – The Play Way for Grade R enthusiasts. In the education sector it is few and far between that one finds real dream collectors, let alone dream implementers. Nicolene is a qualified dream collector and implementer, for she holds a M.Ed in Psychology of Education, specialising in creativity. She is currently busy with her PhD at UNISA. She is a dedicated teacher with an abundant passion and vision for ECD. She is also part of the AECYC and believes hard work and aspiration in ECD is possible without a certified title. Along with all the presentations, the Association still had time for cake, tea and the election of new Committee members. Congratulations to the newly elected team (read more about them on page 4) – we are all excited to see what is to come during the next two years.
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AECYC - AFFILIATION FORM 2014 Affiliation fee R495 per school Student fee R165 Tertiary Institutions, Libraries, Staff Members and Parents of an affiliated school: R135 for two editions of Kleuterklanke/LearningYears Magazine for 2014 Please mark: Application for: School; Staff member/ parent of affiliated school; Student STUDENTS: Please provide institution and student number Name of School AECYC registration number of school (if applicable) Name of Owner/ Principal Number of years school is in operation Physical Address Postal address Tel Cell Fax E-mail
Postal Code
VVOS – AFFILIASIEVORM 2014 Affiliasie fooi R495 per skool. Studente fooi R165 Tersiëre Instansies, Biblioteke, Personeel en Ouers by ‘n geaffilieerde skool: R135 vir twee uitgawes van Kleuterklanke/Learning Years Tydskrif vir 2014 Merk asb: Aansoek vir: Skool; Personeellid/Ouer van ge-affilieerde skool; Student STUDENTE: Verskaf asb. instelling van onderrig asook studente nommer Naam van Skool VVOS registrasie nommer van skool (indien van toepassing) Naam van eienaar/ hoof Aantal jare wat die skool bedryf word Naam van kontak persoon Fisiese adres Posadres Poskode Tel Selfoon E-pos Please post your affiliation cheque, made out to AECYC (VVOS) to the above address, or pay via internet transfer or a bank deposit. Pos asseblief u tjek, uitgemaak aan die VVOS aan die bostaande adres of betaal per internet of bankdeposito.
Name of account holder: Vereniging vir Voorskoolse Opvoeding en Sorg (VVOS)
Bank: ABSA Centurion. Branch Code: 630 445. Account number: 4053 351 955