Volume 40 no/nr 2 December/Desember 2015
INHOUD / CONTENTS 4 From the Committee / Bestuursbrief 6 Your questions / Vra gerus 8 Post Box / Posbus Articles / Artikels 9 Vandag se kinders kan nie meer stilsit nie 15 Skoolgereedheid: Waar begin dit en waar pas dit in? 18 Discipline: accepting it and becoming disciplined individuals Management / Bestuur 24 Communication with parents 28 Early childhood education: A national priority Health / Gesondheid 34 When bees strike 35 Kos vir kleuters! Theme / Tema 40 Make and bake / Bak en 41 Rhyme / Gedig 50 Story / Storie 46 Songs / Liedjies 54 Books / Boeke 56 Activities / Aktiwiteite Reading corner / Boekhoekie 63 Na’libali 60 Book launch 62 Book review / Boekresensie 66 For interest sake / Vir interessantheid 68 Parent poster 70 At the seminar 72 Skolenuus
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Editorial / Redaksie Nicolene du Preez Lize Bredell Marthie Stoltz Roeleen Lemmer Mariette van Eeden Wietske Boon Graphic Design / Grafiese ontwerp Nicolene du Preez Design & Layout / Ontwerp & Uitleg AECYC / VVOS Advertising / Reklame Lize Bredell Publishers / Uitgewers AECYC / VVOS brou Distriburion / Verspreiding AECYC / VVOS Affiliation / Affiliasie AECYC / VVOS Contact Us / Kontak Ons Tel: 012 667 2028 Fax: 086 642 5855 E-mail: info@vvos.co.za www.vvos.co.za www.aecyc.co.za Opinions expressed in this magazine do not necessarily reflect those of the Editorial Team or the AECYC Committee. The Editorial Team reserves the right to amend or reject any editorial matter or photographs submitted for publication. Acceptance of advertising does not represent the AECYC’s endorsement of any product or service, nor is the AECYC responsible for representations made by advertisers. Geen aanspreeklikheid word aanvaar vir enige geding wat uit hierdie publikasie mag spruit nie.
LEES is ‘n FEES!!
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Bestuursbrief Terwyl ons aan ons tweede en laaste uitgawe van 2015 se Kleuterklanke werk, blaai ek deur die foto’s en herinneringe van die afgelope jaar. Ek besef net weer ons skryf elke dag aan ons storie en ons is dankbaar vir elke lid se bydrae by die VVOS die afgelope jaar: •Ons het weereens twee suksesvolle seminare by Unisa in Pretoria aangebied met meer as 2200 onderwysers wat dit bygewoon het. •Met ons seminare het ons 320 kleuterpersoneel in vyf provinsies bedien. •Ons het in 2015 hande gevat met Solidariteit se Helpende Hand en vyf provinsies bedien met opleiding en meer as 120 kleuterpersoneel bereik deur ons werkswinkels in Afrikaans. Dit bring ons by meer as 2640 juffouens in ons kontaksessies vir 2015! Raai wie het al die pad uit Dallas, Amerika vir ons kom kuier? Storienoster! Sommige van julle sal onthou dat Storienoster ook al by een van ons vorige seminare opgetree het. Isabelle Venter, alias Storienoster, het ons hierdie keer by die kleuterskool kom vermaak met haar stories en kreatiewe aanbieding-idees. Isabel is baie betrokke by vroeë kinderontwikkeling in haar omgewing en word met ope arms ontvang by kleuterskole en vroeë kinderontwikkelingsentrums. Met dié dat ons in hierdie uitgawe van Kleuterklanke op boeke fokus, het ons Prof Maritha Snyman genader om ons meer te vertel oor plaaslike publikasies. Ons lewe in ‘n land wat ryk is aan unieke hulpbronne wat ons deur middel van storieboeke met ons kinders kan deel. Ons het ‘n boekbekendstelling bygewoon en nuwe, lekkerlees boeke gevind waaraan ons jul graag wil bekendstel. In hierdie uitgawe staan ons ook stil by algemene kwessies soos die redes waarom kinders nie kan stil sit nie, inligting oor skoolgereedheid en kommunikasie met ouers.Geniet hierdie uitgawe van Kleuterklanke en stuur vir ons ‘n e-pos met jul t erugvoer.
Life is like a book; some chapters are sad, some are happy and some are exciting, but if you never turn the page, you will never know what the next chapter has in store for you. – Anonymous. Terwyl ons saam met ons lede gelag en soms ‘n traan gestort het, is ons dankbaar vir ‘n goeie 2015 en opgewonde om te sien wat 2016 alles gaan inhou. Van die VVOS bestuur wens ons julle ‘n geseënde kersfees. Vriendelike groete, Marthie Stoltz
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From the Committee As I am paging through photos and memories from the past year while working on our second and last edition for 2015, it made me realise that we are busy writing our life-stories every day, and that I am so grateful for everyone’s involvement in the AECYC this past year: •We conducted two successful seminars at Unisa in Pretoria with more than 2200 delegates attending. •Our express seminars reached 320 practitioners in five provinces of our country. •In 2015 we colaborated with Solidarity’s Helpende Hand and reached 120 practitioners through workshops in five provinces in Afrikaans. This amounts to an estonishing 2640 practitioners in our contact sessions for 2015! Guess who visited us all the way from Dallas, America? Storienoster! Some of you might remember that Storienoster was a presenter at one of our previous seminars. Isabelle Venter, alias Storienoster, entertained us with her stories and creative presentation ideas at Siembamba. Isabel is involved in early childhood development in her community; thus nursery schools and early childhood development centres welcome her with open arms. On the topic of books for this edition; we look at the story program Nali’bali. We are living in a country rich in unique resources that we can share with our children through stories. We attended a book launch and discovered new, fun-to-read books we are reporting on. Read more about the universalisation of Grade R in our management sector. This subject involve all of us, as we busy ourselves with preparation of the little people for big school one day. Even as the baby is growing in utero, he or she is all ready being prepared for school through experiences and stimulation. The ladies in the babyrooms all over our country; I salute you as are the people with the most important task in our nursery schools – preparing babies through appropriate stimulation for important learning that gets them ready for big school. Enjoy reading this edition of Learning Years and send us an e-mail with your thoughts and feedback.
Life is like a book. Some chapters are sad, some are happy and some are exciting, but if you never turn the page, you will never know what the next chapter has in store for you – Anonymous. While we shared many laughs and shed some tears with our members, we are pleased to say that 2015’s chapters were good and we are excited to see what 2016 has in store for us! From the AECYC committee, we wish you a blessed holiday season. Kind regards, Marthie Stoltz
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YOUR QUESTIONS VRA GERUS
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: Ons weet dat kruip een van die belangrike mylpale vir ‘n baba se ontwikkeling is. Hoe help ek ‘n baba in my klas wat nie wil kruip nie?
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: Ons het by Alet Victor, ‘n Arbeidsterapeut in Centurion gaan aanklop vir praktiese hulp. Oefeninge terwyl Baba op haar maag lê: • Plaas Baba in kruipposisie met gewig op reguit arms en lig dan haar heupe op sodat sy op hande viervoet staan. Wieg haar saggies vorentoe en agtertoe sodat sy die gevoel van beweging kry. • Laat Baba oor ‘n roller, sagte bal of jou bobene lê met haar bene aan die een kant by die knieë gebuig en met haar armpies aan die ander kant, m.a.w. in kruipposisie, maar gestut oor iets. • Laat Baba hurk (staan) teen ‘n bal, jou bene of ‘n lae oppervlak en vir ‘n rukkie so speel. Gee bietjie propriosepsie* deur heupe af te druk. • Gebruik ‘n lapdoek (spoegdoek) of kombersie. Rol dit langwerpig op en plaas onderdeur Baba se arms (dwars oor haar bors). Lig haar bo-lyf op sodat sy in die kruip posisie is en moedig haar aan om vorentoe te kruip of te beweeg. Die doek kan ook meer na agter geskuif word sodat die heupe opgelig word – pasop egter dat sy nie vooroor val nie! Oefeninge tewyl Baba op haar rug lê: • Oefen fietsie trap met haar beentjies deur die een te buig en die ander reguit te maak en dan weer om te ruil. Knie moet na teenoorgestelde skouer beweeg (midlynkruising). • Gee propriosepsie* deur twee gewrigte na mekaar te druk (knie en enkel of enkel en heup). • Plaas haar voete plat op die grond en moedig haar aan om te brug deur haar lae rug en boudjies van die grond af op te lig.
* Propriosepsie beteken in wese die wisselwerking tussen die brein en spierstelsel waar inligting van die een party die ander help om ‘n besluit te neem en weer die inligting terug te stuur met ‘n opdrag. Alet Victor: 0828525464; alet.victor@gmail.com
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: Eier: Is dit nog nodig om vir babas eier te gee voor hul 9 maande inenting? Wanneer behoort babas vir die eerste keer eier te eet? Hoe moet die eier voorberei word? Hoeveel en hoe gereeld mag baba daarna eier eet?
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: Wêreldwye navorsing en studies toon dat babas aan al die allergene, waarvan eiergeel en eierwit deel is, tussen 4 en 6 maande blootgestel word. Alle mammas eet koek tydens swangerskap waarin eier een van die bestanddele is, maw Baba word reeds in utero daarteen gedesensitiseer om nie allergies daarvoor te wees nie. Hoe stel ons eier aan ‘n baba bekend? ‘n Goeie idee is om op 6 maande vir Baba vla saam met sy/haar gepureede vrugte te gee omdat dit eier bevat. Marie koekies bevat ook eier. Vanaf 7 maande kan vingertjies eierbrood (French toast) aan Baba gegee word omdat die selfvoer-konsep dan reeds begin. Roereiertjie kan ook vanaf 7 maande vir babas gegee word. Is dit regtig nodig om vir babas eier te gee voor die nege maande masels immunisering? Omdat babas reeds vanaf ses maande ontdekker-eters is en veronderstel is om van alles wat ouers eet te proe is dit regtig nie nodig nie. Die alergiese reaksie het bittermin voorgekom na die toediening van masel entstof mbt die eier preserveermiddel. NB MASELS IS ‘N LEWENSBEDREIGENDE SIEKTE EN ALLE BABAS MOET OP 9 MAANDE ASOOK OP 15 MAANDE DEFINITIEF DAARTEEN GEIMMUNISEER WORD (MMR - MASELS, DUITSE MASELS EN PAMPOENTJIES) Sr Ida Bester: Boeps2babes/Babes2butterflies baba klinieke, Centurion
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: I am teaching four and five year olds and often one of them complains that one of the other children hurt them. Do you have any practical ideas on handling the situation when a child complains about an incident?
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: We asked Wietske Boon, a play therapist in Pretoria, to assist with this issue. According to her, children often hurt their friends either by accident or it is the child’s way to communicate emotions such as anger, frustration or even sadness. Most children of that age still find it difficult to communicate their emotions (and even thoughts) and then lash out to others. The best way to handle the situation is to teach the whole class the following: When someone hurts me, I need to: • Tell the friend: “Don’t do it, I don’t like it!” • Walk away. • Tell an adult (teacher, teacher-assistant, parent). • Remember: I am special! • Remember: the friend might also be hurting in his heart. If the same child hurts other children repeatedly, you need to inform the parents. If one child is repeatedly the victim of bullying, you also need to inform the parents. Both these children will need support so handle the situation effectively. Schools should have a bully policy in place to guide them when bullying occurs at school. Wietske Boon, wietske@childtherapist.co.za; www.childtherapist.co.za
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: Can the AECYC office please assist with a policy on bullying? We have to address the issue with the parents of the bully as soon as possible since other parents are threatening to move their children to a different school if it is not handled.
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: We asked Magdelize Janse van Vuuren from Play Learn Win to guide us with an answer on this issue. Unfortunately there is no “short” answer to this problem. As you know we need to look at the child’s social and emotional development to get to the core of this problem. From the school’s point of view you can implement the following: 1. A complete discipline policy where you list acceptable and unacceptable behavior, actions taken for different behavior etc. Most importantly, all parents must sign this policy when they enroll their child at your school. This policy must also be displayed at the school, and the children must be reminded of the rules daily. 2. An “ABC” plan must be implemented, where you look at the specific event, what led up to such behavior and also the actions taken by the staff and other children. This will then help you to identify certain trends in the child’s behavior. 3. After you identified the behavior you can then work on an individual behavior plan for the child, to be implemented by the school and the parents. 4. Remember to distinguish between difficult behavior, where the school and the parents along with therapists can work on correcting difficult behavior and challenging behavior where the child’s behavior has a negative impact on the child’s learning and development, and other children or staff in the school. Challenging behavior needs immediate professional help. Magdelize Janse van Vuuren: info@playlearnwin.co.za
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POST BOX POSBUS What a fabulous seminar on Saturday, and so well organized (no surprise from a bunch of women)! It was amazing and the guest speakers were superb!!!!!!!! Jaclyn Turley (Babynastix) BAIE DANKIE vir Saterdag se seminaar. Die verskillende onderwerpe was uitstekend aangebied van begin tot end. Elke personeellid praat met die grootste dankbaarheid en lof daaroor. Rian was natuurlik soos gewoonlik ‘n belewenis! Soos die geval by sy vorige aanbiedings, het hy ons aan sy voete gehad. Martie Schmiedeskamp (Daeraad Pre-primêr)
Baie dankie vir ‘n weereens skitterende geleentheid. Elke spreker het kosbare waarde deurgegee. Baie dankie dat ons kon deel wees daarvan. Ons het pragtige warm-hart-vir-kinders-mense ontmoet en waardevolle leidrade gekry. Vriendelike groete, Lotta Engelbrecht (Stimulus Maksima)
Wil net weer baie dankie se vir die geleentheid. Dit was werklik 'n wonderlike dag. Julle reelings was so goed getref. Mens kon sien dat julle al die kuns vervolmaak het om dit aan te bied. Wezet Botes
Oor ons vorige uitgawe: Interesting read about maths, problem-solving and reasoning. I didn’t realise that basic activities such as playing with blocks or even fantasy play can improve these skills. Thank you - Anonomys
Dankie vir die gedeelte oor voorbereiding vir hospitalisasie. Ons kon dit ook met ons ouers deel. Dit lyk soms of die ouers meer gespanne is as die kind wanneer ‘n kind hospitaal toe moet gaan. Anoniem
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VANDAG SE KINDERS KAN NIE MEER STIL SIT NIE.... deur Elvira Burger
So sê die meeste onderwysers met wie ek al gesels het. Die kinders van vandag is heeltyd aan die vroetel, ry op hulle stoele, sit en swaai hulle voete of sit in die vreemdste posisies terwyl hulle eintlik veronderstel is om na die onderwyser te luister. Onderwysers kla verder dat hierdie generasie bederf is met hoogs stimulerende vermaak en dat onderwysers moet meeding met gevorderde tegnologie soos I-Pads en Wii om die kinders se aandag te behou. Dit is bykans ‘n onbegonne taak, met die gevolg dat meeste van vandag se kinders nie kan stil sit en konsentreer in die klaskamer nie. As arbeidsterapeut het ek al hierdie probleem van beide kante gehoor, want heelwat bekommerde Ma’s het my ook al gekontak en in trane verduidelik dat die onderwyser kla oor haar kind wat vroetel en nie kan stil sit in die klas nie. Die meeste ma’s is bekommerd dat die skool hulle gaan dwing om hul kind te laat behandel vir hiperaktiwiteit of aandagafleibaarheid en dan medikasie moet gebruik. ‘n Diagnose van aandagafleibaarheid en hiperaktiwiteit is kompleks en word deur ‘n professionele persoon gedoen na deeglike ondersoeke en toetsing. Medikasie is beslis nie die enigste en maklikste oplossing nie. Dit is beslis waar dat baie kinders deesdae sukkel om lank kiertsregop te sit en te konsentreer in hulle skoolbanke. Die rede hiervoor is egter nie omdat amper die hele klas aandag afleibaar of hiperaktief is nie. Dit wil voorkom asof daar twee groot oorsake is wat aanleiding kan gee tot hierdie probleem.
dat hulle uit hul stoele val (wat soms gebeur) moet hierdie kinders aan die beweeg bly. Weens swak maag-en-rug spiere lê baie kinders op hul arms of sit op allerande vreemde maniere. ‘n Tweede rede waarom kinders van vandag so vroetelrig is, is omdat hulle vestibulêre/ balansstelsels onderontwikkel is. Die vestibulêre stelsel is in die binne-oor gesetel en het te doen met beweging en veral die posisie van die kop. Hierdie kinders smag na vestibulêre stimulasie en ry op hul stoele of sit en wieg in die klas sodat hulle beter kan konsentreer. Ongelukkig word hulle dan aangespreek om stil te sit en te luister, maar hul lyfies het nodig om meer te beweeg sodat hulle kan luister. Ons verwag van ons kinders om skool toe te gaan en heeldag mooi stil te sit en luister terwyl hulle lyfies nie gereed is hiervoor nie. As die grootste gedeelte van die klas sit en vroetel, op hul stoele ry en sukkel om nie van hulle stoele af te val nie, is dit sekerlik ‘n goeie aanduiding dat hulle meer moet beweeg.
1. Senso-motoriese agterstande Vandag se kinders se rompspierkrag is soms onderontwikkel. Rompspiere is basies die maag-en-rug-spiere wat swak ontwikkel is en nie die lyfie heeldag lank kan regop hou nie. Om te keer
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Wat kan ons doen? Wel, toe ek klein was en op my ma se senuwees begin werk het, het sy altyd gesê “gaan speel bietjie buite.” Nou besef ek hoe wys my ma eintlik was. Dit is presies wat vandag se kinders nodig het: Hulle moet meer buite speel. • Hulle moet boomklim, swaai, rol, tol en gly (nie met die I-pad op die gras sit en speel nie). • Hulle moet met modder speel, modderkoekies te bak en selfs hulle lywe met modder te verf. Dit stimuleer die onderontwikkelde sintuie. • Gaan saam met jou kind parkie toe. Draai hulle lekker wild op die rondomtalie en swaaie, hop woes op die wipplank en gly van die hoogste glyplank af. Elkeen van hierdie speletjies bied intense stimulasie aan jou kind se vestibulêre/balansstelsel wat deel vorm van die noodsaaklike ontwikkelingsvaardighede sodat jou kind kan stil sit en aandag gee in die klas. • ‘n Klimraam by die huis is ook ‘n goeie idee veral om die maag-en rugspiere te versterk, maar dit is belangrik dat jy seker maak dat jou kind wel op die klimraam kán klim en klouter.
2.Algemene fiksheidsvlakke ‘n Tweede groot rede waarom kinders sukkel om aandag te gee en stil te sit in die klaskamer is omdat hulle onfiks is. Die kinders van vandag (en hulle ouers) is geneig om onfiks te raak as gevolg van ons binnenshuise gemaklike leefstyle. Siektes soos diabetes, hoë bloedruk, vetsug en hartsiektes raak al hoe meer algemeen, selfs onder kinders. In ‘n onlangse navorsingstudie by die Universiteit van Illinois is bevind dat kinders wat op ‘n gereelde basis aerobiese oefeninge doen, beter vaar met algehele brein funksie en kognitiewe vaardighede. Die bevindinge het duidelik getoon dat daar ‘n direkte verband is tussen oefeninge en fisiese aktiwiteite en breinfunksie, konsentrasie en prestasie in die klaskamer.
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Electrophysiological plots representing brain processing capacity and mental workload (P3 amplitude) during cognitive tasks that require executive control in children in the experiment and control groups. Red represents the greatest amplitude, and blue the lowest. (Hillman et al, Pediatrics/The Atlantic) In die illustrasies hierbo kan die dramatiese verskille duidelik gesien word tussen kinders wat aan oefening blootgestel word en kinders wat nie oefen nie. Die grootste verskille, volgens Professor Hillman was in hoër kognitiewe breinfunksies soos konsentrasie, afleibaarheid, geheue en buigbare denkpatrone. So wat kan ons doen? Hierdie beelde uit Prof Hillman se navorsing, behoort genoeg motivering te wees om jou en jou kind aan te moedig om te begin oefen en beweeg. Hier is ‘n paar praktiese idees: • Spring daagliks trampolien vir 10 min. • Swem so veel moontlik en speel lekker lawwe speletjies saam met jou kind in die swembad. • Gaan stap, draf of ry fiets, al is dit net om die blok. Dit kan wondere doen vir spierkrag en uithouvermoë.
Hoe lank moet my kind kan stil sit en konsentreer? Oor presies hoe lank kinders moet kan stil sit en konsentreer, is daar nie konsensus nie maar ‘n gemiddelde riglyn is: kronologiese ouderdom + 2 = die aantal minute wat ‘n kind behoort te kan stil sit en konsentreer. Volgens hierdie formule behoort ‘n 3 jarige vir 5 minute te kan sit en speel en konsentreer op een voorwerp. Dit is egter baie belangrik om te onthou dat konsentrasie en aandag tydens TV kyk en rekenaartyd nie ‘n betroubare indikasie is van ware konsentrasie nie. Ouderdom 3 jaar oud
Aktiwiteit Kan vir 3-8 minute op ‘n interessante taak of artikel konsentreer en dit selfs voltooi indien dit eenvoudig genoeg is.
3½ jaar oud
As daar nie ander maats is wat hulle aandag aflei nie, kan ‘n kind van hierdie himself vir amper 10 minute besig hou met ‘n verskeidenheid interessante aktiwiteite. Kan vir 6-8 minute konsentreer op een taak as daar nie maats is wat sy/haar aandag aflei nie. Hulle kan selfs tot 15 minute konsentreer indien die taak baie interessant is. In ‘n klein groepie kan hulle vir 5-10 minute konsentreer op hulle speletjie.
4 jaar oud
4½ jaar oud
5 jaar oud
Op sy eie kan hierdie kind vir 5-6 minute konsentreer en fokus op ‘n taak wat hy nie self uitgekies het nie, soos bv. om aan te trek of speelgoed op te ruim. Teen 5 jarige ouderdom kan die meeste kinders vir 10-15 minute konsentreer op een spesifieke taak wat hy / sy self uitgekies het. Hulle kan fokus op ‘n voorgeskrewe aktiwiteit vir 5-8 minute as dit interesant is en eenvoudig is. ‘n Klein groepie kinders kan vir 10-25 minute lank konsentreer en saamwerk.
Wat kan ek doen? Kyk vir interessante aktiwiteite wat kinders van hierdie ouderdom geïnteresseerd kan hou. Moedig hulle aan om dit wat hulle begin, te voltooi. Wees versigtig om nie oor te neem of hulle aandag af te lei nie.
4-jariges begin besef dat dit baie moeiliker is om aandag te gee aan vervelige take wat hulle moet doen soos aantrek of speelgoed wegpak. Hulle begin ook besef dat hulle aandag afgelei kan word deur eksterne faktore, soos lawaai of selfs hul eie gedagtes. Speletjies en grappies help hierdie kinders om gemotiveerd te bly en take te voltooi. Hulle het nodig om sukses te ervaar en het baie aanmoediging nodig. Dit mag dus nodig wees om hulle bietjie te help sodat hulle aan hulle eie verwagtings kan voldoen.
Die grootste motivering om te konsentreer om ‘n taak te voltooi is hul eie motivering en belangstelling. As jy dit in ag neem, kan jy hulle konsentrasie tyd met gemak verdubbel.
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Om ‘n ware verandering in vandag se kinders teweeg te bring moet hulle nie oorlaai word met naskoolse aktiwiteite nie, maar eerder toegelaat word om na skool te speel en vuil te word. Hoe langer hulle gegun word om te speel, hoe beter voorbereid sal hulle wees om wel stil te sit en konsentreer in die klaskamer.
Vroetel-objekte “Fidgets” Dis is belangrik om in ag te neem dat kinders ‘n relatief kort konsentrasievermoë het en dat hulle die vaardighede moet aanleer om stil te sit en te konsentreer. Party kinders se natuurlike leerstyl is om beweeglik te wees, te vat, te voel en te vroetel. Ander leer weer beter deur te luister of te kyk. Kreatiewe onderwysers het gewoonlik ‘n sak met vroetel-objekte beskikbaar in die klas en laat soms beperkte beweging toe tydens kontaktyd sodat leerders makliker kan konsentreer. Daar is heelwat navorsing wat bewys dat vroetel-objekte wel ‘n sinvolle bydrae lewer in die klaskamer, indien dit wys bestuur word. Die meeste kinders vroetel by tye, maar veral kinders met aandagafleibaarheid, hiperaktiwiteit, outisme of sensoriese integrasie probleme, kan baat by ‘n sak vroetel-objekte.
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Wat is ‘n vroetel-objek of ‘fidget’? Dit is nie speelgoed wat die kind se aandag moet aflei nie, maar eerder iets wat hul juis help met sensoriese modulasie sodat hulle beter kan fokus op hul werk. Dit is klein, veilig, goedkoop, maak nie ‘n lawaai nie en kan gebruik word sonder om die ander kinders se aandag af te lei. Dit kan iets so eenvoudig wees soos ‘n waterbottel langs elke kind se stoel. Verkieslik ‘n bottel met ‘n strooitjie of ‘n suig-tipe drinkmeganisme wat goeie proprioseptiese terugvoer gee terwyl die kind suig en water drink. Die suigaksie is kalmerend en help leerders om te konsentreer. *Propriosepsie beteken in wese die wisselwerking tussen die brein en spierstelsels waar inligting van die een party die ander help om ’n besluit te neem en weer die inligting terug te stuur met ’n opdrag (Republikein). Dit is sinvol om ‘n wye verskeidenheid vroetel-objekte in die klaskamer beskikbaar te stel wat stimulasie aan al die sintuie en sensoriese modulasie-behoeftes kan bied. Objekte wat ‘n mens kan druk, rek en draai - soos stresballetjies - bied goeie proprioseptiese stimulasie.
‘n Rek wat tussen die stoelpote gespan word of soos ‘n web onder die leerder se tafel gespan word bied ook goeie proprioseptiewe stimulasie.
Dit is belangrik om te onthou dat ‘n leerder se behoeftes ten opsigte van vroetel-objekte van dag tot dag kan verskil. ‘n Verskeidenheid is dus ‘n sinvolle opsie. ‘n Mens kan vroetel-objekte koop of sommer self maak: klein boontjiesakkies, balonne gevul met boontjies of sagte klei, gladde klippies of albasters in ‘n sakkie, krale aan ‘n rekkie of rekkies om ‘n klein balletjie (die ‘loombands’ werk baie goed om om ‘n tafeltennisballetjie te bind).
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Rubber potloodgrepe, krimpvarkieballetjies en spirale of selfs skuifspelde kan goeie vroetel-objekte maak.
laat, maar as dit kan help dat kinders beter konsentreer tydens kontaktyd is dit beslis die moeite werd om te probeer. Elvira Burger is ‘n Arbeidsterapeut. Sy het ‘n Pediatriese praktyk in Pretoria-Noord:kontak haar by 076 808 2777 en e.burger@aol.com.
“If a child can’t learn the way we teach, maybe we should teach the way they learn”. - Ignacio Estrada
Vroetel-objekte kan ook die antwoord wees vir kinders wat heeltyd aan hulle potlode of uitveers kou. Dit moet verkieslik iets wees wat veilig is om te kou en wat leerders om hul nekke kan dra. Ongelukkig, maar om verstaanbare redes kan kinders nie kougom kou in die klaskamer nie, maar dit is ‘n baie goeie opsie tuis wanneer hulle huiswerk moet doen. Hierdie kou-hangertjies of konsentreer-hangertjies kan by die kinders se tafels gelaat word en gebruik word soos nodig sodat die skoolreëls nie oortree word nie.
Dit sal ‘n groot aanpassing wees vir onderwysers en leerders om vroetel-objekte in die klaskamer toe te
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Verwysings: “The real reasons why kids figget” Angela Hanscom, Huffington Post May 2014 “ Effects of the FITKids randomized control trial on executive control and brain function” Dr C. Hillman Journal pediatrics , Sept 2014 “Is This A Phase: Child Development & Parent Strategies, Birth to 6 Years”, by Helen Fowler Neville, B.S., R.N., (Parenting Press, Fall 2007), ISBN 978-1-884734-63-2 “Excerpt from Early Education: Three, Four, and Five Year Olds Go to School”, by C. Seefeldt, B.A. Wasik, 2006 edition, p. 56-58. “Using stress Balls to Focus the attention of sixth grade learners” Stalvey and Brassel (Journal of atRisk Issues) v12 n2 p7-16 Sum 2006
SKOOLGEREEDHEID: WAAR BEGIN DIT EN WAAR PAS DIT IN? Skoolgereedheid is nie ‘n proses wat eers in die Graad R jaar begin nie. Dit begin reeds voor geboorte en strek tot wanneer die kind Graad 1 betree. Die eerste vyf tot ses jaar van elke kind se lewe berei hom of haar dus voor vir skool. Voordat ‘n kind gebore word, ontwikkel die fetus tot gereedheid om gebore te word. In die eerste lewensjaar bereik die baba sekere ontwikkelingsmylpale – soos rol, sit, kruip en loop. Soos die kleuter groei en ontwikkel, ontwikkel taal, fisiese groei en –vaardighede, kognitiewe vermoëns, persepsie en sosiale en emosionele vaardighede. Sou ‘n kind op een of meer ontwikkelingsvlakke ‘n agterstand in vordering toon, word die kind verwys na ‘n terapeut om daaraan aandag te gee. So word ‘n baba wat nie wil kruip nie, verwys vir arbeidsterapie of die 3-jarige maatjie wat aggressief optree, vir speelterapie. Dit is reeds die begin om die kind gereed te maak vir skool. Skoolgereedheid raak die kind, maar ook die ouers wat verantwoordelik is om die kind op te voed en te stimuleer, asook die skool wat op sosiale en ontwikkelingsvlak ‘n groot rol in die kind se skoolgereedheid speel. So ook berei die kind se omgewing en hulpbronne uit die gemeenskap hom of haar reeds van babajare af voor vir die dag wat hy of sy Graad 1 betree. Skoolgereedheid behoort dus nie gesien te word as ‘n formele proses met formele assessering in die Graad R klaskamer nie. Die kind leer en ontwikkel spelenderwys soos sy liggaam en verstand ontwikkel in die eerste ses jaar van sy lewe. Kinders se werk is om te speel! Terwyl die kind spelenderwys leer, ontwikkel die volgende vaardighede:
1. Groot motoriese vaardighede
Hierdie vaardighede word bemeester soos groot-spier ontwikkeling plaasvind wanneer die kind hardloop, balskop, boomklim of fietsry. Dit is veral belangrik om die kind te help om stil te sit, vir konsentrasie en om te kan skryf.
2. Fyn motoriese vaardighede
Die fyn motoriese vaardighede word versterk soos die fyn spiere in die hand ontwikkel. Hierdie spiere word gebruik wanneer ‘n kind byvoorbeeld skryf of knip.
3. Persepsuele vaardighede
Persepsie het te doen met die prosessering en begrip van inligting wat deur die sintuie na die brein gestuur word. Wanneer ‘n kind legkaarte bou, blokke op mekaar stapel, prente voltooi en ‘n verskeidendheid speletjies speel, word persepsuele vaardighede bemeester.
4. Kognitiewe vaardighede
Kognitiewe vaardighede is belangrik vir redenering, probleem-oplossing en abstrake denke (soos benodig in Wiskunde). Speletjies waar kinders objekte van groot na klein rangskik, objekte groepeer volgens kleur, vorm of grootte bevorder kognitiewe vaardighede.
5. Taalvaardighede
Taal vaardighede is belangrik vir enige vorm van kommunikasie. Deur baie stories en rympies te hoor of speletjies te speel soos: “Ek sien iets wat met ‘n ‘l’ begin” of “Ek sien iets wat rond is...” en die kind dit in die vertrek moet soek, word taalvaardighede bevorder.
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6. Sosiale vaardighede
Kinders het nodig om sosiale vaardighede te ontwikkel om binne die groep aan te pas. Deur groepspeletjies te Wietske Boon is ‘n Speelterapeut en skoolgereedheids fasiliteer of die kind reg te help wanneer hy of sy byvoorbeeld ‘n toets fasiliteerder in Waterkloof Rif: maat seergemaak het, word tot wietske@childtherapist.co.za; www.childtherapist.co.za positiewe sosiale vaardighede bygedra.
7. Emosionele vaardighede
Kinders behoort emosioneel gereed te wees vir Graad 1 om byvoorbeeld aan te pas, die uitdagings van Graad 1 te kan hanteer en teleurstellings te kan oorkom. Omdat die veranderinge van Graad R na Graad 1 groot is, is dit belangrik om te verseker dat die kind se ontwikkeling van geboorte tot op vyf jaar op standaard is. Daarom is dit soms nodig dat ‘n kind deur ‘n professionele persoon geassesseer word vir skoolgereedheid. In uiterste gevalle is dit nodig dat ‘n kind die Graad R jaar herhaal, maar in die meeste gevalle is die doel van professionele skoolgereedheidsassesserings om die kind die geleentheid te gee om die korrekte terapie te ontvang om agterstande in ontwikkeling op te vang voor hy of sy die volgende jaar Graad 1 betree.
http://www.vecteezy.com/vector-art/75630-school-girl-vector
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Die VVOS se skoolgereedheids werkswinkel aangebied deur Charmaine van der Merwe en Wietske Boon op 31 Oktober 2015 in Centurion
Opmerkings van ons kursusgangers / Comments by attendees • I enjoyed the topic and the group activities • Bied een in Afrikaans en een in Engels aan op verskillende dae. • Maybe more bathroom breaks. Good presentation. Very informative. Good practical examples. • Good refreshment of knowledge. • Julle is tops en goed georganiseerd. Baie dankie! • Very good I have learn more. Keep up. • Baie dankie vir wonderlike aanbieding en awesome kennis. • Good. • Dit het baie inligting gehad wat ‘n mens kan leer en terug neem na ons skool toe. • Het dit geniet en sien uit na inligting van 0-4. • It was good to refresh my memory after so many years.
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DISCIPLINE: ACCEPTING IT AND BECOMING DISCIPLINED INDIVIDUALS
Discipline is one of those age-old topics people keep discussing. What is the correct way to discipline a child? When should one discipline a child and whose responsibility is it? We came across this article in ‘Learning Years’ Vol 24 no 2 Winter/ Spring 1999 and thought we would share it with you as it is still as relevant today as it was then.
Helping children to accept discipline and become self-disciplined people
The age of children is irrelevant if we want them to adhere to rules. Children must understand the rules and routines as well as understand why these measures are necessary, sensible and to everyone’s advantage. Of course it is time consuming to discuss and explain reasons for rules. It is much easier, based on your own knowledge and experience, to know which routines and rules are necessary to ensure peace and calm. However, involving children encompasses more that getting their co-operation. Sure, co-operation is vital, but if we think of the long-term educational value, we will realise that the real purpose of routines and rules is not only to make life easier for the adult, but also to help children acquire self-discipline and good working habits (being on time; being dependable; finishing a task to the best of your ability; being self-motivated; being willing to acknowledge lack of knowledge; and being able to learn from others) are rated much higher by employers than good marks. This implies that we, as adults, have to be a role model for the children in this regard.
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Understanding and accepting routines, rules and discipline make it easier for children to practise the skills of self-discipline. It is always seemingly easier to be undisciplined and live without rules. However, everyone knows that it is actually much less complicated if everyone adheres to the rules. It requires some energy and effort to acquire these important skills and it should be practised even when you do not feel like it. The function of routines and rules is to be ingrained into your behaviour to such an extent that after a while you do it without really thinking about it. It is a fact though, that this statement is just as applicable to adults as to children.
Making sure that everyone understands and accepts the routines
Parents and other adults often assume that because the routines and rules of the home or classroom are sensible and logical, the learners will automatically know this too. However, rules need to be discussed and reinforced explicitly over a period of time. Teachers also need to explain the reasons for something like instructional routines, not because the learners need to approve of that, but because it helps learners not only to appreciate order and rhythm in daily tasks, but also to reinforce a good role model. You might even consider suggesting to learners to make posters with rules written down (or drawn in case of younger children) for the different learning areas in the classroom. This would also facilitate the integration of new learners in the classroom. If learners make posters, you might even consider having a “signing” ceremony where learners would pledge their resolve to work towards a learning environment where everyone would do the best they could to ensure that learning goals would be reached. Routines and rules are not cast in stone. You, as the adult, should not feel threatened if children question certain procedures. Discussing their criticism creates the opportunity for growth in insight. This growth is not restricted to the children alone. Defending and explaining rules force us as adults to re-examine those rules and their validity.
The message you send out
Your role as a teacher and parent is absolutely crucial in creating a disciplined child. You set the tone. Your dedication gives you the right to demand the same from your learners. You, as a teacher, should never expect more from the learners than what you are prepared to do yourself. Working with the learners, putting in extra time to reach a goal, gives the learners a role model that is worthy to follow. We live in an instant gratification society. Television, popular media and the whole society focus on immediate benefits for the individual. The real educational task of teachers is to help learners focus on distant goals and delayed gratification. If we can teach young people that through selfless service to other people and communities, real personal growth and lasting feelings of worth are generated, then we have really made a tremendous impact on the future. We cannot do these things by talking. We can only be role models through example.
Preparation
If you come to your class well prepared you set an example of hard work and dedication, let alone the benefits to your teaching and the improvement in the work of the students. Many teachers seem to think that written preparation is unnecessary. If we talk of rekindling a “culture of learning” we have to remember that a culture of learning is impossible without a “culture of teaching.” We, as teachers, have the key to this country’s future in our hands. It is a great and fearful responsibility.
Body language
When working with young children and young people of all ages, teachers as well as parents know that what we say is never as important as what we do. While we are often unaware of the secret messages proclaimed by our body language, learners are not. They literally read adults and more specifically in this case, their teachers, like a book. Teachers should then be aware of the kind of messages they send out via their body language. A well-prepared teacher is confident and that message is conveyed very clearly through body language. A teacher who has good human relationships and has achieved good rapport with his or her learners through communication, is much more relaxed and can focus on the essential task of teaching. This is one of the major positive gains of effective classroom management. It gives you a head start, and it shows!
Open to changes
Learners debating or opposing aspects of the classroom management or even the content of subjects should not threaten a confident, well-prepared teacher. The most frightening thing in a classroom is a room full of young people without any opinion of their own or even worse, lots of opinions but without the courage and the skills to air those opinions. Discussion and communication is the essence of learning. This starts at preschool level. Without talking, arguing and debating we would become less than human. Our ability to talk and reason, even disagree vehemently through verbal or written communication, is a precious heritage of democracy. A teacher open to the wonderful educational opportunities in these debates provides learners with much more than factual knowledge.
Accommodating learners’ suggestions and comments
One of the ways to empower learners is to have regular discussion sessions in which ideas, suggestions and changes to the existing routines and rules are thoroughly debated and discussed from all angles. This can be done with children of all ages. Not all the suggestions need to be implemented, but learners sometimes have excellent ideas on classroom management because they are actually within the classroom situation and experience the effect of the routines and rules on their learning. Accommodating some of the suggestions strengthens the bond with the learning environment, the teacher and their peers.
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Making sure that everyone sticks to the rules and the routines Up to now we have looked at routines and rules from a positive angle. We emphasised the positive effect of co-operation. However, everything is not always sweet and positive in a classroom full of learners. At the same time that we discuss the routines and rules of the classroom with the learners, we also have to discuss possible problems and how this would be handled. It is always a good idea to involve learners in suggesting of how to handle learners not willing to recognise and obey classroom routines and rules. I am often surprised at how harsh learners can be when they have to discuss possible ways to counteract behavioural problems. Procedures agreed upon will have to be reasonable, positive and practical.
Assessing learners’ behaviour and the atmosphere of the learning environment Planning classroom management is only the beginning. When learners have settled in the class and it seems as if they have learned the routines and procedures, your management task is only starting. Cruikshank, et al. makes the observation that even the best planned management system can fail if it is not maintained (1995:381). How do we maintain the management system? The most important way is to have your proverbial finger on the pulse of the learning environment all the time. A good teacher knows that prevention is better than cure when we talk about behavioural problems in a classroom. The secret is to constantly monitor the behaviour of the students and the atmosphere in the classroom. In that way you can be pro-active and stop a problem before it really starts.
Accountability and responsibility Learners tend to do only those things they know they will be held accountable for. One of your major management tasks will be to make sure that learners actually adhere to the routines and rules all of you agreed upon at the beginning of the year. The purpose of this is not only to hold learners accountable but to help them master the skill of accountability. Being accountable and assuming responsibility for your own conduct are two important principles that go hand in hand. Of course, you as the teacher have to set the example of accountability and responsible conduct. The following are four of the strategies successful
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teachers use to hold learners accountable for their conduct right through the year.
Being aware
The effective classroom manager cultivates the ability to always be aware of what is happening in every corner and crevice of the classroom. It often seems as if these teachers have eyes in the back of their heads! • A simple tip is never to turn your back when you write on the blackboard: stand to the side so that you can always keep an eye on the class. Organise your learning environment so that you can easily keep an eye on all the children. The old way of organising seating in rows meant that we would lose contact with the children sitting at the back. The traditional playroom arrangement of the preschool is very effective, also in the foundation phase. • Whenever you work with individual learners, stand in such a position that you can quickly scan the whole class regularly while also giving attention to the individual learner. • Teachers who are constantly aware of what goes on in their classroom know who started a problem and need not ask explanation of peers. • They never reprimand the wrong student. Young people are very sensitive about fairness and teachers should at all times strive to be fair. • Research says that teachers who are aware of their learners and the learning environment not only prevent behavioural problems, but also tend to produce greater student achievement.
Being able to monitor more than one activity at a time Co-operative group work rests on the function of small groups without interference of the teacher. This kind of setting expects of the teacher to be able to monitor more than one activity at the same time. Let us look at an example to describe this: • When working with a small group of learners, in groups or individually, be aware of what the other learners are doing. Say for instance you observe two learners losing interest in what they are doing, without moving on to something else, ask your group to proceed with the next paragraph or mathematical exercise and: o Make eye contact with the learners. They will then be able to react and indicate the nature of their problem. o Move over to the learners who are talking to determine if they have a problem with their work, or perhaps have finished with the work. o After you have attended appropriately to their problem you can move back to your group and will probably find that they have just completed the exercise.
Operating smoothly and briskly This technique is linked to the previous one. The pace of a lesson should be brisk and learners should be encouraged to move through the work without too many interruptions. Thorough preparation is again the key to this technique. This does not at all mean that we should not give time for questions and discussions. Questions and discussions should be part of the teaching style of every teacher regardless of the subject matter. However, operating smoothly and briskly means that we focus on the prepared lesson material in our questioning and discussion. Well prepared teachers do not interrupt the learning process by...irrelevant or intrusive details, they do not interrupt children engaged in learning activities and they follow through rather than leave activities “hanging in the mid-air” (Cruikshank, et.al. 1995:382). The momentum or pace of the teaching activity is influenced by things teachers do that slow down the pace of a lesson. Examples of these are dwelling too long on a minor unimportant aspect of the presentation, or putting too much emphasis on learner behaviour. Good momentum is maintained when learners are given clear and explicit directions on how to do something. The teacher should also ensure that everyone understands the directions.
This eliminates unnecessary questions and too much attention to individual learners to explain routine detail. This results in a situation where the learners who did understand must wait for the teacher to finish explaining to the individual learners. The result is restlessness and misbehaviour. The key is once again thorough, thoughtful preparation!
Keeping learners involved Cruikshank et al. calls this “group altering.” This involves helping learners focus on the important aspects of their task, as well as gaining and maintaining the groups’ attention and holding them accountable and responsible for what they should do. Another way to focus on learners’ attention is to control the time allotted to a certain task. However, if we have a mixed ability grouping this might affect the slower learners adversely, although learners may be reminded that they still have five or ten minutes before it is time to pack away. Learners finding it difficult to finish within the allotted time may be invited to stay a bit longer after class or after school to finish their work. This should be done in an inviting way and not to penalise students for not being able to complete their work. One of the ways to help learners focus on their work is to move nearer to those learners dawdling or starting to lose momentum. The learners’ awareness of the teacher’s nearness tends to refocus them on their task. However, teachers should not use this technique to intimidate learners. This will lead to confusion and an inability to focus on their work. Teachers should at all times be visible. Do not leave your class unless it is a real emergency. Your presence, the business-like atmosphere of the classroom and the availability of necessary material all tend to focus learners on what they are supposed to do. Learners need to see that the teacher is available to answer questions, assist in problem solving and ready to maintain good order in the classroom. The availability of material removes lame excuses like: “I did not have paper,” or books or whatever. Teachers should remember vividly their own school days. In that way they will be able to pre-empt many problems!
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Rewarding and reinforcing A second way to monitor and influence the behaviour of learners is to use a system of reinforcement and rewards for good behaviour.
Extrinsic rewards and reinforcement If we give recognition to learners for good behaviour, either by praising them or giving concrete rewards like stars or stickers for younger children, we are then giving them extrinsic rewards and reinforcing good behaviour. This, at least, is the theory of behaviourists. Teachers tend; however, to reinforce misbehaviour because they give most of their attention to the “problem” learners.
and reinforcements, especially in the younger groups, they should be used with caution since they can do more harm than good.
Intrinsic rewards and reinforcement Many researchers have a problem with extrinsic rewards. They say that if we want to help learners to become accountable, self-disciplined, motivated people they should be exposed to values and norms
that reward learners for adhering to routines and rules. This reward lies in the satisfaction you get from a job well done. However, recognition, whether by congratulating publicly or just by touching a learner and saying: “Well done!” or perhaps just meeting the eyes of a learner and smiling, will also strengthen a learner’s resolve to work hard. These types of rewards are called social reinforcers and are often the most effective because they are seldom abused and speak to the mind and emotions of learners. Adapted from original document – AECYC 2015
I am proud The learners doing their duty, obeying the routines and rules of the classroom often get neglected because most of the teacher’s time is spent trying to maintain order.One of the problems of these types of rewards is that it is often just the top students who get rewards. On the other hand, if these types of rewards are given indiscriminately in order to spare feelings, it will lose effectiveness. Although there is a limited place for these rewards
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Atr
ART IN THE CLASSROOM
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COMMUNICATION WITH PARENTS Parents leave their most precious possessions, their children, in the care of the teacher at school. When they ask their child at the end of the day how their day was they usually reply with ‘nice’, ‘fine’, ‘okay’; etc. That is why parents rely on the teacher to communicate with them. On the other hand, the teacher takes over from the parent and needs to be informed about any issues that might influence the child’s behaviour during the day. Looking after the child is a communal responsibility and communication is of utmost importance. Parents don’t necessarily see the teacher on a daily basis when taking the children to school or collecting them in the afternoon. Parent meetings It is a good start for a new year to get all the parents together and discuss the daily routines, supplies the children need to bring to school, school rules and policies. Quarterly parent meetings should be held to discuss the individual child’s progress. Parent meetings should not be limited to these pre-arranged dates, but should also take place when the teacher or principal finds it necessary to discuss any developmental or behavioural delays or problems. Meetings can also be arranged by parents when they have the need to discuss issues with the teacher or principal. Brief recordings can be of great value later on when a teacher or principal needs to refer to a previous meeting with the parents. Information evenings Children experience certain behavioural difficulties at certain stages of development such as biting or potty training around the age of 2 years. Invite a professional person to discuss these issues with the parents to educate them on handling these difficult developmental stages. Parents appreciate the support and understanding from the community. 0 – 2 years The parent of a baby needs daily updates on things such as feeding times, nappy changes and sleep routines. A baby can’t communicate feeling e.g. tired or sick. Best practice is to record these things and have it available for the parents either in a communication book that goes home, a recording file that stays at school or both.
Propossed reconding sheet Date
Time
Feeds
Nappies
Sleep
Comments
2/11
8:00
Breakfast
3 wet
08:15 – 09:45
10:00 12:20
Milk Lunch
1 dirty
Had a good day today
12:50 15:30
Tea Milk
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13:00 – 14:45
Parent signature
Have space available for parents for written communication with the school, should it be necessary. If at any time you need to contact the parent urgently, phone the parent to discuss the matter. 2 – 5 years A communication book is effective to keep the channels open between the school and the parent. This book can be used for sending general information to all parents, but it can also serve as communication regarding progress, behavioural changes and incidents. Note that the administration regarding communication books should not replace any contact time. Keep it brief. Send art work home on a daily, weekly or quarterly basis so that parents are aware of their child’s progress. Should there be any developmental delays, this can be communicated to the parents and handled appropriately. You can make use of a ‘What’s App’ group to keep parents updated on the children’s activities and to communicate important information with them such as reminders for special events etc. Again, if at any time you need to contact the parent urgently, phone the parent to discuss the matter. Important information to put in a communication book AND in the recording file Communication books can get lost – keep record of important information in the recording file as well. • Important dates: when the school opens and days in which the school will be closed (public holidays, school holidays etc.), parent evenings, concert days, etc. • General information about the child: - The child’s full name and surname, date of birth and allergies or medical conditions. - The parents’ information (name and surname, ID number, telephone numbers at work and at home, cell phone number and address). - Medical aid information. - Contact details of the medical practitioner. - At least two other contacts in case of an emergency (name, surname, ID number, contact number, relationship to child). - Persons who are allowed to collect the child at school (photo, name, surname, ID number, contact number, relationship to child). • School rules and policies The school rules can include the following: - School fees; - School hours; - Rules regarding bringing and collecting of children; - Toys; - Marking of clothes; - Behaviour. An example of the necessary policies includes: - Medical and medication policy; - Emergency policy; - Bullying policy.
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• Incident register An incident register should be kept in case a child gets hurt or one child hurting another. Date
Time of incident
Details of incident
Phoned parent
Signature teach- Signature of er/principal parent/s
• Medication register Medication may only be administered with written consent from the parents. Should the child get sick at school, the parents can be notified (preferably by SMS, What’s App or e-mail, so that the teacher has proof of the parents consent to administer medication). The school’s medical policy should be communicated to the parents. Date
Medication
Time administered
Amount
Reason for medication
Signature of parent
Signature of teacher
Abuse and neglect Should any of the following incidents occur, an incident report must be completed at the office and the incident discussed with the principal to take further action (Call to Arms: child protection manual for ECD centres). - Any physical marks or bruises on the child’s body or severe marks or bruises on the child indicative of an object or handprint; - A pattern of the parents not attending to the child’s medical needs; - Pattern of domestic violence that the child reports on at school or the child reports domestic violence that involves a weapon of any kind; - A pattern of concerning events or behavior, i.e. fetching the child consistently very late or child is not picked up after school; - Pattern of behavior that seems to suggest child neglect or lack of supervision or the child reports critical risk or injury due to possible neglect or lack of supervision. - Pattern of alcohol or drug-related events that the child mentions or the school witness or child comes to school under the influence of drugs/alcohol or unknown medication; - Child displays sexualised play at school or mentions inappropriate knowledge for his/her age about sex or the child reports sexual abuse, has blood-stained clothes or underwear; - Child involves another child in sexualised play on the school premises. * should the mentioned factors occur, contact the police or a child protection organisation. Parent involvement Many parents are keen to be involved with school activities. Keep them informed on things such as theme discussions (they might even contribute to your theme table) or to join excursions or incursions at school. Communication between the school and parents should be of such nature that the parents feel comfortable and welcome to contact the school. If the parent feels comfortable and welcome at the school at any time, so will the child. Resources: Call to Arms: child protection manual for ECD centres. The Nataniël Progress Project. www.nataniel.co.za; progress@nataniel.co.za; 012 667 6018. Stakeholder participation in early childhood development in Polokwane circuit, Limpopo province by Patience Engela Mpakela Malete: http://ul.netd.ac.za/bitstream/handle/10386/1037/malete_pem_2013.pdf;jsess ionid=DA7AD13B5A389A8BAA061FFB6451D105?sequence=1 Wietske Boon is the mother of a one year old boy and play therapist in private practice in Waterkloof Ridge: wietske@childtherapist.co.za; www.childtherapist.co.za
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Getting parents involved
parent involvement photos
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EARLY CHILDHOOD EDUCATION (ECD) – A NATIONAL PRIORITY Grade R Education – Getting the Basics Right for 2019 For the first time in 2013 the Department of Basic Education (DBE) released for comment, a draft policy document that seemed to concretise a commitment that Minister Angie Motshekga made in her 2010 budget speech. She promised that, by 2014, “There will be universal access to Grade R for all age appropriate children.” This never happened. Hopefully this target will be reached by 2019. The importance of preschool education is well documented and the decision taken to make grade R education compulsory is also in alignment with the National Development Plan’s (NDP) vision, that quality education should be expanded to pre-schoolers. The NDP states that: “Delays in cognitive and overall development before schooling can often have long lasting and costly consequences for children, family and society. The most effective and cost-efficient time to intervene is before birth and the early years of life. Investment in Early Childhood Development (ECD) should be a key priority.” What stands out in the NDP’s vision is not simply the expansion of access to pre-school education, but the provision of quality pre-school education before Grade 1. Since the tabling of the two main documents that guide the implementation of Grade R, Education White Paper 5 (EWP5), tabled in 2001 and the National Norms and standards for Grade R Funding (NSF-Grade R), many efforts have been made to incorporate Grade R into the formal public school system, only to fail because the aim was never included in a common national vision. However since the publication of the NDP, government has shown a greater urgency to tackle the challenge. Firstly, the South African Integrated Programme of Action for Early Childhood Development-Moving Ahead (2013/14-2016/17) was approved by Cabinet on 18 September 2013 with a recommendation that the costing be concluded with National Treasury and secondly a Draft Early Childhood Development Policy (164 pages) was published on 13 March this year for comments. It should have been finalised by 30 June this year but it is unclear if this has happened. In the process of exploring the Draft Early Childhood Development Policy we have identified only seven pillars for universalization of Grade R which we will discuss briefly. We hope our readers would find this information useful and of assistance to their own journey towards Grade R implementation in 2019. The seven pillars for universalization of Grade R
Pillar 1 – Legislation and policies
The framework of the South African Integrated Programme of Action for Early Childhood DevelopmentMoving Ahead (2013/14-2016/17) makes provision for the following to be done: • The development of an ECD Policy that is already well underway. Presentations of the adjusted draft policy to provinces and different structures including Parliament and Cabinet was to start in July 2015; • The revision of all legislation, Regulations, Policy and municipal by-laws pertaining to Early Childhood Development;
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• The revision of Norms and Standards for differentiated ECD services, provisioning and funding, where after new norms and standards must be developed; • Upon approval of the ECD Policy, amendments will need to be made to the Children’s Act; • Amendment of Education legislation, to make compulsory education begin at five years which provides for two years of Grade R programmes before Grade 1 to give reality to the NDP. The ECD Policy, which had attempted to be broad and cover all aspects that will lead to providing direction, will address the period from conception to school going age. The Department of Social Development (DSD) will retain the responsibility to provide Pre-Grade R services that manage and oversee the birth to four (0-4) years development of children. This include the management of the National Curriculum Framework for Children from Birth to Four (NCF) published by the Department of Basic Education. The DBE will be responsible for two years of Grade R programmes, whereas the Department of Health will give support where necessary and applicable to enhance this sector.
Pillar 2 – Age of admission
The current age of admission and consequential options for entering Grade R can be seen below. There is currently no certainty whether legislation would be amended to affect change to the admission age indicated below. However, not necessarily for 2019 but if the government would like to give effect to the NDP (two years compulsory Grade R education before Grade 1) then the age at which a learner could go to Grade 1 (currently age 5 turning 6 before 30 June) will have to change. This could be a challenge as the current age of admission was determined after a court case in 2001 where a parent, Doreen Harris took the Minister of Education to court – Minister of Education versus Harris (CCT13/01) NUMBER AGE 1 Age 4 turning 5 by 30 June in the year of admission. 2 Age 4 turning 5 AFTER 30 June in the year of admission. 3 Age 5 turning 6 by 30 June in the year of admission. Many children which are five and turning six before end of June are not emotionally ready for formal schooling in Grade 1. The NDP is proposing that Grade R will also be accessible to children that are five years old and turning six by 30 June of that year (NDP). Grade R as indicated, age 5 turning 6 by 30 June, is currently accessible, but only if a parent so chooses. It is therefore uncertain whether the DBE proposes a more formal view, where it would be compulsory for children to enter another year of Grade R instead of Grade 1, if a child is five and turning six by 30 June of that year. 4 Age 5 turning 6 AFTER 30 June in the year of admission.
ACTION CAN enter Grade R in that year.
5
Must enter Grade 1
Age 6 turning 7
CANNOT enter Grade R in that year and need to wait for the next year. Can enter Grade 1 OR if a parent choose to, Grade R for a second year to ensure proper emotional development of a child.
CAN enter Grade R, ONLY and not Grade 1
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Pillar 3 – Resources provided for curriculum and implementation
The Department of Social Development (DSD) conducted an ECD audit in 2014. The purpose of the audit was to address inequalities, service level disparities and challenges of the sector in collaboration with other initiatives. The findings on Learner Support Material in the ECD Sector can be seen below in Figure 1 and 2:
Figure 1 Sufficient Learner Support Material Figure 1 shows clearly that some provinces are doing better than others with regard to the provisioning of Learner and Teacher Support Material (LTSM). The Western Cape followed by the Free State and then Gauteng are the three provinces that are doing the best. North West province and Limpopo are doing the worst. It is a worrying sign that only three provinces reached the 50% mark in supplying LTSM. Hard work needs to be done in the next three years to ensure readiness by 2019.
Figure 2 Condition of learner material In figure 2 it can be seen that the condition of learner material varies in the different provinces from good to poor. It is not clear what the reason for this is but what is certain is that provinces pro-actively need to put strategies and structures in place to ensure proper care of these valuable items. Some provinces are already in process of providing LTSM packs to Grade R classes. These LTSM include furniture, Jungle Gyms, and Traffic Road Tracks. Although unconfirmed, the question to pose would be whether provinces are providing these learning materials in a co-ordinated effort or are they working independently as silos? Co-ordinated efforts are necessary ensuring that, come 2019, all provinces have an equal starting point to move forward to 2030.
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Pillar 4 - Qualifications
The draft policy on Minimum Requirements for Teacher Education Qualifications, aligned with the Higher Education Qualifications Framework (HEQF), provides for qualifications in Grade R Practices. Due to the diverse qualification levels of current Grade R Practitioners, various qualifications for Grade R Practices have been considered. This includes amongst others a Higher Certificate in Grade R Practices (NQF level 5, 120 credits), an Advanced Certificate in Grade R Practices (NQF level 6, 120 credits), and a Diploma in Grade R Practices (NQF level 6, 360 credits). The Diploma in Grade R Practices is the proposed initial qualification for this sector. All new entrants to the sector, without prior ECD qualifications, would need to enrol for this qualification. The Higher Certificate and Advanced Certificate are proposed as access qualifications for current Grade R Practitioners. The Grade R Practitioners with ECD level 4 and 5 qualifications (on the 8-level NQF) have an option to complete either or both of Higher Certificate in Grade R Practices (NQF level 5, 120 credits), Advanced Certificate in Grade R Practices (NQF level 6, 120 credits) before enrolling for the Diploma in Grade R Practices. However, it is possible to enrol for the Diploma in Grade R Practices without enrolling for Certificates prior to the Diploma. All the above qualifications can provide access to the Bachelor of Education (Foundation Phase) qualification, with possibilities for credit transfer. The National Target suggests that by 2015/2016, 20% of Grade R practitioners are fully qualified while by 2019, 40% of teachers in Grade R teachers should be fully qualified. This give much reason for concern. If we assume that by 2019 eight hundred thousand (800 000) children will enter Grade R with a ratio of 1:30 (one teacher for every 30 learners) then we are talking of approximate 26 600 Grade R practitioners of which only 10 640 would be qualified. This would definitely not create the ideal starting point. Some provinces realize this and set their own targets. Gauteng is one example. Their targets can be seen below: • By 2015, no practitioner appointed with qualification below NQF Level 4 (Matric); • By 2016, no practitioner employed if not enrolled for NQF Level 6 training; • By 2016/17, ALL qualified Grade R practitioners be employed by GDE as Post Level 1 educators; • By 2019, ALL practitioners employed by GDE on NQF Level 6 as Post level 1 educators with all benefits. This kind of target setting must be appreciated as it is much more pro-active and on par for creating a successful pathway from 2019 to 2030.
Pillar 5 – Conditions of employment
There is no certainty and much speculation about what the conditions of employment would be for a qualified Grade R practitioner starting 2019. Many practitioners are looking forward to and hoping for a better future. What can be expected is (hopefully) standardised levels of remuneration for all categories, with differentiation based on category of ECD workers, qualifications and years of service. This will apply to ECD workers employed directly by Government departments and those employed by NGO’s contracted by Government departments to provide specific services. Contracts with non-government implementing partners should aim to ensure that conditions of service are comparable for all ECD workers, regardless of employer.
Pillar 6 – Funding
Over the world, and in South Africa, governments have not invested enough in the ECD sector. The best policies and programmes are only effective if adequate funding is available. A National ECD funding policy should therefore be developed. Such a policy should ensure sufficient resourcing to secure delivery of services. It should be flexible, which promotes and is responsive to the different contexts, needs, risks and strengths of the sector. It should expand coverage of services, ensuring that poorer children are not excluded because of the cost of services; and improve the quality of service provision.
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The current funding model, National Norms and Standards for Grade R Funding, should be revised and a new comprehensive funding model should be developed. It must be for both centre-based and noncentre based ECD programmes and should, amongst others, cover the following: • Post provisioning; • Support Staff; • Programme support costs; • Supervision and management; • Infrastructure development funding; • Training; • National and provincial departmental programme management, supervision and oversight funding; and • The National ECD Agency’s operational and implementation costs.
Pillar 7 – Monitoring and evaluations and support (MES)
The Government of the Republic of South Africa, (GRSA) acting through the National ECD agency, whose aim is amongst others, to raise the political profile and public awareness of the legal and developmental importance of ECD, will develop and implement: • A centralised national ECD monitoring and evaluation framework which will monitor progress towards achievement of the national policy vision, goals and objectives; • A monitoring and evaluation framework to assess the ECD programmes for which it is directly responsible; • Mechanisms to improve planning and implementation of ECD services; and • Appropriate quality and qualification norms and standards for the delivery of quality early learning. Looking at the ECD sector from a MES view, there is no doubt that quality and continuing improvement is the main focus. It is going to be a monumental task to give effect to the ECD policy. Although significant progress has been made in reaching the majority of children, a number of ECD services are not available or equitable, and are beset by issues of poor quality. Centres in poorer areas can’t meet municipal standards for health and safety. The systems of registration and financing are far too complicated and inefficient and we can go on and on with naming all the challenges. However, the wheels started rolling and recognition should be given for that.
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References 1. Pasensie K, Parliamentary briefing paper 343, March 2014; 2. Department of Basic Education (2013): Draft Policy Framework for Universal Access to Grade R. Government Gazette No 36752, 15 August 2013. 3. Progress Report: Early Childhood Development presentation; 4. School Realities 2015; 5. Department of Basic Education (2015): Draft Early Childhood Development Policy Government Gazette No 38558, 13 March 2015.
Erich Cloete is the principal at Laerskool Westerlig in Pretoria. Red. Our administrative person in the office, Lize Bredell attended the Integrated ECD Stakeholder Forum Engagement Meeting organised by the ECD Directorate Gauteng Province on 4 November 2016 at Muldersdrift where a presentation was given by the newly appointed Director Mrs Phumelele Tloubatla. Msr Tloubatla referred to the Grade RR that is to form part of formal schooling; these classes will most probably be accommodated for by community sites as she cannot see how there is space in Gauteng schools to include yet another grade. A version of the presentation regarding Gr R universalisation is available on the AECYC’s website www.aecyc.co.za
Artt or something
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WHEN BEES STRIKE! We assumed that bees are just another insect, playing their role in the greater ecosystem; or so we thought, until the day a swarm of bees attacked our 20 month old baby girl and her nanny. Why did they attack? We don’t really know. But when one bee stings, it releases a hormone that attracts other bees to come and fight as well. Unfortunately for us, the hive was in our garden so there were lots of bees around. Emma and her nanny were rushed to hospital where they were treated for the bee stings. Emma stayed overnight due to the number of stings sustained and the nanny was discharged with medication to take home. What to do when stung by a bee First, the sting needs to be removed. It doesn’t matter how you remove it. It was previously thought necessary to wipe it out with a blade to avoid releasing more venom, but latest information shows that once you have been stung, the venom is in and it makes no difference how the sting is removed. So a tweezer will work well. After the sting has been removed, an ice pack can be applied to the area to limit the swelling and pain. Administration of an antihistamine such as Allergex and pain killer such as Panado is also advised, especially for the little ones. When a swarm of bees attacks, it is best to transport the person to the hospital for emergency treatment. This includes putting up a drip, giving intravenous antihistamines, steroids and analgesics. Often the person is admitted for overnight observation to make sure that there is no allergic reaction. Anaphylaxis is a severe allergic reaction to an allergen, in this case, bee stings. It is important to know the signs and symptoms of anaphylaxis and what to do. If a person is known to have an allergy to bees, administer the medication that they should have with them, then take them to the emergency
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room as soon as possible. The signs of anaphylaxis can take up to an hour to present and include the following: • Severe itchiness • Difficulty in breathing, including wheezing • Rapid and severe swelling, not just of the affected area Why do bees attack? A swarm will become most protective when it has lots of food and brood (eggs, larvae and pupae) in the hive. Bees protect their hives at all costs. If they are disturbed, they will sting. A pheromone is released during the stinging phase which immediately attracts other bees to come and defend the hive as well. Gerhard Olivier from Bees4me.co.za says that bees are more active in warmer temperatures, and anything, ranging from someone being near the hive to the smell of cut grass, petrol and sweat, can set them in attack mode. How to stay safe. Try not to aggravate the bees, especially if a hive is nearby. Teach your children and carers about the dangers involved and that bees are to be respected.
Most importantly, remember the first aid you need to administer when stung by a bee. Keep your First Aid Kit in a visible place in the home and/ or vehicle. Have bee hives professionally removed from your garden as a preventative measure.Andrea Hattingh is a registered nurse at the Medi Clinic Hospital in Somerset West and mother to little Emma.
KOS VIR KLEUTERS! Die regte kos kan maak dat kinders hul beste potensiaal bereik, en ons kan hulle help om van daardie kos te hou. Studies toon dat eetgewoontes wat in kinderdae aangeleer is, oorgedra word in volwassenheid. Gesonde eetgewoontes is nie net belangrik vir optimale fisieke en kognitiewe ontwikkeling van kleuters nie, maar kan hulle ook beskerm teen hartsiektes, diabetes, kanker, osteoporose en obesiteit later in hul lewens. Ouers speel die belangrikste rol om gesonde eetgewoontes by kinders te kweek. Vir baie kinders is die skool egter hul tweede huis. Sommige kleuters spandeer tot 12 ure per dag by die skool en wat daar gebeur kan vir hulle dus selfs ‘n groter impak hê as die huislike omgewing. Onderwysers en ander personeel het dus die voorreg en verantwoordelikheid om klein veranderinge aan te bring wat kinders sal help om lief te wees vir gesond eet en aktief wees. Onderwysers en skole kan die volgende doen om kinders gesonde eetgewoontes te leer:
1. Skep ‘n gesonde voedingsomgewing
Kinders sal selde die appel kies indien hulle ‘n keuse moet uitoefen tussen ‘n sjokolade en ‘n appel. Ons behoort dus ‘n omgewing te skep waar kinders eerder kan kies tussen ‘n appel en ‘n perske. Stel ‘n skoolreël in dat slegs gesonde kospakkies skooltoe gebring mag word. Gee ook vir ouers riglyne rondom wat gesond is. Kies een spesifieke dag van die week wanneer ‘n klein lekkerny deel van die kospakkie mag wees. Tydens skoolpartytjies kan onderwysers ouers vra om slegs een feekoekie of roomys vir elke kind te bring in plaas van ‘n hele pakkie lekkernye. Gee slegs water om te drink vir kinders en geen versoete drankies soos versoete tee, koeldrank of aanmaakvrugtesap nie. Gereelde inname van versoete drankies leer kinders om dit te verkies. Dit word ook verbind met die ontwikkeling van oorgewig en diabetes. Wanneer maaltye deur die skool verskaf word, maak seker die spyskaart is gesond. Bly weg van tipiese “kinderkos” soos weense worsies en skyfies en gee liewer gewone huiskos soos kapokaartappels met vis en ertjies. Elke maaltyd behoort ‘n vrug of groente te bevat. Bedien klein, ouderdomsgepaste porsies en laat tweede opskepkanse toe. Die beste voedsel vir ‘n tussenvoeding is vars vrugte. Wees kreatief daarmee en maak dit pret. Dit kan kinders help om lief te word vir gesonde kos. Laat kinders rustig by tafels sit en eet en nie buite rondhardloop met kos of voor ‘n televisie sit en eet nie. Indien die skool ‘n snoepwinkel het, maak seker dat slegs gesonde items beskikbaar is.
2. Hou kos vir voeding
Wanneer ons kos gebruik om kinders te kalmeer, te troos as hulle seergekry het of goeie gedrag te beloon, kan kinders leer om hulle emosies met hongerseine te verwar. Dit kan emosionele eet later in hul lewens tot gevolg hê. Ons behoort ook nie te straf deur kos of lekkernye van kinders af weg te neem nie. Wanneer ‘n kind hartseer is of seergekry het, behoort ons eerder te troos met ‘n liefdevolle drukkie of ‘n pleister en trooswoorde. Goeie gedrag behoort eerder met iets nie-eetbaar soos ‘n ballon of plakker beloon te word indien ‘n gewone “mooi so” nie genoeg is nie.
3. Stel ‘n goeie voorbeeld
Kinders kyk na wat ouers en onderwysers doen. Volwassenes wat ‘n voorbeeld stel van gesond eet, water drink en aktief wees, kan kinders aanmoedig om dieselfde te doen. Moenie oor jou eie voedselafkeure praat nie. Maak seker dat alle personeel die nodige kennis het rondom die bediening van kos en gebruik van l ekkernye.
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4. Maak gesonde kos pret Wees kreatief met vrugte en groente tydens bak-en-brou. Pretaktiwiteite met gesonde kos skep positiewe assosiasies by kinders en kan so bydra tot gesonde eetgewoontes. Maak vlinderbroodjies waarvan kinders self die vlerke kan versier met stukkies vrugte. Maak karretjies van piesangs met druiwewiele of ‘n diergesiggie met ‘n verskeidenheid vars gesnyde groente. Gebruik klasaktiwiteite om kinders vreemde kosse te laat proe. Die sosiale druk kan kleuters help om vrese vir vreemde kosse te oorkom en hulle help om groente en vrugte te eet wat hulle andersins moontlik nie sou nie.
Hoe lyk ‘n gesonde kosblik ‘n Gesonde kosblik bestaan uit minstens een vars vrug of groente. Daarby kan ‘n melkproduk soos ‘n bakkie ongegeurde jogurt gesit word, of ‘n klein stysel soos Provitas, springmielies, droë ontbytvlokkies. Vir gesonde spyskaarte vir kleuterskole of kosblikspyskaarte kyk by www.family1stnutrition.com Zelda Ackerman is ‘n geregistreerde dieetkundige besoek haar webwerf www. family1stnutrition.com of epos haar by zelda@family1stnutrition.com
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kos collage
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TEMA - BOEKE
THEME BOOKS 38
CONTENT Theme / Tema • Make and bake / Bak en brou • Rhyme / Gedig • Songs / Liedjies • Story / Storie • Books flow diagram / Boeke vloeidiagram • Activities / Aktiwiteite
Come read with me as I take you through the wonderful world of books. Let us explore this magical theme of literature and how you can use this theme to bring your classroom alive in 2016 and beyond with new exciting rhyme,songs and make and bake. Use the resources pictures to bring the story and rhym to life.
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BAK EN BROU – TEMA: BOEKE Kom ons maak ons eie eetbare boekies!
Gee 1 sny brood – middeldeur gesny- vir elke kind (boek se buiteblad).
Gee elke kind 2 stukkies kaas om op elke helfte van die sny brood te sit (boek se bladsye)
Gebruik mayonnaise of tamatiesous om op die een helfte van die ‘boek’ vooraf gekookte pasta letters te plak en op die ander helfte ‘n prentjie te teken.
Tamatiesous of mayonnaise kan in ‘n spuit opgetrek word sodat kinders dit kan gebruik om ‘n prentjie mee te teken.
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Rhyme: Books IN A STORY BOOK At night when sunshine goes away, and it`s too dark for me to play. I like to come inside, and look for new friends in a story book. Use the resource pictures to teach the children your rhyme: Moon Dark picture Story book Mother goat and the seven little goats
Rympie: Boeke IN `n STORIEBOEK Snags as die son verdwyn, en die helder maan begin te skyn. Is dit tyd om in te kom, dis storietyd, en dit laat my blom. Maak gebruik van die tema prente om die rympie aan die kinder te leer : Maan Donker prentjie Storieboek Mamma bok en sewe baba bokkies
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Resource picture: moon
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Resource picture: dark
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Resource picture: story book
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Resource picture: goat
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HIE - KE - RIE DIE - KE - RIE DOK Tik ! Tok ! Tik ! Tok ! Tik ! Tok ! Tik ! Tok ! Hie - ke - rie Die - ke - rie Dok ! Die muis hardloop op by die klok. Die klok slaan EEN, Die muis skrik en ween Hie - ke - rie Die - ke - rie Dok ! Tik ! Tok ! Tik ! Tok ! Tik ! Tok ! Tik !
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http://inkspiredmusings.blogspot.co.za/2012/03/nursery-rhyme-timewith-hickory-dickory.html
LIEDJIES SPESIAAL VIR DIE KLEUTERKLANKE GESKRYF DEUR MIEKIE BREYTENBACH Op die wysie van O die liewe Martatjie
(“Ons eie Volkspele #48 bl 96) (Die F.A.K. Sangbundel 2011 # 87 bl 137) O, Ons gaan lekker boekies lees, boekies lees, boekies lees Ons gaan lekker boekies lees, hier op die mat Prente en woorde gaan wêrelde oopmaak Daar’s feite e-n kennis wat ons slim sal maak
Op die wysie van More Oompie, Môre Tannie, waar is Sannie dan? (“Ons eie Volkspele” # 36 Bl 74) (Die F.A.K. Sangbundel 2011 #143 bl 221) Boekies laat jou jou verbeel, jy’s op ‘n ander plek Prent en woord laat jou vergeet van alles om jou heen, Kom maatjies kom, ons gaan nou boekies lees Kom maatjies kom , dit sal so lekker wees! Sal Juffrou ‘n boekie lees,‘n boekie vol idees? Ja, ons kan nou boekies lees, dalk ene oor ‘n reus? Ja Juffrou ja, ‘n storie oor ‘n reus Ja Juffrou ja, met prent van sy neus!
On the melodie of Jan Pierewiet
tas g n q
(“Ons eie Volkspele” # 8 Bl 24/ Die F.A.K Sangbundel 2011 c # 259 bl 417)
e d s k u w ba w r k i hg f y
It’s story-time, it’s story-time, it’s story-time, right now It’s story-time, it’s story-time, so let’s listen up now Books open our minds There are so many kinds a world will unfold As the story now is told It’s story-time, it’s story-time, it’s story-time, right now u still It’s story-time, its story-time so let us sit quite Many things we will learn if we open our ears Books are such great fun Here is my favourite one!
e
w p m
l ts b i i np um dx
y
q
j
y
c
o
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Resource picture: rhyme
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https://laiaprincep.wordpress.com/tag/hickory-dickory-dock/
Resource Picture: how to make your own story book
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Storie: Boeke DIE WOLF EN DIE SEWE BOKKIES 1. Daar was eenmaal `n mamma bok met sewe bokkies en sy het hulle baie liefgehad. Eendag wou sy bos toe gaan en gaan kos haal. 2. Sy roep toe die sewe bokkies en sê: “Liewe kinders, ek wil bos toe gaan, pasop vir die wolf. Aan sy stem en sy swart pote sal julle hom dadelik herken.” 3. Dit was nie lank nie toe klop die wolf aan die deur en roep: “Maak oop, liewe kinders, julle moeder is hier en het vir julle elkeen iets saamgebring om te eet” “Ons maak nie oop nie”, roep hulle. 4. Toe gaan die wolf na `n winkelier en vra hom hoe hy sy stem fyn kan maak. Vandaar klop die wolf toe aan die deur en roep in `n fyn stem: “Maak oop, liewe kinders, julle moeder is hier en het vir julle elkeen ietsie saamgebring om te eet”. Maar die wolf het sy swart poot teen die venster gesit, en die kinders roep: “Ons maak nie oop nie, ons moeder het nie `n swart poot soos jy nie.” 5. Toe gaan die wolf na `n bakker en sê: ”Ek het my voet gestamp, smeer vir my deeg daaroor en strooi wit meel oor my poot!” 6. Vir `n derde keer gaan die wolf na die huis en sê: ”Maak vir my oop, kinders jul liewe moedertjie het gekom en vir elkeen van julle iets uit die bos gebring om te eet.” Die bokkies roep: “Wys eers vir ons jou poot” Toe sit die wolf sy poot teen die venster. “Ja, dis Mamma” en hulle maak die deur oop. 7. Die bokkies skrik en wil wegkruip. Die een spring onder die tafel, die tweede in die bed, die derde in die oond, die vierde in die kombuis, die vyfde in die kas, die sesde onder die waskom, die sewende in die kas van die staanhorlosie. 8. Mamma soek en roep, maar almal bly stil. Net die jongste bokkie kom uit en gaan soek saam met Mamma Bok na die ander bokkies. Hulle vind slegs die wolf by die rivier wat vas aan die slaap is. 9. Hulle bind hom toe vas en dra hom weg na `n ander bos. Hy het groot geskrik en nooit weer het die wolf gepla nie. 10.
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Mamma en haar kinders was almal weer veilig en gelukkig.
Story: Books THE WOLF AND THE SEVEN GOATS 1. Once there was a mother goat with seven baby goats and she loved them very much. One day she wanted to go and fetch food in the forest. 2. She called the seven goats and said: “Dear children, I want to go to the bush, but beware of the wolf. You will recognise him by his voice and his black feet.” 3. It was not long, before the wolf knocked on the door and shouted: “Open, dear children, your mother is here and brought you something to eat.” “We won`t open the door,” they replied. 4. Then the wolf went to a shop owner and asked him how he can change the tone of his voice. The wolf knocked at the door and called in a soft voice: “Open, dear children, your mother is here and brought you something to eat.” But the wolf put his black paw against the window sill, and the children cried. “We won`t open the door because Mother does not have a black paw like you.” 5. The wolf then went to a baker and said: “I banged my paw, rub some dough on it and sprinkle white flour on top of the dough!” 6. For a third time the wolf went to the house and said: “Open the door children, it`s Mother and I brought you something from the forest to eat”. The kids cried: “First show us your foot”. The wolf put his leg against the window. “Yes, it’s Mom,” cried the goats and they opened the door. 7. The goats got frightened and decided to hide to get away from the wolf. The one jumped under the table, the second into the bed, the third into the oven, the fourth in the cupboard of the kitchen, the fifth in the cupboard in the bedroom, the sixth under the washbasin, the seventh in the inside of the clock. 8. Mom returned and called the little goats, but all the little goats remained silent. Only the youngest goat came out and helped Mom to search for the other goats. They found only the wolf at the river, fast asleep. 9. They tied him up with rope and took him away to another forest. He got a fright and never bothered the goats again. 10.
The mother and her goats were all safe and happy again.
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Resource picture: story goat
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Resource picture: story wolf
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Flow diagram - Books:
FICTION Tells you about a topic
STORIES Realistic stories Fantasy stories
PROCUREMENT Book shops SPAR MAKRO BOOKS BOOKS Money STORE Book Corner Own Books Books bought Shelves
SONGS Words Lines & symbols
CARING Cataloguing Cleaning Covering How to page
CONTENT Front page Pictures Words
RESOURCES Pictures VALUE Puppets LOGISTICS Knowledge Finger puppets Author - writes Reading skills develop T.V. role Artist - paints, draws Enjoy Flannel pictures Paper - soft CD`s Cardboard - hard DVD`s Glue Paper clips
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Vloeidiagram - Boeke:
FIKSIE Vertel meer oor die onderwerp
STORIES Realistiese stories Fantasie stories
LIEDERE Woorde Lyne & musieknote
AANKOPE VERSORGING Boekwinkel Katalogisering SPAR BOEKE BOEKE Skoonmaak MAKRO Verspreiders BERGPLEK Boekhoekie Eie boeke Gekoopte boeke Rakke
INHOUD Voorblad Prente Woorde
HULPBRONNE Prente FUNKSIES Hand poppe LOGISTIEKE Kennis Vinger poppe Skrywer - skryf die boek Leesvaardighede ontwikkel T.V. rolle Kunstenaar - verf, teken Genot Flennieprente Papier - sag CD`s Karton - hard DVD`s Gom Skuifspelde
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Aktiwiteit Maandag
Maak ‘n grootboek
Dinsdag Woensdag Donderdag
Laat die kinders jou help om die prente in volgorde te plaas om die storie te volg. Kram die bladsye aanmekaar om ‘n grootboek te maak. Maak ‘n Voltooi ‘n Teken ‘n Verf die boom patroon om groot boom agtergrond die rand van (slegs buitvan die voorbereide elyn) met boom-prent papier (koer- swart koki op met wit verf. ant geplak op A2 koerant. A3 papier). Maak ‘n hals- Smeer gom Knip ‘boek- Rol klei plat noer/armband en rol bladsye strooitjies’ om soos ‘n van ou boeke in ewe groot boek/bladsye op om stroo- stukke. te lyk. Teken/ itjies te vorm. skryf daarop met ‘n tandestokkie. Skilderdoek Stempel met Plak ou Knip voëltjie voëltjie opgerolde bladsye uit ‘n uit gedrukte koerant op ‘n boek/koerant papier (JufA4 bladsy. op ‘n papboks frou teken in ‘n vierkant. buitelyn). Maak ‘n Knip ‘n Verf die Ryg helderkboekmerk boekmerk uit boekmerk aan leurige wol karton (reguit beide kante. om die rand lyne). van die boekmerk (Juffrou pons gaatjies vooraf).
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Lees vir die Gee elke kind klas ‘n storie. ‘n A3 bladsy om ‘n prenjie te teken van dit wat hulle onthou.
Vertel weer die storie deur middel van die kinders se sketse.
Vrydag
Vertel weer die storie deur middel van die kinders se sketse.
Teken voëltjies Skeur en plak in die boom groen papier met vetkryt. vir blare.
Verf strooitjiestukke in 2 kleure bv.die helfte blou en die helfte groen.
Ryg tou/wol deur strooistukke om halsnoer/armband te maak.
Plak die voëltjie op die papboks skilderdoek (canvas). Versier die boekmerk met knope en plakkers.
Teken ‘n tak met swart koki/pastel onder die voëltjie. Klei-vryspel.
EGTE AFRIKAANSE PRENTEBOEKE: SO SKAARS EN KOSBAAR SOOS DIAMANTE Afrikaanse prenteboeke vir kleuters is gelukkig nie so skaars soos hoendertande nie. Gelukkig nie. Daar is 35 bladsye vol Afrikaanse prenteboeke op Graffitti-boekwinkel se webblad (http://www.graffitiboeke.co.za. Kyk gerus daar. Dis die maklikste plek om ’n verskeidenheid Afrikaanse kinderboeke te bekom.) Die probleem is dat verreweg die meeste van die prenteboeke wat beskikbaar is, sogenaamde ko-produksies is. Dit verwys na prenteboeke wat uit ander tale vertaal word na Afrikaans. Daar is baie goeie redes waarom dit so is. Dit is baie makliker vir uitgewers om ’n klaar geskrewe en geïllustreerde teks te koop as om te sukkel met ’n oorpronklike manuskrip, die regte illustreerder en die hoë koste van volkleurboeke. As die verkope van plaaslike boeke nie die koste dubbel en dwars regverdig nie, word hulle doodeenvoudig nie uitgegee nie. Elkeen van ons wat Afrikaanse kinderboeke koop, kan dus ’n invloed hierop uitoefen. Vertalings is bruikbaar en noodsaaklik, maar is in my boekie nie regte, egte Afrikaanse prenteboeke nie. Dis nie prenteboeke wat hier in ons veelkleurige land geskryf, geïllustreer en gepubliseer is nie. Dis nie Suid-Afrikaanse talent wat in vertaalde boek aan die werk is nie en vertaalde boeke verbeeld nie die wêreld wat ons en ons kinders ken nie. Dis noodsaaklik dat kinders boeke lees en prente sien waarmee hulle kan identifiseer en wat hulle eie werklikheid verteenwoordig. Dit is dus goed dat daar deesdae al hoe meer oor en weer vertalings van prenteboeke in die verskillende landstale voorkom. Dit brei ook kleuters se siening van hulle omgewing uit omdat hulle Afrikaanse prenteboek lees wat uit ’n ander perspektief as hulle eie perspektief geskryf is. Soek in hierdie verband
na boeke van Wendy Hartman of Diane Hofmeyer, byvoorbeeld. Koop vir kleuters die wonderlike Sisi gaan skool toe van Wendy Hartman met die allerliefste illustrasies van Joan Rankin. Dié prenteboek bevat vyf kort storietjies. Woorde word spaarsamig gebruik, maar deur illustrasies en teks, beleef ons ons eie wêreld deur die oë van Sisi: ’n haas, met persoonlikheid en moed. Dit is wonderlik om te ervaar hoe kleuters die spanning in die stories, wat hoofsaaklik deur die illustrasies geskep word, met die tweede en derde lees opgewonde raaksien. Daar is nog sulke boeke. Joan Rankin se bekostigbare Eerste dag oor die Skolliebulliebons se eerste skooldag is ’n boek om beslis te oorweeg as jy ’n kleuter ken wat moet skool toe gaan. Van al die prenteboeke wat hierdie jaar oorspronklik in Afrikaans verskyn het, is Marita van der Vyver se Die coolste ouma op aarde beslis die moeite werd. Op elke bladsy lees ons oor ’n bepaalde soort ouma wat elkeen van ons al raakgeloop het. Van der Vyver breek in die boek ’n lansie vir oumas wat in baie prenteboeke as gryskop, breiende, antieke karakters uitgebeeld word. Beslis ’n regte egte plaaslike prenteboek. Nog twee nuwe, oorspronklike Afrikaanse kinderboeke van 2015 wat my oog gevang het, is albei deur Wendy Maartens. Bybelstories vir kinders bevat kort stories uit die Ou en Nuwe Testament wat op ’n vars en eenvoudig manier geskryf is. Die boek is kleurvol en plesierig in Maartens se herkenbare sprankelende Afrikaans. In hierdie boek se illustrasies kan mens plaaslike elemente en plekke herken. Dit gee die boek ’n heel ander gevoel as die Bybelstories waaraan ons gewoond is. Maartens se Diere-ABC is ook herkenbaar plaaslik. Met lawwe ABC-rympies leer kinders die letters én plaaslike diere ken. Mens kan jou verlekker hoe Maartens mens die woorde as’t ware laat proe. Die boek bevat ook ’n plakkaat van die alfabet as ’n bonus. Dit is baie goed om ‚n Afrikaanse boek in ’n kleuter se kersfeeskous te sit. Dis nog beter om dit ’n regte egte Afrikaanse prenteboek te maak.
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Ander Suid-Afrikaanse prenteboeke wat ook in Afrikaans vertaal is Noko en die koel katte Fiona Moodie Geskik vir lesers van 3 tot 6 jaar. en Hagedash die hadeda deur Charles de Villiers Die derde titel in Struik Oorspronklike Afrika-verhale- reeks geskik vir ouer kleuters Vertaalde kinderboeke Vertaalde kinderboeke wat sing in Afrikaans is Julia Donaldson se klassieke boeke vertaal deur die nimlike Philip de Vos. Rowerrot, Stokman, Zok, Kris de Kat, Towerwurm en Tjokkie is in die taal van die Goorgomgaai se verteller, lekkerder as lekker om voor te lees heerliker as heerlik om na te luister. Hierdie ouma weet dit eerstehands. Prof Maritha Snyman Outeur, akademikus, kinderboekliefhebber en ouma
LAPA UITGEWERS LAPA uitgwers ondersteun die plaaslike boek, skrywer en leser deur gehalte leestof teen bekostigbare pryse te lewer. Die mense by LAPA het baie oulike inisiatiewe om lees by kinders aan te wakker en bevorder. Jy kan ‘n skrywer kry om jou skool te kom besoek en met die kinders te gesels oor die opwindende lewe van ‘n skrywer, die skryfproses, en die fantastiese stories wat tussen die blaaie van ‘n boek skuil. Mens kan selfs ‘n Babelela kostuum huur vir die geleentheid ! Loer gerus na hul webtuiste vir meer inligting en om uit te vind hoe jou klas of leesgroep beoordeelaars vir die ATKV kinderboektoekenning kan word ! www.lapa.co.za
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Uitstallers by die seminaar / Seminar exhibitors
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BOOK LAUNCH The South-African Art Series for children, Elna Venter, Kwarts Publishers The idea for a series on South African Art for children was born when the author, who is also a grandmother, realised that there are no recent books available on local artists, and certainly not any for children. Each unit in the series includes art history on a specific South African artist, appreciation of his/her work and practical work in the style of the artist, for pre-primary and primary school learners Book 1 covers 10 South African artists/units in which Art history, Art appreciation and Art practice are presented. The following artists are included : Van Wouw (bronze sculptures), Laubser (oil painting), Eloff (wild animals), Skotnes (wood engraving), Ballen (photographer), Nhlengetha (collage), Van der Merwe (land art), Ntshalinshali (ceramics), Benade (pastels) en Chiliza (botanical art). This publication serves as an all-in-one curriculum for children who are interested in art. In her second edition she covers artists like Dikuanga and Kuiper (San); Ester Mahlangu, Gerard Sekoto; Helen Martins; Irma Steyn; Jan van der Merwe and JH Pierneef. Through a practical approach, Venter aims to teach children more about each specific artist from earlier days as well as more recent times, representing all ethnicities and originating from different parts of our beautiful country. The San drawings are deemed as the oldest form of art in South Africa. Nowadays everything can be considered as art or an art form, from collage, to knitting , video game
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design, even a painting from a monkey that draws a couple of strokes on a piece of paper with a paint brush held between his toes! The rules of an object to be deemed as art, according to Venter, is that it should be visible, that it was created and …….. Everything man-made that surrounds us in our daily living was, before manufacturing designed by an artist. We are surrounded by art. Why is art important to us? That is the question we have to ask ourselves, and leave with the young child learning about this form of expression. Picasso, one of the world’s greatest artists believes that one should ultimately aim to create art like a child; that said, it took him a lifetime to paint like a child. Each chapter in the book starts with background information on the artist, named Let’s learn; then a section follows, named Let’s see, where the work of the artist is shown with a couple of questions to trigger enquiring minds; and then finishes off with Let’s do, where an art activity is presented in the medium of the artist that is the subject of discussion. The art activity explains clearly how to go about the activity in steps, the requirements are not extraordinary and it aim at children from 3 until 13 for the activities. Teachers and parents without any background or knowledge will be able to use this handy tool to teach children about certain styles and individuals, whilst igniting in them the inner sense to create through visual arts. The book is available in English and Afrikaans as an e-book on www.kwarts.co.za www.leeskring.com and www.takealot.com and ranges from R15 tot R20 per chapter, or R150 for the whole of Book 1. For hard copies the author can be contacted at elnaventer@mweb.co.za
One of the proud artists (age 6) upon completion of his tree in the style of artist Walter Batiss (1906-1983)
The author, Elna Venter during a presentation on the launch of the second book in Centurion in October 2015
Artists hard at work with their projects during the book launch event. The children’s ages ranged from about 3 until 13 years old.
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BOOK REVIEW / BOEK RESENSIE Die Coolste Ouma op Aarde
In ‘Die coolste ouma op aarde’ word oumas uitgebeeld as energiek en ‘cool’ en net soos vandag se oumas staan sy in ‘n beroep, werk in die tuin, doen naaldwerk of is ‘n sosiale vlinder. Hier word ouma heel anders uitgebeeld as die tradisionele storieboek-oumas met grys bollas, vaal rokke en ou hofskoene. Ouma is ‘n lekker ‘vriendin’ vir elke kleuter. Die illustrasies in hierdie boek is vrolik en gepas vir die hedendaagse jong kind. Behalwe vir die lekker lees van hierdie boek kan dit ook gebruik word om die kinders aktief betrokke te maak by ‘n groepsbespreking oor die tema. Prys: R114 by Exclusive Books Outeur: Marita van der Vyver & Zinelda McDonald ISBN: 978-0-7993-6716-4 Uitgewer: Lapa Uitgewers Charlie Cook’s Favourite Book
There was a boy named Charlie who read a story about a pirate who found a book. This wat the story of Goldilocks who, when discovered in baby bear’s bed, was reading his favourite book about a knight and a dragon who read a joke from the knight’s favourite book. And so the story continues: different storybook characters reading their favourite books. The way in which the story and illustrations are presented makes the reader curious to find out what the next character and his or her favourite book will be. Price: Paperback: R124 (excluding postage) at takealot.com Author: Julia Donaldson & Axel Scheffler ISBN: 9780803731424 Publisher: MacMillan Books
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READING WITH SMALL CHILDREN We know from recent research that the first five years are the most significant for brain development. And the experiences children have in their first three years are the most critical as these early experiences provide the base for the brain’s organisational development and functioning throughout life. So, whatever it is that caregivers do with them, this is the time that young children establish their foundations for language and life. Stories provide a wonderful way to develop children’s language, curiosity and thinking. Here are some ideas from the Nal’ibali readingfor-enjoyment campaign to help young children on their literacy journey: • Read the title of the book and the name of the author and illustrator each time you read a book to your children. The first time you read a book with your children, ask them if they can guess what it might be about from listening to the title and looking at the illustration on the cover. • Read aloud for your children until they feel they want to try reading books on their own. When you read aloud for them, you are their reading role model, teaching them invaluable knowledge about how we read books. • Read with as much expression as you can. You may feel a little odd about doing this in the beginning but your children will appreciate it! • Being able to guess what comes next as you are reading is a skill competent readers use all the time. As you read a story with your children, develop these prediction skills by asking; ‘What do you think will happen next?’ at different points in the story. • Be encouraging. Value early reading and writing attempts just like you valued your baby’s first words! Young children are only just beginning to read and write and they need lots of support to develop their confidence. Listen to their pretend reading, and pretend to read what they have written. They need to behave like readers and writers to become readers and writers. • Use your home language. First stories should be in children’s home languages. A strong foundation in a child’s home language is the basis for all
successful learning, because to learn well, we need to understand well. When children know their home language well, they can learn other languages (as well as reading and writing) more easily. • If children want to look closely at illustrations and point to particular details, it’s good to pause for a while to allow this. You can also ask them to comment on the illustrations or to find particular people or objects in the pictures, for example: “Where’s the dog? Why do you think he’s hiding there?” • Let children ask questions too! Answer their questions or look for the answers together by rereading the relevant parts of the story. Sometimes, if it feels as though your children are asking so many questions that the flow of the story is being interrupted, you can say, “Let’s read on and find out, shall we?” and continue reading! • Are there some storybooks that your children ask you to read again and again? You may find your children “reading” these books on their own by looking at the pictures and telling the story. They may use a mixture of their own words with some of the actual words from the story. This is an important step in learning to read because it means that children realise that written words stay the same each time you read them. • As children start to try to “read” on their own, they often turn the pages of the book, looking at the pictures while they make up their own story. (Sometimes they tell a different story each time!) This shows that they have learnt that the pictures give clues to what the story is about.
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Choosing books for children • Babies enjoy board books and cloth books and the bonus is that these are virtually indestructable! They respond well to brightly-coloured pictures of objects or people with simple text that has rhythm and/or rhyme. • Children aged 2 to 5 years mostly enjoy picture books – stories that have pictures and accompanying text in them that can be read in one sitting. Stories can be about everyday life or about the imaginary worlds of kind or cruel queens, fairies, dragons and animals that talk and act like people. • Toddlers and preschoolers enjoy books of rhymes. They also enjoy books in which the text has a strong rhythm, or in which phrases are repeated. Pop-up and flap books are also firm favourites with toddlers. • For younger readers, look for simple plots with small amounts of text on the page and engaging illustrations. As you read more with your children, they will enjoy books that have more complex plots and more text in them. • Choose some books that reflect things that will be familiar to your children – for example, books in which the homes look like your children’s. Choose other books that provide new experiences, such as folk tales or stories set in different places and cultures. For more tips on choosing books for children of all ages, go to www.nalibali.org.
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Nal’ibali’s Storyplay Programme Do you remember your favourite childhood story? Can you remember who told or read it to you and what it felt like? Do you remember playing when you were a child? How it felt to act out ‘house-house’, ‘robbers and tsotsi’s’ or making dolls? Nal’ibali is working with adults and educators to make the most of stories and play for children’s language learning and early steps to reading and writing using a special approach called Storyplay. Storyplay helps young children grow as confident, imaginative and curious learners. It is based on theories, research and experience about how babies and young children learn to think, play, problem solve and use language successfully in their listening, talking, reading and writing. It uses pretend play to bring adults and children together around books and toys in animated ways and provide a rich and meaningful story-making experience. Using this technique, stories come alive as children act and explore each story ‘world’. They might become one of the characters, or be able to advise or solve problems on behalf of one or more of the story characters. They become independent explorers, investigators, scientists, artists, builders, readers, writers, storytellers and actors. And, in this way, caregivers and educators are able to observe skills and interests in children that may have otherwise remained hidden. Launched in January this year, Storyplay has been piloted at 13 schools and crèches that form part of the Ackermans Ububele Schools programme in the Western Cape and is now being introduced at Nal’ibali reading clubs. Information on how to use Storyplay at home, at school or in a reading club will be available from the Nal’ibali website in 2016. Photographer: Damien Schumann.
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FOR INTEREST’ SAKE LIBRARIES IN SCHOOLS According to the South African Primary Education Support Initiative (SAPESI) there are 24 000 schools in South Africa and it is estimated that only 21.7% of these schools have libraries. However, according to the latest statistics (NEIMS October 2012) only 7.6% of schools have a library that is stocked, in other words that can be deemed a functional library. Stories enable For more information on Sapesi’s mobile library project children to ‘learn visit: www.sapesi.org.za SOUTH AFRICAN BOOK FAIR This event took place on 31 July to 2 August 2015 in Newton, Johannesburg. For more information about the next book fair visit: http://www.southafricanbookfair. co.za
without lecture’ and allow coahes to ‘teach without preaching.’
INTERNATIONAL LITERACY DAY International literacy day takes play on 8 September yearly. For over 40 years now, UNESCO has been celebrating International Literacy Day by reminding the international community that literacy is a human right and the foundation of all learning. For more information visit: http://www.gov.za/international-literacy-day-2015
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There is NO app to replace your LAP!
Read to your child 68
fotos
Reading is fun!!!
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SKOLENUUS STEGGIES KLEUTERSKOOL Steggies Kleuterskool is op ‘n groothandel kwekeryperseel geleë in Stellenbosch– van daar die ietwat onortodokse naam Steggies. ‘n Liefdevolle omgewing met pragtige natuurskoon, individuele aandag en ‘n familie-oriëntasie is ons sleutel. Saam met die ouers wil ons by die plaasskool ‘n groeimedium en klimaat help skep waarin kinders hulself kan wortel en ontwikkel tot hul volle potensiaal as gebalanseerde en vrydenkende individue! Ons is sedert vroeg 2014 op die plaas net buite Stellenbosch op dreef. Met ingang 2015 het ons
oorgeskuif na die lieflike groot plaashuis met sy gevestigde tuin. Dit bied baie ruimte en volop skadu waar kinders buite kan baljaar. Die jonges is ook baie beïndruk met die trekkers, voorhandlaaier en vurkhysters wat gereeld verby ry
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in die uitvoering van hul kwekery pligte. Dit sorg vir groot vermaak. Ons fasiliteite beskik oor 5 klasse – wat elk ‘n maksimum van so 20 kinders kan akkommodeer. Ons is stadig maar seker besig om te groei – met 2016 wat ons eerste jaar sal wees waar ons ‘n klas in elke ouderdomsgroep 1-5 jaar het. Ons is geseën met wonderlike fasiliteite en kulturele aktiwiteite in en om Stellenbosch wat ons gereeld kan besoek vir tema-verwante uitstappies – soos die Woordfees se kinderprogram, Spier se voëlhawe en Kirstenbosch met sy lewensgroot dinosaurusse. Ons geniet dit baie om sulke uitstappies te onderneem en het soveel fantastiese betrokke ouers wat dit keer op keer
meemaak en saamkuier. Ons kurrikulum bied alles wat kleuters nodig het vir volledige en gesonde ontwikkeling. Playball is tans die enigste addisionele aktiwiteit wat ons soggens aanbied – maar ons het ook ‘n juffrou wat ‘n dansinstruktrise is – so die Steggies werk daagliks almal aan hul ritme! Omdat ons getalle dit nou eers begin regverdig is daar toenemend belangstelling vir die aanbied van buitemuurse aktwiteite vanaf 2016. Ons geniet dit almal geweldig baie om daagliks in die pragtige omgewing te wees. Dis werklik ‘n skool met ‘n huislike atmosfeer – ruim en openhartig! Hier kan kinders leer deur speel na hartelus.
“You’ve gotta dance like there’s nobody watching, Love like you’ll never be hurt, Sing like there’s nobody listening, And live like it’s heaven on earth.” ― William W. Purkey
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