Kleuterklanke volume 42 no 1 by Learning Years

Volume 42 no / nr 1 March / Maart 2017

Topic: Summer

Editorial / Redaksie Martie Stoltz Charmaine van der Merwe Roeleen Lemmer Lize Bredell Wietske Boon

Advertising / Reklame Lize Bredell

Graphic Designer / Graese Ontwerper Isandré de Bruyn

Distribution / Verspreiding AECYC / VVOS

Publishers / Uitgewers AECYC / VVOS

Design & Layout / Ontwerp & Uitleg AECYC / VVOS Offtek

Printers / Drukkers Offtek Tel: 012 660 3009

Opinions expressed in this magazine do not necessarily reect 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. Contact / Kontak: Tel: 012 667 2028 • Fax: 086 642 5855 • E-mail: info@vvos.co.za • www.vvos.co.za • www.aecyc.co.za

March 2017 Learning Years 4

MANAGEMENT LETTER

BESTUURSBRIEF

The new year is in full swing again. I am reminded how blessed we are with our South African summers when I see the children at my school play outside in the sun.

Die nuwe jaar is weer in volle swang. So sit ek en kyk hoe die kinders in die son baljaar hier by my skool en besef net weer hoe geseënde is ons met ons Suid-Afrikaanse somers.

Although we had to restrict water play due to the drought and water restrictions, it does not hold back the children to play ball, climb on the jungle gyms and study the insects living in our garden. We exposed our little ones to the life cycle of silkworms. Talking of insects, did you know that ladybirds feed from the pests on leafs of plants?

Alhoewel ons die waterspel moes beperk hierdie somer as gevolg van die droogte en waterskaarste, keer dit ons nie om bal te speel, te klim en klouter of die insekte in ons tuin te bestudeer nie. Ons het veral ons klein maatjies blootgestel aan die lewensiklus van die sywurm. So gepraat van insekte, het jy geweet dat lieweheersbesies (of skilpadkewers) voed van die peste wat op plante se blare voorkom?

The new Learning Years: Summer We are excited to make this Learning Years with theme SUMMER available to you. It contains extensive planning for ages 0 to Grade R. Here is a collection of songs, rhymes, stories and activities that ts in with the theme. We also included visual resources in the form of pictures and sight words. Examine this book and relive the theme SUMMER with the learners in your classroom.

Training 2015/2016 We are thankful for the opportunities we have to train educators all over the country. Within twelve months we hosted 37 workshops and reached 2556 educators. This year we will continue to build on that.

Training 2017 As always, we will host two seminars and our calendar is stacked with one- en two day workshops. Have a look at the calendar for more information www.vvos.co.za. We remind you about the importance of water safety and to remember the sun lotion for our Africa sun. Until next time, AECYC management team

Die nuwe Kleuterklanke: Somer Ons is opgewonde om hierdie Kleuterklanke met die tema SOMER aan julle beskikbaar te stel. Dit bevat ‘n uitgebreide beplanning vir die babaklas tot Graad R. Hier is ‘n versameling liedjies, rympies, stories en aktiwiteite wat aansluit by die tema. Ons het ook visuele hulpmiddele in die vorm van prente en sigwoorde bygevoeg. Bestudeer hierdie boek en beleef tema SOMER saam met die maats in jou klaskamer.

Opleiding 2015/2016 Ons is dankbaar vir die geleenthede wat ons het om opleiding regoor die land aan te bied. Ons het binne ‘n tydperk van twaalf maande 37 werkswinkels aangebied en so het ons 2556 personeel bereik. Hierdie jaar bou ons graag daarop voort.

Opleiding 2017 Soos oudergewoonte bied ons hierdie jaar weer twee groot seminare aan en ons kalender is propvol een- en tweedag werkswinkels. Gaan loer gerus daar vir meer inligting: www.vvos.co.za. Ons herinner jou aan die belangrikheid van waterveiligheid en onthou die sonbrandroom vir ons Afrika-son. Tot ‘n volgende keer, VVOS bestuurspan

AECYC Committee/VVOS Bestuur From left/van links: Lize Bredell, Sophy Tshivhengwa, Roeleen Lemmer, Marthie Stoltz, Wietske Boon, Hanneke Claassen, Mariza Joubert, Mariëtte van Eeden, Charmaine van der Merwe Absent/Afwesig: Ida Bester, Charmaine Jooste 5 Kleuterklanke Maart 2017

March 2017 Learning Years 6

Monday

Tuesday

Wednesday

Thursday

Friday

This stimulation programme is developed by: Hierdie stimulasieprogram is uitgewerk deur:

Kinderkinetika www.karynakinetika.com info.kkinetika@gmail.com Karyna: 076 733 9349 March 2017 Learning Years 8

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March 2017 Learning Years 10

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March 2017 Learning Years 12

Monday

Tuesday

Wednesday

13 Kleuterklanke Maart 2017

Thursday

Friday

This stimulation programme is developed by: Hierdie stimulasieprogram is uitgewerk deur:

Kinderkinetika www.karynakinetika.com info.kkinetika@gmail.com Karyna: 076 733 9349 March 2017 Learning Years 14

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March 2017 Learning Years 16

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Week: 9 Fine motor

Resources

Friday

Thursday

Wednesday

Tuesday

Monday

Days of the week Arrival and Free play

Blocks

So toys

Animals and mixed toys

Small balls and books

Magazines

hula hoop, boxes

Form circle and colour yellow repeat. Form a house using different shapes. Cut a shape in two parts and let child paste on a paper. Place diff colours big circles on floor, ask child to stand on the required colour

Number 1,2,3. make use of objects like crayons and ask child to pick up 1,2, or 3 of items. Show how to show 2 ﬁngers, sing number song

In and Out - child jump into and out of a hoop placed on the ﬂoor. Child climbs into and out of box

Topic table and resource pictures

Eﬀects on humans: drink water, apply sunscreen and wear hat, clothing in summer, rainwear, food and ice cream, sport

Eﬀects on insects and animals: birds nest, swallows return, ants and bees collect food, ladybugs

Walk around the garden, observing plants, insects and birds, repea ng discussions on the topic summer

objects Roll a worm such as with clay crayons large beads

Colour Yellow. Prac ce colour cards, coloured pages. Remember to isolate colours, do not show diﬀerent coloured objects, it confuses the child.

Topic table and resource pictures

Eﬀect on nature: Plants and crops, summer fruit and veg, take turns to water pot plants and garden

shapes, paper, glue paper, circles, objects

Sor ng of coloured plas c building blocks / objects. Focus on yellow

Washing line pegs, open and close, a ach to paper plate edge

Puzzles: Wooden ﬁnger knob puzzles. ﬂoor play - so toys. Assess dy up

Crumple paper with both hands/ ﬂoor play mixed toys. Assessment: Tidy up on own

Morning ring

Pictures of the shapes, paper, glue, yellow circles

Shape - Circle. Cra ac vity: Paste a yellow circle on a paper, draw sunrays. Song on shapes

Resources

Resource pictures and topic table

Maths

The Weather in summer: Sunshine, rain, sun rises early and sets later

Home language Sor ng Song: Eensy weensy spider Rhyme Song Story

Suggested Daily program and lesson plans Topic: Summer

Spa al orienta on walk on balancing beam, crawl through tunnel, kick the ball, walk on toes, sail underneath table, throw ball through hoop Suppleness and ves bular development. Walk on balancing beam, walk on toes, walk between two lines, walk forward, backwards

Music and movement - celery s cks, Discuss feelings of the Resource percussion band and characters in the story pictures of peanut the story drama sing and how we can act bu er, when feeling angry, raisins alone, le -out.

Cra - children place and paste diﬀerent coloured shapes on paper to form an ice cream cone with 'fruit' and 'sprinkles' Life Skills: Acquire and repeat - Gree ng. Open and close a suitcase with a zipper Make and bake: Ants on a log

clay dough, suitcase, balancing beam

paper, mixed toys, balancing beam, ball, hoop/ basket

Discuss puzzles, characters, so toys, jelly, blocks, ask ques ons ball, hoop, bean bags

Hand-eye coordina on (HEC). Kick a ball, throw a ball through hoop or in a basket, throw and catch a bean bag

Messy play: Jelly. Resources - mix jelly the previous day and let it set. Divide class in 2 groups for ac vity. Let kids play with it. Other group block play

Play, drama ze story

Place resource pictures of story in sequence. (Four pictures maximum)

Resource pictures of the story

Gross motor ac vity

Tell story: Lara the yellow ladybird

Resources Newspaper, blocks, suit case, tunnel, rope,

Home language

Dynamic balance Crawl through tunnel, sail on tummy, balance on toes, jump over a rope on the ﬂoor

Resources

Life Skills: Acquire and repeat - Gree ng. Open and close a suitcase with a zipper

Crea vity / Life skills / sensory development

Date: Freeplay outside

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March 2017 Learning Years 22

Daily Program

Ac vity

ELDA Arrival, Free play and Tidy up Breakfast Toilet rou ne

Iden ty and Belonging

Conclusion

Birthdays

Content

Morning ring: Weather, News, Register,

Introduc on

ELDA Teacher guide:

Conclusion

Tidy up

Content

Crea vity

Introduc on

ELDA Teacher guide:

Refreshments

Conclusion Conclusion Conclusion

Content Content Content

Well being

Introduc on

ELDA Free play Outdoors:

Introduc on

Mathema cs

Introduc on

ELDA Teacher guide:

Toilet rou ne Lunch ELDA Teacher guide: Communica on Story me

Rest Refreshments Prepara on for Departure Free play inside / outside Departure

Resources

ReďŹ&#x201A;ec on

ELDA Weekly checklist

Theme: _______________________ Date:______________________

This sheet can be used to ensure that the week’s ac vi es in the age group incorporate a variety of aims and addresses each Early Learning Development Area (ELDA). Mark the blocks for an easy overview of the planning of the week. Beginning Babies Birth - 18 months ELDA 1 Well Being AIM 1 Children are well nourished.

Moving on Toddlers 18 - 36 months AIM 2 Children are healthy and have a sense of good hygiene

AIM 3 Children build a sense of safety and security (environmental health)

ELDA 2 Iden ty and Belonging AIM 1 AIM 2 Children are aware of Children have a strong themselves as capable and sense of self care. conﬁdent learners.

ELDA 3 Communica on AIM 1 Children listen to sounds and speeches.

AIM 2 Children speak using diﬀerent styles of communica on.

ELDA 4 Exploring Mathema cs AIM 1 Children show awareness of and are responsive to number and coun ng.

ELDA 5 Crea vity AIM 1 Iden fying, searching for and crea ng solu ons to challenges through problem solving.

Advancing further 3 - 4 years

AIM 4 Children are physically strong and show abili es and interest in physical ac vi es.

AIM 5 Children build a sense of resilience (being strong and resistant to daily stresses)

AIM 3 Children build strong rela onships.

AIM 4 Children have a sense of group iden ty and a sense of celebra ng diﬀerences.

AIM 3 Children make meaning by ‘reading’ what they see, hear, feel, taste and touch.

AIM 4 Children record their experiences and ideas through language, sounds, art, drama and later on through ‘wri ng’.

AIM 2 Children sort, classify, make comparisons and solve problems.

AIM 2 Iden fying, searching for and crea ng solu ons to challenges through play and make believe.

Towards Grade R 4 - 5 years

AIM 3 Children explore shape, space and measurement.

AIM 3 Iden fying, searching for and crea ng solu ons to challenges through visual art ac vi es

ELDA 6 Knowledge and Understanding of the World AIM 1 AIM 2 Children explore and inves gate Children explore, design, make their life world items and use technology.

AIM 4 Iden fying, searching for and crea ng solu ons to challenges through music, dance and drama.

AIM 3 Children explore and inves gate me and place.

Friday

Thursday

Wednesday

Tuesday

Monday

Days of the week Arrival and Free play

Blocks

So toys

Animals and mixed toys

Small balls and books

Walk around the garden, observing plants, insects and birds, repea ng discussions on the topic summer

hula hoop, boxes

In and Out - child jump into and out of a hoop placed on the ﬂoor. Child climbs into and out of box

Sor ng of coloured plas c building blocks / objects. Focus on yellow

Roll a worm with clay and form a nest with clay eggs

Eﬀects on insects and animals: birds nest, swallows return, ants and bees collect food, rep les

objects such as crayons large beads

Topic table and resource pictures

Eﬀects on humans: sweat, drink water, apply sunscreen and wear hat, sleep and bedlinen, clothing is summer, rainwear, food and ice cream, sport

Puzzles: Build a two-piece puzzle. Floor play - so toys. Assess dy up.

Number 1,2,3. make use of objects like crayons and ask child to pick up 1,2, or 3 of items. Show how to show 2 ﬁngers, sing number song

Topic table and resource pictures

Eﬀect on nature: Plants and crops, summer fruit and veg, drought, plagues

Washing line pegs, open and close, a ach to paper plate edge

Colour Yellow. Place different colours big circles on floor, ask child to stand on the required colour. Let child find a yellow object in class.

Topic table and resource pictures

Morning ring

shapes, paper, glue paper, circles, objects

Shape - Circle. Cra ac vity: Paste a yellow circle on a paper, draw sunrays. Song on shapes

Resources

Resource pictures and topic table

Maths

The Weather in summer: Sunshine, rain, sun rises early and sets later Crumple paper with both hands/ ﬂoor play mixed toys. Assessment: Tidy up on own

Resources Pictures of the shapes, paper, glue, yellow circles

Week: 9 Fine motor

Magazines

Home language Sor ng Song: Eensy weensy spider Rhyme Song Story

Suggested Daily program and lesson plans Topic: Summer

clay dough, suitcase, balancing beam

paper, mixed toys, balancing beam, ball, hoop/ basket

Discuss puzzles, characters, so toys, jelly, blocks, ask ques ons ball, hoop, bean bags

Hand-eye coordina on (HEC). Kick a ball, throw a ball through hoop or in a basket, throw and catch a bean bag

Messy play: Jelly. Resources - mix jelly the previous day and let it set. Divide class in 2 groups for ac vity. Let kids play with it. Other group block play

Play, drama ze story

Place resource pictures of story in sequence. 4 pictures maximum

Resource pictures of the story

Gross motor ac vity

Tell story: Lara the yellow ladybird

Resources Newspaper, blocks, suit case, tunnel, rope,

Home language

Dynamic balance Crawl through tunnel, sail on tummy, balance on toes, jump over a rope on the ﬂoor

Resources

Life Skills: Acquire and repeat - Gree ng. Open and close a suitcase with a zipper

Crea vity / Life skills / sensory development

Date: Freeplay outside

h p://bookdash.org/yellow-ladybird-martha-evanscatherine-holtzhausen-nadene-kriel/ h p://bookdash.org/yellow-ladybird-martha-evanscatherine-holtzhausen-nadene-kriel/

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March 2017 Learning Years 30

31 Kleuterklanke Maart 2017

International Mother Language Day 21 February 2017 March 2017 Learning Years 32

Bestuurstelsel vir Kleuterskole, ‘n Dagsorg, Privaatskool of eninge besigheid wat ‘n diens aan kinders lewer! Vol rekenkundige stelsel: Van fakturering, kwitansies en state vir kliente na uitgawekonttrole en jaareinde afsluiting.

Kommunikasie Stelsel: Vind plaas deur die stelsel via sms of epos... of beide. Alle kommunikasie met kliente word gebere - outomaties.

Databasis en Rapporte: Hou kliente se inligting veilig in die “cloud”. Kan gebruik word op enige toestel met internet toegang. Legio rapportering opsies. • Geen langtermyn ooreenkoms. • Baie bekostigbaar!

Gratis opleiding en ondersteuning! Kontak Marco Bothma vir ‘n gratis demonstrasie: 082 853 5595 / (011) 886 0355 marco@kidsoft.co.za

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SUGGESTED DAILY PROGRAMME FOR GRADE R TIME

ACTIVITY

ADULT GUIDED ACTIVITY

FREE PLAY Integrated: 1 Mathematics 2 Home language

07:00 - 07:45

Arrival & free play

07:45 - 08:00

Tidy up

08:00 - 08:10

Toilet routine

08:10 - 08:30

Breakfast

08:30 - 08:40

Morning ring: Health check / Register / Weather / Birthdays / News

08:40 - 09:10

Life Skills: Beginning knowledge and social well- being / Physical Education

09:10 - 09:50

Life Skills: Visual Art, Drama & Physical Education

09:50 - 10:05

Tidy up

10:05 - 10:15

Toilet routine

10:15 - 10:35

Refreshments

Integrated: 1 Mathematics

10:35 - 11:25

Outdoor play

Integrated: 1 Mathematics 2 Home language- shared reading

11:25 - 11:35

Tidy up

11:35 - 11:45

Toilet

Integrated: 1 Mathematics 2 Home language

Adult guided activity 1

Integrated: 1 Home language

Adult guided activity 2

Integrated: 1 Home language: Handwriting / Writing

11:45 - 12:15

Mathematics

Adult guided activity 3

12:15 - 12:45

Home Language- Reading

Adult guided activity 4.1

12:45 - 13:00

Home Language{Phonemic awareness}

Adult guided activity 4.2

13:00 - 13:15

Toilet

13:15 - 13:35

Lunch

13:35 - 14:35

Rest

14:35 - 15:45

Outdoor play & snacks

15:45 - 16:00

Toilet

16:00 - 17:30

Free play inside & Departure

Integrated: 1 Home language 2 Free play 3 Morning ring 4 Refreshments 5 Outdoor play

March 2017 Learning Years 40

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Learning Years 46

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2-D shapes

3.3

3-D objects

3.2

Topic

Week 9

One learner stands outside the circle and runs around it holding a ball in his/her hands. The learner chooses to place the ball behind any of the learners seated in the circle. The chosen learner must pick up the ball and try and throw t he other learner with the ball, while he/she is running around the circle again to go and sit in the empty space.

Semi-concrete using 2-D shapes or pictures - Teacher names objects and learners must identify which objects areround e.g. orange, apple, table, ball, marble, book, box, etc.

If the ball touches the learner running away, he/she mus t go and sit in the middle of the circle and the game continues. Concrete using 3-D objects Let the learners: - Find round objects in the classroom. - Find shapes that represent a circle.

- Play game where learners sit in a circle and sing a song.

- Walk on a big circle, made with string, on the carpet.

- Make a circle using their ngers. - Make a circle using both hands. - Sit on a carpet, forming a circle while holding hands.

Recognise, identify and name 2-D shapes in the classroom and in pictures - a circle Kinaesthetic Let the learners:

Teacher shows learners that a box has four sides (corners) and therefore cannot roll, but the ball has no corners and can roll. - Encourage learners to nd objects in the class that can roll and slide - Ask learners whether they can nd an object(s) that can roll and slide

- Which object could slide?

- Why could the box not roll?

- Which object could roll?

The teacher asks learners:

The teacher then takes a box and does the same.

The teacher holds a ball and bounces it on the oor. She lets it roll on the oor

• Recognize and explore objects that slide and roll

Clarication notes

Orange, apple, table, ball, marble, book, box,

Soccer ball, Tennis ball, Golf ball, Apple, Orange, Hoops, etc

String

Learners

Box

Ball

Recommended Resources

Approximate Duration

Suggested Contact Time: One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)

CAPS Age 5 - 6 Mathematics

1 day

3.2 3-D objects

3.1 Position, orientation and views

Topic

Week 9

Let the learners: - Tear paper from the directory and crumple up the paper shaping them into a ball in their groups. - Learners must compare which ball is the biggest and which ball is the smallest. Semi-concrete using 2-D shapes or pictures - Give learners a sheet with pictures of big and small items. - Learners can colour the big items and circle the small items.

Teacher provides each group with old telephone directories.

- Let the learners arrange objects they nd from smallest to biggest in their respective groups.

- Each group member must nd an object in the classroom.

Concrete using 3-D objects:

- In the groups they then have to arrange the dough balls from smallest to biggest and biggest to smallest.

Provide learners with dough and let them make balls with the dough.

Kinaesthetic:

Orders more than two given collections of objects from smallest to biggest

This activity can be incorporated into Life Skills.

- Put the red bean bag between the blue and the yellow bean bag.

- Put the blue bean bag next to the yellow bean bag.

Using bean bags in different colours (red, blue, yellow, green), give learners the instruction to:

Concrete using 3-D objects

- Put the blue block between the red and the yellow block

- Put the red block next to the yellow block

The teacher provides learners with building block of different colours and gives them instructions such as:

Activity can be repeated with other learners.

- Mel is standing between Craig and Steve.

- Craig is standing next to Steve.

Kinaesthetic Teacher calls up three learners She illustrates the concepts next to and between by arranging the learners in different order saying:

Concepts next to/ between- incorporated with colour

The position of one or two objects in relation to each other

Clarication notes

4 sheet with pictures

Old telephone directories

Any objects in the classroom

Play dough

Coloured bean bags

Coloured blocks

Recommended Resources

Approximate Duration

Suggested Contact Time: One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)

CAPS Age 5 - 6 Mathematics

1 day

March 2017 Learning Years 52

53 Kleuterklanke Maart 2017

Patterns, Functions and Algebra

Numbers, Operations and Relationships

Content Area

WEEK 10

4.2 Length

Topic

Week 9

2.1 Geometric patterns

1.6 Problem solving techniques

1.1 Count objects

Topic

Rulers, Crayons, Pencils, Erasers, etc

Recommended Resources

Approximate Duration

Copies, extends and creates own patterns

Identies patterns in the environment

Uses concrete apparatus Explains own thinking in words and through drawings or concrete objects

Recognises the number name one

Knows the number symbol 1

Identies number pictures and dot cards that involve number one

Understands one-to-one correspondence (Helpers’ chart during refreshment time)

Understands ordinal numbers (e.g. during toilet routine)

Recognises numbers in familiar context- e.g. age, register

Estimates and rote counts up to 5 (Number songs & rhymes included to develop number concept)

Assessment Criteria

Use Week 10 to attend conceptual weaknesses and/or identied

- Together with the learners the teacher will come to the conclusion that Sipho is 6 hands high and Abby is only 5 hands high, because she’s shorter.

- Use learner’s symbol cards to indicate each ones height on the height chart.

- The teacher has a height chart ready against the wall to plot each learner’s height.

Height Chart

- Learners must arrange the objects from longest to shortest.

- Sort all the long object and all the short objects together.

Teacher puts a variety of objects on each group’s table such as rules, pencils, crayons, erasers, etc.

Concrete 3-D using objects

- One learner stands with his/her back against the wall while the other members of his/her group measures his/her height using their hands.

- Let learners arrange themselves in their groups from tallest to shortest.

- The teacher calls up 4 learners and asks the class to help arrange them from tall to short.

Kinaesthetic

- longest / shortest

- Tallest / shortest

Concretely compare and order objects using appropriate vocabulary to describe height

Clarication notes

Suggested Contact Time: One teacher-guided planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)

CAPS Age 5 - 6 Mathematics

1 day

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March 2017 Learning Years 56

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March 2017 Learning Years 58

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Dear Parent, Here is how you can communicate with your child on summer matters: Topic: Summer The topic Summer and how you can help your child understand it: • Make an ant farm using a clear bottle, soil from the garden and ants. Leave it for a few days and

see how the ants start making tunnels in the soil. • Talk about the fruit and vegetables we ﬁnd in store during the summer.

• Look for insects in the garden and discuss their role in their environment e.g. ladybugs feed from the lice on leaves. • Make them aware that they are sweating while playing outside and that the sweat is the body's way of cooling down. • Vocabulary: Topic words – lightning, sun, rain clouds, sunrise, sunset, sun hat, pool, watering can, ﬂowers, seeds, ladybird, sunglasses, sunscreen, umbrella, fan, sandals, weaver nest, swallow • English: Read stories and discuss the front page and pictures in the book. Retell the story in your own words. • Maths (5-6y group): Recognise and explore objects that can slide and roll. • Recognise 2-D and 3-D shapes. • Sort objects from smallest to biggest and shortest to longest • Explore the position of objects in relation to one another e.g. next to / between / behind. Sign: _____________________

Date: _____________________

If you have any questions or concerns, please contact me at: Cell: ( ___ ) _______________

March 2017 Learning Years 62

Prevention of Drowning Netcare Health Flyer Don’t let you or your family become a statistic this Holiday season due to unsafe practice around water

Source: Medibank Netcare Database

Drowning is the process of experiencing respiratory impairment from submersion/ immersion in liquid.

Near drowning is the survival of a drowning event involving unconsciousness or water inhalation and can lead to serious secondary complications or death, up to 72 hours after the event. It occurs more frequently in males and children. Drowning itself is quick and silent, although it may be preceded by distress which is more visible. A person drowning is unable to shout or call for help, or seek attention, as they cannot obtain enough air. The instinctive drowning response is the ﬁnal set of autonomic reactions in the 20-60 seconds before sinking under water and to the untrained eye can look similar to calm and safe behaviour.

63 Kleuterklanke Maart 2017

Reducing the risk of drowning

Around the pool

· The gate should have a self-latching mechanism. · Do not prop open the pool gate. Inside your home · Never leave small children alone · Use safety covers for pools not in use · Never leave a child unattended near in the bath. Ignore the phone a pool. and door bell or take the child along. · Do not use flotation toys as life preservers. · Use a non-slip mat in the bath. · Never assume your child is drown· Empty baths, tubs and other proof even if they can swim. containers after use or, when full, keep behind locked doors. · Remove toys from the pool when kids are finished swimming to prevent · Never use a bathtub seat or them from trying to recover them supporting ring without constant when unsupervised. adult supervision. The seat can overturn or a baby can slip out · Empty out all water from a wading into the water. pool when you are finished using it. · Install a toilet lid locking device · Remove any ladders from an above and keep bathroom doors closed ground pool when not in use. at all times (or you may want to · If you leave your child with a install a door knob cover). babysitter make sure she/he knows your rules for the pool.

Outdoors · Children should learn how to swim as soon as possible. It is equally important for them to be trained in survival skills such as ﬂoating and treading water. But even then, constant supervision is always necessary. A child should never swim alone. Remember buoyancy aids such as inﬂatable wings, tubes etc. are only aids. Don’t rely solely on their protection. · Warn against boisterous play in or near water. A dam wall or an area surrounding a swimming pool is no place to ride a bicycle. · Children should practice coping in water with their clothes on. · Children should never dive or jump into water they are unacquainted with, or when people are in the way.

Helping a child in trouble Throw the victim something that floats or offer a long object to hold onto. At all costs, avoid a double tragedy. Discourage children from jumping in. If you must go in, take something for the child to hold onto rather than permitting him to grab you. Warn children about faking cries for help or pretending to be in trouble. Everybody in your home should be taught simple rescue methods and first aid, especially CPR.

Important Emergency Numbers

Netcare 911: SAPS: 082 911 1011 Injury.Prevention@netcare.co.za

Outdoor play is a fundamental building block for learning.

Play outside!

Teachers Corner By Wietske Boon It is expected from teachers to take care of the learners in their class, academically and emo onally but o en it happens that teachers take care of the learners' physical and spiritual needs as well. Whatever your role in the classroom is, you can't pour from an empty cup. You might want to use these eight ps daily to keep your cup ﬁlled.

You need to look good, to feel good. Take me to dress nicely and get your hair done. Then tell yourself “Darling, you look good!”

'You are what you eat.' Make sure to eat regular healthy meals. Just as the learners can't concentrate on an empty stomach, you can't teach when hungry or suﬀering from low blood sugar.

Have posi ve self-talk. Yes, you are special and you can say it to yourself. In fact, you should give yourself at least one compliment every day.

Believe in yourself. The worst way to start a day is by thinking “I can't do this.” You can do it your way, and that is good enough.

Take control over the things you need to, and let it go of the rest. You know how far your responsibility stretches. Take control over that and do your best to accomplish that. Debrief and unload your emo ons. Meet up with a friend, colleague or even therapist to talk about your stress, shortcomings, successes, worries and fears. When you feel down, the learners will deﬁnitely pick up on your emo ons, react on it and it will escalate your stress.

Remember to breath. During teaching, ﬁgh ng your ba les and experiencing the highs and lows, take a deep breath from me to me. Not only will it reduce the stress but will help you to focus and think clearly.

Have quiet me a few minutes every day. Make this your me to think or pray. You need me to clear your mind and prepare for new challenges. When following their guidelines, you will feel mentally fit to teach and it will overflow into your classroom management and the atmosphere in your classroom. “Rest and self-care are so important. When you take me to replenish your spirit, it allows you to serve others from that overflow. You cannot serve from an empty vessel.” Eleanor Brownn

E E F F O C S I s y a w l a OD O G A IDEA 65 Kleuterklanke Maart 2017

Copy and colour in for some me-time

March 2017 Learning Years 66

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