Kleuterklanke Volume 38nr1 13

Volume 38 no/nr 1 - May/Mei 2013

Mentorskap Ondersteun die Nuwe Onderwyser

‘n Stryd Met Sintuie Sensoriese Integrasie en die Jong Kind

Don’t Jump the Gun on the Harmfulness of Toys

Supporting the Scientific Thinking and Inquiry Of Toddlers and Preschoolers Through Play

Volume 38 no/nr 1 - Mei / May 2013

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Editorial Team / Redaksie Cherry Stephen Marthie Stoltz Louisa Burger Graphic Design / Grafiese Ontwerp Aliza Smit Design & Layout / Ontwerp & Uitleg Project Design Printing / Drukwerk Spektrum

20 - ‘n Stryd Met Sintuie Sensoriese Integrasie En Die Jong Kind

Advertising / Reklame Lize Bredell Uitgewers / Publishers VVOS/AECYC Distribution / Verspreiding VVOS/AECYC Affiliation / Affiliasies VVOS/AECYC

26 - Mentorskap Ondersteun Die Nuwe Onderwyser

30 - Don’t Jump The Gun On The Harmfulness Of Toys

Contact Us / Kontak Ons Tel: 012 664 5313 Fax: 012 664 0457 E-mail: vvosinfo@tiscali.co.za www.vvos.co.za Opinionsexpressed expressedin inthis thismagazine magazinedo donot not Opinions necessarilyreflect reflectthose thoseof ofthe theEditorial EditorialTeam Team necessarily orthe theAECYC AECYCCommittee.

Committee.The TheEditorial EditorialTeam Team or reservesthe theright rightto toamend amendor orreject rejectany anyeditorial editorial reserves matteror orphotographs photographssubmitted submittedfor forpublication. publication. matter Acceptanceof ofadvertising advertisingdoes doesnot notrepresent representthe the Acceptance AECYC’sendorsement endorsementof ofany anyproduct productor orservice, service, AECYC’s norisisthe theAECYC AECYCresponsible responsiblefor forrepresentations representations nor madeby byadvertisers. advertisers. made Geenaanspreeklikheid aanspreeklikheidword wordaanvaar aanvaarvir virenige enige Geen geding wat uit hierdie publikasie mag spruit nie. geding wat uit hierdie publikasie mag spruit nie.

Hierdie jaar vier ons verjaarsdag!

Hierdie vereniging is 70 jaar gelede gestig onder beskerming van die SAVF en die ATKV. Aanvanklik was die belangrikste taak van die vereniging om na die belange van die SAVF kleuterskole in Transvaal om te sien. Hierdie taak het gaandeweg uitgebrei aangesien ander privaatbeheerde skole ook by die vereniging aangesluit het en daardeur die ledetal jaarliks laat groei het.

Die vereniging is in 1943 onder die naam Transvaalse Vereniging vir Kleuteropvoeding (TVKO) gestig en hierdie naam het deur die jare sinoniem geword met dié van Mev Eudora Hauptfleisch, wat vir sowat 40 jaar voorsitster van die vereniging was.

Mev Hauptfleisch skryf in ‘n vroëe Kleuterklanke soos volg oor die ontstaan en daarstelling van kleuterskole in die voormalige Transvaal: “Die Armstrong-Berning Sentrum, ‘n Tehuis vir ongehude moeders, wat in 1905 geopen is, het eers toegelaat dat kleuters daar kon aangehou word tot en met ses jaar.

Dit het baie probleme meegebring, want die matrone van die Tehuis was nie altyd opgewasse om die kleingoed reg te hanteer nie, en word 2 Kleuterklanke

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die kleuters onder ‘n boom gehok, sonder speelgoed of ontspanning. Die haglike toestand van sake kon nie meer geduld word nie en gevolglik word op ‘n naburige stoep ‘n plek ingeruim vir die kleingoed. Weldra word ‘n volwaardige kleuterskool gebou deur ‘n goedgesinde bouer vir R2600, naamlik die Eudora Hauptfleisch Kleuterskool, geopen in 1940. Daar kon 50 kleuters opgeneem word en die kontak van die kleuters van ArmstrongBerning Tehuis met buite kleuters was fenomenaal goed gewees. Gelukkig was mev PienaarSmith, ‘n opgeleide kleuterskool dame, wie haar opleiding by Lady Buxton in Kaapstad ontvang het, aangestel as hoof.

Die Eudora Hauptfleisch Kleuterskool was die impeteer tot die stigting van plus-minus 80 kleuterskole in Transvaal. So het ook die stigting van die TVKO gevolg, wat kleuterskole gemotiveer het tot volwaardige en benydeniswaardige bestaan.”

Riekie Grobler skryf in ‘n vroëe Kleuterklanke: “Alhoewel daar sedert 1939 opleidingsfasiliteite vir Engelssprekende kleuteronderwyseresse bestaan het, het die Universiteit van Pretoria in 1945, op aandrang van die SAVF, ‘n pos geskep vir ‘n lektrise in kleuteropvoeding. Mej Helena Naudé is in die pos aangestel en het vertel van haar eerste jaar aan U.P. toe sy, weens gebrek aan ruimte, lesings onder ‘n boom langs die ou Lettere gebou aangebied het! Sy moes egter ook die musiek en naaldwerk van die HOD studente behartig om haar pos se bestaansreg te regverdig!”

In 1993 het die naam van die vereniging verander na die Vereniging vir Voorskoolse Opvoeding en Sorg (VVOS) / Association for the Education and Care of Young Children (AECYC). Dit was verblydend dat hierdie naamsverandering en inklusiewe benadering skole van ander provinsies, meer Engelssprekende kleuterskole en ook ander multikulturele lede, by die vereniging laat www.photoxpress.com

aansluit het. Dit het tot gevolg gehad dat meer mense bereik is, seminare bygewoon het, en ons Kleuterklanke/Learning Years bruikbaar gevind het.

Deur die jare het die vereniging eers drie keer en later twee keer per jaar vergader.

Seminare word gehou en by hierdie geleenthede word lesings oor aktuele sake rakende preprimere onderwys aangebied. Van die terugvoer wat ons kry, weet ons dat daar positiewe insette gelewer word waarby skole en onderwysers baatvind en leer d.m.v. kundige sprekers en praktiese aanbiedings.

Die tydskrif Kleuterklanke was die mondstuk van die TVKO en het eers in 1976 verskyn. Ons lees dat dit belangstelling dwarsoor die Republiek gaande gemaak het. Ons is vandag baie trots op ons Kleuterklanke/ Learning Years en sien uit twee keer per jaar na die kleurvolle en insiggewende artikels en raad in die tydskrif wat ons op hoogte hou met nuwe verwikkelinge op die gebied van preprimêre onderwys. Meer oor Kleuterklanke op bl 12.

In die woorde van Eudora Hauptfleisch, wat in 1976 geskryf het: “Mag die kleuterskole tot in lengte van dae vir ons jeug tot hulp, steun en opbou bly en mag elke leerkrag deur liefde en hulp vir elke kleuter ‘n stukrag wees tot in die verre toekoms.” Ons neem haar woorde ter harte en sê dankie vir die huidige bestuurslede vir hartlike samewerking en toegewyde belangstelling. Ons sien daarna uit om nog baie jare kennis te deel en personeel te inspireer.

In a pre-school centre we are in an ideal position to whet the appetite and stimulate the inquiring minds of young children and we trust that the article on Scientific Thinking and Inquiry on page 42 will help to equip teachers with the skills to connect play activities with content knowledge.

Does your school allow toy guns on the playground?

Read Judith Ancer’s take on the subject on page 30 and let us know what your policy is on this controversial topic. ‘n Stryd met Sintuie reminds both teachers and parents of the importance of sensory integration in young children, and what can be done to foster healthy development. The “why?” and the “how?” are simply and logically explained.

Can you remember the time you were brand new to the classroom and didn’t even know where to find the basic equipment you needed? On page 26 Dr Elsie Calitz (a longstanding previous Chairperson and Editor of Kleuterklanke) shows us how to walk alongside and support a new staff member to make her part of a strong team.

Sue Grant-Marshall, in her article “The Joy of Reading”, makes us just want to gather up a little child onto a warm, welcoming lap and and introduce him to the magic world of words and books.

So carve out a little time in your busy day, settle down with Kleuterklanke and when you’ve finished, drop us a line. We love getting feedback from you, our readers!

The above paragraphs have provided a peep at the past: on page 16 you will find a vision aimed at the year 2030, provided by the National Planning Commission. It is gratifying to see ECD receiving its share of attention. In the Annual Performance Report put out by the Department of Basic Education in March this year, one of the improvements highlighted is the fact that 84% of five-year-olds now receive some form of schooling before starting primary school.

This issue of Kleuterklanke offers a variety of topics to enrich the knowledge and experience of the ECD practitioner.

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V

Wat is die beste manier om ‘n kind te hanteer wat jok as sy verf op die vloer gemors het en dit ontken al het ons dit sien gebeur? Is daar ‘n rede vir haar gedrag?

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A

Spelterapeut Wietske Boon antwood soos volg: Daar kan verskeie redes wees vir sulke gedrag. Moontlikhede is dat sy só vreesbevange is dat sy in die moeilikheid gaan beland, veral waar dissipline baie streng is, dat sy angstig raak en nie behoorlik dink wat sy sê nie. In hierdie geval sou ek aanbeveel dat julle haar vra waarom sy dit ontken. Sê vir haar dat almal soms foute maak, maar om dit te ontken is nie die oplossing nie.

Bespreek dit met die ouers en vind die oorsaak vir haar gedrag, byvoorbeeld moontlike angs of vrees, en los die onderliggende probleem op.

Die teenoorgestelde kan parmantigheid wees of die afwesigheid van dissipline; as sy sê dit was nie sy nie, is daar geen gevolge nie, veral in ‘n geval waar sy nie daarvan bewus is dat jy haar gesien het nie. Hier moet streng en konsekwent opgetree word dat díe tipe gedrag absoluut afgeleer word.

V

In ‘n gesprek met my buurvrou oor skoolgereedheid is sy nie oortuig oor die belangrikheid van die rol van ‘n kleuterskool nie. Wat is skoolgereedheid en is dit belangrik dat my kind ‘n kleuterskool moet bywoon?

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A

Volgens Suzaan Veldman Soekoe, ‘n arbeidsterapeut in Pretoria, is skoolgereedheid ‘n proses, nie ‘n gebeurtenis nie. Dit begin by geboorte en loop kop aan kop met die normale ontwikkelingstadia van ‘n kind. Indien ‘n kind van genoegsame geleenthede vir gesonde ontwikkeling voorsien word, sal hy/sy skoolgereed wees teen die tyd dat hy/sy die verpligte skoolgaande ouderdom bereik.

Skoolgereedheid beteken dat die kind gereed is om die aktiwiteite wat van hom/haar in ‘n skoolsituasie verwag word, te kan hanteer.

Die voorskoolse tydperk is ‘n voorbereiding vir die lewe self en dalk selfs die belangrikste stadium van alles, want dit is hier waar die fondament van ‘n kind se hele toekoms gelê word. Die doelwit van voorskoolse onderrig is om ‘n speel- en leeromgewing te skep, wat inspirerende aktiwitiete en geleenthede aan kinders voorsien, sodat hulle op ‘n volledige manier kan ontwikkel.

Daar is 3 verskillende aspekte van ontwikkeling vir kinders van alle ouderdomme:

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• Sosiale/ emosionele ontwikkeling: dit sluit ontwikkeling van gevoel en emosie, asook sosiale vaardighede in.

• Kognitiewe ontwikkeling: dit sluit ontwikkeling van die verstand en denkvaardighede in.

• Fisiese ontwikkeling: dit sluit ontwikkeling van die liggaam en motoriese vaardighede in.

Al hierdie aspekte van ontwikkeling is ewe belangrik en word op ‘n holistiese manier gedurende voorskoolse onderrig geïntegreer.

Baie ouers glo dat die skool en die onderwysers alleen verantwoordelik is vir die opvoeding van hulle kind.

Ouers moet egter ook verantwoordelik help met hul kinders se skoolgereedheid. Suzaan lê ook klem daarop dat dit belangrik is dat ouers ook moet bydra tot die kind se onderrig dus moet ouers meer betrokke by hul kinders se leerproses wees. Uiteindelik is opvoeding ‘n lewenslange ondervinding, en nie slegs iets wat by die skool plaasvind nie.

V A

Hoekom byt kinders en wat kan jy doen as jou kind byt?

A

Dit is ‘n vraag wat gepaard gaan met frustrasie van elke ouer wat klein kinders het.

Bytery is geen vreemde verskynsel nie, en dit gebeur gewoonlik by kinders tussen die ouderdom van 13 maande en 3 jaar.

Dit word ook die bytfase genoem.

Kinders tussen dié ouderdomme kan nog nie hulself verbaal voldoende uitdruk nie en voel dan dat byt hul help met hul frustrasie.

Daar is verskeie redes hoekom kinders byt. Kyk eers wat die situasie is en dan kan dit hanteer word. Kenners noem verskeie redes: Nuuskierigheid: Kinders leer deur hul sintuie en dus verstaan hul nie en onderskat waarom hul nie speelgoed of ander maatjies mag byt nie.

Tande kry: Opgeswelde tandvleis is

seer en bring ongemak en dan om aan iets te byt bring verligting.

Oorsaak en gevolg: Hulle kom agter elke aksie het ‘n gevolg bv., deur ‘n lepel op die tafel te kap maak ‘n geluid/lawaai en so ook met byt lok dit ‘n geskree uit.

Aandag: As ‘n kind voel hy word geignoreer sal hy byt, net om ‘n reaksie en aandag te kry, al is dit negatief.

Na apery: Deur ander dop te hou leer hulle en doen wat ander doen, sonder om na te dink of dit reg of verkeerd is – as mamma of pappa terugbyt word dit nie as ‘n vorm van tug gesien nie, maar as aanvaarbaar.

Onafhanklikheid: Kleuters probeer hard om onafhanklik te wees en byt is ‘n kragtige manier om ander te beheer.

Frustrasie: Kinders het nie altyd voldoende verbale uitdrukkingvermoëns nie en raak gefrustreerd en byt dan.

Stres: Verskeie omstandighede en situasies rondom die kind en sy omgewing bring spanning en kleuters/peuters voel dit aan en dit veroorsaak stres. Deur te byt druk hy gevoelens uit en verlig hy sy spanning.

Wat om te doen as jou kind byt?

Probeer om die probleem te ontleed deur te vra: wie, wat, waar, wanneer en hoe? Vind ‘n oplossing: wanneer sy tande pla, kry iets om aan te byt. As hy byt wanneer hy moeg of honger is, pas die roetine aan. As sy baklei oor een speelding, kry dalk twee, of neem dit weg, omrede hulle nog nie verstaan hoe om te deel nie.

Haal die kind uit die situasie en verduidelik dat sy eers moet kalmeer wanneer sy kwaad word; help haar om haar emosies te beheer en te hanteer.

As jou kind byt, wys hom deur jou gesigsuitdrukking en ferm stem dat dit onaanvaarbaar is.

Q

As Principal of a pre-primary school, I sometimes use volunteers from among the parents to help with the children, especially at the beginning of a year when the children first arrive and extra help is needed to orientate them and get everyone into a routine. What should I be doing to make them most effective without “bossing them around”?

A

It is invaluable to have extra hands, especially at those orientation times that you mention, but it is necessary to provide some guidelines and “training” to get the most out of the volunteers and to make the task rewarding for them, too. Make sure that you give recognition to each one who helps, no matter what the task. The person tearing paper for the teacher needs to realise that her help is just as valuable as that of the volunteer who reads a story to the children.

Try to have a meeting with your volunteers without the children present, before they are required. Show them around the school, explain where and when each class uses the playground and point out where to find things in everyday use, like waste materials for creative activities.

Make sure that all volunteers know the importance of the safety rules in the school and explain to them the rules in the classrooms and on the playground. Give them guidelines on how to use positive instructions when talking to the children, e.g. the adult would say, “We walk

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when we’re indoors,” rather than, “Don’t run”.

Give the volunteers suggestions for dealing with children in problem situations and discuss some of the common situations which arise. Forewarned is forearmed! And of course, they must know that confidentiality is essential and that they may not discuss outside the school what they are privileged to see and hear during their work with the children.

Most schools use volunteers to help on outings: here they need to be briefed beforehand on exactly what is expected of them, how many children are directly under their care, who those children are (they should have a written list and the children should wear name labels) and the procedure for the excursion.

Remember that the Principal and teachers remain responsible for anyone who comes into contact with the children at the school and that these volunteers work under their supervision.

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Arbeidsterapie: ‘n modegier?

Maroli Visser

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nlangs het ek ‘n kursus bygewoon waar die aanbieder op ‘n satiriese wyse genoem het dat daar deesdae amper in ‘n skool gevra moet word om dié kind te vind wat nie – een of ander tyd in sy/ haar ontwikkelingsjare – ‘n vorm van terapie kry nie. Amper iets soos “Spot the Different Child” waar die “Different Child” eintlik verwys na ‘n “normale” of “tipiese” kind. Dit

klink amper asof daar fout is wanneer ‘n kind nie terapie kry nie. Hoekom neem terapie toe ... of is dit net ‘n “inding”? Hierdie verskynsel van “oordosering van terapie” is wel ‘n realiteit.

Soms beskou ouers selfs arbeidsterapie as ‘n buitemuurse aktiwiteit eerder as ‘n aanvullende mediese diens, of dit nou remediërend, rehabiliterend of voorkomend van aard mag wees.

Dit bly meer waardevol om vir ‘n Graad R klas vorms te laat bou met klei of te teken in styselpap of modder of skuurpapiervorms te knip en plak, as wat dit is om net ‘n vorm op papier na te trek en in te kleur.

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Die rol van die arbeidsterapeut in evaluasie en behandeling is altyd om onderliggende boustene van ontwikkeling aan te spreek.

Wat is Arbeidsterapie?

Arbeidsterapie is ‘n florerende beroep – veral in sg. “ontwikkelde” lande. Baie navorsing word wêreldwyd gedoen ten opsigte van effektiewe arbeidsterapeutiese behandelingsmetodes vir die kind met ontwikkelingsagterstande. Arbeidsterapeute word tydens hul opleidingsjare primêr geleer om hul kliënte in totaliteit (holisties) te evalueer en te behandel.

Hul behandelingsmedium sluit altyd die gebruik van doelgerigte, ouderdomstoepaslike aktiwiteite in. Verder bied arbeidsterapeute gespesialiseerde terapie aan vir die ontwikkeling en verbetering van die geïdentifiseerde en onderliggende probleme, bv. sensoriese prosessering, spiersterkte, groot motoriese beweging en koördinasie, fyn motoriese beweging en perseptuele vaardighede.

Aandag word aan kinders se vrese gegee wat die ontwikkeling van gesonde selfvertroue rem. Veral word ouers se insig ook verbreed rondom hul kind se vermoëns en/of onvermoëns.

Die Rol van die Arbeidsterapeut by die Voorskoolse Kind Die rede vir verwysing na arbeidsterapiese dienste is baie belangrik; daarom moet onderwysers, net soos arbeidsterapeute, die normale ontwikkeling van kinders ken en verstaan. Mense behoort versigtig te wees om hul uit te laat oor abnormale (of genoem atipiese) ontwikkeling indien hulle nie oor deeglike kennis van normale (tipiese) ontwikkeling beskik nie. Dit is belangrik dat skole gereeld hul normtabelle (met die hulp van ‘n arbeidsterapeut, indien nodig) herevalueer om seker te maak dat dit geskik is en voorsiening maak vir sesmaandelikse verskille tussen kleuters.

My ervaring dui daarop dat al meer kleuterskole vroeër begin om die voorskoolse kind bloot te stel aan werksvelle (papier- en potloodaktiwiteite) en hoër kognitiewe aktiwiteite alvorens konsepte op ‘n konkrete vlak vasgelê word. Universeel word daar egter dwarsoor die wêreld bevind dat die jong kind (en veral voorskools) se brein na sensoriese en motoriese belewenisse vra. Dit bly dus meer waardevol om vir ‘n Graad R klas vorms te laat bou met klei of te teken in styselpap of modder of skuurpapiervorms te knip en plak, as wat dit is om net ‘n vorm op papier na te trek en in te kleur. Dieselfde kan gedoen word met letter- en getalherkenning.

Al meer kinders word deesdae verwys vir arbeidsterapie weens lae spiertonus. Spiertonus dui die graad van spanning aan in ‘n spier om sodoende die liggaam in ‘n stabiele posisie te behou. Dit is gewoonlik

hierdie kinders wat dit moeiliker vind as die ander om regop te sit, wat graag aan ander maatjies/ juffrou hang, wat teen apparate lê en oor die algemeen ‘n swakker fisieke uithouvermoë het as die res van die outjies in die ouderdomsgroep. Die rede vir toename in hierdie spesifieke probleem kan grootliks aan ons veranderende samelewing toegeskryf word.

Wonings raak kleiner; spasie in komplekse is beperk en sekuriteitsrisiko’s beperk kinders se vryheid om te kan hardloop en fietsry in die straat. Kinders word ook toenemend en onbeperk blootgestel aan tegnologie, insluitend televisie en immergewilde “Play Station” speletjies. (Ek moet wel noem dat ek beïndruk is met die nuwer speletjies soos X-Box en Nintendo Wii waar kinders meer interaktief is en bv. bewegings moet naboots.)

Die rol van die arbeidsterapeut in evaluasie en behandeling is dus altyd om onderliggende boustene van ontwikkeling aan te spreek en nie om ‘n vaardigheid volledig in te oefen nie. Laasgenoemde gebeur wel, maar dit bly sekondêr tot die ontwikkeling van onderliggende boustene. Die fokus is om sover moontlik aan die “oorsaak” van ‘n probleem te werk en nie slegs “simptome” te verlig nie.

Kinders wat arbeidsterapie om die regte redes ontvang, maak meesal goeie vordering binne ‘n tydperk van ses maande tot twee jaar.

Wees op die uitkyk vir enige van die volgende of kombinasie van gedrag/probleme in die klaskamer, soos kinders wat konstant beweeg konstant oor goed val en hul balans verloor konstant teen goed vasloop of iets omstamp skrikkerig is vir speelgrond apparaat en nie wil probeer klim en klouter nie musiek, georganiseerde speletjies en beweging lesse moeilik vind probleme ondervind met balvaardighede en ander oog-hand/oog-voet koördinasie aktiwiteite

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Kyk ook uit vir: Lompheid met hardloop en spring Swak fisieke uithouvermoë en gou moeg word Swak postuur en liggaamsbewustheid Uitermatige vermyding van bewegingsaktiwiteite Uitermatige soeke na bewegingsaktiwiteite, bv. swaai, hop, gly , wieg of rondomtalie bewegings Vermyding van middellynkruising (werk slegs met regterhand aan regterkant van die liggaam of met linkerhand aan linkerkant van die liggaam) Swak ontwikkelde lateraliteit (links-regs diskriminasie op 5 jaar) Vormsorteerders en konstruksie aktiwiteite is moeilik om te manipuleer Handskrif-aktiwiteite, disfunksionele potloodgreep Omruiling van letters, nommers en vorms tydens nabootsing (na die ouderdom van 6 jaar – dit is egter steeds aanvaarbaar tot middel Graad 1) Probleme met uitknip, na-trek en inkleur Stadig of swak met aantrek (4 – 5 jaar) Reageer negatief wanneer aangeraak word / Vermy aanraking Uitermatige soeke na fisieke kontak Sensitief vir eksterne stimulasie, bv. verskillende vlakke van lig, klank en hitte Hou nie van veranderinge in roetine nie en raak gou gefrustreerd Swak sosiale vaardighede Luistervaardighede mag swak wees en die kind ondervind probleme om te reageer op meer as een-stap instruksies Aandagafleibaarheid en onvermoë om te fokus op ‘n taak Stadig met taakuitvoering en dagdromery Geen gevaarsin Probleme met organisering en beplanningsvaardighede Ontwrigtend in die klaskamer Sommige kinders mag wel van die bogenoemde tekens toon sonder dat hul intensiewe arbeidsterapie benodig. Die mate waarin die betrokke probleem/probleme die kind se funksionering beïnvloed (tuis en/of by die kleuterskool) moet vasgestel word.

Praktiese Raad vir Onderwysers Tydens tafel- en stoeltjie aktiwiteite, moet die stoel- en tafelhoogte korrek wees en die kind se voetjies op die grond wees, andersins kan ‘n boks, bakstene of telefoongidse onder die voetjies geplaas word. Kinders moet regop sit sonder ‘n gaping tussen hulle rug en die stoelleuning.

Fokus nog meer op grof motoriese vaardigheidsontwikkeling. Kinders leer eerste deur hul vel, gewrigte en spiere en dan deur hul oë en ore.

Moenie te vroeg met potlode/“twisties” begin inkleur nie. Dit kan onnodig bydra tot fyn motoriese probleme indien kinders nog nie voldoende skouerstabiliteit ontwikkel het nie. (Dit word eers verwag op 6 jaar). Dik vetkryte voorsien die senuweesisteem ook van meer terugvoer en bewustheid van waar die arm en hand in die ruimte is en help dus ontwikkeling aan.

Moenie met handdominansie inmeng nie. Handvoorkeur ontwikkel tipies tussen 2 – 4 jaar en ‘n dominansie word tussen 4 – 6 jaar vasgelê. Maak altyd seker dat ‘n objek, bv. kryt/lepel in ‘n kind se middellyn geplaas word en hy dit self optel, eerder as wat dit onbewustelik in sy hand geplaas word of onbewustelik vir ‘n sekere hand gegee word.

Laastens sal die meerderheid kleuters eers kan konsentreer nadat hulle beweeg het. Gee dus genoeg kans vir beweging voordat perseptuele werk aangebied word.

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Dik vetkryte voorsien die senuweesisteem van meer terugvoer en bewustheid van waar die arm en hand in die ruimte is en help dus ontwikkeling aan.

Sal ‘n Kind ‘n Probleem Ontgroei?

Die antwoord is onwaarskynlik! Kinders word wel met ‘n sekere genetiese geneigdheid gebore om moontlik sensoriese prosesseringsprobleme, koördinasieprobleme en/of leerprobleme te hê, maar die invloed van toepaslike stimulasie en gespesialiseerde hulp, veral op die jong kind se neurologiese sisteem, kan in die era waarin ons leef, nie onderskat word nie! Primêre probleme wat nie vroeg aangespreek word nie, gaan net lei tot sekondêre probleme later in die kind se lewe en dit gaan meestal met ‘n swak selfbeeld gepaard!

In opvolg artikels sal ons na spesifieke ontwikkelingsareas kyk, veral ook met praktiese aktiwiteitsidees vir insluiting in die klaskamer.

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Maroli Visser is ‘n Arbeidsterapeut van Pierre van Ryneveld in Centurion. Sy kan gekontak word by 082 308 5263 of marolibez@hotmail.com

May 2013 Learning Years

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A magazine 37 years old, produced through the years by voluntary workers in the interests of South Africa’s small children. A proud record indeed!

The year 1976 saw the publication of the first Kleuterklanke under the editorship of Mrs Magda Pelser. 24 A4 pages were typed on a wax sheet and run off on a roneo machine; many of our readers today will not have met up with this rotary duplicator that used a stencil through which ink was pressed. The magazine aimed to inform and enrich nursery school teachers. Entirely in Afrikaans, Kleuterklanke was the official mouthpiece of the Transvaalse Vereniging vir Kleuteropvoeding (TVKO), which later became the Vereniging vir Voorskoolse Opvoeding en Sorg (VVOS), or Association for the Education and Care of Young Children (AECYC). The second issue was professionally printed, and included advertisements for posts for teachers at salaries ranging from R206 to R522 per month.

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In the early years there was much involvement and input from the Universities, the Transvaal Education Department and the affiliated schools. The Editorial Panel was fortunate to have the services of a number of university lecturers who also gave professional input in articles published in Kleuterklanke, thus giving readers up-to-date information on research and developments in Early Childhood Education.

We know that the foundation for adulthood is laid in the ECD years. We believe that Kleuterklanke/Learning Years plays an important role in helping to expose teachers to new thinking and methods and to keep their playrooms inviting and inspiring.

Here’s to the next 37 years!

May 2013 Learning Years

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The Joy of Reading Sue Grant-Marshall

T

he more that you read, the more things you will know. The more you learn, the more places you’ll go,” wrote Dr Seuss in I Can Read With My Eyes Shut!

That brilliant writer sums it up – the power, the fun and the lifelong benefit of being read to as a kid and, conversely, of reading to our own children.

It was during an interview with Marguerite Poland, one of SA’s finest authors, for my Radio Today book show that I tuned in, once again, to the fantastical worlds that words, read aloud can take us to. She was recalling the joys of listening to her beloved Scots grandmother who, I’m sure, was partially responsible for Marguerite’s lyrical prose.

Instantly, my mind flitted back decades to hot Botswana nights when my father drew up a chair as we four kids sprawled atop our beds. The hurricane lamp spluttered – “

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we had no electricity – as moths and other insects crawled up to, and dive-bombed into, the killer flame.

Outside our gauzed-against-mosquito windows, owls hooted, nightjars called and sometimes, lions roared.

Inside, four minds imagined, with terror, blind Pew taptapping in Treasure Island or tumbled down rabbit holes with Alice in Wonderland.

Sue Grant-Marshall is a multi-award winning journalist who writes for Business Day, the Financial Mail and the Sunday Independent. She hosts her popular weekly book show, Reading Matters, on Radio Today. She has coauthored two bestselling Penguin books and gives talks about the gap between the generations, helping people of all ages to understand why other generations behave differently from theirs.

Then, as happened nightly, Dad’s head drooped, his glasses slid a bit, his hearing aid shifted and we would nudge each other, giggling all the while.

“Harrumph,” he exclaimed as he straightened up.

Aged two, she could recite Seuss’ The Cat in the Hat. “Off to bed,” he’d say sleepily, with satisfying routineness.

When my beloved daughter Amy was born, my lifelong passion for reading saw her sitting in her little bathtub with plastic books floating around her. I’d heard that the sooner you begin reading and crooning nursery rhymes, the better for your babe’s vocabulary and love of the printed word.

I wanted to share with her the joy that my ‘paper friends’ had provided me with in my isolated youth. So, at three weeks old, the infant lolled on my lap as I burped her, and read. The kid never stood a chance. Aged two, she could recite Seuss’ The Cat in the Hat. The tables were turned on occasion: once when I was organising a book week for the magazine I worked on, only to be woken at sparrows by a toddler bashing my head with a book, yelling, “Read, Mummy, read”.

I’d swoop her up, snuggle her in beside me – and obey orders.

In later years, when she was ill, I read aloud, again on instruction, her favourite poems that soothed and comforted her. For a year, The Chronicles of Narnia was our soapie, even though she and her grandma never missed an episode of The Bold and the Beautiful.

She was 11 years old when our nightly reading journeys hit the rock of Robert Louis Stevenson’s Kidnapped. No wonder it sunk us – it was in the original ‘high’ Scots.

a study into the effect of mothers reading to toddlers every day. It found that the toddlers’ ‘cognitive outcomes’ were enhanced. Interestingly, it also appeared to “...lower behavioural problems”. In another report, the nation was alarmed to discover that “...many children are starting school, never having been read a story”.

British literacy expert, Pie Corbett, quoted in The Guardian, declared that too many children were left to watch TV, “...often by busy middle-class parents. The TV does the imagining for you. It doesn’t care whether or not you are listening.”

Yet other experts point to the intimacy and physicality of reading, the snuggling, stroking a tiny hand; to the comforting routine of a fun reading session at bedtime.

Those too poor to afford books needn’t despair. Nightly storytelling is just as emotive, as the listening mind soars with suspense and drama.

“How can one know where reading books ends and dreaming in books begins?” asks Andrew Piper, leaving me thrilled that some of the greatest achievers of all time were undoubtedly stimulated by fireside tales; by listening to stories with open minds and ‘eyes shut’.

First published in woman&home magazine, March 2013 and reproduced by kind permission of the editor and author.

The British government commissioned a study into the effect of mothers reading to toddlers every day.

Since then I’ve been fascinated by ongoing reports of the huge value that reading aloud has for little ones. They emanate from international education institutes, literacy experts and, more recently, in Andrew Piper’s Book Was There: Reading in Electronic Times.

A few years ago, the British government commissioned

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May 2013 Learning Years

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VISION 2030

Improving education, training and innovation Extract from Chapter 9, National Development Plan – 2030

E

1. Critical steps to be taken in 2013 to unlock CD featured prominently in the recently unveiled implementation, including implementation of National Development Plan, put together programmes that do not require additional

by The National Planning Commission resources and long lead times, under the leadership of Minister and focusing on areas where Trevor Manuel. The NDP is a NDP Proposal: implementation of existing policies long-term strategic plan, the To make 2 years of quality needs to improve. desired destination being 2. 2014 – 2019 planning cycle. The preschool enrolment for 4the year 2030. The Plan 2014 – 2019 planning cycle should aims to ensure that all South and 5-year-olds compulsory be viewed as the first in a series of Africans attain a decent before Grade 1. five-year planning cycles that will standard of living through advance the goals of the NDP. the elimination of poverty and 3.

2019 – 2024 and 2024 – 2029 reduction of inequality. Key issues planning cycles. This phase of the NDP will be such as housing, sanitation, education, used to initiate the remaining activities and will health care and adequate nutrition are some of the matters build on previous cycles. addressed in the NDP. The plan will be implemented in three broad phrases: 16 Kleuterklanke

Mei 2013

The following extract from the NDP pertains to ECD: Universal access to early childhood development In 2030 in South Africa, there will be about 4 million children under 3, nearly 2 million in the 4–5 years age group and just under 1 million 6-year-olds. The majority of these children will be in urban areas, but there will also be a significant number in rural areas.

Grade R is currently the strongest element of preschool learning and support.

Plans for early childhood development infrastructure and services need to differentiate between the needs of urban and rural areas. There are differences in these areas that require customised approaches.

The interventions should be different for children of different age groups. The youngest (0–3 years) are best served through clinic, home and community-based programmes that focus on working with families. 4–5 year-old children benefit from some structured learning in group programmes.

The quality and coverage of early childhood development services for children aged 0–4 is poor. Grade R is currently the strongest element of preschool learning and support. It links early childhood development services to primary schools. This method should be extended to include four- and five-year-olds. But it would have to build on a firmer foundation of child nutrition, health and development from pregnancy to three years of age, without which children will not be able to take advantage of an expanded preschool experience.

Early childhood development services should be flexible and responsive to the needs of children, families and communities. Some services need to be targeted directly at children, while others provide support to their primary caregivers.

It is also essential that everybody has access to services of a consistently high standard regardless of who they are and where they live. Specific consideration should be given to the most vulnerable children – those who are living in poverty, at a great distance from existing services, or with disabilities.

Universal access to quality early childhood

development for children aged 0–3 must be made available and have a strong nutrition and educational focus. Although early childhood development may continue to be provided through the private sector, a stronger role for the government is essential.

The central challenges include: Funding for infrastructure and staff Training for teachers Learner support materials and equipment Strengthening of support agencies Reaching the most vulnerable children and families Ensuring that departments responsible for different aspects of early childhood development work together.

Proposals for Early Childhood Development Make early childhood development a top priority among the measures to improve the quality of education and long-term prospects of future generations. Dedicated resources should be channelled towards ensuring that children are well cared for from an early age and receive appropriate emotional, cognitive and physical development stimulation.

Broaden the definition of early childhood development, taking into account all the development needs of a child. Use the expanded definition as the basis for all strategies.

Make 2 years of quality preschool enrolment for 4- and 5-year-olds compulsory before Grade 1.

Define and phase in a comprehensive package of services for all young children.

Address the coordination weaknesses between the different sectors and departments responsible for early childhood development services in order to strengthen collaboration. The Commission will work with the respective departments to find a solution to the perennial coordination challenge in the delivery of early childhood development services.

Standardise the guidelines, norms and standards for early childhood development programmes. The Department of Basic Education has a set of guidelines for the planning of public schools, which also sets out requirements for Grade R facilities. The Department of Social Development published regulations in 2009 that set out national norms and standards for drop-in centres in terms of the Children’s Act of 2005.These guidelines, norms and standards must be standardised and should take into account the needs of children with disabilities in all communities.

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Encourage innovation in the way early childhood development services are delivered. Home and community-based early childhood development interventions should be piloted in selected districts.

Financing for this initiative could involve working closely with foreign donors and private sector funders.

External finance is useful as a way of piloting new initiatives, not for basic funding of early childhood development programmes, which the state must provide.

Improve state funding for early childhood development.

Current funding mechanisms are not adequate for the expansive early childhood development programme reflected in this plan. It is important to test and develop funding models that cover the comprehensive package of services.

Strengthen coordination between departments, as well as the private and non-profit sectors. Focus should be on routine day-to-day coordination between units of departments that do similar work. Officials who work on issues that affect children should find effective ways to deliver programmes and resolve problems across departments and sectors rather than wait for coordination at the level of directors general.

Invest in training early childhood development practitioners, upgrading their qualifications and developing clear career paths.

Provide governmental support for training, resource and other intermediary agencies so that they can support community-based programmes.

Institutional architecture The primary purpose of early childhood development will continue to be comprehensive support for the holistic development of young children and their families. This requires the convergent efforts of several departments and depends on a strong coordinating mechanism.

While the departments of health, basic education and social development lead in providing services for young children, poor vulnerable families also depend on the efforts of the Department of Home Affairs for their

Although early childhood development may continue to be provided through the private sector, a stronger role for the government is essential. children’s birth registration in order to access state support, the Department of Human Settlements for housing subsidies, and the Departments of Energy and Water Affairs for basic services.

The state is responsible for ensuring that all vulnerable families receive a comprehensive package of early childhood development services. There should be a policy and programme shift to ensure that the Department of Basic Education takes the core responsibility for the provision and monitoring of ECD. Other departments should continue to provide services in a supportive capacity.

Resource allocation should gradually reflect the changes in institutional responsibility for early childhood development.

Sources

www.npconline.co.za www.sanews.gov.za

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There is a difference between hearing and actively listening and understanding.

Pre-school teachers and parents can help children develop the listening skills which are essential to a good command of language and communication. Help them to focus on one stimulus amongst all the distracting sounds and noise around them and encourage them to listen actively.

LISTEN UP! A Few Activities for Young Children

“I go to the shop and I buy ……” (name an item). The next child has to repeat the sentence and name that item as well as another.

Children enjoy fun sentences in which you deliberately make a mistake – “I post my letter in the dustbin.” “I baked the pizza in the fridge.” The child identifies the error and gives the appropriate word.

Describe an everyday object and the child has to guess what it is: “It is round, made of rubber and you can bounce it”.

The child closes his eyes and counts how many times you clap your hands (or copies a pattern which you clap).

Describe an animal and the child names it: “This animal is very big, has a grey skin, big ears and a trunk – what is it?”

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Play whispering games: a few children sit in a circle and pass on a whispered message.

The child follows a series of commands: “Put the block under the shelf, close the door and hop towards me on one leg.”

May 2013 Learning Years

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‘n Stryd met Sintuie Shanda Luyt

H

aat jou kind dit om kaalvoet te loop? Selfs in die huis? Weier hy om enige iets aan te raak wat taai, slymerig of vuil is? Dring hy daarop aan dat alle etikette aan sy klere afgesny word? As jou antwoord hierop “ja” is, is jou kind waarskynlik tasweerstandig – net een van die interessante probleme wat arbeidsterapeute deesdae suksesvol aanspreek met sensoriese integrasieterapie.

Sensoriese integrasie is ‘n noodsaaklike deel van jou kind se ontwikkeling. Kinders wat met sensoriese verwerking sukkel, kan dit later hotagter kry met sosiale verhoudings, gedragsprobleme en leerprobleme.

Wat is sensoriese integrasie?

Sensoriese integrasie het te doen met die organisasie van ‘n mens se sintuiglike ervarings, skryf Jean Ayres, die pionier wat sensoriese integrasie die eerste keer beskryf het, in haar boek Sensory Integration and the Child (1979).

Ons sintuie gee vir ons inligting oor die omgewing rondom ons. Gewaarwordinge of sensasies vloei na ons brein soos strome na ‘n meer toe vloei. Ontelbare brokkies sensoriese inligting gaan die brein elke sekonde binne – nie net van ons oë en ore nie, maar van elke deel van ons liggaam, skryf sy.

Jou brein plaas, sorteer en organiseer sensasies, 20 Kleuterklanke

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byna soos ‘n verkeersbeampte die verkeer reguleer. As sensasies op ‘n goed georganiseerde en geïntegreerde manier vloei, kan jou brein hierdie sensasies gebruik om persepsies te vorm, gedrag te bepaal en te leer. As die vloei van sensasies na jou brein ongeorganiseerd is, kan die lewe soos ‘n verkeersknoop raak.

Daar is sewe sensoriese stelsels wat inligting na die brein laat vloei: Tas (gevoel), vestibulêr (balans), proprioseptief (beweging), reuk (ruik), visueel (sien), ouditief (hoor), smaak (proe).

Sensoriese integrasie fokus veral op die “vergete” sintuie: tas, balans en beweging.

1.DieDietasstelsel tasstelsel bestaan uit senupunte onder die

veloppervlak wat inligting na die brein stuur. Die inligting sluit in ligte aanraking, pyn, temperatuur en drukking.

As die tasstelsel nie reg werk nie, raak die brein dikwels oorgestimuleer en dit kan lei tot oormatige breinaktiwiteit wat nie afgeskakel of georganiseer kan word nie. Die oorstimulasie kan dit vir jou kind moeilik maak om te konsentreer of sy gedrag te organiseer.

stelsel 2.Vestibulêre Die stelsel hou verband met die strukture in die

binneoor wat beweging en veranderinge in die posisie van jou kop waarneem. Dis die vestibulêre stelsel wat vir jou sê dat jou kop regop of skuins is, al is jou oë toe. As die vestibulêre stelsel nie goed werk nie, gebeur een van twee dinge gewoonlik: * Jou kind is oorsensitief vir vestibulêre stimulasie. Hy reageer angstig op normale bewegings soos swaai, gly of teen skuinstes afloop. Hy kan ook lomp wees. * Jou kind soek aktief na intense sensoriese ervarings soos uitermatige rondomtaliedraai, spring of ander bewegings.

stelsel 3.Proprioseptiewe Die proprioseptiewe stelsel verwys na dele van die

spiere, gewrigte en senings wat jou onderliggend van jou liggaamsposisie bewus maak. As jou proprioseptiewe stelsel reg werk, sal jy outomaties die posisie van jou lyf aanpas om sê maar by die trap af te klim. Dit laat jou ook toe om voorwerpe met fyn motoriese bewegings te manipuleer.

As die stelsel nie werk nie, is jy dikwels lomp, geneig om te val, jy is nie altyd bewus van jou liggaam se posisie in ruimte nie, jou postuur kan vreemd wees, ‘n baba sal min kruip en ‘n kind sal dit moeilik vind om klein voorwerpies te hanteer. Propriosepsie gaan ook oor jou vermoë om motoriese aktiwiteite te beplan en uit te voer.

swaartekrag die vestibulêre stelsel. Dit spoor sy nekspiere aan om sy koppie regop te probeer hou. As jy hom ronddra en saggies wieg, kalmeer dit hom. * As jy baba op sy rug plaas, stimuleer die gewaarwordinge van sy spiere en gewrigte sy senustelsel en voer hy ongeorganiseerde bewegings met sy arms en bene uit. Die gewaarwordinge en bewegings sal uiteindelik so georganiseerd wees dat hy met ‘n mes en vurk kan eet. * Jou baba reageer op klank met sagte keelklanke wat die spraakstreke in die brein begin stimuleer.

2 tot 3 maande * Jou baba moet nou sy rug- en nekspiere versterk.

Hy leer eers om sy oë en nek te beheer sodat hy sy kop kan bedwing en sy visuele veld kan stabiliseer.

Dit gebeur wanneer die sensasies van die middeloor, nekspiere en oogspiere integreer. * Die gewaarwording van swaartekrag stimuleer hom dat hy teen drie maande homself van sy maag af op sy arms kan opstoot en sy kop op sy skouers kan balanseer. * Omdat hy nou skerper begin sien, geniet hy kontrasterende kleure en patrone. Hy begin sy ouers se gesigte herken. * Sy hande is meestal oop. Hy staar graag na sy bewegende vingers en probeer na voorwerpe reik.

Hy begin sy arms beheer sodat hy voorwerpe kan optel. Dis die eerste aktiewe treetjie na hand-oog koördinasie.

Moenie pasgebore babas te veel stimuleer nie.

Hoe jou kind se sensoriese integrasie vorder Maand 1 * Jou pasgebore baba kan sekere liggaamsensasies interpreter, maar reageer met ingebore refleksbewegings daarop. * Jou baba sal voel dat hy aangeraak word, maar nie noodwendig weet waar nie. Aanraking is nou emosioneel baie belangrik en sy ma se aanraking stel hom gerus. * Sy handjies is meestal toe “gryprefleks”. Hy reageer op gewaarwordinge van swaartekrag en beweging.

As jy hom regop teen jou skouer hou, stimuleer

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3 tot 6 maande * Jou baba hou nou sy kop in die middel wanneer hy op sy rug lê en sy hande bymekaar bring. Hy begin die linker- en regterkante van sy lyfie koördineer. * Hy stoot himself met reguit arms van sy maag af op.

As hy gewig op sy hande dra, word sy handspiere May 2013 Learning Years

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gestimuleer sodat hy later goeie handgrepe kan ontwikkel en fyn kan manipuleer. * As hy op sy rug lê, is sy maagspiere sterk genoeg dat hy sy tone kan vasgryp, wat hom per ongeluk op sy sy laat beland. So begin hy omrol oefen. Dis belangrik dat hy sy maag- en rugspiere aanhou oefen om vir kruip voor te berei. * Jou baba hou daarvan om gewig op sy beentjies te dra. Teen 6 maande bons hy op en af op jou skoot.

Dit stimuleer die vestibulêre stelsel en spiere, wat belangrik is vir die ontwikkeling van sy koördinasie. * Indien hy die sensasies van swaartekrag, beweging en visie goed geïntegreer het, sal hy nou leer sit, voorwerpe met sy hele palm vashou, dit kan omdraai

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Al die gewaarwordinge wat van sy middeloor, spiere en gewrigte kom, help jou baba ervaar dat hy aan Moeder Aarde verbonde is. en met twee hande teen mekaar kan kap. Soos sy brein die tasgewaarwordinge in sy hande integreer met die gewaarwordinge van sy spiere en gewrigte, sal sy greep al hoe fyner word. * Hy voel die beste met sy mond en verken sy omgewing deur alles in sy mond te druk. * Al die gewaarwordinge wat van sy middeloor, spiere en gewrigte kom, help jou baba ervaar dat hy aan Moeder Aarde verbonde is. Dit is die basis van sy emosionele sekuriteit.

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6 tot 9 maande * Jou baba begin leer om voort te beweeg deur te rol, te seil of te kruip. Omdat hy kan beweeg, sien hy nie net ruimte en afstand nie, maar ervaar hy dit ook. As babas sukkel om die sensasies van kruip te integreer, sukkel hulle gewoonlik later om afstand en grootte te skat. * Jou baba se greep ontwikkel so fyn dat hy klein voorwerpies kan optel en sy wysvinger in klein gaatjies kan druk. Hy kan sy handbewegings al so goed beplan dat hy eenvoudige speelgoed wat inmekaar pas, uitmekaar kan haal. * Omdat hy sy omgewing goed kan waarneem en kan begin onthou, sal jou baba teen sowat 8 maande oud ontsteld raak as hy jou nie kan sien nie. Hy verstaan nog nie dat jy bestaan, al sien hy jou nie. Teen 9 maande oud begin hy objekpermanensie ontwikkel en weet hy dan iets kan bestaan, al sien hy dit nie. Nou hou hy van wegkruipspeletjies. Hy onderskei detail in klanke en begin eenvoudige woorde verstaan. Hy eksperimenteer met spraakklanke.

9 tot 12 maande * Jou baba kruip sterk en die gewaarwordinge van sy spiere – wat kom van die gewrigte wat sy gewig moet dra en sy middeloor – help hom om te leer hoe om die twee kante van sy lyf te koördineer en sy bewegings motories te beplan. Dit help hom om bewus te raak van waar sy liggaamsdele in die ruimte is en hoe hy daarmee kan beweeg. Hieruit ontwikkel visuele persepsie omdat hy ruimtelike konsepte met sy liggaam ervaar. * Jou baba kruis nou sy middellyn wanneer hy speel.

Elke keer as hy met sy lepel mors of met kryte krap, leer hy hoe om gereedskap te hanteer. Hy leer teen meubels opstaan, wat integrasie van elke deel van sy lyfie vereis. Hy begin taal gebruik om te kommunikeer en verstaan al taamlik goed. Hy babbel baie en kan dalk al ‘n paar woorde sê. Hy hou van speletjies soos handjies klap of totsiens waai.

1 tot 3 jaar * Jou kind begin nou goed loop en praat en kan meer ingewikkelde aksies beplan. Hy is meer akkuraat in die uitvoering van sy aksies; ‘n mens kan begin sien watter hand oorheers en hy begin leer om tassensasies te plaas en te onderskei. * Omdat hy soveel meer met sy hande ontdek, stimuleer dit sy tasstelsel, wat hom leer om handbewegings al fyner te beplan. * Visuele persepsie word verder versterk omdat hy vorms en tekstuur ervaar en die eienskappe daarvan begin onthou. Hy ontdek vertikale ruimte, wat goeie

organisasie van die vestibulêre aparaat, spiere, gewrigte en visie vereis. * Sy liggaamsbewustheid word al beter en hy oefen eindelose variasies van bewegings deur te stoot, trek, op te tel, te gooi, klim en klouter. Sy ervarings laat hom bevoeg voel. Hy besef hy is ‘n individu uit eie reg en dat hy ‘n impak op sy omgewing kan hê.

Dit laat hy almal om hom goed verstaan. Die goeie integrasie van gewaarwordinge vorm die fondament van goeie verhoudings met ander mense.

3 tot 7 jaar * Dis ‘n belangrike tydperk vir sensoriese integrasie omdat jou kind se brein nou besonder ontvanklik vir sensasies is en dit die beste leer organiseer. * Jou kind se innerlike dryfkrag maak hom aktief en hy verfyn sy motoriese vaardighede deur spel. Sy handoog-koördinasie verfyn in so ‘n mate dat hy leer teken en skryf. Hy leer hoe om allerhande soorte gereedskap te hanteer. Elke taak vereis sensoriese inligting wat reeds vroeër in sy brein geberg is. * Teen 8 jaar oud is sy tas- en vestibulêre stelsel ryp.

Hy kan opeenvolgende bewegingspatrone beplan.

Hy leer nie meer in die eerste plek deur sy tas-, proprioseptiewe en vestibulêre stelsels nie, maar met sy oë en ore. Hy verstaan en praat goed genoeg om behoeftes uit te druk. Hy is ook nou sosiaal bevoeg: hy kan idees en speelgoed deel, volgens reels speel en kan ‘n betroubare vriend wees. Hy kan ook sy aandag beter reguleer. Dit alles gee hom ‘n goeie selfbeeld en selfbeheer.

* Praat met hom in verskillende stemtone, sing en speel ‘n kasset met kinderliedjies op. * Swaai hom saggies in die rondte en op en af. * Sit speelgoed met verskillende teksture in sy hande.

Hang ‘n bal in ‘n sykous aan ‘n boom. Die kind kan dit laat hop of met ‘n stok slaan.

3 tot 6 maande Begin jou baba blootstel aan plekke en voorwerpe wat visueel interessant is en wys dit uit. * Hou ‘n mandjie voorwerpe van verskillende vorms en teksture in elke vertrek waarmee hy kan speel. * Praat heeltyd met hom oor wat jy doen. Noem sy naam baie. * Bad hom met verskillende teksture waslappe en sponse en gee badspeelgoed. * Dra hom in verskillende posisies, dans met hom en speel bonsspeletjies. * Wys vir hom helderkleurige prente in bababoekies.

Hoe om jou kind se sensoriese integrasie aan te moedig 0 tot 6 weke ‘n Jong baba se brein kan nog nie oortollige gewaarwordinge uitsluit nie en raak baie gou oorgestimuleer. Moet baba dus nie te veel stimuleer nie: * Skerp lig is irriterend * Beweeg en wieg hom ritmies en kalmerend * Masseer hom * Kalmeer hom met jou stem. Speel rustige Barokmusiek * Laat hom vir baie kort rukkies op sy maag lê sodat hy kan oefen om sy koppie op te lig.

6 tot 12 weke Nou kan jy hom meer begin stimuleer. * Laat baba langer op sy magie lê en sit speelgoed neer waarna hy kan reik. * Laat hom op sy rug onder helderkleurige bewertjies lê sodat hy kan oefen om te reik en na voorwerpe te skop.

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* Laat hom langer op sy magie lê en sit ‘n spieël voor hom neer sodat hy na himself kan kyk.

6 tot 9 maande * Lekker speelgoed is stapelblokkies van verskillende teksture, balle, rammelaars en klokkies. * Laat hom die teksture van kos ervaar: gee klonterige vla, gekleurde ysies, verskillende vorms pasta, waatlemoen en graankosse. * Noem liggaamsdele soos jy hulle was; maak ‘n borrelbad en gee badspeelgoed. * Laat hom oor verskillende hindernisse soos kussings en komberse kruip. * Sit saam met hom op ‘n swaai en swaai in verskillende rigtings.

9 tot 12 maande * Gee hom speelgoed wat hy kan stoot terwyl hy kruip en laat hom teen ‘n helling opkruip om sy spiere te versterk. * Gee stewige speelgoed wat hy stoot terwyl hy leer loop. * Moedig hom aan om teen meubels op te staan en te loop. * Laat hom self eet. Gee vingerkosse van verskillende groottes en teksture. * Gee hom ringstapelaars en boekies met verskillende teksture, sowel as aktiwiteits speelgoed of speelgoed waarin hy sy vingertjie kan steek. * Gee blootstelling aan speeltoerusting soos swaaie en wipplanke.

Indien jy vir meer as drie weke meer as drie uur per dag bestee om hom te kalmeer, is baba dalk abnormaal prikkelbaar.

2 tot 3 jaar Gee ‘n verskeidenheid speelgoed soos: * Skopfietsies * ‘n Sandput met grafies, bakkies en ander speelgoed * Verbeeldingspeelgoed soos vragmotors, teekoppies of speelgoeddiere * Modder * Verskillende drywende badspeelgoed. Spuit skeerroom teen die kant van die bad en laat hom met sy hande patrone daarin teken. * Stel hom bloot aan kosse met verskillende smake en 24 Kleuterklanke

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teksture * Laat hom met vingerverf eksperimenteer. Maak handen voetafdrukke met die verf. * Eenvoudige en opvoedkundige speelgoed soos vormblokkies, groot konstruksieblokke en groot hamers waarmee hy moet kap * Belê in buite-klimapparaat, swaaie, glyplanke en wipplanke 3 tot 7 jaar Fyn motories: * Laat jou kind speel met klei waarvan die tekstuur en elastisiteit verskil. Verander die tekstuur deur ryskorrels by te voeg. * Gooi ‘n bak vol meel of sand en laat hom met sy vingers daarin teken of letters en syfers daarin oefen. * Gee hom verskillende groottes kwasse, skêre, hamers, kryte, lekkerruikpenne, potlode, stensils en stempels. * Gee opvoedkundige speelgoed soos konstruksiespeletjies, pennetjieborde en rygwerk. * Laat jou kind in die kombuis help en leer om hoeveelhede af te meet en te skink en te sny.

Grof motories: Gee blootstelling aan: * Speelparkapparaat wat vestibulêre stimulasie en motoriese beplanning vereis. Laat hom in verskillende posisies daarop beweeg, byvoorbeeld op sy maag teen die glyplank af en daarna op sy rug. Hoe meer hy beweeg, klim en klouter, hoe beter ontwikkel hy sy spiere, koördinasie en motoriese beplanning. * Balle en rakkette van verskillende groottes en massas.

Hang ‘n bal in ‘n sykous aan ‘n boom. Hy kan dit laat hop of met ‘n stok slaan. * Baie swaar spierwerktake soos om die inkopiesakke te help dra, die asblik uit te neem of ‘n sleepwa met bakstene te trek. * Boontjiesakke met verskillende teksture en massas om na teikens te gooi, te vang of op verskillende liggaamsdele te balanseer. * Balanseerapparaat soos ‘n balansbalk of ‘n muurtjie om op te loop. * Hindernisbane: hy moet onder die tafel deurkruip sonder om daaraan te raak, op een been tot by ‘n matras spring, onderdeur die matras seil en op ‘n motorband wip. * Driewiele, fietse, skopfietse, springstokke, stelte en springtoue. * Probeer soveel moontlik sintuie betrek wanneer jou kind moet leer. Speel raai-raaispeletjies waar hy smake en reuke moet uitken of voorwerpe en vorms deur gevoel. Teken die letters of nommer wat hy moet leer op sy hand of rug.

Hoe weet ek my kind het ‘n probleem?

Jou kind moet ‘n paar van hierdie probleme hê voordat jy bekommerd hoef te raak. As jy twyfel, laat hom evalueer deur ‘n arbeidsterapeut met ‘n kwalifikasie in sensoriese integrasie.

Babas Beweging: Huil jou baba wanneer hy deur ruimte beweeg word, as jy hom optel, neerlê of bewegingspeletjies speel?

Aanraking: Huil jou baba of bied hy weerstand as jy hom vertroetel, bad, droogmaak, aantrek of sy gesig en hare was? Vermy hy sekere teksture?

Visie en gehoor: Vermy hy oogkontak? Is hy baie ligsensitief? Druk hy sy ore toe vir geluide wat ander babas nie pla nie, soos die deurklokkie?

Slaapstoornisse: Slaapprobleme is soms, maar nie noodwendig nie, ‘n teken van probleme met sensoriese integrasie.

Prikkelbaarheid: Is dit baie moeilik om jou baba te troos as hy eers ontsteld is? Indien jy vir meer as drie weke meer as drie uur per dag bestee om hom te kalmeer, is hy dalk abnormaal prikkelbaar.

Voedingsprobleme: Het jou baba gesukkel om aan die bors vas te suig of na ‘n bottel oor te skakel? Is hy puntenerig oor smake en teksture van kos?

Ouer kinders: Beweging: Jou kind raak ontsteld as jy hom in die lug gooi of swaai. Hy vermy bewegingsapparaat en klim-en-kloutery.

Hy raak angstig by hysbakke of roltrappe.

Hy raak baie gou naar as hy swaai of motor ry. Indien jou kind oormatig lank kan rol, tol, swaai en onderstebo hang sonder om dronk te voel en daarmee saam uiters waaghalsig is en baie beweeg, kan dit ook op probleme met sensoriese integrasie dui.

Aanraking: Vermy jou kind aanraking of reageer aggressief daarop? Veroorsaak dit dat hy van maats onttrek of bakleierig is? Moet sy klere net van sekere stowwe wees? Verpes hy rolnekke en etikette?

Smaak en reuk: Is jou kind reuksensitief en kla hy dat reuke wat die meeste mense nie pla nie, hom irriteer of naar maak? Is hy baie kieskeurig oor die tekstuur en smaak van kos? Het hy vreemde kosvoorkeure?

Visie en gehoor: Is jou kind ligsensitief? Vermy hy oogkontak? Raak hy ooraktief in ‘n kleurryke omgewing?

Kla hy dat agtergrond geluide (soos ‘n buislig of die

yskas) hom irriteer?

Beplanning: Is jou kind lomp en ‘n ongeluksvoël? Pak hy take op ‘n onbeplande wyse aan wat dan tot frustrasie lei?

Kou hy gedurig aan voorwerpe? Sukkel hy om die twee kante van sy lyf te laat saamwerk om te huppel?

Aan- en uittrek: Sukkel jou kind om homself aan te trek en te leer om vasmaakmeganismes te hanteer?

Sosiaal-emosioneel: Het jou kind ‘n lae eiewaarde en sukkel hy om maats te maak? Wissel sy emosies dikwels en is hy veeleisend omdat hy sukkel om aan te pas by verandering in roetine?

Eerste publikasie in Baba & Kleuter, September 2003. Her-publikasie in hierdie tydskrif met die vriendelike toestemming van die Redakteur.

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Vir meer inligting oor sensoriese integrasie, skakel die Suid-Afrikaanse Instituut vir Sensoriese Integrasie (Saisi) by 051 444 1026 May 2013 Learning Years

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MENTORSKAP Onervare of onseker? Gee leiding Dr Elsie Calitz, Departementshoof ECD Centurion Akademie

‘n Algemene klagte onder skoolhoofde is dat studente wat pas klaar gestudeer het, nie genoeg weet om onderwysers te wees nie. Daar is selfs hoofde wat verklaar dat hulle nie jong onderwysers sal aanstel nie “want hulle is onbetroubaar”.

In die praktyk word nuwe jong onderwysers, en selfs onopgeleide assistente aan die diep kant ingegooi en hulle moet swem of verdrink.

Is daar ‘n beter manier? Ek wil my verstout om te sê dat ons baie beter resultate sal kry indien ons ‘n stelsel van mentorskap by skole instel.

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Voordat ons by die kenmerke en praktyk van mentorskap kom, is dit nodig dat ons kyk na wat in plek moet wees in ‘n skool om die proses van mentorskap suksesvol te laat verloop. ‘n Gedeelde onderrigfilosofie Dit is altyd vir my ontstellend om in skole te kom en te beleef dat elke onderwyser in die skool op ‘n ander manier skool hou. Dit beteken nie dat ek ‘n robotstelsel voorstaan nie. Dit is egter noodsaaklik dat ons almal saamstem oor dissipline, kennis sal hê oor kinderontwikkeling

en baie beslis kennis moet hê oor breinontwikkelingnavorsing. Almal moet weet hoe belangrik sosiale en emosionele ontwikkeling is vir optimale leer en wat ons as onderwysers moet doen om hierdie optimale leeromstandighede te skep. Ons moet ook almal weet dat selfgeinisieerde spel baie beter langtermyn resultate gee as onderwyser-geinisieerde spel. ‘n Belangrike aspek wat definitief aandag moet kry is die geweldige negatiewe effek van stres op die leer van kinders. Ons weet dat jong

kinders wat onsimpatiek behandel word en ongeborge stres ervaar, se dopamienvlakke so hoog styg dat hulle selfs moontlike skade kan kry op die strukturele vlak van die brein. ‘n Gedeelde Kindbeeld Soms kom ek by skole en hoor hoe skree onderwysers of almal sit op die stoep en tee drink en die assistente hou toesig. Gelukkig is daar skole waar onderwysers op die speelgrond is, betrokke by die kinders se spel en besig om waar te neem en spel uit te brei deur ekstra apparaat by te voeg. Wat is die verskil hier? As ek na ‘n kind kyk en glo dat elke kind wil leer, dat geen kind met opset stout is nie (breinontwikkeling sê dat kinders die belangrike volwassenes se goedkeuring soek), glo ek ook dat elke kind die potensiaal het om briljant te wees. Ons moet net waarneem en vasstel waarin. Hierdie kindbeeld beteken dat ek heeltemal anders optree teenoor kinders as wanneer ek glo dat hulle inherent ongehoorsaam en stout en onkundig is.

Die belangrikheid van spel en fisiese beweging Medina sê in sy boek Brainrules for babies dat om te beweeg die belangrikste manier is waarop kinders leer. Ons weet vandag dat beweging nie net gesond is nie, beweging laat die frontale lobbe in die brein ontwikkel en hormone afskei wat kinders beter laat konsentreer, beter onthou en vinniger leer. Voorskoolse kinders behoort nie langer as 15 minute stil te sit nie. Hulle moet soveel as moontlik beweeg. ‘n Gedeelde passie om op datum te wees met nuwe navorsing Daar is seker nie nog ‘n sektor in die onderwys waar daar soveel nuwe navorsing is as in voorskoolse onderwys nie. Voor 1990 kon ons neusoptrek vir teorieë oor hoe jong kinders leer. Tans is die meeste van

die navorsingbevindings gegrond op studies wat herhaaldelik dieselfde resultate kry en dus onomstootlike bewys lewer. Elke hoof moet ‘n lewenslange student wees en haar

Beweging laat die frontale lobbe in die brein ontwikkel en hormone afskei wat kinders beter laat konsentreer, onthou en leer. personeel inspireer om dieselfde te wees. Die tyd is verby dat ons teruggryp na dit wat ons dekades gelede geleer het. Verandering, en radikale verandering is ‘n daaglikse realiteit in die lewe en baie beslis in die Voorskoolse Sentrum. Jong kinders se behoeftes is totaal anders as wat dit so kort as agt jaar gelede was. Die implikasie hiervan is dat ons verandering moet aangryp en gebruik.

Wat is mentorskap?

Basies bestaan mentorskap daaruit dat ‘n nuwe jong, onervare onderwyser toegesê word aan die leiding van ‘n meer ervare onderwyser wat die nuwelingonderwyser sal ondersteun en blootstel aan die roetine en maniere om dinge te doen in die kleuterskoolprogram.

kies wat ervare is, die skool goed genoeg ken en ook ingelig is oor nuwe navorsing en die toepassing van hierdie navorsing in die klas.

Daarby moet dit iemand wees wat goed met mense klaarkom, en goed kan kommunikeer. Die hoof kan wel deel wees van die mentorskap maar die literatuur meen dat iemand wat as ‘n vriend kan optree, simpatiek kan wees en nie te hoog in die hierargie van die bestuur is nie, ideaal in die rol van mentor pas.

Die verhouding tussen mentor en nuweling onderwyser In enige verhouding, tussen volwassenes maar ook tussen onderwyser en kind, is die belangrikste element vertroue. Dit beteken dat die nuweling onderwyser nie bedreig moet voel deur die mentor nie. Om vertroue te wen is dit dikwels nodig dat daar ook ‘n mate van ‘n vriendskapsverhouding tot stand moet kom. Beide die mentor en die nuweling moet weet wat die doel van die verhouding is. Daar moet op gereelde tye samesprekings wees maar die mentor moet ook beskikbaar wees indien daar ‘n onverwagse krisis is. Dit is ook belangrik dat daar nie ‘n gevoel by die nuweling moet wees dat “ek nie mag foute maak nie”. Die mentor moet ter wille van haarself en

Hoe word ‘n mentor aangewys?

Die eerste vraag is natuurlik wie as mentor optree. Vir elke hoof en vir die skool, is dit belangrik dat die aanpassing van die nuwe onderwysers goed verloop. Indien ons wil hê dat die onderwyser, kinders en ouers rustig en tevrede is, moet ons die proses van mentorskap en die persoon wat as mentor gaan optree goed deurdink. Ons moet dus iemand May 2013 www.photoxpress.com Learning Years 27

ook ter wille van die nuweling onthou hoe dit gevoel het om ‘n groentjie te wees.

Vir ‘n nuweling onderwyser is dit net so verwarrend om uit te vind wat moet gebeur as wat dit vir ‘n nuwe jong leerder is.

Die mentor moet bv die nuweling se aandag rig op kinders wat speel en wat ons kan leer uit die waarneming.

As ‘n goeie beginpunt kan die jong onderwyser die gewoonte aankweek om met ‘n knipbord en waarnemingsvelle op die speelgrond te loop. Daar moet ook leiding gegee word oor wat belangrik is en wat gebruik kan word in die ouerverslae.

Dit is ook belangrik dat gesprekstegnieke gebruik word wat fokus op positiewe aspekte en dit dan gebruik word om die aspekte waaraan gewerk moet word aan te spreek.

Soos met kinders moet die gesprek nooit begin met dit wat negatief is nie; dit laat stresvlakke styg en die persoon is dan baie minder geneë om te verander.

• Waar, wanneer en hoe word musiek- en bewegingsaktiwiteite aangebied?

• Wat doen ons met verlore klere/ kosblikke en ander besittings.

• Is daar ‘n beleid vir beserings?

• Hoe word siek kinders hanteer?

• Hoe word

personeel.

Daar is baie ander aspekte wat onder hierdie hofie ingedeel word.

Vir ‘n nuweling onderwyser is dit net so verwarrend om uit te vind wat moet gebeur as wat dit vir ‘n nuwe jong leerder is. Stres is nie net iets wat ‘n invloed op kinders uitoefen nie. Onderwysers beleef ook stres wat vermy kan word. ‘n Praktiese demonstrasie van die onderrigfilosofie in die dagprogram met

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ouers gekommunikeer?

Hierdie is sommer lukrake dinge wat bespreek en gewys kan word.

Elke skool sal op grond van eie ervaring ‘n prioriteitslys kan opstel oor aspekte wat belangrik is. Dit is ook belangrik dat alle aspekte wat bespreek word aangedui kan word in die optrede van die meer ervare

Beplanning van die dagprogram Beplanning is iets wat in elke skool anders gedoen word. Dit is egter een van daardie dinge wat gereeld gedoen moet word. Dit is ook ‘n uitstekende manier om die moontlike haakplekke uit te skakel voordat dit gebeur. Om bv op ‘n Vrydagmiddag te gaan sit met die voorbereiding en daardeur te werk, maak dit baie makliker om te verstaan wat dit is waarmee die nuwe onderwyser sukkel en waar die sterk punte is. ‘n Bespreking van die beplanning kan kyk na moontlike probleme wat betref tydsgebruik, apparaat wat uitgeplaas word bv te veel klein apparaat wat opruim baie moeilik maak. Dit is net met ervaring wat ‘n mens leer dat jy ‘n klaskamer moet beplan om leer op verskillende vlakke te laat plaasvind, bv op tafels, op die vloer en staan by vensters of ‘n esel. ‘n Mens leer ook net deur

Wat moet bespreek word?

Om die nuwelingonderwyser in te lei in die praktiese aspekte van die program in die kleuterskool: • Hoe om verf te meng en hoe om te sorg dat kwaste lank hou.

• Hoe om klei te maak en klei te bewaar.

• Hoe om op te ruim en seker te maak watter apparaat geskik is vir watter ouderdomsgroep.

• Hoe om die speellokaal voor te berei vir elke dag se vryspel.

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eksplorasie en ontwikkeling nie aan bande gelê word nie.

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ervaring dat as jy ‘n groot groep van 30 kleuters het, moet jy gebruik maak van die buite areas vir bv bokskonstruksie en verf.

Roetine aktiwiteite Die verloop van die dagprogram en die inpas van roetine tye is ‘n tydrowende aspek. Vir jong onderwysers is dit ‘n vreemde konsep dat daar toesig moet wees wanneer kinders toilet toe gaan. Dit is egter ‘n plek waar mens ‘n hele klomp norme en waardes kan oordra en jong onderwysers moet besef dat leer plaasvind in elke aspek van die dagprogram. Etenstyd is net so belangrik. By ons skool word die kos in bakke op die tafel geplaas, daar word ‘n tafelgebed gedoen en dan word die bakke rondgestuur en elke kind skep self in. As hulle nog kos wil hê word daar gevra: “Mag ek asseblief nog vleis kry?” Baie dankie moet ook nooit vergeet word nie. Voordat hulle opstaan word daar gesê: “Ek het lekker geëet, mag ek maar opstaan?” Dit is so belangrik dat die nuweling onderwyser besef dat ons as onderwysers betrokke is by die totale opvoeding van die volwassene van die toekoms.

Is daar ‘n assistent?

Wanneer ‘n klas groot genoeg

is, word ‘n assistent deel van die praktiese uitvoering van die dagprogram. Die verhouding tussen onderwyser en assistent is belangrik en dit help soms om die assistent deel te maak van die mentorproses. ‘n Swak verhouding tussen hierdie twee mense kan die beste mentorprogram

‘n Swak verhouding tussen die onderwyser en die assistent kan die beste mentorprogram laat struikel. laat struikel. Die mentor moet beide die onderwyser en die assistent help om te fokus op ‘n klaskamer wat ‘n uitnodiging aan jong kinders rig om spontaan deel te neem en te speel.

Uitplasing van apparaat, ongemerkte toesig terwyl hulle speel is baie belangrik, sowel as die kontrollering en wegpak van die apparaat. Alle ervare onderwysers het al daardie moedelose gevoel gekry: maar die speelding was nou net hier, waar is dit nou? Toesig, beheer en kontrole is belangrik. Die geheim is egter dat die kontrole en beheer onopsigtelik moet wees sodat die jong kinders se

Waarneming en assessering Een van die moeilikste vaardighede wat aangeleer en beoefen moet word is waarneming en assessering. Dit is iets wat langsamerhand ontwikkel met ervaring en oefening. Waarneming en assessering is die sentrale aktiwiteit in die program. Hierdie twee vaardighede is soos die Indiese olifante op my boekrak, dit anker en stut ‘n hele klomp aktiwiteite en vaardighede! Waarneming en ervaring is die vaardighede wat ons as onderywsers help om lewenslange studente te word en te leer uit elke ontmoeting op die speelgrond.

Slot Hierdie is ‘n baie eenvoudige siening van die belangrikheid van mentorskap. Om ‘n kleuterskoolonderwyser te wees is ‘n wonderlike, opwindende, uitputtende, roerende ervaring wat ek vir geen ander ervaring in my lewe sal ruil nie. Om met kinders te werk beteken dat ons ‘n direkte raakpunt met die toekoms het; wat ons doen, of dit reg is, vol foute is, met liefde gedoen of sonder liefde, ons betrokkenheid het ‘n lewenslange invloed.

Ons werk weliswaar nie vir geld nie maar daar is min beroepe wat die vlak van beroepsbevrediging het as die een waarin ons staan. Die mentor se betrokkenheid by die jong onderwyser bepaal dikwels of hierdie entoesiasme groei of taan.

Leeslys Galinsky, Ellen. 2012. Mind in the Making.

The seven essential life skills every child needs.

Gozolino, Louis. 2012. The Social Neuroscience of Education; optimizing attachment and learning.

Medina, John. 2010. Brain rules for baby; how to raise a smart and happy child from zero to five.

Shlain, Tiffany. 2013. Brain Power; from neurons to networks. TED. May 2013 Learning Years

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Don’t jump the gun on the harmfulness of toys

Judith Ancer Psychologist

Judith Ancer

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A

friend e-mailed me from peaceful Canada recently to inquire about guns. We often hear that Canada is such a boring country, as if violence and adrenalin are the necessary ingredients of a meaningful existence, so at first I was a bit surprised that she wanted such advice.

“I’m not sure what to do,” she said.

“Jamie (who is five years old) is desperate for a toy gun.

We’ve had lots of arguments about it, but eventually we

compromised on a pirate set, which he enjoyed. But now he says he wants a gun again and he wants one that shoots things out of it.”

She’s thinking of buying her son a shapeless wooden weapon, but I can’t see that satisfying him. Now she wants to know what I think about this issue in general.

Sometimes the world seems to be in an awful state,

Children throughout history have played out fantasy games of cops and robbers, good guys versus bad.

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South Africa no less. Our news is saturated with violent incidents in which people young and old use guns to settle scores.

The 2012 mass shooting of Grade 1 children at Sandy Hook Elementary School in Connecticut, US, is yet another reminder that, in the wrong hands, guns are instruments of wholesale devastation.

Therefore, the thinking parent might wonder why one should even contemplate buying children replica toy guns.

Surely they add to the atmosphere of violence, increase levels of aggression and act as a gateway to more lethal weapons?

However, I don’t think toy guns are a gateway to violence – the marijuana of the gun world, the Scope pinup of pornography.

Leaving aside the case of the recreational hunting and shooting family who have their own set of values in terms of guns, or the case of the ardent pacifist who will not abide any weapons, real or symbolic, for the rest of us a sensible, balanced approach is probably in order.

First of all, most toy guns are rubbish. Their mechanisms break down after a day or two and they end up forgotten at the bottom of the pile of discarded toys.

More importantly, denying the average child a replica toy weapon just creates new areas of power struggle between parents and child and increases the enticement of guns.

Your child is in regular contact with other children who play with them and being forbidden from any contact with guns potentially casts him in the role of peer group oddball. And I couldn’t find any research evidence that proves that nonviolent children are made violent by the presence of toy weapons.

Truly violent children act out their feelings with any weapon at their disposal. For example, in the disturbing Jamie Bulger case of 1993, two 10-year-olds beat twoyear-old Jamie to death with rocks and sticks.

And, in 2008, Morne Harmse killed one of his classmates with a sword in Krugersdorp. I doubt that either set of killers graduated to murder because they were given stones or plastic swords as children.

These clear exceptions aside, children throughout history have played out fantasy games of good and bad – cops and robbers, good guys versus bad guys, Jedi versus Clones, and so on. The vast majority of these children have not grown up to be monsters.

Fantasy play is a developmentally appropriate and healthy way for children to make sense of the world, express their inner struggle to manage their impulses and understand competing ways of being in the world.

It’s important not to overreact to fantasy play. One should distinguish violence from robust and imaginative play.

Some rough-and-tumble is typical of the way in which children (usually boys) relate to each other, compete and build friendships.

Pretending to be aggressive is not the same as being aggressive. In fact, play-fighting is a means of learning self-control and restraint, which can be exercised in more important situations.

Anyway, as every parent knows, anything can be transformed into a weapon, from Lego to sticks and pointed fingers (along with explosive shooting sound effects).

Toys don’t make children violent. What does are combinations of the following: experiences of shame, humiliation and being bullied in childhood, neglect and abuse, certain genetic inheritances, individual

Pretending to be aggressive is not the same as being aggressive. www.photoxpress.com

temperament and the kind of community and family children are raised in.

So, whether you live in chilly Canada or sunny South Africa, it’s about how caregivers and parents think about and behave towards their children and towards others in their community.

It’s not really about the toy gun.

Judith Ancer is a Johannesburg-based clinical psychologist. This article was first published in the Sunday Times, 31 March 2013, and is reproduced by kind permission of the author.

More of Judith’s columns can also be seen on her blog (judithancer. wordpress.com) May 2013 Learning Years

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A

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?

Is your school compliant with the requirements laid down by the Department of Social Development?

Below are just a few of the administrative requirements you should have in place in your ECD centre. They can be found in Guidelines for Early Childhood Development Services, a copy of which should be on the shelves of every ECD centre. It can be downloaded from the Department’s website.

dministrative systems for managing the centre must be developed and maintained. Records and information on the children must be kept up to date. Families must be given information and policies relating to the centre.

Centre information and policies must be given to families before the child is admitted.

Families and caregivers should know what is expected of them and what policies guide the after school centre. They should be familiar with: The days and hours of opening; The age group catered for; Rules in connection with times of arrival and departure; Arrangements regarding the fetching and transport of the child; Procedures to be followed when planning an excursion; Steps to be taken in case of an injury or accident or if a child is taken ill while at the centre; Admission of ill children/contagious diseases; The feeding of the children; Clothing; Monthly fees payable; Details and conditions for administering medicine to children; Notice of termination of attendance at the centre; Policy with regard to admission of children with disabilities, chronic illness and HIV and AIDS infected and affected children; Written complaints procedure.

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Records on each child must be kept up to date.

In addition to correspondence regarding the child the following forms must be kept on the child’s file: The child’s registration form. This form should include: »» Copy of child’s birth certificate; »» Surname, full name, gender and date of birth; »» The child’s home language; »» Home address and contact details of parents/family; »» Work address and contact details of parents/family; »» The income of parents/guardians (only in the case of subsidised places) »» Name, address and contact details of another responsible person who can be contacted in an emergency; »» Name, address and contact details of a person who has the parent or guardian’s permission to fetch the child from the place or centre on their behalf; »» Name, address and telephone number of the child’s family doctor or health care provider.

A complete medical history of the child. This can form part of the registration form.

Written permission from the parent that the child may be taken on an excursion. The date of the excursion and the destination must be entered on this permission form.

Registers must be kept up to date.

The supervisor must keep a register of all children. The date of admission and the date on which a child left must be entered in this register. This register may be combined with the daily attendance register.

There must be a daily attendance register where each child’s presence or absence is noted.

There must be regulations regarding the transport of children.

If transport is provided for the children to and from the centre, the centre staff must make sure that parents or responsible family members are aware of the rules with regard to the transportation of children.

These rules from the provincial traffic department include the following: In addition to the driver, there should be at least one other adult in the vehicle with the children; The vehicle has to be fitted with child locks; The driver must remain in the driving seat of the vehicle and may not assist in handing over the children; No children may be transported in the front of the vehicle; The driver of the vehicle must be in possession of a special licence to transport passengers; The seating space for each child and the room for carrycots must comply with the prescribed requirements, especially proper safety seating, including for children with disabilities. www.photoxpress.com

May 2013 Learning Years

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8

Die agt soorte intelligensies Mri Swanepoel

H

oward Gardner beskryf in sy boek Frames of the mind die verskillende intelligensies of die verskillende maniere om te leer en uit te vind. Hy deel dit in agt verskillende intelligensies in en maak die stelling dat ons op al agt maniere kan leer – maar dat een van die intelligensies sterker na vore sal kom as al die ander.

Dit is daarom belangrik dat jy weet watter een van die agt soorte intelligensies jou kind se sterkpunt is. Hierdie kennis sal hom help leer en hom nuwe vaardighede baie vinniger laat bemeester. Die agt verskillende intelligensies is:

1. Visueel/ruimtelik

Hierdie kinders dink in prentjies en vind maklik oplossings. Hulle hou van blokke, lego en huisies bou. Daarom is vorms, lyne en kleur vir hul belangrik en sal hulle gou dit regkry om te teken. Moenie kwaad word as hierdie kinders goed uitmekaar haal en weer probeer bou nie – hulle dink in prentjies en wil weet wat daar binne aangaan! Dit is hulle wat gedurig meubels skuif en ook vinnig agterkom as iets verander het of rondgeskuif is. Legkaarte is vir hulle baie maklik om te bou en hulle is op hulle gelukkigste as hulle kan verf, teken en kan dagdroom!

Hierdie kinders leer die beste deur foto’s en prente. Hulle vind dit moeilik as iets met baie woorde verduidelik word. Teken dit liewer – of beter nog vra hulle om dit wat hulle geleer het te teken. Hulle leer visueel die heel beste.

Geskenke wat by hierdie kinders pas is goed soos kameras, legkaarte, boeke om in te teken, storieboeke met baie prente en enige soort kunsmateriaal. Dit is vir hulle ook heerlik om blomme te rangskik

2. Verbaal en taal Hulle is sensitief vir taal en woorde.

Hulle speel met woord en klank en hou van betekenis en die orde van woorde. Hulle praat vroeg en baie met ‘n uitgebreide woordeskat. Hulle geniet grappe, rympies, gedigte en kan uitgerekte stories vertel maar hou daarvan om ook na stories te luister.

Stel hulle bekend aan literatuur en help hulle om stories op te maak van dit wat jy eintlik wil hê hulle moet leer bv.

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telstories en telrympies.

Geskenke om vir hierdie kinders te gee is papier en enige skryfmateriaal.

Verskillende soorte storieboeke en boeke met rympies in. Grapboeke of spotprente vind ook groot byval. Iets wat hulle stemme kan opneem sodat hulle later daarna kan luister verskaf ook ure se pret en sal ‘n baie gewilde geskenk wees!

3. Musiek Hierdie kinders is sensitief vir klank en toonhoogte. Hulle kan maklik geluide in die omgewing identifiseer en kan goed wysies hou. Hulle raak onrustig in geraas. Hulle hou van sing, himmm, neurie en hou ritme met voete, vingers, klap hande. Hierdie kinders wil graag ‘n instrument bespeel. Die kleiner kind sal graag geraas maak deur op potte en panne te kap.

Gekenke vir hierdie kinders sal die beste wees as dit geluide voortbring – bv. ‘n trom, ‘n blokfluit of ‘n rammelaartjie. Leer hulle met hierdie musiekale aanleg wiskunde deur bv. die tromslae te tel, te deel of by te tel. Gee ook geliefde musiekopnames om na te luister, iets wat hul eie stemme kan opneem en ook sommer potte en panne.

4. Kinesteties Hulle geniet sport en in enige aktiwiteit word die hele liggaam gebruik.

Uitdrukking aan emosies en idees word uitgedruk met ligaamlike beweging. Hulle is ook handig en probeer alles regmaak.

Probeer altyd patente en goed maak.

Regte raakvatters en altyd in beweging.

Hulle hou van konsert hou en vind dit baie moeielik om lank stil te sit.

Geskenke vir hierdie kinders sal wees om vir hulle vingertaal te leer of ‘n ander vaardigheid soos vingerbrei of tolletjiebrei. Hulle hou daarvan om modelle te bou en aan sport deel te neem. Hulle maak ook uitstekende rasie leiers of dirigente!

5. Logies/wiskundig Hou van syfers, uitdagings en werk met getalle. Hulle sien patrone raak, herken abstrakte vorms en kan goed redeneer. Hulle is nuuskierig en vra gedurig vrae. Hulle versamel gedurig goed en hou daarvan om hierdie versameling kort kort na te gaan. Hulle leer gou om te tel en hou van uitdagende raaisels.

May 2013 Learning Years

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Geskenke vir hierdie kinders sal wees iets soos legkaarte of raaispeletjies. ‘n Maatband, liniaal of kleremakers meethaak sal hulle baie van hou en daarmee alles opmeet. Getalle kry lewe soos karakters in ‘n boek. Skat, meet, bereken. Rekenaars is hul kos.

6. Interpersoonlik Hierdie kinders het die gawe om alles uit ‘n ander se oogpunt te probeer insien. Hulle verstaan ander se standpunte en is die regte Florence Nightingale wat na almal se belange omsien.

Gesinsbande is baie belangrik, gevoelens en gedagtes van ander voel hulle maklik aan. Hulle is die vredemakers, kan konflik maklik oplos en is baie gewild by maats.

Hulle werk met gemak in groepe saam en is natuurlike leiers.

Geskenke vir sulke kinders sal wees goed wat hulle kan deel en uitdeel.

Hulle hou ook daarvan om ander te vermaak, daarom kan handpoppe en aksiefigure in gedagte gehou word.

7. Intrapersoonlik Hierdie kinders hou daarvan om alleen te wees en op eie te werk. Hulle sukkel om in ‘n groep aan te pas. Hulle is bewus van hul emosies en het goeie beheer daaroor.

Hulle kan skaam en/of hardkoppig voorkom. Help hulle om selfwaarde te ontwikkel en moedig onafhanklikheid aan. Hulle het gewoonlik goeie selfvertroue, is gedissiplineerd en kan doel in oog hou. Geskenke vir hierdie kinders sal iets soos dagboeke en gedigte wees. Hulle hou van die bonatuurlike en fantasie.

8. Natuurslim Hierdie kinders geniet dit om iets te versamel en dit te bestudeer soos skoenlappers, insekte en klippe. Hulle is baie lief vir diere en bewus van diere se gevoelens. Hulle sien dikwels dinge raak wat ander nie raaksien nie.

Die ideale geskenk vir hierdie kinders sal iets wees soos ‘n vergrootglas, ‘n verkyker, mikroskoop of iets waarmee voëls gelok kan word bv. ‘n voëlvoerder of nes. Leer hulle oorsaak en gevolg met behulp van die wêreld om hulle. Help hulle om fyn waar te neem en ingelig te kyk.

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Dit maak nie saak watter intelligensie die sterkste in ‘n kind na vore kom nie – ons moet altyd die selfbeeld bou!

Selfbeeld vorm vanuit 3 basiese behoeftes of gevoelens: ‘n Gevoel van aanvaarding: eiewaarde bevoegdheid. Waardes word meestal per ongeluk oorgedra. So as jy nie wil hê ‘n kind moet iets doen nie, moet jy dit dan nie doen nie. Die uitdrukking van “moenie soos ek doen nie, doen soos ek sê” is van geen waarde nie.

Gevoel van dat ons waardeer word vir dit wat ons is. Nie wat ons doen, of besit nie. Ons behoort aan iemand.

Gevoel van goed wees. Eiewaarde het te doen met ons verhouding met onsself, ons eie selfrespek en skoon gewete. Mense wat nie hierdie gevoelens ervaar nie is geneig om onder skuldgevoelens gebuk te gaan en hulleself te verkleineer of af te kraak.

Rituele is goed vir ‘n kind.

Skep rituele tussen jou en haar bv. ‘n spesiale handdruk.

Wanneer jy haar by die skool kry, groet haar altyd op dieselfde manier – ‘n hele ritueel, bv. Laat ons sien wat het jy van die skool gebring… Ja, jou mooi bruin oë, ja, ek sien jou mooi wit tandjies en ja, daar is die glimlag en hier is jou drukkie wat ek al heeldag wag om vir jou te gee….

In die oggend of wanneer die kind weg was kan jy dalk elke liggaamsdeel groet: Goeiemiddag linkervoet… Of terwyl jy haar aantrek… Môre klein armpie.. kom steek jou in die mou in… voet..kous.

Wanneer jy haar moet wakker maak… Word wakker elmboog, word wakker klein toontjie…

JOU werk sal wag as jy die reënboog vir jou kind wys, maar die reënboog sal nie wag totdat jou werk klaar is nie.

Sing to prem babies The Pretoria News carried a Daily Mail report on 18 April 2013 on a study carried out at Beth Israel Hospital in New York and published in the journal Paediatrics. The study added to a growing body of evidence that music can benefit infants.

It was found that live music could slow the heartbeat of premature babies and make them breathe more easily. The sound of a percussive instrument or a parent singing could make a newborn baby sleep better and put them in a quietly attentive state, in some cases even helping them to feed.

Researchers found that the effect of the music was true regardless of which song was performed, although it had to be slow enough to sound like a lullaby.

May 2013 Learning Years

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38 Kleuterklanke

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Versie: Geitjie, geitjie Geitjie geitjie geitjie Waar gaan jy?

Toe nou, toe nou, Sê vir my.

Soek jy na jou maatjie?

Woerts!

Daar glip hy in sy gaatjie.

Woordeskat Kamoeflering, boots na, onsigbaar, deurskynend, vyande, voorkoms, verdikking, omgewing, gespikkel, onopsigtelik, vlekke

Hoe vind kamoeflering plaas? ** Kleurskakerings – Zebra ** Kleurverandering a.g.v. seisoen; fennekvos, ysbeer ** Spontane kleurverandering – verkleurmannetjie ** Nabootsing – Klipvis ** Vermomming – gemaskerde krappe.

Liedjie Daar sit ‘n uil Kyk waar hy skuil Waar vlieg hy heen Hy weet alleen Daar loop ‘n muis Hoor die gedruis Uil maak hom bang En muis is gevang

Mei 2013

Smelt saam met geel gras

}

} So om aan te pas by die omgewing - minder sigbaar te wees

Voëlnessies: Swaeltjie | modder - bruin Kiewiet| gras/stokkies , lyk soos omgewing Duiwe| stokkies/droeë blare , lyk soos boomtakke

Voëleiers: Vaal Grys Gespikkel

Voëls Wyfievoël vaal - so om kleintjies te beskerm Uil - bruin bont lyk soos blare en takke Kiewiet - pas aan by gradering

Wilde diere ** Zebra: strepe wek skyn dat liggaam opgebreek is. ** Koedoes/rooibokke: vaalbruin en lyk soos gras ** Reebok: wit vlekke op pels boots patroon van sonlig en skadu na.

Reptiele ** Verkleurmannetjie: verander van kleur (bruin na groen) ** Boomslang : lyk soos blare ** Skilpad: dop lyk soos klip ** Huisslang: lyk soos blare/ grond ** Krokodil: lê stil in water, net neusgate/oë steek uit ** Varswaterskilpad: lê in modder, bek wyd oop, tong lyk soos wurmpie. ** Akkedis - bruin

Kamoeflering in die natuur

Wat is kamoeflering?

Maniere van diere, insekte, voëls, visse, reptiele om hulself onsigbaar/minder sigbaar vir vyande te maak deur hul voorkoms te verander/aan te pas.

Roofdiere Moet onopsigtelik wees as hulle prooi bekruip: Leeus : minder opsigtelik Tier kolle/strepe help Jagluiperd om vorm van Luiperd diere op te breek

} boots blare na d.m.v. liggaamshouding, vorm en kleur

Ander diere ** Boompadda: groen, bly tussen blare en bosse.

Word bruin as hy teen stam opgaan. ** Spinnekop: spin paar verdikkings op web. ** Fennekvos: vaalbruin kleur/ woestyn ** Ysbeer : spierwit pels ** Wesel: winter is pels spierwit, somer is dit rooibruin en ‘n wit pens.

** Klipvis: doodstil in die see ** Gemaskerde krappe: wiere seegras op sy rug

}

Visse Deurskynend/blou rug, silwer pens : flous die vyand. verander vinnig van Skolvis kleur. Lê op bodem van Botvis die see

** Wandelende tak: lyk soos ‘n tak ** Skoenlapper: Vou vlerke toe – binnekant verberg, buitekant soos blare.

Insekte Sprinkane Krieke Motte Skoenlappers

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40 Kleuterklanke

Kamoeflering in die natuur Stories en feite Carthy, John. Diere-vermomming.

Dell, Pamela J.Why Do Tigers Have Stripes?

Goodman, Susan E. Claws, Coats and Camouflage.

Jenkins, Steve. What Do You Do When Something Wants To Eat You? Otto, Carolyn B. What Color is Camouflage?

Oxford Wetenskapfilms. Wegkruipertjie.

Rathmell, Doreen & German, Donna Rathmell. Octavia and her Purple Ink Cloud.

Sowler, Sandie. Merkwaardige Diere-vermommings.

Musiek Die Uil. Sien vloeidiagram.

Wetenskap Higiëne Diere lek hulself skoon met hul tonge.

Kuns Teken en collage. Teken dier en kamoefleer dit met gras, blare en stokkies.

Teken, kamoefleer met vetkryt en knip ‘n slang.

Juffrou verskaf ‘n boks met grond wat kol-kol bruin is. Kleuters verf eiers om met die sand en klippies te smelt.

Verf gestreepte agtergrond vir môre se verfprentjie.

Beweging Jy’s ‘n slang/luiperd/geitjie/bok in die veld.

Daar kom ‘n jagter. Wys vir my hoe kom jy weg.

What gebeur met ‘n spiëel in die son?

Eksperimenteer met spiëels.

Persepsie Reuk. Ons ruik met ons neuse.

Slange ruik met hul tonge.

Hard en sag. Harde Skilpaddop.

Sagte slangvel.

Vorms: eiers. Ovaal, klein vs groot.

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Emosie Hoe voel ek as ek ‘n wilde dier sien? My buurman se katjie? ‘n verkleurmannetjie? ‘n Slang?

May 2013 Learning Years

41

Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers through Play Maria Hamlin and Debora B Wisneski

S

ome educators have reservations about teaching science in early childhood settings. They might lack confidence in their own scientific knowledge or wonder how to include more science content in their teaching. As a science methods instructor, Maria frequently hears from her students, “I’m not really very good at science. I had to take a few science courses along the way, but I don’t really know how to include more science in children’s everyday learning.”

An early childhood teacher educator, Debora has spent many years examining the educational potential of children’s play with pre-service and in-service teachers. She has found that many teachers recognize the importance of play in learning but struggle with 42 Kleuterklanke

Mei 2013

Maria Hamlin, PhD, is assistant professor of science and math education at the University of Wisconsin–Milwaukee. Her research interests include equity and access in mathematics and science education. She teaches science pedagogy courses for early childhood pre-service teachers.

Debora B. Wisneski, PhD, is associate professor of early childhood education at the University of Wisconsin– Milwaukee. She studies children’s stories, play, and classroom community. She is the president of the Association for Childhood Education International.

The authors would like to acknowledge and thank Diane Eisen, family child care provider in the Greater Milwaukee Area.

how play activities connect with content knowledge and how they should support children’s learning though play.

Through our conversations, the two of us have found points of agreement and opportunities to grow from each other’s perspective.

Whether smelling the air, tasting a flower’s nectar, feeling the texture of a smooth rock, rolling a toy car down an incline, building a tower, or looking at a cicada shell, children have been learning since birth. Children learn about the world by using their senses. When healthy children are born into the world, they breathe and taste the air, they feel the coolness of air in contrast to the warmth of the womb, they hear familiar voices and see people associated with those voices. Through observation they begin to make connections related to their environment, thus creating knowledge.

Many of these activities and opportunities for sensemaking occur through play. Play provides abundant opportunities for children to learn science concepts such as the diversity and interdependence of life, relationships between force and motion, and the structure of matter. It is also a rich context in which to introduce young children to the process of scientific inquiry.

Teachers support play through intentional planning and engaging in high-quality interactions with children and adults. For example, to provide opportunities for children to learn about force and motion, teachers could encourage children to discover what happens when they touch and move objects made of different materials, like wooden cars or plastic tubes. The teacher also shares the experience with the children by observing and commenting on their actions and asking “What if?” questions. This planning and interaction leads to ever-increasing knowledge and understanding of force and motion. In the following sections we share how one family child care provider created opportunities for children ages 18 months to 3 years to make connections between different types of play and science learning. We offer explanations and examples of how teachers can create opportunities for young children to expand their understandings of scientific concepts and science inquiry during play.

Learning through play It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.

— Leo F. Buscaglia Understanding the different ways children play and

how they think during different play activities is relevant to understanding how teachers can support scientific concept development through play. Diane teaches infants to 4-year-old children in an urban family child care home in the Midwest. She observes the children playing with cicada shells (molted exoskeletons of cicada nymphs) in the play yard. Diane attempts to provide experiences that build on the children’s different types of play and their thinking about cicada shells.

Functional or discovery play (exploring and using the senses) One summer day Diane noticed that the children had discovered a cicada shell stuck to the bark of a tree in the play yard. The children touched and felt the shell with their fingers, holding it gently in their hands. One of the younger children squeezed the shell and quickly found out it was fragile and could be crushed. They looked closely at the shell and noticed it caught on the skin of their hands. They tried hooking it on other objects in the yard to see if it would stick, as it did on the bark. They found a few more cicada shells on the tree.

Their initial play sparked a question: Was the shell dead or alive? Rather than answer their question directly, Diane asked the children: Can it eat? Does it move? Does Teachers can create it grow? The opportunities for young children decided the children to expand their shell was understandings of scientific not alive, concepts and science inquiry but now they wanted during play. more shells.

Over the next www.photoxpress.com several weeks during outdoor playtime, the children collected more shells. They looked for both living cicada nymphs and nonliving cicada shells. Diane mounted the shells on index cards, labeling them with terms like exoskeleton and nymph.

The children observed the shells under a microscope. They went to the local library and checked out nonfiction books about cicadas.

Symbolic play (using objects and language to represent ideas) The children learned more about cicadas. They painted and drew pictures of cicada nymphs, their shells, and adult cicadas and displayed the pictures in May 2013 Learning Years

43

the family child care home. They pretended to be scientists during outdoor playtime, as they gathered more shells. One day, they found cicada nymphs molting and observed an adult cicada emerge from a shell. Once the cicada emerged, they sang “Happy Birthday.”

To duplicate the action of the newly emerged cicada unrolling its wings, Diane carefully folded and rolled up green tissue paper, placed it into an empty toilet paper roll and let the children pull out the paper and unroll and unfold it to model the process they had observed in the cicada. She encouraged the children to look for cicada nymphs getting ready to molt, and she made a video of the transformation from nymph to adult. While watching the video, the children described what they saw. Diane continued to read books aloud to the children and help them label their drawings.

objects or actions with materials or through pretend play. Playing games with rules, the children created the Cicada Patrol. They applied more rules to their activities, and they planned and strategized in more complex ways (Frost, Wortham, & Reifel 2007).

Games with rules (organizing games with rules and roles) Once the older children understood that cicadas have different stages of development, they modified their role play to create a game called Cicada Patrol. The children added rules or challenges, such as, “Who can find the most shells?” and “Who can find cicadas at their different life stages?” The children kept track of their findings, which led them Yet, while each type of play experience was qualitatively to try to figure out where the cicada nymphs came from, thus increasing their “scores.” The children noticed that the different, what each had in common is that the children were thinking, reasoning, trying to use logic, and searching cicada shells were “dirty” and remembered that one of the for relationships between events. This type of play is books indicated the nymphs lived underground. They then often referred to as cognitive play or play as cognitive began to notice holes in the ground by the tree where they development. had found a number of cicada shells. Diane continued to The key to high-quality teaching is to gear activities encourage the children to use observation, a science process to children’s progressively more complex approaches skill, to find the most cicadas during to understanding the world. Early childhood Cicada Patrol. educators and researchers recognize that “play As demonstrated through provides an intrinsically motivating context these scenarios, in each type T h in which children come together to e highof play the children think quali key to understand their world” (Drew et al. in qualitatively different ty tea gear a c 2008, 40). However, educators and c h ways. In functional play, progr tivities to ing is to researchers also recognize that for essiv the children hunted for child e a l re teachers to enhance the learning y pproa cicada shells. They repeated ches more com n’s potential within play contexts, to un actions over and over, plex d they must observe the children’s e rstan with no predetermined the w d i o n thinking, understand the potential rld. g purpose. They were coming of learning content through use of to understand the qualities of different materials, and demonstrate physical objects and observe the playfulness and openness to wonder and effects of their actions on objects. possibility. The following sections explain www.photoxpress.com In symbolic play, the children drew how teachers can understand and build on cicadas and pretended to be scientists. They young children’s scientific thinking. used language to describe what they were thinking as they purposefully constructed representations of 44 Kleuterklanke

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Thinking like a scientist When I was a kid I had a lab. It wasn’t a laboratory in the sense that I would measure and do important experiments.

Instead, I would play.

— Richard Feynman Nobel Prize Recipient in Physics The National Science Education Standards (NRC 1996) state that “scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world” (23). Inquiry is an active process that requires many different skills. These skills are often referred to as scientific process skills and include • observing; • asking questions; • describing; • predicting; • providing explanations; • using tools and instruments to extend the senses and improve observations; • engaging in “what if” investigations; • planning investigations; • recording what happens during these investigations; • interpreting; and • communicating and sharing ideas.

skills and habits of scientific thinking are inherently part of children’s play. In the next section we explain in more detail how children’s thinking develops in relation to scientific concepts.

Children’s thinking: From everyday concepts to scientific concepts The whole of science is nothing more than a refinement of everyday thinking.

— Albert Einstein As children’s play experiences change as children grow, so does their concept development. Teachers can document the changes in children’s understandings of scientific concepts while observing their play (Fleer 2008). Vygotsky (1962/1986) made a distinction between everyday, or spontaneous, concepts and scientific concepts. Children develop everyday concepts intuitively through interactions in everyday experiences (such as play). These concepts are embedded in the contexts in which they are developed; for example, when a child plays at a water table and experiences the properties of water as a liquid. Scientific concepts are concepts children learn in school. These concepts are based on the structured thinking, logic, and language used in the discipline of science and developed through interactions with a teacher; for example, a child learning about volume. Often, these concepts are taught outside of

These are all skills that young learners can develop when they are supported by adults. The process of scientific inquiry uses these skills and requires children to participate in a cyclical process in which they use process skills in a variety of ways.

For example, a child might be playing with a magnet and observe that it attracts an object composed of plastic and metal. She might then wonder what part of the object is magnetic. She then may begin to test a variety of objects made only of plastic, interpret her data, and conclude that only the metal portion of the original object is magnetic.

While the complete scientific inquiry process, which requires multiple cycles of investigation, may not be part of a child’s play episode, we believe that many of the May 2013 Learning Years

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the context in which children are developing everyday concepts. Bodrova and Leong (1996/2007) describe the interplay between everyday concepts and scientific concepts as follows:

Children will not understand concepts such as “volume” if they do not have everyday concepts of “liquids” and “measuring.” The scientific concept directly depends on the child’s everyday understandings of the world. As children learn scientific concepts, the meaning of liquids and measuring changes. It is a two-way process—scientific and everyday concepts grow into one another. The scientific concept is modified by the everyday concept, and the everyday concept is changed by the learning of the scientific concept. (60)

In the following play episodes, a young child develops everyday concepts through play, with the support of his mother.

About to clean some cabinet hardware with baking soda and vinegar, I called my son Mateo, who is 3, into the kitchen to observe the chemical reaction. I showed him the baking soda and let him smell the vinegar, then I asked him some questions about the properties of the vinegar and baking soda. He responded that the baking soda was a powder and it was dry, and the vinegar was wet. Since he had witnessed other chemical reactions, I asked him to “predict” what might happen when I poured the vinegar on top of the white powder. He replied, “I don’t know, Momma. Maybe it will get wet.” I poured the vinegar over the baking soda. As the mixture bubbled, my son exclaimed, “You made soap!” I asked him why he thought it was soap.

He told me to “look at the bubbles.”

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Many of the skills and habits of scientific thinking are inherently part of children’s play.

Later that afternoon Mateo asked for a cup of seltzer water. I poured him a small cupful, and he walked into the living room. There was a long silence, and I decided to investigate. I saw Mateo sitting at the coffee table with his cup of seltzer and a container of powdered Gatorade.

I watched him take two scoops of Gatorade and add them to the seltzer water. It fizzed. I asked, “What are you doing?” Mateo responded, “Look, Momma, I’m being a scientist–momma. I’m mixing like a scientist.” I asked him what happened when he mixed the Gatorade with the seltzer. He explained what had occurred and what he had observed: “I mixed this, and this bubble water. It made bubbles. Not big bubbles, little bubbles.”

In this story, we see a mother encourage her son to use his prior knowledge to wonder about the materials and to notice what is happening. These are the first steps in the scientific inquiry process. Mateo expresses his everyday concept of soap—where there are bubbles, there is soap. Furthermore, this interchange sparked pretend play. He pretends to be a “scientist–momma” (his mother is a scientist), expands his experiences using similar materials, pretends to investigate, and explores his understanding of what it means to be a scientist. He also identifies himself as a scientist when he says he is “mixing like a scientist.” Finally, his mother returns his thinking to the inquiry process by asking him what happened.

In essence, the mother’s questions ask her son to report on the data he observed in his own pretend science experiment. The parent in this situation sparked a theme for play, validated and expanded on the pretend play, and modeled parts of the scientific inquiry process. This is just one example of how adults support children’s scientific thinking through play. There are many ways early childhood educators support scientific thinking by keeping in mind the aspects of the scientific inquiry process.

Teachers supporting scientific play How can teachers use play as opportunities to engage young learners in scientific inquiry? The key is in the types of experiences teachers create for young learners and how they support children during “science play” (Commonwealth of Australia 2009/2012) experiences.

When teachers create science-play experiences, it is important for them to consider three things: the types of materials to provide; the questions to pose prior to, during, and after children’s exploratory play; and what additional explorations could further children’s science learning opportunities.

Types of materials To support an inquiry about force and motion, teachers can choose from many materials, including toy vehicles, balls and ramps, construction sets, and marble runs. Each of these materials affords different learning experiences for the children and different opportunities to engage in scientific inquiry. For example, playing with toy dump trucks on an inclined ramp allows children to change loads and determine how far the truck travels, leading to an opportunity to determine the relationship between mass, momentum, and acceleration.

Questions to pose In addition to thinking about materials, teachers also consider questions to ask. Suppose the children are running their cars on a flat surface. A teacher may begin a science-play experience by asking such questions as: How can you make the car go fast? How can you make the car go slow? These types of questions help guide the

As children finish their play, the teacher can ask questions to help them summarise their understanding and share their discoveries with one another. www.photoxpress.com

children’s play. A teacher can ask: How are you making the car move? What do you do to make the car go fast or slow? What did you do differently that time? These questions help the children focus their observations as well as ask additional questions that interest them at this point or that they might want to pursue later. As children finish their play, the teacher can ask questions to help them summarize their understanding and share their discoveries with one another. When children have an opportunity to communicate their ideas and hear other perspectives from their peers, they are better able to identify patterns and formulate relationships about the data.

Additional explorations After this initial science-play activity, teachers can conduct additional experiences for the children, using other materials or using the same materials in a different way. For example, children could roll similar cars down a ramp. The cars might have different amounts of mass, such as round ceramic magnets, added to them.

The children can then begin to answer the question, “Does mass affect the motion of the car?” This is a focused exploration that leads to other focused observations. These cycles of science play are integrated with the process of inquiry. Science play lays a foundation for the scientific inquiry that occurs in the primary grades, when everyday concepts are increasingly integrated with scientific concepts.

The table “Young Children’s Play” introduces a variety of science-play experiences and shows their relationships to everyday concepts and scientific concepts. For each experience, we provide questions teachers www.photoxpress.com can ask to guide children’s scientific inquiry.

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Young Children’s Play:

Developing from Everyday to Scientific Concepts

Materials

Science-play experience

Everyday concepts

Scientific concepts

Teachers’ questions

Cars and trucks

Rolling cars and trucks across the floor

Pushing the truck makes it move

The greater the force applied to an object, the greater the distance an object will travel.

How can you make the truck travel the longest distance?

How can you make the truck travel the shortest distance?

Ramps and balls

Creating a ball run and trying to increase and decrease the speed of the ball.

Balls roll down ramps.

The steeper the incline, the faster the ball will move. The steeper the incline, the more energy the ball has as it rolls.

How can you make the ball go faster?

Slower?

Density bottles – 4 or 5 similar bottles with different volumes of water – and a tub of water.

Predicting which bottles will float and which will sink.

Making a density bottle that stays below the water’s surface without sinking to the bottom.

Heavy objects sink and light objects float.

Objects with higher density tend to sink, and objects with lower density tend to float.

Which bottles sink?

Which bottles float?

Can you make a bottle that hangs in between?

Magnifying glass

Completing a scavenger hunt with a magnifying glass.

A magnifying glass makes things look bigger.

A magnifying glass is a scientific tool that increases the sense of sight.

What did you see with the magnifying glass that you couldn’t see with just your eyes?

Hand shadows and a light source

Telling a shadow story.

Hands can make shadows.

Shadows are caused by solid, opaque objects that interrupt the path of light.

Can you make the shadow bigger?

Can you make the shadow smaller?

Conclusion Play offers a rich context for children to engage in elements of scientific inquiry. Children naturally use their everyday understanding to make sense of their play experiences. In the case of science-play experiences, teachers use their knowledge and understanding of both the content and how children make meaning during play. This knowledge helps teachers guide children’s play experiences and engage children in additional science-play experiences that lead to further inquiry.

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References Bodrova, E., & D.J. Leong. [1996] 2007. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. 2nd ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Commonwealth of Australia. [2009] 2012. “Why Science and Play?” http://scienceplay.questacon.edu.au/why.html.

Drew, W.F., J. Christie, J.E. Johnson, A.M. Meckley, & M.L. Nell. 2008. “Constructive Play: A Value-Added Strategy for Meeting Early Learning Standards.” Young Children 63 (4): 38–44.

Fleer, M. 2008. “Understanding the Dialectical Relations between Everyday Concepts and Scientific Concepts within Play-Based Programs.”

Research in Science Education 39 (2): 281–306.

Frost, J.L., S.C. Wortham, & S. Reifel. 2012. Play and Child Development. 4th ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

NRC (National Research Council). 1996. National Science Education Standards: Observe, Interact, Change, Learn. Washington, DC: National Academies Press. www.nap.edu/openbook.php?record_id=4962.

Vygotsky, L.S. [1962] 1986. Thought and Language. Cambridge, MA: The MIT Press.

Resources Koralek, D.G., & L.J. Colker, eds. 2003. Spotlight on Young Children and Science. Washington, DC: NAEYC. Neill, P. 2008. Real Science in Preschool: Here, There, and Everywhere. Ypsilanti, MI: HighScope Educational Research Foundation.

Olson, S., & S. Loucks-Horsley, eds. 2000. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning.

Washington, DC: National Academies Press. www.nap.edu/catalog.php?record_id=9596.

Williams, R.A., R.E. Rockwell, & E.A. Sherwood. 1987. Mudpies to Magnets: A Preschool Science Curriculum. Lewisville, NC: Gryphon House.

Worth, K., & S. Grollman. 2003. Worms, Shadows, and Whirlpools: Science in the Early Childhood Classroom. Portsmouth, NH: Heinemann.

This article originally appeared in the May 2012 issue of Young Children, the journal of the National Association for the Education of Young Children (NAEYC). It is reprinted here with permission from NAEYC. Personal review copies may be created, but any other use requires written permission from NAEYC. Send requests to lbaker@naeyc.org

Vanessa (6yrs)

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Medical Emergencies in the Nursery School Dr Shane KotzĂŠ, Emergency Medicine Doctor

C

hildren often sustain accidental injuries. It goes without saying that a Nursery School will have a higher incidence of such injuries, given this paediatric population. As teachers in a Nursery School, are you prepared to manage common emergencies?

Many might answer confidently whilst others may shy away from emergencies. The reality of the matter is that no one can be truly prepared for an emergency and no one enjoys these situations. As such, I would like to take you through a few broad concepts about common medical emergencies in children.

Preparedness

It is essential for every school to obtain a basic first aid kit. This kit should have temporising measures to

Shane KotzÊ Emergency Medicine Doctor Dr’s Esterhuysen, Serfontein, Venter and Associates (Inc) practising at Netcare Unitas Hospital Emergency Department shanekotze@live.co.za The contents of this article have not been plagiarised. The advice offered is in the common interest of the management of medical emergencies in children. No responsibility can be accepted for any damage, further injury, disability and death that may arise from the content of this article by the author.

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treat a child prior to further help being obtained. Make sure your first aid kit has a one-way mouthpiece for Cardiopulmonary Resuscitation (CPR), gloves, bandages, gauze and splints. These will cover the major injuries.

Additional nice-to-haves include plasters and antiseptic solution (day to day essentials, but are not lifesaving).

Ensure that your kit is packed and embark on a basic first aid course. This course will teach you the basics of first aid and, most importantly, CPR. Know your local emergency numbers. Store them on cellular phones, place memos in every class and teach them to your children. Some security companies have medical emergency panic buttons which are also useful.

When an emergency occurs, always ensure your own safety.

Begin by securing the scene of danger. Secondly, don gloves as a protective barrier to prevent blood-borne infection transmission. Always approach an emergency with caution and a level head. Remain calm at all times. www.photoxpress.com

Nausea, vomiting, headache and difficulty concentrating are common symptoms of concussion.

Life-threatening Emergencies

Life-threatening emergencies can be simplified under the headings: breathing, bleeding and unconsciousness.

All life-threatening emergencies require advanced medical care within minutes.

Children with Breathing Problems

Should a child struggle to breathe, immediately place the child in a position comfortable to support breathing.

This is usually in a sitting position. If a child stops breathing, check for a pulse and commence CPR if appropriate. Call for an ambulance.

Bleeding Children

Bleeding may result from many causes. Common causes in children include nose-bleeds and open wounds.

A rule of thumb: if it bleeds, put pressure on it. Obtain gauze or similar material and apply pressure to the bleeding area. Elevate the area above the level of the heart (if possible). In nose-bleeds, pinch the nose between your thumb and index finger and bend the child’s head forward.

Call an ambulance or seek medical help.

Unconscious Children

There are many causes of unconsciousness in children:

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Medical Causes

“stunning” of the brain after a head injury. Nausea, vomiting, headache and difficulty concentrating are common symptoms. Concussion is not something that can be seen on a brain scan and must be distinguished from a

Life-threatening emergencies can be simplified under the headings: breathing, bleeding and unconsciousness. more severe condition by a doctor.

If a child has a head injury but is fully awake and has minimal symptoms, allow the child to rest and sleep whilst seeking the advice of a doctor.

Fractures

Fractures are broken bones. Most often you will only suspect a fracture and it will have to be confirmed by a doctor. The less movement of an injured limb, the better.

Try to keep the limb in a comfortable position. Use any padded rigid object as a splint. A roller-towel cardboard tube split in its length, is an excellent splint when applied to the forearm. Use a bandage or any strap-like device to make a sling to further immobilise a limb.

Burns

The background history and the presence of a medicalert device will give you more information about the child. A child may be unconscious because of diabetes – in this event, apply glucose to the inside of the cheeks if safe to do so. Fits may also lead to unconsciousness. In this case, jerking movements are a tell-tale sign. Lay the child on his/her side. Do not attempt to put anything in the mouth. Move away all objects that can cause injury. Call an ambulance.

Simply put: Stop the burning process! Remove the child from the cause of the burn. Run free-flowing cold tap water over the burnt area for at least 15 minutes.

Never grab the child and run to a doctor without first attempting to cool down the burn. Do not apply lotions and other potions. The safest burn dressing is Burnshield®, which can be applied once the burn has been cooled off.

Trauma Causes

Similarly to burn management: remove the child from the poison and get rid of the poison. Wear barrier protection to prevent yourself from being in contact with the poison. Wash the child under water if you suspect skin contact. Never induce www.photoxpress.com vomiting. It is difficult to make a blanket rule on whether or not to give milk or water to drink. The safest is to give nothing by mouth until you have consulted a doctor.

Children love to climb, run in front of vehicles and ride on various bikes. Head injuries have devastating consequences and are most often preventable. All children engaging in organised activities involving risk should wear appropriate head protection. If a child is unconscious because of trauma, ensure breathing and a pulse are present (if not, start CPR). Keeping the head and neck still, place the child on his/her side. Avoid any unnecessary movement. Call for an ambulance.

Concussion

Concussion is the temporary

Poisoning

I hope that this primer on a few medical emergencies increases your awareness and interest in the prevention and management of childhood injuries. Keep the management of emergencies simple. If it feels wrong – it probably is.

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Koedoe-Oortjies

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Ons senior kleutertjies van die Tiertjieklas geniet die boublokke en opvoedkundige speelgoed.

Juffrou Sonja (regs) by haar Beertjies van die Peuterklassie. Dit is een van die legkaartkaste, waaruit die maatjies kan kies en keur, wat hul graag wil bou! Juf Daleen (links), sit ook handjie by.

Die fantasiehoekie in die Skillieklas bly ‘n groot aantrekkingskrag vir ons seuntjies en dogtertjies!

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it was een van Laerskool Middelburg se ideale, om ‘n preprimêre skooltjie te begin, as deel van die bekende Koedoekoppe wenspan.

Koedoespoortjies, die Graad R skooltjie, wat spog met 6 Graad R klassies, het in 2009 die lig gesien.

Gedurende 2012 het die geleentheid hom voorgedoen en het die Beheerraad van die Laerskool “Suikerbossie”, ‘n privaat kleuterskool, oorgekoop. Die skooltjie is geleë op die Laerskool se koshuisterrein.

Op 9 Januarie 2013, is Koedoe-Oortjies gebore.

Die Koedoekoppe en Koedoespoortjies was omtrent breë bors oor die nuweling!

Mnr Pikkie Herrmann, waarnemende hoof van Laerskool Middelburg, mnr Peter Clark, beheerraadslid, mnr Charl van der Westhuizen en juf Sarie Verwey, asook juf Daleen van Niekerk hou ‘n wakende ogie oor die kleine Oortjies.

Juf Surette Prinsloo van die Laerskool kom kuier twee keer ‘n week by die klein maatjies en dan word daar lekker musiek gemaak, gesing en gespeel.

Koedoe-Oortjies het vryelik toegang tot die kennis van ‘n arbeidsterapeut, me Marna Veldman.

Daar word sommer nog heelwat beplan vir ons klein Koedoe-Oortjies.

Huidiglik is daar een Peuterklassie (Beertjies),

Ons groot maatjies van die Hondjieklas wys hoe lekker het hul geverf, geplak en geteken!

met juf Sonja Papapavlou as moederhen, twee Junior klassies van juf Belinda (Vissies) en juf Daleen (Katjies). Daar is ook drie Senior klassies met juf Wanita (Hondjies), juf Aniene (Skillies) en juf Lizel (Tiertjies).

Tannie Elmarie, Minnette en Merle is ons onderwyserassistente, by die peuters en junior kleuters.

Ons was so gelukkig om tannie Beatrix, wat die afgelope 22 jaar as sekretaresse by die ou kleuterskooltjie gewerk het, oor te erf! Sy is die hartklop van ons skooltjie.

Vakansies, behalwe Desembermaand, is Koedoe-Oortjies ook ‘n veilige hawe vir al die maatjies wie se ouers moet werk. Tannie Beatrix en juf Aniene is daar om almal gelukkig te hou.

Tannie Hannetjie en die ander personeel maak die lekkerste kossies vir ons kleingoed.

Buitemuurse aktiwiteite wissel van Playball, Beat Buddies, Swem, Mini-Maestro’s, English Wise tot Tjomme met Somme.

Ons is voorwaar geseënd om so lieflike en veilige terrein te kan hê en ‘n Beheerraad en Laerskoolkorps wat Ons skattige Peutertjies, besig om ons in staat stel om hul spiertjies te oefen onder die ou klein kindertjies te groot koelteboom. kan leer, koester en bederf!

Al die eer aan ons Hemelse Vader, wat dag vir dag saam met ons die pad loop.

Ps 127:1 As die Here die huis nie bou nie, tevergeefs werk die wat daaraan bou!

Ons vriendelike assistente by Koedoe-Oortjies!

Agter: Nellie, Sophie, Sarah Voor: Mpumbi, Albert, Agnes

Onder die skadunette word daar ernstig gespeel.

In die agtergrond geniet ons Koedoe-Oortjies hul gate uit op al die verskillende groot speelapparaat.

Koedoe-Oortjies se Personeel. Mense wie se harte warm klop vir klein woelwatertjies!

Agter: Daleen, Belinda, Wanita, Elmarie, Zouna Middel: Aniene, Minette, Beatrix, Lizel, Merle, Hannetjie Voor: me Louisa Burger, Marthie Stoltz (van die VVOS) en Sonja May 2013 Learning Years

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Ben loves to visit his grandfather and they often walk the cliffs together, looking out at the ocean and searching for whales. Together they read stories about whales, add new pages to Grandpa’s scrapbook or go to the museum to see the whale skeleton.

Suddenly everything changes when Grandpa dies. Ben’s dad notices that the boy is finding it hard to say goodbye and tells Ben a touching story about a young humpback whale. This whale-calf swam and played with his mother and an old humpback whale every day, but when the time came for the whales to travel back south, the old whale could not make the journey with the others. The whale calf had to say goodbye, too.

For ages three and up, this story on bereavement will find favour with children dealing with the death of a grandparent or other loved one.

Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, Art And Creative Development For Young Children, 7th Edition, takes a child-centred approach to art education. Updated throughout, the book includes an in-depth discussion of technology to aid teachers in understanding the role that technology can play in children’s visual art appreciation and production. Guidelines for establishing an inclusive art programme in classrooms for young children are included for early childhood professionals. Activities and recipes make the text a valuable resource for in-service teachers. www.loot.co.za/shop/main.jsp?page=gifts

Inkopies saam met Mamma? Dis vervelig! Maar by die supermark ontdek Philip onverwags ’n fantastiese wonderwêreld... Want hierdie is nie sommer ’n gewone supermark nie – en met ’n hele trollie vol diere op die inkopielys, het Philip hope pret tussen die rakke!

Kinders sal versot wees daarop om nuwe dieremaats te maak in hierdie lawwe, lawaaierige prenteboek.

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Author and illustrator Liz Mills presents her second collection of over 50 nursery rhymes and verse from popular children’s songs, specially reworked and adapted to appeal to children living in Africa.

This delightful book follows on the overwhelming and continuing popularity of African Nursery Rhymes, which has been reprinted almost every year since it appeared in 2006. Nursery Rhymes & Verse from Africa is a must for a young child’s bookshelf as nursery rhymes form an essential part of children’s development, teaching them rhythm and rhyme and word skills, as well as improving memory.

Liz Mills’ colourful and often humorous illustrations and word imagery will capture the imagination and make reading an activity that children (and parents/carers) look forward to, whether at bedtime or any other time of the day. They will also want to return to these rhymes, with images that they can relate to, over and over again.

Here are two examples from this delightful book:

“I’m a little potjie short and fat The wire is my handle, the lid is my hat.

When the bredie’s ready, hear me call ‘Dish it up and eat it all’.”

A man in the bushveld asked this of me, ‘How many mealies grow in the sea?’

I answered him and I meant no harm, ‘As many fat snoek as swim on the farm.’

A Chance to Play is a practical manual. It brings together play activities and ideas drawn from the experiences of people working with children in South Africa. It targets primarily carers of children, including parents and teachers, who can facilitate play with children. Contributors to the manual include individuals and organisations with vast experience and expertise in play. The manual focuses on play activities and how to facilitate them.

The manual contains practical play ideas that have been played by South African children with local resources, in both rural and urban areas and includes play ideas for groups, families and individual children. There is input from various organisations from all over South Africa. The manual promotes a child’s right to play, picks up on issues of inclusion, justice and fair play, who is responsible for creating play environments and children as leaders of their own play. Several organisations showcase what they do to promote play in their communities. Some examples are toy libraries, hospital play programmes and organised children’s groups such as Scouts.

Download available at www.a-chance-to-play.org May 2013 Learning Years

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April Seminar T

he portals of UNISA lit up again with the colourful ECD toys and equipment displayed by the exhibitors at the first AECYC seminar held on 13 April. 650 enthusiastic ECD practitioners and students made their way to the ZK Matthews Hall, where bright balloons proclaimed the 70th birthday of the Association.

We were privileged to be addressed by the Executive Dean of the College of Education at UNISA, Prof Kuzvinetsa Dzvimbo, whose enjoyment and appreciation of the occasion was evident. He underlined the University’s strong support for education in the child’s first 1000 days of life and challenged those present to make a concerted effort to reach the underprivileged young children in our country.

Also present were invited guests, among whom Prof Marieke de Witt from UNISA, Marinda Oosthuizen from the Department of

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Social Development and Nakedi Lelosa, GDE Deputy Chief Education Specialist. It is gratifying to be able to join hands with those in a position to influence the quality of ECD practice in Gauteng and further afield in the interests of our young children.

A full programme kept us stimulated throughout the morning. Vanessa Mentor, Director of the ECD Institute, which was established to promote best outcomes for children birth to four years, emphasised the vital importance of building relationships between all those involved in ECD and the need to “partner� with each other for the benefit of the children.

Dr Zenda Nel and her assistant Lauren Williams had us in stitches as we laughed our way through her presentation, picking up practical ideas to use in the classroom at the same time.

After tea and another shopping session amongst the latest on the market in educational toys and services, attendees could choose between two presenters. Freda Wilkens gave a

talk on Emergent Reading and the use of the Big Book in the daily programme and Elrika van der Merwe addressed teachers of babies and toddlers on the use of music and movement in the daily programme. Teachers came away from both with much information and practical ideas to use in their classrooms.

The AECYC is again most grateful for the support and cooperation of Dr Soezin Krog and the Department of Early Childhood Education at UNISA. A big thanks, too, to UNISA for the use of the wonderful facilities!

May 2013 Learning Years

59

AECYC - AFFILIATION FORM 2013 Affiliation fee R450.00 per school Student fee R150.00 Staff members and parents of an affiliated school: R120.00 for 2 Kleuterklanke for 2013.

Please post your affiliation cheque, made out to AECYC (VVOS) to the above address, or pay via internet transfer or a bank deposit.

Name of account holder: Die Vereniging vir Voorskoolse Opvoeding en Sorg (AECYC) Bank: ABSA Centurion. Branch Code: 630 445. Account number: 405 3351 955 Name of individual or contact person Name of school Postal address Tel Fax

Cell E-mail

Postal Code

VVOS - AFFILIASIEVORM 2013 Affiliasie fooi R450.00 per skool Studente fooi R150.00 Personeel en ouers by ‘n geaffilieerde skool R120.00 vir 2 Kleuterklanke vir 2013 Pos asseblief u tjek, uitgemaak aan die VVOS aan die bostaande adres of betaal per internet of bankdeposito.

Naam van rekeninghouer: Die Vereniging vir Voorskoolse Opvoeding en Sorg (VVOS) Bank: ABSA Centurion. Takkode: 630 445. Rekeningnommer: 405 3351 955 Naam van idividu of kontak persoon Naam van skool Posadres Tel Faks

Sel E-pos

Poskode

During free play time Ronald, 6 yrs started his picture with a baseline and skyline and then produced this number chart all by himself.